SED 521 LESSON PLAN FORM
Teacher’s Name: Ms. Nancy Alejo
Unit: Unit 3- Early Middle Eastern Civilizations
Chapter 7: Ancient Egypt
Class: Social Studies
Date: April 9, 2005
California Academic Content Standard(s):
6.2 Students analyze the geographic, political, economic, religious, and social structure
of the early civilizations of Mesopotamia, Egypt, and Kush.
Situating the lesson:
This lesson is the second lesson out of four in the chapter titled Ancient Egypt. The first
lesson covers the Nile River’s contributions to Egyptian survival, and the last two lessons
cover major Egyptian achievements and Egypt’s relationship to Kush. Today’s lesson
describes the religious ideas of the ancient Egyptians, their social structure and the different
types of pyramids created by the Egyptians.
Assessment:
The lessons culminating activity will be to create a “Mummy Poster”; this
activity will allow me to assess their comprehension of the Egyptian afterlife preparation
and their understanding of the pyramid usage. The culminating assessment for the chapter
will be a multiple choice, fill-in the blank and short essay question exam.
Objectives:
•
Students will explain the life style of the ancient Egyptians.
•
Students will construct a project that reflects the Egyptian burial process.
•
Students will examine the social class system of the ancient Egyptians.
Materials Needed:
Social studies textbook
Window Notes handout
Homework instruction sheet
Alpha Boxes
Dear Diary Notebook
The textbook A Message of Ancient Days is located in the bookcase to the right of my desk,
the two handouts are located in a manila folder labeled L2 Egypt which is inside of a small file
holder on my. Students bring their Dear Diary Notebooks to class every day.
Discipline Specific Vocabulary:
Afterlife - a life that would continue after death.
Embalm - treating the body to protect it from decay.
Mummy - a body embalmed or treated for burial with preservatives in the manner of the ancient
Egyptians
Hieroglyphics-earliest Egyptian writing system that used pictures to stand for objects,
ideas and sounds.
Social class system- a system where individuals are ranked according to status.
Literacy Strategies:
Pre-reading literacy strategies: Alpha boxes will assist students to pull out key terms from
the text that they believe are important to the lesson. It also gives them the gist of what we
will be reading and learning about.
Reading literacy strategies: The reading literacy strategy that I will use is Window Notes.
This strategy requires the student to be involved with the text, and produce ideas, facts, feeling
and questions on what they have read.
Post reading literacy/Writing strategies: Dear Diary allows students to assume the identity of an
individual of the time period we have just read about. Students write a diary entry as if they live
in that time. For instance, in this unit students should be assuming the roles of kings, priests,
scribes or a slave. They must describe a typical day, what their wear and how they might feet
about the living situation. As they write they must consider and incorporate factors of that
time period.
Homework Assignment(s): Mummy Poster
Students are to create a poster that advertises an embalming company. In their advertisement
they are to describe the embalming process, give an explanation of their services, create a title,
and they are to be creative. This project will further enforce what they have learned regarding
the Egyptian afterlife and use their creative side. Students are to use their class notes,
textbooks, mummy making handout and any other additional resources they may need, such
as encyclopedias, Internet or the library.
Assignment: Dear Diary Entries
Points: 1 point for each entry
The diary entries are collected at the end of every unit and one point is given for each
entry. For example, if there are a total of 10 entries in one unit then the maximum
amount of points earned may be 10. In the entries I look for correct grammar, punctuation,
spelling, and that the responses are related to the topic.
Assignment: Window Notes
Points: 20
I will read the facts, ideas, questions and feelings that students have writing regarding
the reading and as long as I feel that they genuinely reflect the reading I will assign full credit.
Assignment: Mummy Poster
Points: 50
In the poster I will be looking for clear explanation of the embalming process,
mechanics, spelling, grammar, content, creativity, neatness and presentation.
Reflection on the effectiveness of the lesson:
In preparing this lesson I realized that I will not have student robots and that I should add to
my lesson plans time for transitions. A difficulty in this lesson lies in the fact that it does
not allocate time slots were students move from one task to another. It assumes that all students
will be prepared and ready for class. It ignores that fact that teachers constantly have to ask their
students to pay attention, stop daydreaming or stop talking. A solution that I propose myself in
dealing with this type of difficulty is teaching a short lesson on how task transitions. First, I would
research the topic, in order to find effective proven strategies. Then I would follow a few of the
suggestions and present them to the class. Doing this may take extra time in my part, but may be
beneficial throughout the school year.
Additional Lesson Resources:
1. Contributors of Anchient Egypt and China
http://www.teachers.net/lessons/posts/2561.html
2. Egyptian Multiplication
http://www.teachers.net/lessons/posts/1695.html
3. Ancient Egypt: unearthing the past
http://www.teachnet-lab.org/miami/2002/mgil.htm
4. Egyptian Art: The Case of the Missing Mummy
http://www.teachersnetwork.org/teachnetnyc/llangsner/egyptian.htm
5. Mummy Dearest
http://teachersnetwork.org/ntol/lessons/mummy/
6. Ancient Egyptian Sarcophagi
http://www.teachersnetwork.org/tda/tdaDetail.cfm?id=233