The George Washington University
Secondary Education
Integrative Lesson Plan Form
Student: Howard Wolke
Lesson Topic & Grade Level: Phoenician alphabet, 9th grade
Objective(s)/Outcome(s):
Students will understand the difference between symbolic alphabets and modern
alphabets
Students will understand the purposes of each
Students will understand why modern alphabets came about (not written on board)
Lesson Materials/Resources
Warm-up handouts, small plant, alphabet poster, alphabet handouts, alphabet progression
handouts, blank matrix transparency, full matrix handouts, and overhead projector
Warm-up:
Half of students will describe plant using English, other half will describe using symbols.
Activating Prior Knowledge and Experience to Connect to New Learning:
Based on previous discussion of Egyptians and Phoenicians, we will discuss their
alphabets and the purposes of the alphabets
Instructional Procedures:
Introduction:
After warm-up, have students discuss their experiences describing the object. What did
students who used English think? What about those who used hieroglyphics? Which
alphabet was easier to use? Why was it easier?
Body of Presentation:
Matrix or Display of Data:
How will data be displayed for student analysis? Attach to lesson plan.
Phoenician alphabet and Egyptian hieroglyphics will be displayed on large poster at front
of classroom and blank matrix will be displayed on overhead projector and given to
students.
Phase I: Analysis of the Data.
What do you notice about the actual symbols of each language? What are the
characteristics? Describe the symbols. What are some instances when the alphabets
would be used? What types of people would have used the alphabets? While asking these
questions, teacher and students will be writing answers down in blank matrix.
Phase II: Identifying Similarities and Differences.
What are the similarities between the actual characters? What are the differences? Why
would there be differences? Why would traders use the Phoenician alphabet? Why would
the Egyptian alphabet be limited to the religious and wise men? What are the different
uses of the two alphabets? What advantages would the Phoenician alphabet have? What
disadvantages? What advantages would the Egyptian hieroglyphics have? What
disadvantages?
Phase III: Hypothesizing Outcomes if Conditions Change.
Think about our warm-up exercise. What benefits would a Phoenician style of writing
have over an Egyptian one? Why wouldn’t the Egyptians develop and use an alphabet
like the Phoenician alphabet for their purposes? What do we know about Egyptians that
would make them more prone to use hieroglyphics? Would the Phoenicians have needed
the same kind of alphabet if they were not as proficient in trading? What if they took an
isolated stance with the world? Could they have created the same alphabet?
Phase IV: Generalizing & Summarizing Relationships (Closure):
What are the advantages of the Phoenician style of alphabet? What disadvantages would
it have? Why would this type of alphabet become so widespread? Think about where the
Phoenicians were located. What alphabet looks familiar? Hand out alphabet charts. What
do we notice about the alphabets? What are the similarities to the Phoenician alphabet?
Are there similarities with the Egyptian hieroglyphics? Hand out worksheet to be done in
partners. Worksheet will contain following questions: We discussed the Phoenicians as
traders. What would traders need in an alphabet? What are the most important things
even in the modern world for a big company to make sure that they’re efficient (looking
for answer of good records/bookkeeping)? Why would the Phoenician alphabet have
helped with keeping records? Why would the alphabet have spread so much? Why would
other people adopt it? Back as a class, discuss answers. Why would modern alphabets
come about?
Phase V: Application of Understanding
Pass out homework assignment: We’ve all heard the expression, “A picture is worth a
thousand words.” Evaluate this statement based on what we’ve discussed in class. Can
the reverse be true as well?
Assessment of Students’ Learning During & Following the Lesson:
During lesson, students will be assessed based on their answers to the questions that are
asked. The questions and progression of the integrative model will determine whether
they are understanding the material. Following the lesson, the homework assignment will
be used for assessment.
©Howard Wolke, 2004
Characters
Represents
Hieroglyphics
Individual
symbols
represent words
and names.
Phoenician
Alphabet
Symbols combine
to form words.
Each symbol
represents a
different letter.
Each symbol
name also means
something.
Purpose/Who
used it
Mostly used for
religious and
ceremonial
purposes.
Egyptian scribes
and wise men
were primary
users of
hieroglyphs.
Lasting
repercussions
Very little modern
use outside of
codes and
Egyptology. Only
used by Egyptians
Used for trade
records and other
bureaucratic
purposes. Many
different people,
not just the wise
of society would
use the alphabet
Led to creation of
modern
languages
including English,
Greek, Arabic,
Hebrew, Latin and
others.
Characters
Hieroglyphics
Phoenician
Alphabet
Represents
Purpose/Who
used it
Lasting
repercussions
Egyptian
Hieroglyphics
Phoenician Alphabet
Phoenician Alphabet
Egyptian Hieroglyphs
Homework:
“A picture is worth a thousand words.”
We’ve all heard this expression before. Think about
what we discussed in class today and evaluate the
statement? Is it always true? When is a picture
better than a thousand words? Can the reverse be
true as well?