Ancient Egypt
Ancient Egypt Introduction Lesson Topic: Theme -- Ancient Egypt Reading -- Comprehension of teacher read- aloud and group book Writing -- 4-square, Free Write, Pyramid letter Drama -- Role-playing: character, acting out feelings and emotions of pharaoh, slave, and farmer Grade Level: 1st grade Brief Description of Lesson: Students will read a story surrounding the theme of ancient Egypt. Students will read the story with the class and discuss what they learned about life in ancient Egypt from the book with their peers. Students will have the opportunity to read one of three other books surrounding the topic of Egypt, specifically focusing on the roles of the pharaohs, the slaves, or the farmers. Students will write and create performance art about ancient Egypt in multiple ways. Stage 1: Identifying Desired Results 1)
Goals and Performance Expectations
Standards: Reading Key Ideas and Details: CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details Craft and Structure: CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events Standards: Writing Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Text Types and Purposes CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure Production and Distribution of Writing CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed Standards: Speaking and Listening Comprehension and Collaboration CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. NCSS Themes: Time, Continuity, and Change -SWBAT describe how people in the past lived, and research their values and beliefs People, Places, and Environments -SWBAT understand factors that contribute to similarities and differences among peoples locally and in places across the world, including ethnicity, language, and religious beliefs Illinois State Standards for Social Sciences 18.C.1 Describe how individuals interacted within groups to make choice regarding food, clothing, and shelter 16.A1b Ask historical questions and seek out answers from historical sources (e.g. myths, biographies, stories, old photographs, artwork, and other visual or electronic sources).
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
2) What overarching, enduring understandings are desired? People have used different methods to communicate-- some have used pictures, symbols, hieroglyphs, and now we use an alphabet. The ancient Egyptians used hieroglyphs to tell us about the lives of important people and their religion. In ancient Egypt, life was different for people based on a hierarchy-- powerful people like the pharaoh were treated with respect, but slaves were forced to work very hard and were not treated nicely.
3) What essential question(s) will be considered? What are some ways people have used to communicate in the past and the present? What can tomb paintings tell us about ancient beliefs in Egypt? What was life like in ancient Egypt? How was life different for slaves, pharaohs, and farmers? 4) What prior knowledge and skills should students have? Students should know what main idea and details are in a story and have had practice identifying these. Students should know what the main character of a story is and have had practice identifying these. Students should know words for feelings: sad, mad, happy, excited, upset, scared, nervous, etc.
5) Key Knowledge and/or Skills Content Knowledge and Skills: a) Students will know…. ● that there have been different ways of communicating, such as hieroglyphics. ● that religion and the afterlife were important to ancient Egyptians and were often portrayed in the tomb paintings. ● about the lives of farmers, slaves, and pharaohs in ancient Egypt. b) Students will be able to… Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
● write a list of words in hieroglyphics. ● explain the ways people have used to communicate in the past and the present ● Understand and role play how the lives of farmer, pharaoh, and slave differed in ancient Egypt.
English Language Knowledge and Skills: c) Students will know… ● The meaning of the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave” d) Students will be able to… ● Say and spell the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave.” ● Use the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and “slave” in the right context during conversation, class discussion and role playing assignment Stage 2: Assessment: Determine Acceptable Evidence 1)
Student Product(s) and/or Performance(s)
1.) Writer’s Workshop Four-Square about ancient Egypt 2.) Role-Playing Skit about three different roles in ancient Egypt- farmer, pharaoh, and slave 2)
Other Assessment Evidence
Student participation in whole-class, group, and sharing discussions Student participation on the KWL chart Student post-its in category boxes Student free-write during Writer’s Workshop Student reading during group book study Student responses during comprehension checks from read-aloud 3)
Assessment Criteria
1.) Student can describe the life of a farmer, pharaoh, and/or slave and what it feels like to be farmer, pharaoh, and/or slave through Four-Square and Free Write. Student will express these with words, in whole sentences, and through pictures. 2.) Student will participate in role-playing skit with group. Student will actively help group answer questions on outline for skit, prepare for performance, and participate in performance as a character in the skit Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
For other assessment evidence: Student will participate fully and show understanding of the life in ancient Egypt. Student will show understanding of characters, stories told from different character’s point of view, lesson vocabulary, and writing techniques taught. Stage 3: Plan Learning Experiences 1)
Materials Required
Ancient Egypt by George Hart Seeker of Knowledge The Man Who Deciphered Egyptian Hieroglyphs by James Rumford Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt by Gail Gibbons Additional texts about ancient Egypt for independent reading Whiteboard, dry erase markers Chart paper, markers Post-it notes Four Square sheets for students Clay / reeds for students Hat with role-playing assignments Role-Playing outlines Egypt “props” for student role-play performances 2)
Time Required
Hook
_____15__________ minutes
Teacher Input
_____20__________minutes
Writer’s Workshop
_____30__________minutes
Group Work (Book Study)
_____15__________minutes
Group Work (Skits)
30 minutes
Closure & Independent Practice
_____20__________minutes
3)
Grouping Arrangements (Check all that apply)
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Whole Group
______X_________
Cooperative Learning Groups
______X_________
Small Groups
______X_________
Pairs ______X_________ 4)
Preparing for the Lesson
a)
Teacher Preparation
Teacher will prepare for this lesson by collecting all of her materials, choosing the cooperative learning groups for her students, and closely reading all of the Egypt books that she will use in the lesson and make available to her student. b)
Planning for Differentiated Instruction for ELLs, Students with Special Needs and Gifted Students
1) Teacher will thoughtfully create cooperative learning groups that will place students with peers that they may be able to get help from or give help to. This will allow high functioning students the chance to support their peers and help them understand the work that has been set before them. It will allow students with special needs the chance to work with others, practice communicating, and give them a chance to hear the material presented in a different way by their peers. ELLs will be given the chance to communicate in English in a safe environment, and will be able to ask their peers for assistance with words or concepts that they may not be grasping yet in English. 2) Teacher will provide vocabulary resources for her students in both English and any other languages that are present in her classroom. These resources will be laminated cards that display the main vocabulary words - “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave” - with pictures and their definitions in both languages, so that ELL students will have an easier time understanding the new concepts.
Connect 5) Set/Hook Students will come to the reading corner for the beginning of their reading/writing time. The teacher will ask the students to help her fill out a KWL chart about ancient Egypt. Teacher will prompt students if Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
they struggle with ideas. Together, they will fill out the “K” and the “W” sections of the chart together. The teacher will “hook” the students with a read aloud of the book “Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt” by Gail Gibbons Plans for Informal Assessment The teacher will do informal assessments during the read aloud by asking guided comprehension check questions. The teacher will also make note of students’ prior knowledge and questions while creating the KWL chart.
Attend 6)
Teacher Input
After reading “Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt” and guiding the students through comprehension check questions, the teacher will talk to the students about ancient Egypt. Through the use of the guided questions above and student responses, the teacher will demonstrate how to create a four-square. Students will contribute ideas for each section of the teacher’s example of four-square on a priest in ancient Egypt. The teacher will tell students that they will get a chance to do their own four-square. The students will pick a role out of a hat, which will be either farmer, slave, or pharaoh. The teacher will then explain to the students their expectations for writer’s workshop, which will consist of three parts: four-square, free write, and hieroglyphic inscription of a clay tablet. Plans for Informal Assessment During the group discussion the teacher will note student references to the book and students’ participation in whole-group discussion.
Image 7)
Writer’s Workshop 1) Four Square
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Your Role in Ancient Egypt:____________________________ Describe what you DO:
Describe how you FEEL:
What would you want to have in the afterlife?
Draw yourself:
2) Write Students will free write about a day in the life of either a pharaoh, farmer, or slave. Students are given prompts to help spur their writing. Students are encouraged to write about their feelings, and to use ideas (including visual images) from their four-square during writing. Plans for Informal Assessment The teacher will roam around the room from student to student viewing four-square writings and drawings and free-write. Teacher will check for participation, authentic work, and the relation to content.
Inform 8) Book Study Groups After working in Writer’s Workshop, students will come together on the carpet and share their pictures Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
and writings about these three different roles in ancient Egypt. The teacher will have three boxes drawn on the board. After sharing, students will be asked to take one question they have about any of the three roles and put it on a post-it note. The teacher will tell the students their post-it is going to go into one of the three boxes on the board. One box is for questions about pharaohs, one box for farmers, and one box is for the questions about slave. The teacher will inform the students that there are always more than one side to a story, and everyone has different perspectives. When we are talking about ancient Egypt, there are three sides that we should think about: the pharaoh, the slave, and the farmer. The teacher will then label each box accordingly and ask students to put their post-its in the respective boxes.
Practice After being introduced to the vocabulary: “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and “slave,” students will be broken into six groups to read a story about Egypt. Each group will get to pick a book out of the pre-selected books on Egypt. After reading the books with their groups, students will get into new groups to jigsaw share about their stories. Students will follow this outline when sharing: Who was your story told by? Was this person a pharaoh, a slave, or a farmer? How did this person feel at the beginning of the story? How did this person feel at the end of the story? What is one new thing that you learned about life in Egypt? How were hieroglyphics used in the story?
Extend 9) Role Playing Skits For the performance portion of this lesson, first graders will be placed in groups of three students to Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
create a role playing performance to present to the class. In the groups of three, one student will portray the pharaoh, one will portray the slave, and one will portray a farmer. Students will be assigned roles by picking out of a hat, so that the distribution of roles is fair and completely unbiased. Each group will be given a location for their performance to take place. Students will have one of the following locations: the market, inside the pharaoh’s palace, building a pyramid, painting the tomb, etc.) Once groups, roles, and locations are assigned, students will be given twenty minutes to come up with a role playing scenario. Teacher will provide students with an “outline” to help them create a realistic performance. The “outline” will contain the following points: GROUPS OF THREE 1. What is the problem? 3. How does the pharaoh treat the slave and the farmer? 4. How does this make the slave and the farmer feel? 5. How is the problem solved? 6. How does this make the pharaoh feel?
Refine Teacher will circulate to check on the progress of the groups and to help answer any questions or provide more support to groups who may need it. Teacher can do this by asking open-ended questions about what students have already learned about ancient Egypt and these three roles.
Perform After the twenty minutes of performance prep, students will present their skits to the whole class. 9)
End-of-Class Assessment
The role-playing skits will serve as students’ end-of-class assessment. This will show that students Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
understand what a pharaoh, a farmer, and a slave are. This will also show that students understand what a problem and solution is, both in texts and in performances. Students will also show understanding of character and setting through this performance. 10)
Closure
After each group finishes their role-playing skits, the teacher will remind the students of the essential questions that she started class off with, and ask students through whole-class discussion to about the different ways that people communicate and what life was like in ancient Egypt. 11) Independent Practice After viewing all of the class skits, students will write a letter pretending that they are working on a pyramid. They will write a letter home to their family describing their day, thoughts and feelings. Don’t forget to sign your letter with your name in hieroglyphics! During Independent Practice time, as students are working on letters and after they complete them, they will also have the opportunity to look at other fictional texts of their choice about Ancient Egypt. This will serve as their in-class independent reading time for that day.
Lesson in 4MAT Wheel
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Goals and Performance Expectations
Standards: Reading Key Ideas and Details: CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details Craft and Structure: CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Integration of Knowledge and Ideas CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events Standards: Writing Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Text Types and Purposes CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure Production and Distribution of Writing CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed Standards: Speaking and Listening Comprehension and Collaboration CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. NCSS Themes: Time, Continuity, and Change -SWBAT describe how people in the past lived, and research their values and beliefs People, Places, and Environments -SWBAT understand factors that contribute to similarities and differences among peoples locally and in places across the world, including ethnicity, language, and religious beliefs Illinois State Standards for Social Sciences 18.C.1 Describe how individuals interacted within groups to make choice regarding food, clothing, and shelter 16.A1b Ask historical questions and seek out answers from historical sources (e.g. myths, biographies, stories, old photographs, artwork, and other visual or electronic sources).
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
2) What overarching, enduring understandings are desired? People have used different methods to communicate-- some have used pictures, symbols, hieroglyphs, and now we use an alphabet. The ancient Egyptians used hieroglyphs to tell us about the lives of important people and their religion. In ancient Egypt, life was different for people based on a hierarchy-- powerful people like the pharaoh were treated with respect, but slaves were forced to work very hard and were not treated nicely.
3) What essential question(s) will be considered? What are some ways people have used to communicate in the past and the present? What can tomb paintings tell us about ancient beliefs in Egypt? What was life like in ancient Egypt? How was life different for slaves, pharaohs, and farmers? 4) What prior knowledge and skills should students have? Students should know what main idea and details are in a story and have had practice identifying these. Students should know what the main character of a story is and have had practice identifying these. Students should know words for feelings: sad, mad, happy, excited, upset, scared, nervous, etc.
5) Key Knowledge and/or Skills Content Knowledge and Skills: a) Students will know…. ● that there have been different ways of communicating, such as hieroglyphics. ● that religion and the afterlife were important to ancient Egyptians and were often portrayed in the tomb paintings. ● about the lives of farmers, slaves, and pharaohs in ancient Egypt. b) Students will be able to… Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
● write a list of words in hieroglyphics. ● explain the ways people have used to communicate in the past and the present ● Understand and role play how the lives of farmer, pharaoh, and slave differed in ancient Egypt.
English Language Knowledge and Skills: c) Students will know… ● The meaning of the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave” d) Students will be able to… ● Say and spell the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave.” ● Use the words “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and “slave” in the right context during conversation, class discussion and role playing assignment Stage 2: Assessment: Determine Acceptable Evidence 1)
Student Product(s) and/or Performance(s)
1.) Writer’s Workshop Four-Square about ancient Egypt 2.) Role-Playing Skit about three different roles in ancient Egypt- farmer, pharaoh, and slave 2)
Other Assessment Evidence
Student participation in whole-class, group, and sharing discussions Student participation on the KWL chart Student post-its in category boxes Student free-write during Writer’s Workshop Student reading during group book study Student responses during comprehension checks from read-aloud 3)
Assessment Criteria
1.) Student can describe the life of a farmer, pharaoh, and/or slave and what it feels like to be farmer, pharaoh, and/or slave through Four-Square and Free Write. Student will express these with words, in whole sentences, and through pictures. 2.) Student will participate in role-playing skit with group. Student will actively help group answer questions on outline for skit, prepare for performance, and participate in performance as a character in the skit Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
For other assessment evidence: Student will participate fully and show understanding of the life in ancient Egypt. Student will show understanding of characters, stories told from different character’s point of view, lesson vocabulary, and writing techniques taught. Stage 3: Plan Learning Experiences 1)
Materials Required
Ancient Egypt by George Hart Seeker of Knowledge The Man Who Deciphered Egyptian Hieroglyphs by James Rumford Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt by Gail Gibbons Additional texts about ancient Egypt for independent reading Whiteboard, dry erase markers Chart paper, markers Post-it notes Four Square sheets for students Clay / reeds for students Hat with role-playing assignments Role-Playing outlines Egypt “props” for student role-play performances 2)
Time Required
Hook
_____15__________ minutes
Teacher Input
_____20__________minutes
Writer’s Workshop
_____30__________minutes
Group Work (Book Study)
_____15__________minutes
Group Work (Skits)
30 minutes
Closure & Independent Practice
_____20__________minutes
3)
Grouping Arrangements (Check all that apply)
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Whole Group
______X_________
Cooperative Learning Groups
______X_________
Small Groups
______X_________
Pairs ______X_________ 4)
Preparing for the Lesson
a)
Teacher Preparation
Teacher will prepare for this lesson by collecting all of her materials, choosing the cooperative learning groups for her students, and closely reading all of the Egypt books that she will use in the lesson and make available to her student. b)
Planning for Differentiated Instruction for ELLs, Students with Special Needs and Gifted Students
1) Teacher will thoughtfully create cooperative learning groups that will place students with peers that they may be able to get help from or give help to. This will allow high functioning students the chance to support their peers and help them understand the work that has been set before them. It will allow students with special needs the chance to work with others, practice communicating, and give them a chance to hear the material presented in a different way by their peers. ELLs will be given the chance to communicate in English in a safe environment, and will be able to ask their peers for assistance with words or concepts that they may not be grasping yet in English. 2) Teacher will provide vocabulary resources for her students in both English and any other languages that are present in her classroom. These resources will be laminated cards that display the main vocabulary words - “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife” and “slave” - with pictures and their definitions in both languages, so that ELL students will have an easier time understanding the new concepts.
Connect 5) Set/Hook Students will come to the reading corner for the beginning of their reading/writing time. The teacher will ask the students to help her fill out a KWL chart about ancient Egypt. Teacher will prompt students if Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
they struggle with ideas. Together, they will fill out the “K” and the “W” sections of the chart together. The teacher will “hook” the students with a read aloud of the book “Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt” by Gail Gibbons Plans for Informal Assessment The teacher will do informal assessments during the read aloud by asking guided comprehension check questions. The teacher will also make note of students’ prior knowledge and questions while creating the KWL chart.
Attend 6)
Teacher Input
After reading “Mummies, Pyramids, and Pharaohs: A Book About Ancient Egypt” and guiding the students through comprehension check questions, the teacher will talk to the students about ancient Egypt. Through the use of the guided questions above and student responses, the teacher will demonstrate how to create a four-square. Students will contribute ideas for each section of the teacher’s example of four-square on a priest in ancient Egypt. The teacher will tell students that they will get a chance to do their own four-square. The students will pick a role out of a hat, which will be either farmer, slave, or pharaoh. The teacher will then explain to the students their expectations for writer’s workshop, which will consist of three parts: four-square, free write, and hieroglyphic inscription of a clay tablet. Plans for Informal Assessment During the group discussion the teacher will note student references to the book and students’ participation in whole-group discussion.
Image 7)
Writer’s Workshop 1) Four Square
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Your Role in Ancient Egypt:____________________________ Describe what you DO:
Describe how you FEEL:
What would you want to have in the afterlife?
Draw yourself:
2) Write Students will free write about a day in the life of either a pharaoh, farmer, or slave. Students are given prompts to help spur their writing. Students are encouraged to write about their feelings, and to use ideas (including visual images) from their four-square during writing. Plans for Informal Assessment The teacher will roam around the room from student to student viewing four-square writings and drawings and free-write. Teacher will check for participation, authentic work, and the relation to content.
Inform 8) Book Study Groups After working in Writer’s Workshop, students will come together on the carpet and share their pictures Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
and writings about these three different roles in ancient Egypt. The teacher will have three boxes drawn on the board. After sharing, students will be asked to take one question they have about any of the three roles and put it on a post-it note. The teacher will tell the students their post-it is going to go into one of the three boxes on the board. One box is for questions about pharaohs, one box for farmers, and one box is for the questions about slave. The teacher will inform the students that there are always more than one side to a story, and everyone has different perspectives. When we are talking about ancient Egypt, there are three sides that we should think about: the pharaoh, the slave, and the farmer. The teacher will then label each box accordingly and ask students to put their post-its in the respective boxes.
Practice After being introduced to the vocabulary: “pharaoh,” “hieroglyphics,” “symbol, “farmer,” “afterlife,” and “slave,” students will be broken into six groups to read a story about Egypt. Each group will get to pick a book out of the pre-selected books on Egypt. After reading the books with their groups, students will get into new groups to jigsaw share about their stories. Students will follow this outline when sharing: Who was your story told by? Was this person a pharaoh, a slave, or a farmer? How did this person feel at the beginning of the story? How did this person feel at the end of the story? What is one new thing that you learned about life in Egypt? How were hieroglyphics used in the story?
Extend 9) Role Playing Skits For the performance portion of this lesson, first graders will be placed in groups of three students to Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
create a role playing performance to present to the class. In the groups of three, one student will portray the pharaoh, one will portray the slave, and one will portray a farmer. Students will be assigned roles by picking out of a hat, so that the distribution of roles is fair and completely unbiased. Each group will be given a location for their performance to take place. Students will have one of the following locations: the market, inside the pharaoh’s palace, building a pyramid, painting the tomb, etc.) Once groups, roles, and locations are assigned, students will be given twenty minutes to come up with a role playing scenario. Teacher will provide students with an “outline” to help them create a realistic performance. The “outline” will contain the following points: GROUPS OF THREE 1. What is the problem? 3. How does the pharaoh treat the slave and the farmer? 4. How does this make the slave and the farmer feel? 5. How is the problem solved? 6. How does this make the pharaoh feel?
Refine Teacher will circulate to check on the progress of the groups and to help answer any questions or provide more support to groups who may need it. Teacher can do this by asking open-ended questions about what students have already learned about ancient Egypt and these three roles.
Perform After the twenty minutes of performance prep, students will present their skits to the whole class. 9)
End-of-Class Assessment
The role-playing skits will serve as students’ end-of-class assessment. This will show that students Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
understand what a pharaoh, a farmer, and a slave are. This will also show that students understand what a problem and solution is, both in texts and in performances. Students will also show understanding of character and setting through this performance. 10)
Closure
After each group finishes their role-playing skits, the teacher will remind the students of the essential questions that she started class off with, and ask students through whole-class discussion to about the different ways that people communicate and what life was like in ancient Egypt. 11) Independent Practice After viewing all of the class skits, students will write a letter pretending that they are working on a pyramid. They will write a letter home to their family describing their day, thoughts and feelings. Don’t forget to sign your letter with your name in hieroglyphics! During Independent Practice time, as students are working on letters and after they complete them, they will also have the opportunity to look at other fictional texts of their choice about Ancient Egypt. This will serve as their in-class independent reading time for that day.
Lesson in 4MAT Wheel
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
Christine Reed & Eliza Scanlon -- Arts & Humanities, Arts Integration Lesson Plan
