Sydney Bloomstein Michelle Erklenz-Watts Social Studies March 2013 Lesson Plan #1 Subject: Ancient Egyptian Hieroglyphics Time:

40-50 minutes Grade level: 1 Learning Outcomes Students will learn that hieroglyphs were Ancient Egypts way of writing Students will develop critical thinking skills needed to properly compare and contrast by creating a Venn Diagram and participating in discussion Students will learn how to decode hieroglyph symbols into English with the assistance of a worksheet Students will learn how to scribe their names in hieroglyphs Essential Question: 1. What do you think is Ancient Egypts biggest contribution to your life today? Lesson Plan Questions: 1. Why do you think it is important to have a writing system? 2. What would happen if we never wrote anything down? 3. What are some similarities and differences between our writing system and Ancient Egypts writing system? Vocabulary: Incorporates mostly tier one words (Basic Vocabulary). There are a few tier three words (LowFrequency Context-Specific Vocabulary) such as papyrus, scribe, accurately, and hieroglyphics. Class Population: Multi-racial class environment in a public school setting including, but not limited to: African American, Caucasian, Hispanic, Cambodian). Three students have problems with speech, two students have IEPs that focus on attention deficits, one student is diagnosed with ADHD, all students are low reading level, and there is one non-English speaking student. Modifications: Students with IEPs will be seated strategically during the read aloud and the individual activity to enhance focus. Simple instructions will be given, and the non-English speaking student may receive a different worksheet to accomplish the same task, or have an instructor read the

instructions one-on-one. The teacher will approach the students with IEPs individually before starting the activity to ensure that the directions are understood. NYSS/Common Core: Ask and answer questions about key details in a text. Reading Literature Standard 1 Describe characters, settings, and major events in a story, using key details. Reading Literature Standard 3 With prompting and support, students will make cultural connections to text and self. Reading Literature Standard 9a Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Reading Informational Text Standard 4 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Reading Informational Text Standard 6 Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. Writing Standard 11 Materials Common Core Module on Hieroglyphs in Ancient Egypt Module digital images Computer/Laptop with SMART Board software SMART Board Hieroglyph worksheet Venn Diagram worksheet Pre-cut papyrus from brown paper grocery bags (1 ft. long 4in. high strips) Art supplies pastels, paint, markers, crayons, beads, glitter, glue, scissors etc. Lined paper/Notebooks Pencils Red, Yellow, and Green cards for each student Teacher-made example of papyrus hieroglyph scribe (see Procedure for instructions) Teacher-made vocabulary cards for the words hieroglyph, accurately, scribe, and papyrus Anticipatory Set or The Hook: Have students sit on the rug. Students with IEPs, ADHD, or who are non-English speaking should sit in the front/closest to instructor. Display an image (primary document from module) of hieroglyphs prominently on the SMART Board. (Multiple Intelligence: Visual-Spatial) Ask the students What do you see? (formative pre-assessment) Have a discussion with the class. (Multiple Intelligence: Verbal Linguistic) Remind and prompt students about concepts they have learned previously in this unit to contribute to the discussion (Review/Prior Knowledge) Do this by showing image 5A-6 from the

previous lesson. Ask students questions such as Does anyone remember the main characters name (point to her in the image)?(Blooms: Knowledge) What was the Nile River used for? (Blooms: Comprehension) (Multiple Intelligence: Verbal Linguistic Content Presentation (Procedure): Introduce the module read aloud orally (Multiple Intelligence: Verbal-Linguistic). Explain that they will be learning about hieroglyphs in Ancient Egypt and introduce the Lesson Plan Questions. Tell them they should be thinking of these questions throughout the lesson and should have some ideas at the end of the read aloud and activity. Remind them of the Essential Question, also. Teacher reads module on hieroglyphs in Ancient Egypt aloud to class on the rug while showing corresponding images 6A-1, 6A-2, 6A-3, 6A-4, and 6A-5 (Multiple Intelligence: Visual-Spatial) Hold a discussion after the read aloud. Ask questions that address comprehension and knowledge of the story (Blooms Taxonomy). o Questions will include What do you see? when looking at the picture. Who was the main character in the story? (knowledge) What are hieroglyphics? (comprehension), etc. o Re-address Lesson Plan Questions Identify and explain new vocabulary. Ask the students if they know the definition of each word before providing them with the answer. Show them the pre-made vocabulary index cards. Read each word aloud and have the students repeat after you. Hang new vocabulary on the word wall where students can clearly see them. (Multiple Intelligence: Verbal-Linguistic, Visual-Spatial) Hold a discussion and prompt students to think and share how Ancient Egypts writing system is similar/different compared to ours in the United States. (Blooms Taxonomy) (Multiple Intelligences: Verbal-Linguistic, Interpersonal) o Ask questions such as: Why were hieroglyphics used? (Analysis) How would you feel if we used hieroglyphs instead of the alphabet? (Evaluation) Is our alphabet similar? Who can tell me how our alphabet is similar to Ancient Egypts hieroglyphs? (Evaluation) How is our alphabet different from hieroglyphs? (Analysis) Do you think we would have an alphabet if Ancient Egypt never invented hieroglyphs? Why? (Evaluation) Show the example of the hieroglyph alphabet worksheet. (Multiple Intelligence: Visual-Spatial) Thoroughly explain the directions (Multiple Intelligence: Verbal-Linguistic): They are finding the letters that make up their names and are writing their names in hieroglyphs on a separate sheet of paper. This serves as a rough draft for their Papyrus Nametags (formative assessment). Show them a prototype so they have an idea of what they are expected to do. (MI: Visual-Spatial) Explain that once they are done with this and have it checked by an instructor, they may get the materials needed to start their Papyrus Nametags. Have the prototype of both the rough draft and the Papyrus Nametag in a place where all students can see/access it. Have students use

their red, yellow, and green cards throughout the activity to check for understanding. (Red = stuck/need help, Yellow = so/so, Green = all set) o Directions: First, they will get a strip of papyrus (crumpled for ancient effect if wanted) o Second, they will copy their hieroglyph names on to the papyrus, in pencil, large enough to take up most of the strip. Have them write their names in English on the back of the strip. o Once they are done, they can begin decorating their strip using provided art supplies. Once directions are understood, send students back to their desks to complete the activity. To ensure students are engaged, ask questions such as Could I be any clearer? Does anybody want me to repeat anything? (Formative Assessment) (Blooms Application).

Providing Feedback: Students will provide feedback through the use of their red, yellow, and green cards to check for understanding. If they are displaying their red cards, they need help and dont understand what is asked. If they display the yellow card, they arent sure if they are on the right track and may need some assistance. If they are displaying green, they feel like they have a good grasp of what is being asked of them and do not need assistance. (informal formative assessment) Feedback will also be given to students during the activity when the students must check with an instructor to make sure their writing sample is correct. At the end of the activity, ask, Lets go look at our Essential Question (read EQ). Did anything we learn today help us answer it? If there is additional time, have students self reflect by using their red, yellow, and green cards. Ask the class questions such as How hard do you think you worked today? and have them hold up the corresponding card.

Evaluation: Informal assessments are given throughout the lesson based on class discussion (informal formative assessment) and the production of authentic assessment products: o Rough draft hieroglyph name translation (formative assessment) o Final draft Papyrus Nametag (formative assessment) o Venn Diagram homework assignment (formative assessment) Independent Practice: For homework, give students the Venn Diagram worksheet. Have them compare and contrast hieroglyphs with the alphabet. Have them write at least two facts in each category.