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EgyptainSocialPyramid

EgyptainSocialPyramid

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Published by AM Lucas

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Published by: AM Lucas on Feb 24, 2011
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02/24/2011

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Lesson Design Template for Text-Based Discussion:Your name:
Alison Lucas
Date:
11/19/2010
Location/grade:
Clague Middle School, sixth grade
Topic:
 
Daily Life in Ancient Egypt 
(the second half of chapter 9).  This is from the
Social Studies Alive!
curriculum.
Big Ideas/Learning Goals/Driving Questions:
 
-Content goal:
Student should be able to identify the social classes in ancient Egypt society and key characteristics of each class.  Studentsshould understand each class’s place within the pyramid representation that authors have constructed.-
Process goal:
Students should critically consider the reasons behind the authors’ choice to use this representation and the advantages anddisadvantages of this choice.
Context
: Students previously studied chapter 5 (about civilizations) and read the first half of chapter 9.
Working with sixth graders was incredibly intellectually stimulating.
Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 20101
 
Content Standards orGLCE’s (state or district)
:
Objectives /Assessments 
(Various)
S.DS.06.01 Engage in interactive,extended discourse to sociallyconstruct meaning
 
(e.g., book clubs, literature circles,partnerships, or other conversationprotocols).R.IT.06.02 Analyze organizationalpatterns.R.IT.06.03 Explain how authorsuse text features to enhance theunderstanding of central, key, andsupporting ideas
 
(e.g., footnotes, bibliographies,introductions, summaries,conclusions, appendices).
Students will be able to:
Go back to the text in order to choose 5 words that(in their opinion) best describe/synthesize theinformation in this chapter about ancient Egyptiansociety.  Be able to place one of these wordswithin the context of the pyramid representationand explain their ideas.
Student will:
 - Write 5 key words to describe ancient Egyptiansociety on an index card.- Choose one interesting/important word andexplain how/where it fits into the pyramidrepresentation.
Teacher will:
 - Assess student comprehension of the materialthrough strategic queries throughout the textand after-text discussion.- Collect index cards.- Compile ideas into poster.
Duration:
About 1 hour 
Materials:
Index cards, pens/pencils, poster board and markers for pyramid poster 
Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 20102
 
Teaching Sequence
SEQUENCE PART 1: A script for how I will introduce the story
.
Time/Task  Introduction - Instructional Moves Considerations
Discusstextbook Discuss/reviewfirst part of Ch. 9
 
-  Ask students who the author is-  Explain group authorship- look at title page and talk about authors-Ask students what they noticed about the method of organization the authors areusing in this chapter:  “Does this make sense to you so far?  Why or why not?”-  What they learned in the first half of chapter 9 about ancient Egyptian socialclasses-  Why did the authors choose to start with government officials?Maybe students have not thought in thisway before
SEQUENCE PART 2: An outline of the queries I will pose during the reading of the text.Stopping Place in the Text Chosen Because Possible Query
Top of pg. 87 “Priests oversawthis sacred work.”Important vocabulary word:
embalm.
Readdefinition of word in right column.
 
- “Why did the authors decide to put this word inbold?”- “Have you heard this word before?Where/when? In what context?”- “Why is it important?”- “Why did Egyptians believe it was necessary toembalm their bodies after death?”- “What does this duty tell us about the role of thepriest in ancient Egyptian society?”
Created by Katrin Oddleifson Robertson and Shannon Kurtz McGrath, 20103

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