missyoungworth.weebly.com€¦ · web viewtutankhamun, the mystery of the boy king. national...

Literacy Project

EDUC 343Content Area Literacy

Egypt UnitShelby Youngworth

Youngworth 1

ALTERNATIVE TEXT SET

NON-WHITE-EUROPEAN

Hawass, Z. (2006). Tutankhamun, the mystery of the boy king. National GeographicChildren's Books.

This book surveys 3,000 years of ancient Egyptian history by focusing on the lives and lifestyles of great pharaohs. This book would show students how pharaohs lived and show them actual artifacts from Egypt.

WOMAN’S PERSPECTIVE

Snyder, Z. (1985). The Egypt game. (1st ed.). Yearling.

This book is about two girls who get involved in an elaborate “Egypt game,” a fantasy game that soon leads to strange, unexplainable happenings. Though this is more of a “imaginary” story, students would still be learning a little bit about Egypt while reading a fun story.

MAGAZINES

Science daily. (2008, March 28). How were the Egyptian pyramids built? Retrieved fromhttp://www.sciencedaily.com/releases/2008/03/080328104302.htm

This article is about how the Aztecs and Mayans built their pyramids in ancient Egypt. It talks about how exactly the ancient Egyptians build their pyramids and gives some history behind why the Egyptians build their pyramids and what use they had for them. This is a great article for students because it gives them tons of history about Egypt and the pyramids.

Dolasia, M. (2008, November 15). 4,300 year-old pyramid discovered in Egypt.DOGOnews. Retrieved fromhttp://www.dogonews.com/2008/11/15/4-300-year-old-pyramid-discovered-inegypt

This article is about a pyramid that was discovered in Egypt that is 4,300 years old. Archeologists believe that it was the tomb of Queen Sesheshet, the mother of Pharaoh Teti, the founder of ancient Egypt’s sixth dynasty. This article is great for students because it shows actual pictures from the discovery and some insight into the history of this pyramid.

NEWSPAPERS

Hechinger, F. (2011, February 09). Egyptian president steps down. Scholastic News.Retrieved from http://www.scholastic.com/browse/article.jsp?id=3755675

Youngworth 2

http://www.scholastic.com/browse/article.jsp?id=3755675

http://www.dogonews.com/2008/11/15/4-300-year-old-pyramid-discovered-in-egypt

http://www.dogonews.com/2008/11/15/4-300-year-old-pyramid-discovered-in-egypt

http://www.sciencedaily.com/releases/2008/03/080328104302.htm

This is a neat article that is actually written with the help of kids. The article talks about Hosni Mubarak becoming the first Egyptian President to ever resign and he had been in office for 30 years.

Answering kids' questions on Egypt. (2011, February 02). The Washington Post.Retrieved from

http://www.washingtonpost.com/wpdyn/content/article/2011/02/01/AR2011020 6103.html

This article is great for students because it is an article all about Egypt and it answers kids questions on Egypt. It talks about mummies, pyramids, camels and the Nile River.

NONFICTION

Fisher, L. (1997). The gods and goddesses of ancient Egypt. Holiday House.

This book relates the history of the gods and goddesses worshipped by the ancient Egyptians and describe how they were depicted. The profiles of 13 Egyptian deities are accompanied by intriguing paintings that the students will enjoy.

White, G. (2002). Secrets of the pyramids: national geographic maze adventures.National Geographic Children's Books.

This book makes readers make there way through secret tunnels and chamber, decipher hieroglyphics, uncover buried treasure, and learn a lot about pyramid construction and life in the age of pharaohs. This book is great because not only are the students learning all about Egypt but they are also being interactive with the book.

Hart, G. (1990). Ancient Egypt. New York, N.Y.: Alfred A. Knopf.

This book highlights the many archaeological digs and findings in Egypt and discusses what life was like in ancient Egypt.

NOVELS

Lester, J. (2000). Pharaohs daughter. (1 ed.). New York: Mifflin Hardcourt.

This book is about Moses, a boy who was born into slavery, adopted as an infant by a princess, and raised in the palace of mighty Pharaoh. Moses struggles all throughout the book to define himself. This book probes questions of identity, faith, and destiny.

McGraw, E. (1985). Mara, daughter of the Nile. Puffin.

Youngworth 3

http://www.washingtonpost.com/wpdyn/content/article/2011/02/01/AR2011020%096103.html


This book is about Mara, a proud and beautiful slave girl who yearns for freedom. In order to gain it, she finds herself playing the dangerous role of double spy for two arch enemies – each of whom supports a contender for the throne of Egypt.

Green, R. L. (1996). Tales of ancient Egypt. New York: Puffin Classics.

This book includes stories and great myths – of Amen-Ra, who created all the creatures in the world; of Isis, searching the waters for her dead husband Osiris; of the Bennu Bird and the Book of Thoth. There are also tales told for pleasure and magic, treasure and adventure – even the first ever Cinderella story.

POEM

Abbey, H. (1842-1911). Along the Nile. Retrieved fromhttp://www.blackcatpoems.com/a/along_the_nile.html

This is a great poem about a journey up to the Nile River and all the things that the people see while on their journey.

COMIC BOOK

Wax, W. (2008). Phonics comics: Otis c. mouse - Egypt. Innovative Kids.

This is a story about Otis C. Mouse who lives a happy life in New York City until he accidentally gets whisked away to Egypt. His adventure begins with a tour of the country’s history and culture.

PICTURE BOOKS

Climo, S. (1989). The Egyptian cinderella. HarperCollins.

This is a picture book of the story of the Egyptian Cinderella. The pictures in this book are great for students and really add to the story.

Bailey, L. (2000). Andventures in ancient Egypt. Kids Can Press.

This great picture book mixes fact and fiction, funny and fascinating romps through the past. Students will love the illustrations, speech balloons, and guidebook. In this book, Josh and Emma, and their little sister, Libby, stumble into the Good Times Travel Agency and take a once-in-a-lifetime trip back to Ancient Egypt.

WEBSITES

Martin, P. (2010). Ancient Egypt for kids. Retrieved from http://egypt.mrdonn.org/

Youngworth 4

http://egypt.mrdonn.org/

http://www.blackcatpoems.com/a/along_the_nile.html

This website has great resources for students about Egypt like the geography, history, government, daily life, deities, funerals, and afterlife. There are several links under each section for students to explore.

National geographic. (2011). Retrieved fromhttp://kids.nationalgeographic.com/kids/places/find/egypt/

This website has tons of fun facts and photos about Egypt. There are 16 slides of facts and 6 pictures to look at. There is also a great video on Egypt for students to watch. Students can also view a where Egypt is on a map.

Youngworth 5

http://kids.nationalgeographic.com/kids/places/find/egypt/

Word Sort

APA Reference(s)


Content GLE/s

SS 3Ba06Examine river civilizations including: a. Ancient Egypt in North Africa.

Literacy GLE/s

R1G06During reading, utilize strategies to determine meaning of unknown words, self-monitorcomprehension, question the text, infer, visualize, paraphrase and summarize.

Student Directions:

Each group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.

When and why I would use this strategy

This word sort could be given before students read the book regarding ancient Egypt. This would be a way to assess how much the students know about the vocabulary words pertaining to Egypt. Then after the students have read the story they could do this word sort again as a checking for understanding assignment to make sure they can decipher between Egyptian people, places, and things.

People Places Things

Pharaoh

Mummy

Tutankhamun

God

Goddess

Egypt

Nile River

Valley

The land of Punt

Sphinx

Pyramid

Tomb

Temple

Rosetta Stone

Youngworth 6

Priest

Vocabulary Self-Awareness Chart

Youngworth 7

APA Reference(s)

Hart, G. (1990). Ancient Egypt. New York, NY: Alfred A. Knopf.

Content GLE/s


Literacy GLE/s

CA R1E06Develop vocabulary through text, using root words and affixes, context clues, glossary, dictionary and thesaurus.

Student Directions:

1. Examine the list of words you have written in the first column2. Put a “+” next to each word you know well, and give an accurate example and

definition of the word. Your definition and example must relate to the unit of study.

3. Place a “check” next to any words for which you can write only a definition or an example, but not both.

4. Place a “?“ next to words that are new to you.5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.


Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.

Word + - Example Definitionpyramid + An ancient

structure in Egypt that the Egyptians built to house mummified Kings.

A massive monument of ancient Egypt having a rectangular base and four triangular

Youngworth 8

faces culminating in a single apex, built over or around a crypt or tomb.

Pharaoh A ruler of ancient Egypt.

Rosetta Stone

-

Nile RivertombtempleGoddessmummy

Question Answer Relationship (QAR)

Youngworth 9

APA Reference(s)

Answering kids' questions on Egypt. (2011, February 02). The Washington Post.Retrieved fromhttp://www.washingtonpost.com/wpdyn/content/article/2011/02/01/AR2011020

6103.html

Content GLE/s


Literacy GLE/s

CA 1Ga-b06 During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase, and summarize.

Student directions:

After reading the article, please answer the following questions.


I would use this strategy to accompany a text we are reading in class. I would also use this strategy to keep students engaged in the text and interested in what will happen next.

IN THE TEXT Question AnswerRight There questions (2)(think who is, where is, list, when is, how many, when did, name, what kind of-Remember that the answer will be in one location in the text)

1. Who is Egypt’s president?(Sample questions are "Who discovered America?" or "Who was the first man to walk on the moon?"

Hosni Mubarak

2. How many years has he been president?

30 years

Think and Search questions (2)(require students to "search" through the entire passage they read to find information)

1. Explain why are people in Egypt so upset with their president?(questions begin with words or statements such as "summarize," "what caused," "contrast," "retell," "how did," "explain," "find two

The people in Egypt are so upset with their president because his government has not given the Egyptian people much freedom.

Youngworth 10



examples," "for what reason," or "compare.")2. For what reasons do the people in the United States care about what’s going on in Egypt?

People in the U.S. care because Egypt has been a friend of the U.S. for a long time and a very important country in the Middle East. Egypt also cooperates with the U.S. military in helping make sure that oil continues to come from the Persian Gulf. Finally, Egypt controls the Suez Canal, a major transportation route that connects the Mediterranean and Red seas and is the quickest way to get goods from the Atlantic Ocean to the Indian Ocean.

IN YOUR HEADAuthor and You questions (1)(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and explain what you know or have experienced)

1. If you were Egypt’s president, Hosni Mubarak, would you run for president again or would you not run for president again and why? Provide at least two pieces of information from the text to support your answer. Thoroughly explain your experiences to further support the answer.

If I were Egypt’s president, I would run for president again. I wouldn’t want to just give up after being their president for 30 years just because people were protesting and being mean. I would run and if I won, I would try and turn Egypt around become a better president for my people.

OR

If I were Egypt’s president, I would not run for president again. I don’t think I would even win if I tried to run again because the protesters are already mad at me. There is also the threat of what the protesters might do to harm my family or me if I ran again. Also, 30 years is a long time to be president and it is time to give someone the chance to become president.

On Your Own questions (1)(can be answered with information from the students' background knowledge and do not require reading the text

1. How do you feel about our current president? Thoroughly explain your reasons for why you feel this way.

I think that our current president, Barak Obama, is a pretty good president. I know that a lot of people do not like him but he seems like a nice guy and he does have a family with whom he likes to spend as much time as he can with. I think he just wants to do what is best for our country and some of his decisions may not have been the greatest but I think his heart was in the right place.

Youngworth 11

Rubric for Author and Me (adjust your rubric to match your question)4 3 2 1

Student states if they would or would not run for president if they were Hosni Mubarak. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.

Student states if they would or would not run for president if they were Hosni Mubarak. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer.

Student states if they would or would not run for president if they were Hosni Mubarak and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,

Student states if they would or would not run for president if they were Hosni Mubarak but do not use information from the text or personal knowledge/experience to support or explain.

Rubric for On My Own (adjust your rubric to match your question)4 3 2 1

Student stated how they feel about our current president. They explained reasons for why they feel this way thoroughly.

The student stated how they feel about our current president and provided at least two reasons why they feel this way.

Student vaguely stated how they feel about our current president and why they feel this way with only minimal explanation.

Student failed to clearly state how they feel about our current president. No clear decision was stated. Student vaguely responds to the problem. No explanation was provided.

Graphic Organizer

Youngworth 12

APA Reference(s)


Content GLE/s


Literacy GLE/s

CA 1Ga-b06 During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase, and summarize.

Student Directions:

As you are reading the book titled “Ancient Egypt,” please fill out the diagram with four different topics from the book. Jot down the most important points of each section that you chose. When you are finished, you should have about two sentences in each of the four circles that cover the main points of each section.


I would use this diagram as a way to keep students engaged while reading the book. They would be required to fill in the diagram as they read through the book. The graphic organizer will help students outline the main points in the book from the sections they chose.

Web Diagram

Youngworth 13

Making/Taking Notes

Famous Pharaohs:The King of Egypt was thought to be a god. He was known as a pharaoh. The Queen was thought of as a goddess and only rarely did women rule Egypt. Pharaohs had to be trained as an expert sportsman and war leader. Pharaohs normally reign for a long time.

Preparing for the Tomb:Egyptians believed in the power of magic and from that they developed a funerary cult, which ensured their survival forever. This involved preserving the body of the deceased. The embalmers made a cut in the left side of the body with a knife and removed the liver and lungs. The brain was removed but the heart was left in the body. They covered the body with crystals to keep it from decaying.

The Great Pyramids:The first pyramid was built as the burial place of King Djoser c. 2630 B.C. It was supposed to represent a gigantic stairway for the kind to climb to join the sun god in the sky. The largest pyramid of all is the Great Pyramid in Giza; built for king Khufu c. 2528 B.C. The pyramids were intended to protect the bodies of the pharaohs buried deep inside them.

Sacred Rituals:A select few priests were involved in the ceremonies that took place in the temple’s sanctuary. Accompanied by burning incense and lamps, and scattering purified water from the temple’s sacred lake, the high priest approached the shrine, saying, “I am a pure one.” He would break the clay seal on the door of the shrine, and open it to reveal the gold statue of the god. This he would decorate before making an offering of food.

Ancient Egypt

Youngworth 14

APA Reference(s)


Content GLE/s


Literacy GLE/s

CA R1G06During reading, utilize strategies to question the text, infer, visualize, paraphrase and summarize.

Student Directions:

On the sheet of paper, divide the paper into two sections with one third being on the left side and two thirds being on the right side. The left side will be used to record reactions or questions raised from the notes being taken and the right side is used to record the facts and specific information. At the bottom of your page, write a short summary on what you read.


I would use this strategy as a way to keep students engaged while reading the book. They will be required to write down some questions/reactions about the book as they go along reading. This will help them think deeper about the meaning of the book. They will also be required to write down facts/specific information about the book and this will help them to retain the factual information better.

Youngworth 15

The Gods and Goddesses of Ancient Egypt

Reactions/Questions Facts/Specific Information

I have never heard of Ra before and I wonder why he became the sun?

I am so surprised that there is actually a goddess of morning dew! That is so crazy.

I wonder if the picture of a duck next the Geb the god of earth is a symbol for Geb?

I have heard of Isis in several television shows so I bet she is one of the more important or well-known goddesses of Ancient Egypt.

Ra – the sun – is the most powerful god in the universe. He emerged from Nun, the raging waters of chaos. He created everything on earth: water, air, land, plants, all living creatures, and gods.

Tefnut is the goddess of morning dew. Morning dew was considered a divine gift in the relentlessly hot, dry heat of Ancient Egypt. Dew and rain came from the tears of Tefnut.

Geb was usually shown on his back. His knees were bent and his elbows propped him up. His bent knees represented mountains, and the crook of his elbows represented valleys.

Isis was credited for teaching the crafts of spinning, weaving, and other household skills to the women of Ancient Egypt. After giving birth to her son, she became the goddess of motherhood. Isis represented what was fertile in Ancient Egypt.

The Ancient Egyptians worshipped many gods and goddesses. Ra, the sun, was the creator of all things. His son Shu help up the sky, Nut, dividing her from her twin, Geb, who became the earth. But the most famous of these gods were Isis, the loyal goddess of the home, and Osiris, the god of the underworld.

Modeled Writing

Youngworth 16

APA Reference(s)

Abbey, H. (1842-1911). Along the Nile. Retrieved fromhttp://www.blackcatpoems.com/a/along_the_nile.html

Content GLE/s


Literacy GLE/s

CA W2Ab06Compose text choosing a form appropriate to topic and specific audience.

Student Directions:

Select “I Took a Walk” by Henry Cole and read it aloud to students. Show students the specific structures that the author used to create the text. This can be common text structure such as cause/effect or problem/solution. Ask students to use the model and write their own pieces. Provide time for students to share their writing and reinforce that there is a wide range of writing possible from any given model. Using sentence frames that you've created, encourage students to complete the writing. A sample frame, with a specific focus provides the scaffold needed.


I would use this strategy in my classroom with my students. This is very good for students because it gets students thinking from a different perspective. It is a less tedious form of writing but still is able to instill proof of knowledge on the subject matter in a deep, meaningful way

I Took a Journey Along the Nile

One summer morning, I took a journey along the NileI sat in a canoe and I saw…

Great Thebes with Karnak at her kneeCleopatran Nile

With glossy winding, mile on mileAnd the Greek kingWho wandered long

Shared Reading

Youngworth 17

http://www.blackcatpoems.com/a/along_the_nile.html

APA Reference(s)

Snyder, Z. (1985). The Egypt game. (1st ed.) Yearling.

Content GLE/s


Literacy GLE/s

CA R1G06During reading, utilize strategies to determine the meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase, and summarize.

Student Directions:

Students will read along with the teacher and answer questions when asked.


Think alouds are great to use in the classroom when you want to model what to do during reading or what’s going through your head. This approach allows the teacher to teach multiple strategies during reading and through think alouds. It also allows students to activate prior knowledge and add to their knowledge. This approach can be used in any subject.

Text Teacher Commentary Strategies modeled/practiced

The Egypt Game

Not long ago in a large

“As I observe the cover of the book, the first thing I notice is the people dressed in Egyptian clothing. Then, I notice the regular American town blending into pyramids. The title of this book is The Egypt Game so I wonder if this is about people in present time playing a game about Egypt. Let’s read the first paragraph and see what it might be about.”

“After reading this paragraph, I can’t tell if my prediction was in the right

Predicting and using titles and graphics provide focus and motivation to read further.

Activating prior knowledge

Youngworth 18

university town in California, on a street called Orchard Avenue, a strange old man ran a dusty shabby store. Above the dirty show windows a faded peeling sign said: A-Z Antiques Curios Used Merchandise. Nobody knew for sure what the A-Z meant. Perhaps it referred to the fact that all sorts of strange things – everything from A to Z – were sold in the store. Or perhaps it had something to do with the owner’s name. However, no one seemed to know for sure what his name actually was. It was all part of a mysterious uncertainty about even the smallest item of public information about the old man. Nobody seemed certain, for instance, just why he was known as the Professor.

The neighborhood surrounding the Professor’s store was made up of inexpensive apartment houses, little family-owned shops, and small, aging homes. The people of the area, many of whom had some connection with the university, could trace their ancestors to every continent, and just about every country in the world. There were dozens of children in the

direction or not. We know from the title of the first chapter, “The Discovery of Egypt” that the book is about Egypt, so there is a start. It seems that this book might be about the history or discovering Egypt. Maybe the main characters in the book will discover thing about Egypt and Egypt’s mysteries in this old man’s shop. That makes me think about when I go to an antique store and find little treasures that may give me more information on something I didn’t know before. I should read on to see what the old man’s shop is really about.”

“It seems that the people in the story live in a small town and have a lot in common, like being fearful of the Professor. After reading the passage, what do you think?” (Respond to students’ comments).

and making connections.

Making inferences.

Youngworth 19

neighborhood; boys and girls of every size and style and color, some of whom could speak more than one language when they wanted to. But in their schools and on the streets they all seemed to speak the same language and to have a number of things in common. And one of the things they had in common, at that time, was a vague and mysterious fear of the old man called the Professor.

Just what was so dangerous about the Professor was uncertain, like everything else about him, but his appearance undoubtedly had something to do with the rumors. He was tall and bent and his thin beard straggled up his cheeks lik3 dry moss on gray rocks. His eyes were dark and expressionless, and set so deep under heavy brown that from a distance they looked like dark empty holes. And from a distance was the only way that most of the children of Orchard Avenue cared to see them. The Professor lived somewhere at the back of his dingy store, and when he came out to stand in the sun in his doorway, smaller children would cross the street if they had to walk by.

“Wow, it looks like the children are really afraid of the Professor! I couldn’t imagine seeing him in person just from the descriptions they gave of him. So did you notice any unfamiliar words in this paragraph? How about expressionless? If we didn’t know what this word meant, what could we do to determine its meaning in this particular paragraph? We can go back through the paragraph and find the sentence that contains the word expressionless and see if any words in that sentence are used to help describe the word expressionless or what it is. In the text it says ‘his eyes were dark and expressionless, and set so deep under heavy brows that from a distance they looked like dark empty holes.’ From that sentence, we can tell that expressionless might mean

Developing vocabulary by using context clues.

Youngworth 20

without expression or that his was boring in how he looked. Were there any other words you didn’t recognize in this paragraph?” (Show how to use context clues with the other words they don’t recognize)

Constructed Response

APA Reference(s)

Youngworth 21

Snyder, Z. (1985). The Egypt game. (1st ed.) Yearling.

Content GLE/s


Student Directions:

After reading the passage from The Egypt Game answer the questions provided. Write two or more sentences for the constructed response and support your answer with information from the text.


Practicing multiple choice and constructed response questions is extremely beneficial. It not only gives the teacher information on student knowledge, but it also helps students prepare for tests like the MAP test. The more exposure they get, the more comfortable they will become. It also allows the teacher to think critically about the questions he or she is giving.

The Egypt Game Passage

The passage that the students will be reading comes from pages 118-124 in the book The Egypt Game.

Questions:

1. What would you title this passage? Use two details from the story to support your answer.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Pretend that you are going to write a paper about Egyptian mummification. What two different questions would guide your research?

Question 1:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question 2:____________________________________________________________________________________________________________________________________________________

Youngworth 22

____________________________________________________________________________________________________________________________________________________

3. How did April, Melanie, Marshall and Elizabeth learn from their experiences? Use two supporting details. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Complete the chart by listing four major events in the passage in the order that they happened.

Circle the letter of the correct answer for questions 5 and 6.

5. What kind of pet did Elizabeth have that they were going to mummify?

A. bird

B. cat

C. dog

D. hamster

6. A sentence from the beginning of the passage states, “It was Saturday afternoon and April, Melanie and Marshall had jus come down to get Elizabeth to join the boys in Egypt for a previously scheduled rendezvous.” What does “rendezvous” mean?

A. game

Youngworth 23

B. disperse

C. get-together

D. divide

7. Now you will write a paper in response to a writing prompt. First, read the prompt in the box below.

You will now have 45 minutes for your prewriting activities such as brainstorming, listing, outlining, and writing a rough draft. Use the pages in the test booklet labeled “prewriting” to record your ideas and your rough draft.

You will then have another 45 minutes in which to write your final paper. Use the pages in the test booklet labeled “final paper” to record your completed work.

Elizabeth’s pet was very important to her and she was upset when her pet died. Pets are also very important to many other people. Write a paper to your teacher describing a time when you had a pet and it died or got lost. If you do not have a pet, write a paper to your teacher describing a pet that you would want to have and how you would feel if that pet died or got lost.

Prewriting

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 24

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 25

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 26

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Final Paper

Youngworth 27

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 28

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 29

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 30

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Youngworth 31

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Constructed Response Scoring GuideQuestion 1:

2 points: The response includes an opinion and two details from the passage as support.

1 point: The response includes an opinion and one detail from the passage as support.

0 points: Other

Student must provide an opinion to receive credit.

Question 2:

2 points: The response includes two different questions that may be used to guide research about Egyptian mummification.

1 point: The response includes one question that may guide research.

0 points: Other

Youngworth 32

Question 3:

2 points: The response contains ideas of how April, Melanie, Marshall and Elizabeth learn from their experiences and has two supporting details.

1 point: The response contains ideas of how April, Melanie, Marshall and Elizabeth learn from their experiences and has only one supporting detail.

0 points: Other

Question 4:

2 points: The response includes four events in the order they happen.

1 point: The response includes two-three events in the order they happen.

0 points: Other

Question 5:

1 point: A

0 points: Other

Question 6:

1 point: C

0 points: Other

Question 7: Prewriting and Final Paper

See WP Scoring Guide.

6gr_fict_sg.pdf

Mini Lesson 1

Youngworth 33

Name: Shelby Youngworth

Grade Level: 6th grade

Content: Social Studies: Egypt

Lesson: Graphic Organizers: Web Diagram

Content Objective(s):

The students will be able to create a graphic organizer about ancient Egypt.

GLE/s:


CA 1Ga-b06 During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase and summarize.

Modifications:

English language learners are encouraged to work with a partner on this activity. I would also provide them with a pre-made graphic organizer and have them fill out the rest.

Materials/Media/Resources:

http://www.schooltube.com/video/6934a3312d5e129b5793/Egypt%27s%20Great%20Pyramids


Paper

Graphic Organizer (pre-made for ELLs)

Pencil

Anticipatory Set:

Play video clip of Egypt’s great pyramids.

So from this video, we saw that one pyramid can take up 13 acres! That is a pretty big pyramid. How many of you knew that the Egyptian pyramids are one of the 7 Wonders of

Youngworth 34

the World? It’s pretty cool, huh? What else do you know about Egypt? That’s right, Egypt is known for mummification, Pharaohs, and the Nile River.

Instructional Input:

Today we will be creating a graphic organizer about ancient Egypt. What type of graphic organizer do you think we should use? Very good, a web design would be a good graphic organizer to use. There are different graphic organizers such as tree diagrams, flow charts, venn diagrams, word clusters, and story maps. And these are just a few. Some diagrams are better used for a specific purpose, like story maps are good to use when reading. Venn diagrams are often used to compare and contrast, while tree diagrams show chronological order. Graphic organizers can be used in many ways.

Modeling/Demonstrating:

Here I have a graphic organizer that I made about the different types of Egyptian royalty and I classified them into four different groups. As you can see, the main topic, in the middle, is Egyptian royalty. The different types of Egyptian royalty branches out off of that. The first category for Egyptian royalty is about kings. The next category is about pharaohs. The other category is about goddesses. Who can tell me what the last main group is about? That’s right, the last category is about queens. Each section branches off and gets a little more specific. You start in the middle with a broad topic and branch out, getting more specific with each layer. (Point to each section on the poster while talking).

Guided Practice

Now together we are going to create our own graphic organizer. This one can be about the different pyramids in Egypt. So how would we start? Let’s begin by picking the type of graphic organizer. A web diagram would be good for this. Now what should we do? Let’s put the main idea as the center of the web. What would the main idea be? Egyptian Pyramids, great idea! What should we branch out to? Remember if you need help look at your list of Egyptian pyramids and their names. Pyramid of Khufu, excellent! What is another pyramid? That’s correct, Pyramid of Djedefre! Are there any other pyramids in Egypt? Yes, the Old Kingdom pyramids are also pyramids in Egypt. Well done. Any others? The Step Pyramid of Djoser, excellent! So these are some of the main pyramids in Egypt. What else could we put on our web diagram? That’s good; we could add facts about each type of pyramid. Where would we put these examples? Correct, we would branch off from the different types. So for the Pyramid of Khufu, we could put that is also known as the Great Pyramid in its own bubble that is connected to Pyramid of Khufu.

Checking for Understanding:

During the guided practice, I will see if the students understand the concept of a graphic organizer and how to set one up. As we go through it together, students are responsible for telling what goes next and where each branch/category should go. For checking for

Youngworth 35

understanding, I would have them come up and take turns putting the different types of Egyptian pyramid examples in the right spot. For example, the Pyramid of Khufu would be found off of the Egyptian Pyramids category. This will show me that they understand how to use a web diagram or if we need to do another one together.

Independent Practice:

Let’s pair up with your shoulder partner and you will be able to work together to create a web diagram. You will be using a copy of the book Ancient Egypt that I have placed on your desk. I will give you some time to read it together and find the main points of the book. Afterwards, you both share your web diagram with your table and then choose the best web diagram from your table to share with the class.

Closure:

What did we just learn? We learned about ancient Egypt. We also learned how to create concept maps. When would you use a graphic organizer? That’s right, when you have a broad idea and need to organize your thoughts, or to just organize what you are learning. Graphic organizers can help you better understand what was read.

Evaluation/Assessment:

0 5 10

Web Diagram Appearance

No web diagram and no effort.

There is web diagram, but the categories are in the wrong place.

Web diagram is well thought-out in spacing and follows the example format.

Information and details

No information or details.

There are labels, but no details used.

Information and details used are accurate.

Organization No organization used.

Reasonable organization pattern, but confusing.

Well-organized and makes sense.

Mini Lesson 2

Name: Shelby Youngworth

Youngworth 36

Grade Level: 6th grade

Content: Social Studies: Egypt

Lesson: Making/Taking Notes

Content Objective(s):

The students will be able to create notes about the Gods and Goddesses of ancient Egypt.

GLE/s:


CA 1Ga-b06 During reading, utilize strategies to determine meaning of unknown words, self-monitor comprehension, question the text, infer, visualize, paraphrase and summarize.

Modifications:

English Language learners are encouraged to work with a partner on this activity. I would also provide them with pre-made notes to have as an example to follow.

Materials/Media/Resources:


Paper

Pre-made Notes (pre-made for ELLs)

Pencil

Anticipatory Set:

I plan to display a set of messy, unorganized notes on the overhead. So what do you think of these notes? Can you even read it? It’s pretty hard to understand these notes because they are so messy and unorganized. Why do we want our notes to be neat and organized? That’s right, so we can read them. When would we read our notes? Perfect! When we study or review information is when we read our notes.

Instructional Input:

Youngworth 37

Today we will be learning how to make good notes. Notes are something that can be used later on, so we need to make them neat and organized. Creating notes helps us to pay attention and make connections. There are different ways to take notes, but since this is social studies class, we’ll use our own format for our notes. This format is created by drawing a vertical line down the page with about one third of the paper to the left of the line and two thirds of the paper on the right. Also, leave room at the bottom to summarize your notes. The left side is where we will put our reactions or questions we have about what we are learning about. The right side is where we write our notes like facts or specific information.

Modeling/Demonstrating:

Here I have a recipe card. As I am writing out the ingredients and steps out on the right side of the page, I am reflecting or writing questions on the left side of the page. This recipe calls for a family size can of cream of chicken noodle soup. I wonder what size of can is a family size can. This is a question I can write on the left side of my notes. After I use this recipe, I can make notes on the left side about what worked and what didn’t work well.

Guided Practice:

Now together we are going to create our own notes. What should our topic be? Let’s do something simple to learn the format and flow of things. How about classroom rules and guidelines? Let’s begin by titling our paper with ‘Classroom Rules and Guidelines.’ Remember to create a vertical line with one third of the page on the left side and two thirds of the page on the right side and leave some space at the bottom for the summary. What is our first rule? Very good, be respectful. What is our second rule? Correct! Be on time. Be sure you are writing down these rules on the right side of your paper under ‘Classroom Rules and Guidelines.’ What is our third rule? Excellent, treat others how you want to be treated. As we take notes, feel free to write questions or reactions you have. Next we can write our classroom philosophy. We can do anything we set our minds to. With hard work and determination, anything is possible. Now we can write our summary of our notes in 3-4 sentences at the bottom.

Checking for Understanding:

During the guided practice, I will see if the students understand how to take notes by letting them come up and write notes on the smart board. I will also have some of them share their reactions and questions they have to the notes with the class to see if they understand what exactly goes in that category.

Independent Practice:

Let’s pair up with your shoulder partner and you will be able to work together while taking notes with the new format. We will create notes about the copy of the book The Gods and Goddesses of Ancient Egypt that I placed at your tables. As you take notes on

Youngworth 38

the right side of the page, be sure to write your reactions and questions on the left side of the page. Don’t forget the summary of the book at the bottom of your notes!

Closure:

What did we just learn? We learned about the gods and goddesses of ancient Egypt. We also learned how to effectively take and make notes. When will you take notes? That’s right, during class. Which class should you use this format in? Excellent! You should use this format in social studies.

Evaluation/Assessment:

0 5 10

Note taking Organization

Notes were unorganized and messy.

Notes were organized, but not in the correct format discussed.

Notes are well organized and in the correct format.

Information and details

No information or details.

Information isn’t about main ideas and questions/reactions aren’t related to topic.

Information covers main ideas from the book and questions/reactions are related to the topic.

Summary No summary. Summary is too short and vague.

Well-thought-out summary and contains a few details.

Youngworth 39

missyoungworth.weebly.com€¦ · web viewtutankhamun, the mystery of the boy king. national...

Documents