Download File - Kori Dilday

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Instructional Design Project-Field Experience
Kori Dilday
Block II: Fall 2014
Unit: Ancient Egyptian Social Classes
Sixth Grade Social Studies
Internship: William Lenoir Middle School
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1. Learning Goals and Objectives
Vertical Alignment Chart:
Standar
d
6.H.1.1
6.H.2.2
6.H.2.3
6.G.1.1
Verb
Bloom’s
Taxonomy
Creating
What
Construct
Graphs,
charts,
charts,
graphs, and
and
historical
historical
narratives to
narratives
explain
particular
events or
issues over
time.
Compare
Analyzing
Historical and
historical and
contemporary
contemporary
events
events and
issues to
understand
continuity and
change
Explain how
Understanding Innovation
innovation
and/or
and/or
technolog
technology
y.
transformed
civilizations,
societies, and
regions over
time (e.g.
agricultural
technology,
weaponry,
transportation
, and
communicatio
n).
Explain how Understanding How
the physical
physical
features and
features
human
of the land
characteristic
aided the
s of a place
developm
About
Lesson
Constructing
Understand
continuity and
change
Explain
Implication/impacts
of…
Explain
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6.G.1.4
6.C.1.1
6.C.1.3
influenced
ent of
the
civilization
development
s.
of
civilizations,
societies,
and regions
(e.g. location
near rivers
and natural
barriers,
trading
practices,
and spread
of culture).
Explain how Understanding Human
Explain
and why
adaptations
civilizations,
to various
societies,
environments
and regions
have used,
modified,
and adapted
Analyze how Analyzing
Cultural
How they reflected
cultural
Expressions the values of the
expressions
civilizations
reflected the
values of
civilizations,
societies and
regions (e.g.,
oral
traditions,
art, dance,
music,
literature,
and
architecture).
Summarize
Analyzing
Systems
Summarize those
systems of
of social
for various
social
structure
civilizations and
structure
societies.
within
various
civilizations
and societies
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over time
(e.g., Roman
class
structure,
Indian caste
system and
feudal,
matrilineal
and
patrilineal
societies).
Horizontal Alignment Chart
Social Studies
English Language Arts
6.H.1.1 Construct charts, graphs, and
historical narratives to explain
particular events or issues over time.
CCSS.ELA-LITERACY.W.6.2.A Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
6.H.2.2- Compare historical and
contemporary events and issues to
understand continuity and change.
RL.6.3 -Describe how a particular
story's or drama's plot unfolds in a
series of episodes as well as how the
characters respond or change as the
plot moves toward a resolution.
6.H.2.3- Explain how innovation and/or
technology transformed civilizations,
societies, and regions over time.
CCSS.ELA-LITERACY.W.6.6 - Use
technology, including the Internet, to
produce and publish writing as well as
to interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single sitting.
6.G.1.1- Explain how the physical
features and human characteristics
CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or
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of a place influenced the development
of civilizations,
societies and regions (e.g., location
near rivers and natural
barriers, trading practices and spread
of culture).
drama's plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
6.G.1.4- Explain how and why
civilizations, societies and regions
have used, modified and adapted to
their environments (e.g.,
invention of tools, domestication of
plants and animals,
farming techniques and creation of
dwellings).
CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or
drama's plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
6.C.1.1-Analyze how cultural
expressions reflected the values of
civilizations, societies and regions
(e.g., oral traditions, art, dance, music,
literature, and architecture).
RL.6.7-Compare and contrast the
experience of reading a story, drama,
or poem to listening to or viewing an
audio, video, or live version of the text,
including contrasting what they "see"
and "hear" when reading the text to
what they perceive when they listen or
watch.
CCSS.ELA-LITERACY.W.6.2.A Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast, and
cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
Objectives:
Students will understand social classes in ancient Egypt.
Students will able to order the social classes correctly
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Students will know how each social class lived and how they were treated in
ancient Egyptian society.
Students will understand how and ancient Egyptians occupation correlated with
their social status.
Students will know the main occupations that were present in ancient Egypt.
A multitude of 21st century skills and content will be identified. The lesson will
address global awareness due to the cultural nature of the lesson. Students will
thing critically about the ancient Egyptian social classes and how they relate to
social classes in today’s society. Students will use technology skills to do
research on the laptops brought into the classroom. Students will have to use
effective communication and collaboration skills while doing their summative
assessment, which is a group created poster.
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2. Student Background, Knowledge, and Experience
I had four classes of 6th grade social studies. The four classes were referred to
as 1st block, 2nd block, 3rd block, and 4th block. My first day of internship was the
beginning of the 2nd nine weeks and the class was beginning their unit on ancient
Egypt. Previously they had been learning about Mesopotamia. Due to this,
students already had a general idea of ancient civilizations. Students at this
important age have wide varieties of developmental levels. It is important to take
those developmental levels into consideration when teaching. I had to be clear
and concise in my instructions and directions for assignments. Over the 5 weeks
I learned that some students just wanted an adult to talk to them and listen to
them. One student would hover over my desk often and ask questions about
items of mine such as my computer or if that was coffee in my cup. It is
important for students at this age level to feel wanted and respected by their
adult role models. One of the things I struggled with and what I know I need to
work on is laughing at my student’s jokes. I noticed numerous times that
students wanted to get my cooperating teacher to laugh by telling a joke. No
matter how corny the joke was my cooperating teacher would always laugh,
while I knew if I was in that situation and didn’t know how important it was to not
hurt these middle school student’s fragile feelings I probably wouldn’t have
laughed.
All students expect for a handful, in 1st and 2nd block classes are below
grade level in reading. All students in these two classes function on grade level.
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Their ideas and answers to questions are good. They have good critical thinking
skills. However, there may be a higher average of spelling and grammar errors
on students work due to their low reading levels. Guided instruction is used
frequently in this class.
3rd block has a mix of high and low reading level students. Eight out of the
twenty-seven students are EC. This mix of reading levels has to be taken into
consideration when planning for instruction. Partnering students is often used in
this class. Each pair will have a high and low reader in it, and they will scaffold
off of each other.
Students in the 4th block class are on reading level or above, expect for
one student who is on a 3rd grade reading level. This class reading levels has to
be taken into consideration when planning for instruction. The students in 4th
block have higher critical thinking skills than students in other classes. Due to
this these students must be asked higher order thinking questions in order to
engage all students.
I collaborated with my cooperating teacher when planning instruction to
maximize students learning potential. My cooperating teacher was able to tell
me such things as students reading levels or if a student had an IEP. We were
able to bounce ideas off of each other for lessons. Sometimes I would have an
idea for an activity and my cooperating teacher would say, “Well they (the
students) might not be able to handle that much freedom, why don’t you use this
tool to help guide them.” Over the course of this internship I have learned the
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value of knowing how much independence a class can take. Giving a group of
middle school students too much independence on an assignment can cause a
classroom to become disorderly. It can also cause students who need more
guided instruction to fail to understand the content.
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3. Plan for Assessment and Evaluation of Student Learning
I consulted the NC Essential State Standard to determine what content
needed to be assessed and evaluated. Due to the varied reading levels of
students it was also important for me to choose assessment tools that would be
effective for all students.
Formative assessments that I used were a foldable pyramid, a worksheet
called “Family Life”, and a research worksheet. These assessments were
completed by students throughout the week and were a way for me to see if
students understood the content. Before students completed their summative
assessment I made sure to look over the formative assessments to see if
students understood the content.
The summative assessments that I used were a poster presentation made
by groups based on an assigned ancient Egyptian social class and Evaluations
to be done by students while watching other presentations. The formative
assessments that students completed throughout the week were to get them
ready to complete the summative assessment of the posters. Students reading
levels were taken into considerations when planning for this assessment as well
as personalities and backgrounds. Students were placed in groups based on
reading levels so that groups would be scaffolded and by personalities so that
groups could work together and say on task. The rubric for the posters had clear
expectations so that all students would be able to understand what needed to be
included on the poster and how it should be presented.
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Below is a table that demonstrates the alignment between objectives and
assessments.
Objectives
Pre-Assessment
Formative
Assessment
Foldable pyramid
Summative
Assessment
Posters
Students will be
able to understand
social classes in
ancient Egypt.
Students will be
able to order the
social classes
correctly.
Students will know
how each social
class lived and
how they were
treated in ancient
Egyptian society.
Students will
understand how
ancient Egyptian’s
occupations
correlated with
their social status.
Students will know
the main
occupations that
were present in
ancient Egypt.
Ordering social
classes
Ordering social
classes
Foldable pyramid
N/A
N/A
Research
worksheets
Posters
Evaluations
“Family Life”
worksheet
N/A
Foldable pyramid
N/A
“Family Life”
worksheet
N/A
Foldable pyramid
Posters
Evaluations
Below is a table that demonstrates the 21st century skills that will be addressed
for each lesson.
Lesson
One
Critical
Thinking and
problem
solving
Ordering
social classes
Technological
Communicatio
Skills and Media n and
Collaboration
Creativity and
Innovation
PowerPoint
Foldable
pyramid
ClassZone
auditory
Answering
questions I ask
during note
taking
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presentation
Two
Venn Diagram
Three
Answering
questions on
research
worksheets
Four
Creating
posters
Five
Completing
Evaluations
on
presentations
Completing
“Family Life”
assignment
with a partner
Venn
Diagram
Creating
posters with
groups
Presenting
posters with
group
Creating
posters
Using Chrome
books to do
research
Weebly website
Using previous
research to
create posters
Presentations
Examples of assessments and the poster rubric is included with the lesson plans
in the instructional procedure section.
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4. Essential Content Knowledge
There was a large amount of content knowledge on ancient Egypt that I
had to know in order to effectively teach this unit. The time period of ancient
Egypt covers hundreds of years. There are many different aspects of ancient
Egypt to teach such as pharaohs, mummification/the afterlife, daily life,
gods/goddesses, and social class. While during my week of instruction I taught
social class I still had to be knowledge on ancient Egypt as a whole. For
instance priests in ancient Egypt were on the second tier of the social pyramid,
directly below pharaohs. Students had previously learned that Egyptians put a
lot of emphasis on the afterlife and connecting to their gods. Due to their
previous knowledge students should have been able to make the connection
between what Egyptians believed was the most important and how the social
classes were ordered. I needed to be aware of a wide variety of content
knowledge in order to have my students make these kinds of connections.
There are seven levels of the ancient Egyptian social class system. Listed
in order they are Pharaoh, priests, government official, scribes,
craftsmen/merchants, farmers, and slaves. An ancient Egyptians social class
depended on what their job was. Usually a person inherited their job from their
parents.
Learning about social classes greatly fosters students’ global awareness
because there are social classes in every society, in every time period. While
learning about Egyptian social classes students will become aware of how
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people are treated based on what social class they are in. Even today in the
United States people are treated differently based on their socioeconomic status.
It is important for students to understand and make the connection that the idea
of social classes has been around since ancient civilizations and still exists
today.
Standard
6.H.1.1 Construct charts,
graphs, and historical
narratives to explain particular
events or issues over time.
6.H.2.2 Compare historical
and contemporary events and
issues to understand
continuity and change
6.H.2.3 Explain how
innovation and/or technology
transformed civilizations,
societies, and regions over
time (e.g. agricultural
technology, weaponry,
transportation, and
communication).
6.G.1.1 Explain how the
physical features and human
characteristics of a place
influenced the development of
civilizations, societies, and
regions (e.g. location near
rivers and natural barriers,
trading practices, and spread
of culture).
6.G.1.4 Explain how and why
civilizations, societies, and
regions have used, modified,
and adapted to their
environments.
6.C.1.1 Analyze how cultural
expressions reflected the
values of civilizations,
societies and regions (e.g.,
oral traditions, art, dance,
music, literature, and
architecture).
6.C.1.3 Summarize systems of
social structure within various
civilizations and societies over
time (e.g., Roman class
Bloom’s Taxonomy Level
Creating
Implementation
Foldable pyramid
Analyzing
PowerPoint Notes
Understanding
Research worksheets
Understanding
Research worksheets
Understanding
Research worksheets
Analyzing
Research worksheets
“Family Life” worksheet
Analyzing
PowerPoint
Research worksheets
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structure, Indian caste system
and feudal, matrilineal and
patrilineal societies).
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5. Resources, Materials, and Preparation
While planning for instruction I took into consideration the varied learning
needs of students. On day one of my teaching week students were asked to
make a foldable pyramid to take notes on. In order to create the foldable a sheet
of plain white paper was given to every student. Students were to turn the paper
horizontally and fold the top two corners in towards the middle. This will create a
triangle inside. Students were to make seven rows within the triangle to
represent the seven levels of the Egyptian social class system. On the left side
of the pyramid students were to put the definition of the social class and on the
right hand side students were to put examples. Students filled out their notes on
the foldable pyramid. The foldable pyramid was a visual aid for students. I
wanted a way for students to visual see the pyramid, and not just on the
PowerPoint. The visual of the pyramid was also important because the social
class system functioned like a pyramid. The upper class has fewer people in it
and the top of a pyramid is smaller than the rest of the pyramid. The lower class
had more people in it and the bottom of the pyramid is larger than the rest of the
pyramid.
I gave students the content needed for note taking by using a short audio
pyramid and a PowerPoint. I intertwined the two and flipped back and forth
between them during instruction. The audio playing benefited those students
who are auditory learners, while the PowerPoint benefited those who were visual
learners.
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On the second day of my teaching week I had the students read an article
called “Family Life”. The article was about the family life of ancient Egyptians as
well as making comparisons between the lifestyles of upper and lower class
Egyptians. The reading level of the article was evaluated before being selected.
While reading students were to highlight/underline comparisons that were made
between the upper and lower social classes. This allowed for them to be activity
engaged while reading. On the back students were to create a Venn diagram
comparing and contrasting the upper and lower class. This graphic organizer
was selected so that students could see a clear representation of the
comparisons.
Day three of my teaching week students did independent research on a
given Egyptian social class. I collaborated with my cooperating teacher to put
the students into seven groups for the seven social classes. This was because
at the end of the week they were going to make a poster based on their social
class. For the research day, however, students worked independently on the
social class they were assigned. I made a Weebly website for the students to get
their information from. I made the Weebly so that I could control where the
information students got was coming from. I could control the content and the
reading level of the website. I was also able to walk around the room and quickly
realize if someone was not on my site. Having students find the needed
information on one site also saved time. Classes were less than an hour long so
it was important to me for students to not waste time. I also made out each
social class a guided reading sheet to do while they read their part of the
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website. Some guided reading sheets were of a lower level than others. These
were assigned to low students.
The research was done on the schools Chrome Books, or laptops. This
demonstrates students’ use of technological skills. They had to use the Internet
to do the research as well as know basic compute skills to effectively operate the
computer.
On the fourth day student worked in their groups to create their posters.
At the beginning of class I showed them the rubric. The rubric had very clear
expectations as to what the poster was to include. I went over all aspects of the
rubric before students started to make their posters. I also had the rubric up on
the projector the whole class and a copy of the rubric was on each table group.
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6. Instructional Procedures
Day One: Introducing Ancient Egyptian Social Classes
Standards:
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular
events or issues over time.
6.C.1.3 Summarize systems of social structure within various civilizations and
societies over time (e.g., Roman class structure, Indian caste system and feudal,
matrilineal and patrilineal societies).
6.H.2.2 Compare historical and contemporary events and issues to understand
continuity and change.
Objectives:
Students will know the social classes of ancient Egypt and how they are ordered.
Students will understand how people were treated in ancient Egypt based on
their social class.
Students will understand how a person becomes apart of a social class.
Students will be able to compare the ancient Egyptian social class system to
social class systems of today.
Introduction/Pre-Assessment: Putting social classes in order
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-Each group of desks will be given a set of slips of papers that have the social
classes on them. The students will be given a few minutes to sort these in the
order that they think they go in. Afterwards we will go over answers and place
the correct occupations within the social pyramid levels.
-Review what social class is. Ask students what they remember from learning
about social class in Mesopotamia. Are there any similarities?
-Students will be shown an auditory presentation on the Egyptian social pyramid.
There will also be a PowerPoint to give more information. Students will make a
foldable pyramid to take notes on. To make the foldable, students will be given a
plain, white piece of paper and asked to turn it horizontally. The top two corners
will be folded towards the top center of the paper thus making a triangle inside.
Students will outline their triangle and create seven rows within the triangle for
the seven levels of the Egyptian social class system. On the left side of the
triangle students will write the definition of each social class and on the right
hand side students will write examples.
Information:
ClassZone auditory social pyramid:
Pharaoh: The ruler, called the pharaoh, was above all other people because he
or she was considered a god.
Priests: The priests cared for the temples and held ceremonies to keep the gods
happy.
Scribes: The scribes were trained in the art of hieroglyphic writing.
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Merchants: Merchants did not use money. Instead they exchanged goods
through a barter system.
Farmers: The largest segment of the population was made up of farmers,
laborers, and slaves.
Slaves: Slaves were usually people who owed a debt, committed a crime, or
were captured in war.
PowerPoint:
 A social class is a group of people that have similar levels of wealth,
influence and status within society.
 Egyptian society was structured like a pyramid
 There are 6 tiers in the Egyptian social pyramid.
 Pharaohs were at the top of the social pyramid.
 Egyptians believed that their pharaohs were Gods.
 The Pharaoh owned all the land and had complete control over all of his
people.
 What is a dynasty?
 Priest were a level below pharaohs on the social pyramid.
 The priest of ancient Egypt were a powerful, well respected group in
society.
 Ancient Egyptians believed in the afterlife. Priest were in charge of
embalming the bodies so they would not decay.
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 The High Priest advised the pharaoh and oversaw all religious
ceremonies, while temple priests were responsible for the smaller temples
in Egypt
 Other priests gave advise and healings for common issues.
 District Governors were on the third level of the Egyptian social pyramid.
 The pharaoh relied on government officials.
 Many were tax collectors..
 When crops were poor, officials distributed grain to the people.
 Scribes were on the fourth level of the social pyramid.
 They were the writers and record keepers.
 They might work at the kings palace, travel with high officers, or serve as
public letter writers or record keepers.
 They assisted the tax collectors in making careful records of what
everyone owed and how they paid their taxes.
 Craftsmen were on the fifth level of the social pyramid.
 Carpenters, painters, jewelers, brick masters, and stone masons.
 Many of these skilled workers provided goods for the pharaoh and his
family.
 Most Egyptians were farmers and spent their lives growing and marketing
the products they grew on their farms.
 Servants/Slaves make up the bottom of the social pyramid.
 There were many reasons why someone would have been a slave, such
as a criminal, a prisoner of war, or someone who was in debt.
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 The type of labor that slaves did could be widely varied. Such as working
in the pharaoh’s place to working in the mines.
 Why do we call it a Social Pyramid?
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Day Two: Comparing upper and lower class ancient Egypt.
Standards:
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular
events or issues over time.
6.C.1.3 Summarize systems of social structure within various civilizations and
societies over time (e.g., Roman class structure, Indian caste system and feudal,
matrilineal and patrilineal societies).
6.H.2.2 Compare historical and contemporary events and issues to understand
continuity and change.
Objectives:
Students will understand how lifestyles in ancient Egypt varied based on social
class.
Students will understand how social classes are passed down through
generations.
Instruction:
Students will read the article “Family Life”. The article makes comparisons
between the family life of upper class Egyptians and lower class Egyptians.
While reading the article students are to highlight/underline the comparisons in
the article as they read. After reading the article students will create Venn
diagrams in which they list the comparisons that the article stated.
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Day three: Independent Social Class Exploration
Standards:
6.H.2.2- Compare historical and contemporary events and issues to understand
continuity and change.
6.H.2.3- Explain how innovation and/or technology transformed civilizations,
societies, and regions over time.
6.G.1.1- Explain how the physical features and human characteristics of a place
influenced the development of civilizations, societies and regions (e.g., location
near rivers and natural barriers, trading practices and spread of culture).
6.G.1.4- Explain how and why civilizations, societies and regions have used,
modified and adapted to their environments (e.g. Invention of tools,
domestication of plants and animals, farming techniques and creation of
dwellings).
6.C.1.1-Analyze how cultural expressions reflected the values of civilizations,
societies and regions (e.g., oral traditions, art, dance, music, literature, and
architecture).
Objectives:
Students will understand how jobs in ancient Egypt relate to jobs today.
Students will understand how ancient Egypt adapted to the flooding Nile and
used it for their benefit.
Students will be able to analyze how each social class expressed their culture
and its values.
Instruction:
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Students will be assigned one of the seven previously discussed ancient
Egyptian social classes to do independent research on. Students will use the
chrome books (laptops) to do this. Each social class has a specific guided
research worksheet, so students will get a research worksheet that correlates
with the social class they received. Students will used the weebly website that I
created in order to answer the questions on the guided research worksheet.
Each page on the website is about a different social class. Students will read the
page that is for their assigned social class and answer the questions on their
guided research worksheet. When students have answered all questions on the
worksheet and there is still time left they should Google search images of what a
person in their assigned social class would have looked like. Students will have
to draw a picture of a person in their social class the next day, so this activity is to
get them prepared for that.
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Weebly Website readings:
Pharaoh:
Pharaoh's were the kings of ancient Egypt. A couple were women, but
most pharaohs were men.
People referred to Pharaoh, not "the" Pharaoh, but simply as
Pharaoh. There was only one pharaoh (at a time) and in ancient Egypt,
everything belonged to the Pharaoh. When a new pharaoh came to power,
everything in ancient Egypt automatically belonged to the new pharaoh.
The Pharaohs of Ancient Egypt were the supreme leaders of the land.
They were like kings or emperors. They ruled both upper and lower Egypt and
were both the political and religious leader. The Pharaoh was often thought of as
one of the gods.
The name Pharaoh comes from a word meaning "great house" describing
a palace or kingdom. The Pharaoh's wife, or Queen of Egypt, was also
considered a powerful ruler. She was called "the Great Royal Wife". Sometimes
women became the rulers and were called Pharaoh, but it was generally men.
The son of the current Pharaoh would inherit the title and would often go through
training, so he could be a good leader.
Historians divide up the timeline of Ancient Egyptian history by the
dynasties of the Pharaohs. A dynasty was when one family maintained power,
handing down the throne to an heir. There are generally considered to be 31
dynasties over the 3000 years of Ancient Egyptian history.
There were many great Pharaohs throughout the history of Ancient Egypt.
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Here are some of the more famous ones:
Akhenaten - Akhenaten was famous for saying there was only one god, the sun
god. He ruled with his wife, Nefertiti, and they closed many of the temples to
other gods. He was the father of the famous King Tut.
Tutankhamun - Often called King Tut today, Tutankhamun is largely famous
today because much of his tomb remained intact and we have one of the
greatest Egyptian treasures from his rule. He became Pharaoh at the age of 9.
He tried to bring back the gods that his father had banished.
Hatshepsut - A lady Pharaoh, Hatshepsut was originally regent for her son, but
she took on the power of Pharaoh. She also dressed like the Pharaoh to
reinforce her power including the crown and ceremonial beard. Many consider
her to be not only the greatest woman Pharaoh, but one of the greatest Pharaohs
in the history of Egypt.
Amenhotep III - Amenhotep III ruled for 39 years of great prosperity. He brought
Egypt to its peak of power. During his rule the country was at peace and he was
able to enlarge many cities and construct temples.
Ramses II - Often called Ramses the Great, he ruled Egypt for 67 years. He is
famous today because he built more statues and monuments than any other
Pharaoh.
Cleopatra VII - Cleopatra VII is often considered the last Pharaoh of Egypt. She
maintained power by making alliances with famous Romans such as Julius
Caesar and Mark Antony.
Fun Facts about Pharaohs
Dilday 30
• Pepy II became Pharaoh at the age of 6. He would rule Egypt for 94 years.
• The Pharaohs wore a crown that had an image of the cobra goddess. Only the
Pharaoh was allowed to wear the cobra goddess. It was said that she
would protect them by spitting flames at their enemies.
• Pharaohs built great tombs for themselves so they could live well in the
afterlife.
• The first Pharaoh was a king named Menes who united both upper and lower
Egypt into a single country.
Khufu is the Pharaoh who built the largest pyramid.
Dilday 31
Priest:
In ancient Egypt, people were not afraid of their gods or of their highly
respected priests. The temples were places where religious ceremonies were
held. They were also schools, universities, libraries, and centers of
administration, workshops, farms and granaries.
The Egyptians loved their animal headed gods. They did not find them
frightening. They found them comforting. The ancient Egyptians treated their
gods almost as one of the family.
Home Life: Priests were married. They had families. They worked in the fields.
They tended the beehives. They made daily rounds of the people who could not
come to the temple because of illness or age.
The Daily Rite: One of the most important jobs of the priests was the Daily Rite.
In the capital, and in every temple along the Nile, the Daily Rite was performed.
Here’s how it worked: There was a door into the shrine where the statue of the
god was displayed. At night, the door was closed and a clay seal was fixed to the
door. In the morning, accompanied by assistant priests and women singers, the
clay seal was broken and the door was opened. The main priest removed the
statue from the shrine and offered it offered it food, just as a child would pretend
to feed a doll. They robed it in royal clothes, and rouged its cheeks. The statue
was replaced in the shrine. The door to the shrine was sealed again and
everyone left the room walking backwards, sweeping a wide palm leaf over the
floor, to remove any footprints they might have made on the sandy floor.
Dilday 32
Festivals: Priests were also responsible for local festivals. Festivals were held
often and joyously. They were filled with high-spirited attendance. There were
people selling food and souvenirs. They were banners and gaiety and music and
laughter. The center of the celebration was the statue of the god, carried by the
priests, in parade style, up and down the streets of the town or city. The priests
wore bird and animal masks. Around them, female musicians would shake
rattles.
Funerals: The priests were responsible for the process of getting bodies ready to
move on to the afterlife. They conducted the burial ceremonies and the
procession to the tomb. At the tomb, the priests were also responsible for the
opening of the mouth ceremony. This is the ceremony that the ancient Egyptians
believed would restore the deceased ability to eat and drink in the afterlife.
Father to Son: It was not easy to become a priest. Like other jobs in ancient
Egypt, the priesthood was handed down from father to son.
Dilday 33
Government Officials:
The Ancient Egyptian Government was ruled first and foremost by the
Pharaoh. The Pharaoh was the supreme leader not only of the government, but
also of the religion. However, the Pharaoh couldn't run the government all by
himself, so he had a hierarchy of rulers and leaders below him who ran different
aspects of the government.
The most important of these helpers was Pharaoh's right hand man, his
Vizier.
The Vizier received reports from every top official every day. Every day,
the Vizier gave Pharaoh a concise report on what was happening all over Egypt.
The Vizier also heard cases in the high court. If you did not like the decision of
the lower court, you could come before the Vizier on a first come, first served
basis. It was not smart to come before the Vizier unless your case was serious,
and you had evidence to show that the lower court's decision was in error. The
Vizier's decision was final. You could end up in more trouble than you were in
already by demanding to have your case heard in the high court. But the Vizier
did try to be fair.
Nomarks
Under the vizier were local governors called Nomarks. Nomarks ruled over
an area of land called a nome. A nome was like a state or province. Nomarks
were sometimes appointed by the Pharaoh, while at other times the position of
nomark would be hereditary and handed down from father to son.
Other Officials
Dilday 34
Other officials that reported into Pharaoh were the army commander, the
chief treasurer, and the minister of public works. These officials each had
different responsibilities and powers, but Pharaoh had the final say. Many of the
Pharaoh's officials were priests and scribes.
Scribes were important to the government as they kept track of the
finances and recorded taxes and the census. Overseers of the land were also
appointed to keep track of the farmers and to make sure they were doing their
jobs.
Fun Facts about the Ancient Egyptian Government
• The wives of the Pharaohs were the second most powerful people in the land
after the Pharaohs.
• Citizens had to pay taxes to support the government.
• In the New Kingdom, court cases were ruled by a local council of elders called
a Kenbet.
• Pharaohs would hold court for his top officials and high priests. People would
approach him and kiss the ground at his feet.
They did not have a complicated set of laws and statutes. In many cases the
judges were to rule using common sense in an effort to come to an agreement.
Dilday 35
Scribes:
Scribes were the people in ancient Egypt who wrote things down. Scribes
were trained in scribe school.
Most people who went to scribe school did not pass. But those who did
pass were in high demand.
In ancient Egypt, everything was written down. From the writings we have
found, we have learned a great deal about these ancient people, including their
love of written lists!
Only 1 out of every 100 ancient Egyptians could read and write. Scribes
were the few Egyptians who knew how to read and write. Being a scribe was an
extremely difficult job because in total, there were hundreds of different
hieroglyphs to remember. It took as long as twelve years to train as a scribe.
Boys as well as girls could be scribes, however it was much more difficult for girls
to become scribes. The scribes used a kind of paper called papyrus, which was
made from reeds otherwise known as the papyrus plant.
A scribe recorded in writing the everyday life and extraordinary
happenings in ancient Egypt. Their jobs were varied and included:
• writing letters for fellow villagers who couldn't write
• recording the amount of crops harvested
• calculating the amount of food needed to feed the tomb workers
• keeping accounts and ordering supplies for temples and the Egyptian army
Almost all of our known knowledge about the ancient Egyptians came
from the work and art of the ancient Egyptian scribe.
Dilday 36
Craftsman/Merchants:
Craftsmen in ancient Egypt were usually trained and skilled laborers. They
were often well respected in the community and had a comfortable lifestyle. Yet
every craftsman's lifestyle and social standing depended on the quality of his
skills and experience. Thus, some craftsmen had more difficult lives than others.
If your parent was a craftsman or an artist in ancient Egypt, it was assumed you
would be too. But some children did not inherit their parent's ability. There was no
shame in that. If that was the case, you probably would become a merchant,
selling the goods that others made.
Most craftsmen worked in workshops with other craftsmen. Objects for
temples or the pharaoh were made in temple workshops or palace workshops.
Objects for ordinary people were made by local craftsmen in small workshops.
But no matter what your father did, if you had artistic talent, you could
become a craftsman or an artist. Someone would be glad to take you into their
shop.
Artists in ancient Egypt did not sign their work. No one was supposed to
know who created a work of art. However, everyone knew what shop it came
from. So shops were always on the lookout for talented craftsmen and artists. It
was simply good business.
Dilday 37
Farmers:
Farming was not as easy as it might sound in ancient Egypt. Tools were
simple. Cattle needed care to be useful. Snakes and jackals roamed the fields.
Farmers had to barter a great many of their harvested crops for the things and
animals they needed to plant more crops. There was little chance of life
improvement. With only rare exceptions, once a farmer, always a farmer. That's
how things were done in ancient Egypt.
Egyptians grew crops such as wheat, barley, vegetables, figs, melons,
pomegranates and vines. They also grew flax which was made into linen.
The most important crop was grain. The ancient Egyptians used grain to make
bread, porridge and beer. Grain was the first crop they grew
after inundation (flooding season). Once the grain was harvested, they grew
vegetables such as onions, leeks, cabbages, beans, cucumbers and lettuce.
Farmers planted fruit trees and vines along paths, to give shade as well as fruit.
The Egyptians grew their crops along the banks of the River Nile on the rich
black soil, or kemet which was left behind after the yearly floods. The fertile soil
was ideal to grow healthy crops
Farmers divided planned their time around 3 seasons - the flooding
season, the growing season, and the harvest season.
The Flooding Season:
Each spring, snow on the mountains would melt. The Nile River would
flood. This was a very good thing. When the flood waters receded, they left
behind fertile soil. Crops could easily be grown in this black, rich soil. The ancient
Dilday 38
Egyptians called this soil the "The Gift of the Nile".
The Growing Season:
Farmers planted wheat, barley, vegetables, figs, melons, pomegranates,
corn, and flax (which they used to make into linen.)
The Harvest Season:
Once the crops were harvested, what could be dried or stored was
stored. The Egyptians were very practical people. They knew they had to save
what food they could in case the Nile did not flood! After the harvest, farmers
repaired the canals that led water from the Nile to their crops, to get ready for the
next flooding season.
Reapers cut the ripe corn with wooden sickles edged with sharp flints.
Women and children followed behind the reapers to collect any fallen ears of
corn. Cattle were used to trampled over the cut corn to remove the grain from the
ears. Then the grain was tossed into the air so the breeze blew the light useless
chaff away.
Dilday 39
Slaves:
Some wealthy ancient Egyptians did have slaves. Slaves were captured
enemies or criminals. A lot of people in Egypt were slaves. Some of them came
originally from Egypt - often children sold into slavery by poor families. Others
were sold from other countries into slavery in Egypt. Based on how the Egyptian
masters (nobles) treated everyone else around them, it is probably true that
slaves were treated kindly.
The Egyptians believed that bad masters have heavy hearts. When it was
a master’s turn to face the weighing of his heart in the Hall of Maat, the Devourer
would eat him up if he had been a bad master.
The most famous story about Egyptian slaves is the one in the Bible about
how the Jews were slaves in Egypt, about 1400-1200 BCE. Because the
Egyptians had just conquered Israel at this time, probably many Jews were
enslaved about this time. Then when the Egyptian New Kingdom collapsed, they
stopped being able to enslave the Jews.
Early Egypt acquired slaves through war, trade, and people who sold
themselves into slavery because of debt. Slaves could not own property, and
their children became slaves of the owner. Although slaves were the lowest class
in Egyptian society, they were better treated than in other societies. The most
fortunate ones did menial work for royal families or high officials such as city
mayors.The least fortunate slaves worked in gold or copper mines, where some
died.
Dilday 40
Research Worksheet Examples:
Name:_________________
Pharaohs
Read the website page about Pharaohs and answer the following questions as you read
1. Could Pharaoh’s be men and women?
2. When a new pharaoh came to power, everything in ancient Egypt automatically
_______________to the new pharaoh.
3. Pharaohs were thought to be what?
4. Pharaoh comes from a word meaning ______________________________
5. The Pharaoh’s wife was called__________________________________
6. What does inherit mean?
7. Who inherited the title of pharaoh?
8. What is a Dynasty?
Dilday 41
9. How many dynasties have there been over the 3000 years of Ancient Egyptian history?
10. Name a fact for each Pharaoh:
a. Tutankhamun
b. Hatshupsut
c.
Amenhutep III
d. Ramses II
e. Cleopatra VII
11. Write down 2 of the fun facts that you liked most.
12. What modern day job is most similar to the job of the Pharaoh?
Dilday 42
Name:_____________________
Priests
Read the website page about ancient Egyptian priests and answer the following
questions.
1. In ancient Egypt people were not _______________ of their gods or of
their respected _______________.
2. What kinds of ceremonies were held in the temples?
3. What were the temples also used as?
4. Could a priest marry and have a family?
5. In your own words tell what the Daily Rite was
6. Describe an ancient Egyptian festival. Who were responsible for the
festivals?
Dilday 43
7. What parts of a funeral were the priests responsible for?
8. How did a person typically become a priest?
9. Write down 2 facts that you found most interesting from the reading.
10. What modern day job is most like that of an ancient Egyptian priest?
Dilday 44
Name:__________________
Government Officials
Read the page on the website on Government Officials and answer the following
questions
1. What was a vizier?
2. Everyday the vizier gave the Pharaoh a ________________ on what was
happening all over Egypt.
3. The vizier heard cases in ________________.
4. The vizier’s decision was ____________________.
5. What were the local governors called?
6. What was the name of the land that they governed?
7. What were the 3 other officials that reported to the pharaoh?
8. Write down 2 of the fun facts about the Ancient Egyptian Government
9. Write down 2 facts from the reading that you found most interesting.
10. What modern day job is most like that of an ancient Egyptian government
official?
Dilday 45
Scribes
Read the webpage on Scribes and answer the following questions.
1. Where were scribes trained?
2. Was it difficult to pass scribe school?
3. What was written down in ancient Egypt?
4. __________ out of every ___________ ancient Egyptians could read and
write.
5. There were _______________ of different hieroglyphs to remember.
6. How long did it take to train a sribe?
7. Could Egyptian girls be scribes?
8. What did scribes write on?
9. What were the jobs of the scribes?
10. Write down 2 facts from the reading that you found most interesting.
11. What modern day job is most like that of an ancient Egyptian scribe.
Dilday 46
Name:_________________
Craftsman and Merchants
Read the webpage on craftsman and merchants and answer the following
questions.
1. Craftsmen were usually_______________ and _______________
laborers. Every craftsmen _______________ and social standing
depended on the _______________ of his skills and experience.
2. How did a person usually become a craftsmen?
3. Most craftsmen worked in _________________ with other craftsmen.
4. Where were objects for temples and the pharaoh made?
5. Where were objects for ordinary people made?
6. Could anyone become a craftsman if they had the skill?
7. Did people in ancient Egypt sign their artwork?
8. Write down 2 facts from the reading that you found most interesting.
9. What modern day job do you think is most like that of an ancient Egyptian
craftsman?
Dilday 47
Name:_____________________
Farmers
Read the webpage on farmers and answer the following questions.
1. List 2 reason why farming was not easy in ancient Egypt.
2. What kind of crops did Egyptians grow?
3. What was made into linen?
4. What was the most important crop? How was it used?
5. Where did Egyptians grow their crops? Why this place?
6. What were the 3 season that farmers planned their time around?
7. Describe the flooding season:
8. What was planting in the growing season?
9. Describe the harvest season:
10. What did the reapers do?
11. How were cattle used during the harvest?
Dilday 48
12. Write down 2 facts that you found most interesting from the reading.
13. What modern day job is most like that of an ancient Egyptian farmer?
Dilday 49
Name:___________________
Slaves
Read the webpage on slaves and answer the following questions.
1. Who were slaves in ancient Egypt?
2. Based on the reading, how did the Egyptian masters probably treat their
slaves? Why do we think this?
3. What did Egyptians believe happened to “bad masters”?
4. In what book is there a story about how Jews were slaves in Egypt?
5. When did Egyptians stop enslaving Jews?
6. Could slaves own property?
7. What happened to the children of slaves?
8. What did the most fortunate of slaves do as work?
9. What jobs did the least fortunate have? Why do you think this was the
least fortunate?
10. Write down 2 facts from the reading that you found most interesting?
11. What modern day job is most like that of an ancient Egyptian slave?
Dilday 50
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Dilday 57
Day Four:
Standards:
6.H.2.2- Compare historical and contemporary events and issues to understand
continuity and change.
6.H.2.3- Explain how innovation and/or technology transformed civilizations,
societies, and regions over time.
6.G.1.1- Explain how the physical features and human characteristics of a place
influenced the development of civilizations, societies and regions (e.g., location
near rivers and natural barriers, trading practices and spread of culture).
6.G.1.4- Explain how and why civilizations, societies and regions have used,
modified and adapted to their environments (e.g. Invention of tools,
domestication of plants and animals, farming techniques and creation of
dwellings).
6.C.1.1-Analyze how cultural expressions reflected the values of civilizations,
societies and regions (e.g., oral traditions, art, dance, music, literature, and
architecture).
Objectives:
Students will understand how jobs in ancient Egypt relate to jobs today.
Students will understand how ancient Egypt adapted to the flooding Nile and
used it for their benefit.
Students will be able to analyze how each social class expressed their culture
and its values.
Dilday 58
Students will get into groups based on the social class that they were assigned.
They will get back their research sheet from the day before. Each group will
receive a poster board and markers to use to create a poster on their assigned
social class. There will be a rubric explaining everything that needs to be
included on the poster and how it will be graded. Students will have the whole
class period to create their posters.
Egyptian Social Classes Poster Project
Due Date: Friday, November 21, 2014
Directions: You will create a full size poster explaining and illustrating a specific social class
from ancient Egypt.
Your poster must include the following elements:
____1. Full size poster.
____2. Title on your project.
____3. Illustration of what your social class/worker would have looked like, labeled with a brief
caption explaining the picture (focal point of your poster).
____4. Illustration and caption/description of an artifact important to your worker/social class.
____5. 5 most important facts about your worker/social class.
____6. What modern day job is your worker/social class most like? List and explain your choice.
____7. The poster should be colorful!
____8. The poster is turned in on time; since this is a group project, the posters are due at the
end of the class period.
You can find a rubric below explaining the breakdown of how you will graded. If you have any
questions or need supplies, please ask!
Grading Rubric: 15 points
Criteria
Group
participation:
Individual
portion of the
grade
Attractiveness &
Creativity
20-15 points
14-10 points
9-5 points
4-1 points
Group member
participated and
provided input
on all of the
required
elements.
Group member
participated and
offered input on
at least 6 of the
required
elements.
Group member
participated and
offered input on
at least 4 of the
required
elements.
Group member
participated and
offered input on
less than half of
the required
elements.
The poster is
The poster is
The poster is
The poster is
Dilday 59
Required
Elements (1-8)
Content
Accuracy
Grammar &
Mechanics
exceptionally
attractive &
creative in terms
of design, layout,
and neatness.
attractive in
terms of design,
layout, and
neatness.
somewhat
attractive but
may be
somewhat messy
or disorganized.
messy,
disorganized,
and shows little
effort at
creativity.
The poster
includes all
required
elements as well
as additional
information.
All required
elements are
included on the
poster.
All but one of the
required
elements are
included on the
poster.
Several required
elements are
missing from the
poster.
All information &
content
displayed on
poster is
accurate and
relevant to the
topic.
Most information
& content
displayed on
poster is
accurate and
relevant to the
topic.
There is some
information or
content
displayed on
poster which is
not accurate or
relevant.
Much of the
information or
content
displayed on
poster is
inaccurate or not
relevant to the
topic.
Poster shows
use of correct
punctuation and
spelling, there
are no
grammatical
errors.
There are a few
errors in
punctuation,
spelling, or
grammar on the
poster.
There are more
than a few errors
in punctuation,
spelling, or
grammar on the
poster.
There are many
errors in
punctuation,
spelling, and
grammar on the
poster.
Dilday 60
Day Five: Presentations
Standards:
6.H.2.2- Compare historical and contemporary events and issues to understand
continuity and change.
6.C.1,3 Summarize systems of social structure within various civilizations and
societies over time (e.g., Roman class structure, Indian caste system and feudal,
matrilineal and patrilineal societies).
Objectives:
Students will be able to demonstrate their knowledge of their assigned social
class.
Groups will be giving their presentations on this day. Students will be given ten to
fifteen minutes at the beginning of class to finalize their posters as well as plan
out how they are going to present. It is stated to them that every group member
must say something. Groups will present in the order of the Egyptian social
pyramid. As groups present, those student who are not presenting will fill out an
evaluation worksheet. For the six presentations that all students should watch
they will write two interesting facts that they have learned and one thing that they
would like to know more about.
Dilday 61
Name:__________________________
Presentation Evaluations
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Dilday 62
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Groups Occupation:
2 Interesting facts:
1 thing you would like to know more about:
Dilday 63
7. Assessment/Evaluation
I used both formative and summative assessments to assess student
learning.
Formative assessments that I used were a foldable pyramid, a worksheet
called “Family Life”, and a research worksheet. These assessments were
completed by students throughout the week and were a way for me to see if
students understood the content. Before students completed their summative
assessment I made sure to look over the formative assessments to see if
students understood the content.
The summative assessments that I used were a poster presentation made
by groups based on an assigned ancient Egyptian social class and Evaluations
to be done by students while watching other presentations. The formative
assessments that students completed throughout the week were to get them
ready to complete the summative assessment of the posters. Students reading
levels were taken into considerations when planning for this assessment as well
as personalities and backgrounds. Students were placed in groups based on
reading levels so that groups would be scaffolded and by personalities so that
groups could work together and say on task. The rubric for the posters had clear
expectations so that all students would be able to understand what needed to be
included on the poster and how it should be presented.
Dilday 64
8. Adaptations/Modifications
Lesson One:
It took a lot of panning to figure out what information would be the most
important for students to know. I consulted a textbook to see what information it
deemed as important concerning ancient Egyptian social classes. I also asked
my cooperating teacher what she thought would be the most important for the
students to know. Using these sources I was able to come up with the
information that was used for the PowerPoint that students took notes off of.
All students learn a variety of ways. Some students are visual learners
who benefit from seeing the content actually written out before them. Other
students are auditory learners who benefit from the content being spoken to them
for them to hear. I took this into consideration when creating a way for students
to receive content. My cooperating teacher showed me a ClassZone auditory
social pyramid. I wanted to use this resource, however I knew that it would not
benefit all students. For this reason I created a PowerPoint presentation in order
for students to visually see the content. I also made the PowerPoint in order to
get more content to students.
Students made a foldable pyramid to take notes on. The foldable
operated as a visual aid for students. It was important for them to see how the
ancient Egyptian social classes were ordered. It was also important for them to
see it visually so that they could be aware of why the social system was shaped
like a pyramid. It is shaped like a pyramid because the top of the pyramid is
Dilday 65
smaller than the bottom of the pyramid and so is the amount of pharaohs and
priest compared to the amount of farmers and slaves.
Lesson Two:
Modifications-1st and 2nd block classes which are low achieving students will have
the article, “Family Life” read aloud to them whole class. Those classes will also
have a graphic organizer comparing and contrasting the upper and lower
classes, which we will fill out as a whole group. 3rd block is a class with low
achieving students and grade level students. This class will read the article and
fill out the graphic organizer with partners. The partners will be high/low so that
the low achieving students will be scaffolded. 4th block is a class with a handful
of advanced students and the rest on grade level. This class will also partner up
to read the article and complete the graphic organizer. With 3rd and 4th block we
will come back together at the end and discuss the graphic organizer.
Lesson Three:
When created the Weebly website I took into consideration the reading
levels of students. I wanted to create a reading that students could understand
and follow along with to answer the questions on their worksheets. I also wanted
to make sure that students were only going to need one class period to complete
the worksheet. Each of the different social classes had different worksheets.
Some of the worksheets were easier than other. I assigned lower students these
social classes. These social classes were scribes and craftsman.
Lesson Four:
Dilday 66
For this Lesson plan students created posters with their groups. Groups were
assigned with special consideration for reading levels and personalities. I
worked with my cooperating teacher to group students into the seven groups for
the seven social classes. I wanted each group to have a good mix of students
who were below reading level and students who were on reading level.
Personalities were large a factor in created groups. I wanted to create groups
that would work well together; not groups that would not be able to stay on task
or a group of all introverted students. Also, because the posters had to include
drawings my cooperating teacher told me who were the artists in each class so I
could try and divide them amongst the groups.
In first block there is a male student who has Asperger’s. He has trouble
getting along with other students. He frequently gets into fights with other
students and because he does not know how to handle himself around his peers
he eats lunch at the teachers table. His mother has requested that we give him
the option to work with other students on classroom assignments. I asked this
student if he wanted to work with a group to create the poster or if he wanted to
work by himself to create one. He chose to work by himself. I had him put the
same amount of information on his own poster board he just had to use a regular
piece of computer paper rather than a poster board.
Lesson Five:
The only modification that was made for this Lesson was for the male
student in first block with Asperger’s. Instead of getting up in front of the class to
present his poster my cooperating teacher asked him if it was okay if she shared
Dilday 67
to the class his poster. He let her share his poster. Everyone else in all of the
classes did not have any modifications. Everyone had to get up and present to
the class, and every person in the group had to speak.
Dilday 68
9. Classroom Management:
For my lesson plan on day four each class had to have seven groups of
students. Groups were assigned with special consideration for reading levels
and personalities. I worked with my cooperating teacher to group students into
the seven groups for the seven social classes. I wanted each group to have a
good mix of students who were below reading level and students who were on
reading level. Personalities were large a factor in created groups. I wanted to
create groups that would work well together; not groups that would not be able to
stay on task or a group of all introverted students. Also, because the posters had
to include drawings my cooperating teacher told me who were the artists in each
class so I could try and divide them amongst the groups.
Time was a real constraint for me. Each class was less than one hour long.
2nd block had less instructional time because students went to lunch during this
period and it took time for students to settle down when coming back from lunch.
3rd block is also shortened by students taking five to eight minutes at the
beginning of class to go to their lockers to get the things they need for their 3 rd
and 4th block classes. 4th block is also shortened because students take time at
the end of class to go to their lockers to get the things they need to take to their
encore classes. I tried to plan so that all of the things that I needed students to
get done would absolutely get finished. However, I need to plan extra so that if
students were to get done, I would have something to have the do. All students
read Accelerated Reader books (AR). Usually if a student finished with an
assignment sooner than his or her peers then I would have he or she read their
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AR book. I made sure that before every class I had directions on the board for
what students were to do when they came in to the classroom. I also made sure
to save time by talking to students about assignments while I was passing the
assignment out.
I made sure to collect all assignments from students before they left class.
From working with the students over the previous few week I knew who easily
these students lost assignments. If students needed to have the assignment for
more than one class period then I would still take it up and just pass it back out
the next day. I also make sure that I say multiple times for students to put their
names on their papers. I noticed throughout my internship that my sixth graders
had a hard time remembering to put their names on their papers. When I found a
paper with no name I would tape it to the board for students to claim.
It took some special planning to figure out how I was going to effectively
pass out the research worksheets for the third lesson. Students could have one
of the seven social classes and it was not by their table groups. I needed a way
to pass out the papers to the correct students and quickly. The day before during
planning I wrote the student names on each worksheet and ordered them in a
way that would be easier for me to pass them out. By doing this I saved a large
amount of time.
Student behavior was managed by using an online site called Class Dojo.
Class Dojo is something that was introduced to students around my 3 rd week of
internship. Each teacher had an account and have all of their students,
separated by block, on their account. Students could receive points for having
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positive behavior and lose points by having negative behavior. Positive
behaviors included teamwork, participation, working hard, and persistence.
Needs work behaviors included off task, blurting out, disrespect, unprepared, and
missing work. If a class was becoming to loud then I would just mention Class
Dojo and they would settle down. I had a Class Dojo account that was linked to
my cooperating teachers account so I could also give students positives or needs
works. During my teaching week my cooperating teacher worked with me and
sat at a back computer with Class Dojo up to monitor students. Students were
aware that she was back there and I believe that this greatly helped keep them
on task.
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10. Results and Analysis of Student Learning
Objectives
Pre-Assessment
Students will be
Ordering social
able to understand classes
social classes in
ancient Egypt.
Block one: 70%
proficient
Formative
Assessment
Foldable pyramid
Summative
Assessment
Posters
All classes had
about a 95%
proficiency
All classes had
about a 95%
proficiency
Foldable pyramid
N/A
Block two: 60%
Proficient
Block three: 65%
proficient
Students will be
able to order the
social classes
correctly.
Block four: 80%
proficient
Ordering social
classes
Block one: 70%
proficient
All classes had
about a 95%
proficiency
Block two: 60%
Proficient
Block three: 65%
proficient
Block four: 80%
proficient
Students will know N/A
how each social
class lived and
how they were
treated in ancient
Egyptian society.
Research
worksheets
Posters
Evaluations
All students were
proficient in
research
worksheets.
“Family Life”
worksheet
Block one: 80%
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proficient
Block two: 70%
proficient
Block three: 75%
proficient
Students will
understand how
ancient Egyptian’s
occupations
correlated with
their social status.
N/A
Block four: 90%
proficient
Foldable pyramid
N/A
All classes had
about a 95%
proficiency
“Family Life”
worksheet
Block one: 80%
proficient
Block two: 70%
proficient
Block three: 75%
proficient
Students will know N/A
the main
occupations that
were present in
ancient Egypt.
Block four: 90%
proficient
Foldable pyramid
Posters
All classes had
about a 95%
proficiency
All classes had
about a 95%
proficiency
Evaluations
All classes had
about an 80%
proficiency.
Formative assessment one: ordering social classes. For this assessment students
ordered the Egyptian social classes in what they think is the correct order. Students
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did fairly well on this assignment. They understood to put the pharaoh and
government officials near the top and farmers and slaves near the bottom. The
classes that confused most students were priests, scribes, and craftsmen. While
walking around the room I noticed that usually groups had only two or three of the
social classes flopped around. In lesson three students demonstrated there
proficiency of ancient Egyptians social classes by completed the research
worksheets. All students showed their proficiency in their research worksheet.
Most students in every class answered all questions correctly. The poster and
evaluation charts were summative assessments in lessons four and five. All
students demonstrated their proficiencies of ancient Egyptian social classes by
creating posters. All posters received a grade of above 70. Most evaluations were
proficient, however not as many of the posters.
A multitude of 21st century skills and content was identified. The lesson
addressed global awareness due to the cultural nature of the lesson. Students
thought critically about the ancient Egyptian social classes and how they related
to social classes in today’s society. Students used technology skills to do
research on the laptops brought into the classroom. Students used effective
communication and collaboration skills while doing their summative assessment,
which was a group created poster.
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11. Reflection on Teaching and Learning
Learning Goals and Objectives
I believe that I did a good job selected the learning goals and objectives that I
used for my lesson plans. To begin planning what I was going to teach I asked my
cooperating teacher what all she wanted to cover during the unit on ancient Egypt.
We first had to decide what week I was going to teach. We decided on the 4th week
because that way I could have time to become comfortable in the classroom and
with students but also still have time after I teach to get grades back to students.
Now that I knew I was teaching the 4th week my cooperating teacher and I had to
determine what content would be most appropriate to teach there in relation to
content that needed to be taught before and afterwards. We decided on ancient
Egyptian social classes. My learning goals and objectives focused on students being
able to understand the ancient Egyptian social classes as well as order them
correctly. I chose these objectives because after consulting with my cooperating
teacher and other sources this is what I deemed as important for students to know.
Student Background, Knowledge and Experience
I believe I did a good job with taking consideration for students’ development
levels in the instructional planning of my lessons. I consulted with my cooperating
teacher to find out what students’ reading levels were as well as if students were
pulled out to go to a resource class for math and English language arts. I chose
instructional materials that I believe would have benefited students developmental
levels and instructional levels. I am glad that I got to teach all four classes so I could
see the diversity between the low classes and the AIG class. I learned with the AIG
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class I was able to ask more critical thinking questions during discussions. However
I had to watch my time with the AIG class because they were more eager to share
and speak up than other classes. My critique for this section has to do with one
particular student in my third block class. She has not been mentioned before
because I did not to any specific modifications for her although I should have. This
student spoke hardly any English. I would get assignments back from her that had
hardly any actually English words on them. I could sometimes make out what she
written my sounding out the letters as she must have done when she heard the
word. She would also sometimes just copy sentences down that she saw, such as the
directions, as an answer. I sadly did not make any modifications for this student
because I did not know how. I do not know how to speak Spanish. My cooperating
teacher also said how she was a loss for how to get through to this student. This
student gets pulled out for language arts and math but not for science or social
studies. Instead she is forced to sit there and have no clue what is going on because
she does not understand anything. It is amazing though that she always has every
part of an assignment filled in. Whenever I saw her in class she would always be
diligently working. I just wish that I could have helped put that diligence to get use.
Plan for Assessment and Evaluation of Student Learning
My assessments were developed with my learning objectives in mind. I had
formative assessments everyday that was to show me how my students were doing
throughout the week. I graded student work as the week went on and collected the
data on a class spreadsheet. My summative assessment took the information that
students had learned throughout the week and placed it on big assignment. My
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critique is that I wish I could have done a summative assessment for students on all
of the social class and not just the ones that they did their projects on. Or perhaps
an assessment for how children inherited these social classes and how a person’s
treatment in society and lifestyle depended on what social class they were in.
Essential Content Knowledge
I was very concerned when I learned that I was going to teach a lesson on
ancient Egypt. It had probably been since I was in 6th grade that I had learned about
ancient Egypt. It is such a broad amount of information to learn and understand
thoroughly. I wanted to be able to answer any question that student had. I was
worried that my knowledge based would not be sufficient. I spent the weeks before
my lesson trying to learn as much content as I could. I think I did a fairly good job,
however there were times that students would ask me a question that I would not
know the answer too. When this happened I would just ask my cooperating teacher
to share her knowledge of the subject. Besides these few instances of students
asking critically thinking questions that I did not quite know the answer to I believe
that my content knowledge was strong.
Resources, Materials, and Preparation
I believe that I used my knowledge of students’ developmental levels to
choose and create effective resources and materials to share with students. I chose
resources and materials that were of reading level to students so that they could get
the maximum learning potential out of the resource. I also believe that I effectively
consulted with my cooperating teacher in order to determine what resources and
materials would be most beneficial for students. I believe that I effectively
Dilday 77
incorporated technology in my lesson plans by having students use the Chrome
books in order to do research with on their assigned social class.
Instructional Procedures
As mentioned early I believe that I did a good job of anticipating the diversity
I would have between my lower level classes and my AIG class. I incorporated 21st
century skills throughout my lesson plans. I had technology integrated in every
lesson. For many of the lessons students worked collaborative to complete an
assignment. Students used collaborative skills and creativity to create their posters
at the end of the unit. I foster students’ critical thinking by asking critical thinking
questions during class discussions and on independent work as well as relating this
content to something from today.
Assessment/Evaluation
I think that my assessment tools were good representations of my learning
objectives. I do wish that I had developed more pre assessments that correlated
closer to my post assessment. I had some undocumented assessments, which came
from me asking students at the beginning of each class what they remembered
learning the day before. My critique is that I wish I could have done a summative
assessment for students on all of the social class and not just the ones that they did
their projects on. Or perhaps an assessment for how children inherited these social
classes and how a person’s treatment in society and lifestyle depended on what
social class they were in.
Adaptations/Modifications
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I believe that I effectively adapted and modified my instruction to meet the
need of my lower reading level classes and my AIG class. One way I did this was
through the instruction of the “Family Life” article. I read aloud and went over the
activity with 1st and 2nd block while 3rd and 4th worked with partners. I made sure
to think of activities for students to do if they were to finish early. I adapted my
materials to meet the needs of students such as when I created the Weebly website I
made sure that the readings were of a reading level that students could read and
understand. I believe that modification were one of my strongest component
because I had adaptions and modifications for every lesson.
Classroom Management
I used the tool Class Dojo to manage the classroom. The students were all
aware of Class Dojo and how negative behaviors will get them negative points.
Students wanted to behave so that they would get positive points on Class Dojo. I
also demonstrated classroom management by the way that I pair partners and
grouped students for the poster assignment. I made sure to put students together
whom I know would work well together and that did not mean putting best friends
beside each other. I also had to be careful and put students who would get along
well enough to be able to work together. All in all the students were very well
behaved for me while I was teaching my lesson. I did not need to raise my voice or
anything at the students and I believed I quickly got students back on track if they
were not doing what they were suppose to be doing. After years of working in
daycare I have the “you need to stop doing that” look down.
Results and Analysis of Student Learning
Dilday 79
I assessed knowledge every day by walking around and seeing how students
were doing on assignments. I also took up the formative assessments each day to
look over. I believe that these formative assessments effectively demonstrated the
learning objectives. As I have mentioned before one thing that I wish I had included
is a summative assessment for students on all of the social class and not just the
ones that they did their projects on. Or perhaps an assessment for how children
inherited these social classes and how a person’s treatment in society and lifestyle
depended on what social class they were in. However, I was satisfied with the
content knowledge that students demonstrated while presenting their projects.