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PART I: Planning Cycle Overview
School: Central Middle
Grade: 6
Course/Subject: Social Studies
Description of Class: Change
Planning Cycle Title: Ancient Egypt
Brief Summary of Planning Cycle: This unit plan explores Ancient Egypt. The first lesson plan discusses
how the location and environment influences the Egyptian cultural. The second lesson plan discuss/discusses
the daily life elements of culture such as art, music, religion, government, social structure, education, values,
beliefs and customs of all social classes. The third lesson plan looks at the social, political, and religious
characteristics of the Egyptian cultural. It focuses specifically on pharaohs, mummies and the mummification
process.
Indicator(s), Standards and Objectives from the Maryland State Curriculum:
Standard: People of the Nation and World; Student will understand the diversity and commonality, human
interdependence, and global cooperation of the people of Maryland, the United States, and the World through a
multicultural and a historic perspective.
Indicator: 1. Describe characteristics that historians use to organize people into cultures.
Objectives: a. Describe how location and environment influenced early world cultures.
b. Describe elements of culture such as art, music, religion, government, social structure,
education ,values, beliefs, and customs from civilization in early world history.
c. Describe the social, political, and religious character of societies in early world history.
Vocabulary:
A unit vocabulary worksheet will be given at the beginning of the unit for the students to fill out the words they
know. Throughout the unit, when new words are defined students will write the definitions on the vocabulary
worksheet. The vocabulary words will be introduced in each lesson by making flashcards of the vocabulary
words (with definitions on the back) and showing the flashcards to the class. The class will be asked to define
the word and then be given the correct definition. At the end of each lesson the vocabulary words will be
quickly reviewed by showing the flashcards to the class and seeing how many the class can
answer correctly in three minutes. To provide multiple means of expression the students will be able to write
their answers on mini white boards. The vocabulary words discussed in the previous day’s lesson will be
reviewed the following day and the new vocabulary will be introduced. The vocabulary the class has trouble
with will be discussed further and clarified. The flashcards will be placed on the Egyptian unit board with
pictures where students can explore the vocabulary on their own.
or …..they will be given a pre-filled sheet where they only have to fill in key words.
Lesson plan 1
Floodplain
Fertile
Silt
Papyrus
Delta
Lesson Plan 2
Social Class
Pharaoh
Scarab Beetles
Artifact
Papyrus
Senet
Hieroglyphic writing
Tunic
Sobek
Granaries
Rosetta Stone
Bast
Lesson Plan 3
Afterlife
Book of the Dead
Preserved
Field of Yaru
Embalming
Polyesistic
Pharaohs
Sarcophagus
Assessment:
Summative assessment: The students will be assessed by making a brochure highlighting what they have
learned from this Unit. The brochure will address the following questions: How the environment/location (Nile
River, climate) affects the culture? How did an Egyptian’s daily life vary according to the social class a/the
person was in? and Why was the mummification process important in the Egyptian religion? The students will
be given a grade for the brochure based on a rubric (attached). To provide multiple means of expression the
students will have the choice to make their brochure by hand or on the computer. The students can/may also
make a PowerPoint if they choose. They will be able to brainstorm with a partner about their brochure.
Extended time will be allowed for the students with need. On this day the students may also dress up as an
Egyptian if they choose.
The Brochure will include:
Important vocabulary list with definitions
Interesting facts or any other relevant information
Location of Egypt and climate (can be a map)
List of the Gifts of the Nile
Brief points about the impact the Nile River has
Types of social class with descriptions
Journal of a person from the social class (independent practice Lesson Two)
Brief points about mummification and Sarcophagus/mask
Importance of mummification in the religion (independence practice Lesson
Three)
PART II: Planning Cycle Calendar
Day 1
See
attached
Day 2
Day 3 and 4
Day 5 and 6
Day 7 and 8
1 day
2 days
2 days
2 days
Lesson Topic:
Location and
Environment of
Egypt.
MSC objective
a. Describe how
location and
environment
influenced early
world cultures.
Classroom
Objective:
Lesson Topic:
Egyptian Daily life
Lesson Topic:
Religion, mummies,
and mummification
Summative
assessment:
Brochure
MSC objective:
c. Describe the
social, political, and
religious character of
societies in early
world history.
Classroom
Objective:
class.
Differentiation/Acco
mmodation: The
students can create
their brochure by hand
or on the computer.
They will be able to
brainstorm with a
partner about their
brochure. Extended
time will be allowed
for the with need. On
this day the students
may dress up as an
Egyptian.
MSC objective:
b. Describe elements of
culture such as art,
music, religion,
government, social
structure, education,
values, beliefs and
customs, from
civilizations in early
world history.
Classroom Objective:
Ancient Egyptian Week Calendar
Monday:
Prerequisite Skills/Knowledge:
Ability to work in small groups
Ability to locate information on a Web site
Pre assessment:
 Display a picture of the Luxor hotel in Las Vegas, the Washington monument, jewelry with Egyptian
design, The Mummy movie cover, a clock and the word ebony with the definition. Ask the class what
all these things have in common.
 Explain how all these things have to do with the Egyptian culture. The earliest Egyptians lived more
than 5,000 years ago. What can we learn from the Egyptians? If you look around, you will find that
parts of ancient Egypt are very much alive today.
 Explain how each artifact shown above is from the Egyptian culture.
- Jewelry with ancient Egyptian designs such as ankh sign, a symbol of life- show more examples.
- Movie makers in Hollywood produce movies such as Cleopatra, The Mummy 2, The Egyptian,
and The Prince of Egypt. Composers have written operas with Egyptian themes such as Aida.
Even Michael Jackson made a video with ancient Egyptian sets and costumes.
- Our language came from ancient Egypt. Did you know that some English words actually come
from Egyptian hieroglyphs? For example: "ebony" comes from the ancient Egyptian hebny, with
the same meaning.
- Buildings, too, reflect elements of Egyptian architecture. Where did the idea for the Washington
Monument come from? An Egyptian obelisk of course! You can stay in a pyramid-shaped hotel
in Las Vegas or enter the Louvre Museum in Paris through a glass pyramid. (Show pictures)
- The Egyptians created the clock and the 365-day calendar we use today.
 When we look at the culture of ancient Egyptians, we find a wonderful world. Learn about kings and
queens, or stories about Egypt, look at their gigantic buildings, and find out what they ate for dinner.
Though they may have lived 5,000 years ago, the ancient Egyptians are similar in many ways to us
today.
 Ask “What are some other things the Egyptians have made that are still around today? To provide
multiple means of representation display the students’ answers in PowerPoint.
 To provide multiple means of expression the students will create a Graffiti Wall. Using colorful
markers and large poster paper with the words Ancient Egypt written in the center have each student
come up and write a fact or two they know about Ancient Egypt. The students will be encouraged to
add to the wall throughout the unit as they gain new knowledge.
 As a group discuss some of the things that the students wrote.
 Give each student the Egyptian vocabulary worksheet (attached) and have them define the words that
they already know. State “It is Ok if you do not know the words we will be looking at this list
throughout the Egyptian unit and filling in the definitions as we learn new words.”
 State “This week we will be exploring everything about the Ancient Egyptian culture from how the Nile
River and environment influenced every aspect of their life, how and why mummification occurred and
what it was like living during this time period.” To provide multiple means of representation a
schedule of what they will learn on each day will be displayed.
o Day 1: How the environment/location (Nile River, climate) affects the culture?
o Day 2: How did an Egyptian’s daily life vary according to the social class the person was in?
o Day 3: Why was the mummification process important in the Egyptian religion?
Differentiation/Accommodation: The four students with IEPs will each receive in written form the goals and
schedule for the day, along with the questions that will be asked throughout the class discussion. A visual timer
will also be displayed throughout the lessons to show how much time is left for each activity. Extended time
will be allowed for the students with need.
Part IV: Self-Evaluation and Reflection
This planning cycle addresses CEC Standard 3: Individual Learning Differences by the UDL principals
and incorporating them into the lesson. The background and abilities of each student was taken into
consideration when writing the lesson. Since every individual learns differently it is extremely important that
each lesson contain a variety of multiple means of representation, engagement and expression and meets the
needs of the different learning styles. By using the UDL principles there were very little accommodations that
needed to be made for the students with disabilities since every student can benefit from the accommodations.
The unit plan includes many ways the students can express themselves throughout the lessons, such as using the
computer rather than performing the activity by hand or using the active expression or white boards. The
students also have many ways to see the material presented, such as viewing what is being said in written form
whether it is on a handout or in a PowerPoint. The students also have many ways to be engaged which include,
think pair shares and using the Active Expression Responders. The unit plan also meets the needs of the
different learning styles. Small group activities and a gallery walk were used to meet the needs of the kinesics,
tactile and active learners. For visual and auditory learners their needs are being met through class discussions
with PowerPoint notes and handouts/pictures.
The CEC Standard 7: Planning was also addressed in this unit plan. Each lesson contains explicit
instruction with modeling, guided practice and independent practice. Also in each lesson the students work
together in small groups, pairs or class discussions facilitating collaborative learning between students. For
each lesson a pre-assessment and an analysis occurs. This serves as an assessment so that the lesson/additional
lessons can be changed to meet the needs of the students. Furthermore each lesson contains short range IEP
goals for the students with disabilities.
Part V: Annotated Bibliography
Barrow, M. (2010). The River Nile. Ancient Egypt. Retrieved May 4, 2011 from
http://www.woodlandsjunior.kent.sch.uk/Homework/egypt/nile.htm
This website describes Egypt’s location and the Nile River. It helps connect why the Nile River is the
lifeline to the Egyptian culture. The students used this website in lesson one to research more
information about the Nile River.
Crystal E. (2011). Social Classes in Ancient Egypt. Crystalslink. Retrieved May 4, 2011 from
http://www.crystalinks.com/egyptsocialsystems.html
This website was used in lesson two and is a great resource to learn about the social system of ancient
Egypt. Especially helpful from this website is the pyramid illustration that shows the social classes from
highest power to lowest power. The website also describes Sarcophagus and burial masks that were
used in lesson three.
Deems, J. (2011). Mummy Quiz. Mummy Tombs. Retrieved May 3, 2011 from
http://www.mummytombs.com/quiz/answer.main.htm
This website was used in lesson three as a formal assessment quiz. The website gives myths about
mummies and supports them with answers.
Donegan, D. (2006). Priest. Egypt’s Golden Empire. Retrieved May 4, 2011 from
http://www.pbs.org/empires/egypt/newkingdom/priests.html
The PBS website is a great resource for educators wanting to learn more about ancient Egyptian culture.
It has many videos on the Egyptian religion that were used in lesson three. The website also describes
the mummification process step by step. It was used in lesson two because it describes in depth the
different social classes and what the daily life was like. Through the brief articles the reader is able to
take a step into Egyptian time and see what it was like to live as a slave, pharaoh, craftsman or farmer.
It was also used in lesson one in the anticipatory set to show a 360 view of Egypt.
Horrocks, P. (2011). Mummy Maker. Egyptian History. Retrieved May 4, 2011 from
http://www.bbc.co.uk/history/interactive/games/mummy_maker/index_embed.shtml
This website is a British website that allows the user to make a mummy by performing an embalming
process step by step on the computer. It was used in the independent practice in lesson three.
Martin, P. (2007). History of Ancient Egypt. Ancient Egypt. Retrieved April 19, 2011 from
http://ancienthistory.mrdonn.org/AncientEgypt.html
This was a very good and helpful website. It had many resources such as sample lesson plans,
PowerPoints, and Promethean board templates for every aspect of the Egyptian cultural. The website
was well organized and easy to use. However, with everything in a separate section you had to open up
each different section. This website was used many times throughout the lesson planning process.
Megan, M. (1999). Ancient Egyptian. British Museum. Retrieved May 4, 2011 from
http://www.ancientegypt.co.uk/temples/story/main.html
This website has many interactive activities for the Egyptian culture such as geography, mummification,
pyramids and many more. This website was used in lesson three because it allows the user to explore
different temples. It also provides different levels of activities ranging from easy to challenging.
Sarah, F. (2010). The Nile River. Videopedia. Retrieved May 4, 2011 from
http://www.videopediaworld.com/video/8496/Assignment-Discovery-The-Nile-is-4000-Miles
This website is a satisfactory website that provides videos on varies topics. This website was used in
lesson one to show the red and black lands, the flooding of the Nile and the rich black silt left behind.
Sherman, R. (2011). Translator. Online Hieroglyphic Translator. Retrieved May 3, 2011 from
http://www.quizland.com/hiero.mv.
This website is a great resource to meet the needs of the different learning styles as well as students with
disabilities. The students used this translator and had it write their name in hieroglyphic for lesson two.
UDL Guidelines – Educator Checklist Version 2
I.
1.
Provide Multiple Means of Representation:
Your notes
Provide options for perception


1.1 Offer ways of customizing the display of information
2.
1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

Throughout class discussions, the questions/answers are
displayed in a PowerPoint (visual) and are discussed orally
(auditory). A graphic organizer with the questions for the day
is also given (visual). The formative assessment is read.
Provide options for language, mathematical expressions, and
symbols


New vocabulary words are defined in each lesson. They are
into flashcards and shown on Elmo (show the word first then
the definition). The flashcards are placed on the Egyptian Unit
board. The students record the new definitions on their
Egyptian Vocabulary worksheet.
The vocabulary flashcards and reviewed each day.

Discuss vocabulary in native language.

PowerPoint is used, videos are shown and the Promeathean
board is used.

Vocabulary is discussed. Before going onto guided practice
background knowledge is discussed.


Graphic Organizer is used highlighting the main ideas.
The main question for the lesson is stated at the beginning.

Ideas from the previous lessons are discussed in the
following day.

Small group activity. Gallery walk.

White boards are used with vocabulary review. Active
Expression responders are used.
4.2 Optimize access to tools and assistive technologies

Use the computer and text to speech device.
Provide options for expression and communication

Students are given a choice between activities.
5.1 Use multiple media for communication

Students can create their work on the computer or by hand.

Visual timer.



360 degree view of Egypt (lesson one)
Teacher dresses in white tunic and jeweled collar. (lesson
two)
A fake mummy in a sarcophagus, mummy pictures and
artifacts are displayed throughout the lesson (lesson three).
Gallery walk has hands on activities.

Choice of activity and how work is completed (computer or by
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, and mathematical notation, and
symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3.
Provide options for comprehension
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas, and relationships
3.3 Guide information processing, visualization, and manipulation
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and Expression:
4.
Provide options for physical action
4.1 Vary the methods for response and navigation
5.
Your notes
5.2 Use multiple tools for construction and composition
5.3 Build fluencies with graduated labels of support for practice
and performance
6.
Provide options for executive functions
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement:
7.
Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
Your notes

hand (all the lessons)). Summative assessment have a choice
of activity to complete.
8.
7.2 Optimize relevance, value, and authenticity

Anticipatory set they are told why this is important.
7.3 Minimize threats and distractions

Visual Timer is used and a daily schedule is provided.

Anticipatory set the objectives are stated and in the closure
the goals are restated.
8.2 Vary demands and resources to optimize challenge

Different activities to choose from.
8.3 Foster collaboration and community

Small groups and pair shares.

When answering questions at the beginning of the lesson the
students are told it is Ok that they do not know, we will be
learning about this today.

Visual timer. Given extra time if needed.

Closure: whip around (lesson one), fish bowl questions
(lesson two), and Cliff notes(lesson one).
Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.4 Increase mastery-oriented feedback
9.
Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
© CAST 2011
Ancient Egyptian Vocabulary
Day 1: Nile River
Floodplain : _______________________________________________________________________________
Fertile: ___________________________________________________________________________________
Silt : _____________________________________________________________________________________
Papyrus : ________________________________________________________________________________
Delta : ___________________________________________________________________________________
Day 2 : Daily Life
Social Class: ______________________________________________________________________________
Artifact: _________________________________________________________________________________
Hieroglyphic writing: ________________________________________________________________________
Rosetta Stone: _____________________________________________________________________________
Pharaoh: _________________________________________________________________________________
Papyrus: __________________________________________________________________________________
Tunic: ____________________________________________________________________________________
Sobek: ____________________________________________________________________________________
Bast: _____________________________________________________________________________________
Scarab Beetles: ___________________________________________________________________________
Senet: ___________________________________________________________________________________
Granaries: ________________________________________________________________________________
Day 3: Religion
Afterlife: _________________________________________________________________________________
Preserved:________________________________________________________________________________
Embalming: _____________________________________________________________________________Sarcophagus: ______________________________________________________________________________
Pharaohs: ________________________________________________________________________________
Book of the Dead: __________________________________________________________________________
Field of Yaru: ______________________________________________________________________________
Polyesistc:; ________________________________________________________________________________
Brochure Rubric
CATEGORY
(4) Excellent
(3) Good
The brochure has
attractive
formatting, is in
point form and has
very well
organized
information.
The brochure has
attractive
formatting, is in
point form and has
organized
information.
(2) Almost
(1) Not Yet
The brochure has
adequate
formatting, is in
point form and is
somewhat
organized.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Information is not
in point form.
Content - Accuracy The brochure has The brochure has
all of the required all of the required
information and
information.
some additional
information.
The brochure has
half of the
required
information.
The brochure has
little of the
required
information.
Writing –
Mechanics:
Spelling
Sentence Form
Grammar
Punctuation
Capitalization
All of the writing
is in complete
sentences.
Capitalization,
punctuation and
spelling are
correct throughout
the brochure.
Most of the
writing is in
complete
sentences. Most of
the capitalization,
punctuation and
spelling are
correct throughout
the brochure.
Half of the writing
is in complete
sentences. Some
of the
capitalization,
punctuation and
spelling are
correct throughout
the brochure.
Much of the
writing is not in
complete
sentences. Much
of the
capitalization,
punctuation and
spelling is not
correct throughout
the brochure.
Graphics/Pictures
More than two
neatly colored
graphics are
included and go
well with the text.
Two neatly
colored graphics
are included and
go well with the
text.
Two graphics are
included but do
not always go well
with the text.
Graphics may or
may not be
colored or neat.
Less than two
graphics are used
and may or may
not go with the
text. Graphics
may or may not be
colored or neat.
Attractiveness &
Organization