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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