Molloy College Division of Education

Victoria Lohsen EDU 521 Grade: 9 Professor: Moroney Date: December 4, 2013 Content Area: Social Studies

Ancient Civilizations (Egypt)

Instructional Objective(s) (Lesson Objective(s)*)

Following a class discussion about the Ancient Egyptian civilization, students will further research documents about writing, technology and art and develop an informational brochure illustrating all three topic areas with at least five facts for the topics.

CCLS / +NYS STANDARDS AND INDICATORS

CCSS. ELA-Literacy.RH. 6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Indicator: This will be evident when students look at an Apple application on Egyptian pyramids. The application will take the students on a virtual tour of the pyramids, so they will have an idea of the structure and make up of what the Pyramids still look like. Social Studies (CCCS): The First Civilizations 3500-500 B.C.E. 9.1: The development of agriculture enabled the rise of the first civilizations, located primarily along river valleys; these complex societies were influenced by geographic conditions and shared a number of defining political, social and economic characteristics. Indicator: This will be evident when students listen to a lecture on early Egyptian life and culture. Social Studies Standard (NYS) #2 World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Indicator: This will be evident when students answer the ticket-out question at the end of the lesson. Social Studies Standard (NYS) #3 Geography Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places and environments over the Earths surface. Indicator: This will be evident when students take class time to analyze a series of maps about the geography of early Egypt. ISTE Nets for Students: 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products or processes. Indicator: This will be evident when students use both classroom knowledge and researched knowledge to create an informational brochure on Ancient Egypt.

MOTIVATION (Engaging the learner(s)*)

Students will briefly look at an Ancient Egyptian application made by Touch Press Company. Will lead into a lecture about what life was like for the early Egyptians.

MATERIALS
PowerPoint presentation (flash drive) Printed out slides of power point (for students to take additional notes) Social Studies binder Loose leaf paper Pens Maps handout Index cards (for ticket out) Information/instruction for making brochure Computers Microsoft Office Products Printer

STRATEGIES (Learning Strategies*)

Group discussion (beginning motivation question) Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

Direct Instruction: provided by teacher when giving a PowerPoint lecture on the early Egypt Independent Learning/group discussion: students will work independently to do further research to create their brochure

ADAPTATIONS (Exceptionality*)
All students will receive an information packet on how to create a brochure as part of their take home assignment. Those ELL students will also receive their information packet in their specified language. Those ELL students will receive help creating their brochure in the language lab. They can create their brochure in their first language as long as English in provided underneath. Students with difficulty understanding the computer can use a simplified program adapted to making simple brochures.

DIFFERENTIATION OF INSTRUCTION
Higher Level Learners: Those students who are considered to be high level learners will receive an additional assignment following the distribution of the map handouts. Any student who is able to correctly label the parts of the Ancient Egypt map, will receive an additional map of modern Egypt in its current geographical location. Those students will be asked to locate Egypt and its surrounding areas. Learning Disabled/At-risk Learners: Those students who are considered at risk or learning disabled will receive additional time to complete the map handouts. Following the collaborative viewing of the maps, those students will be given extra help by the teacher to identify the necessary parts of the map.

DEVELOPMENTAL PROCEDURES
Minutes: {1-4}: Look at Touch Press Company application, The Pyramids {5-10}: Complete and review Do-Now Activity Name two things you already know about Ancient Egypt (from books, movies, TV, etc.) {11-20}: Teacher lecture (PowerPoint slides) Key Question #1 (2nd PP Slide): Why was the Nile River so vital to Egyptian life? Key Question #2 (3nd PP Slide): Why do you think Egyptians used symbols in mathematics? Key Question #3 (4th PP Slide): What is a hieroglyphic? {21-30}: Examine, complete and discuss Ancient Egypt map {31-35}: Explain and hand out brochure information packet assignment Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

{36-40}: Ticket-Out Question: Name three things you learned from the lecture that you didnt know before.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Upon completion of a lesson on the history of Ancient Egypt, students will create an informational brochure about what life was like for Ancient Egyptians. The brochure is intended to further student understanding of Egyptian life and culture.

Making A Brochure : Ancient Civilizations: Egypt

Teacher Name: Ms. Lohsen

Student Name:

________________________________________

CATEGORY Sources

4
Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure. Each section in the brochure has a clear beginning, middle, and end.

3
Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure. Almost all sections of the brochure have a clear beginning, middle and end.

2
Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure. Most sections of the brochure have a clear beginning, middle and end.

1
Sources are not documented accurately or are not kept on many facts and graphics.

Writing Organization

Less than half of the sections of the brochure have a clear beginning, middle and end.

Writing Grammar

There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the brochure. All facts in the brochure are accurate.

No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure. 99-90% of the facts in the brochure are accurate.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure. 89-80% of the facts in the brochure are accurate.

Several spelling errors in the brochure.

Content Accuracy

Fewer than 80% of the facts in the brochure are accurate.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure\'s formatting and organization of material are confusing to the reader.

INDEPENDENT PRACTICE
Following the lesson about Ancient Egypt, students will create an informational brochure about life for Ancient Egyptians. Students will research material to get a further understanding and development about this ancient civilization. Following the completion of learning about Ancient Egypt, Greece, and Rome students will have a unit test on the three civilizations.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: Teacher will go over all informational brochures, and students will receive a number grade based on how well they followed the instructions and how much information was put into the brochure. Teacher will consult with each student on how they did completing the project. Academic Enrichment: Students will read primary and secondary sources on Ancient Egyptian life and culture. They will be asked to master a certain aspect of Egyptian culture in order to play diplomat of their civilization.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

TEACHER REFERENCES
Canadian Museum of Civilization. (2013). Retrieved from http://www.civilisations.ca/cmc/exhibitions/civil/egypt/egcs01e.shtml

The British Museum. (1999). Retrieved from http://www.ancientegypt.co.uk/menu.html

The Oriental Institute of the University of Chicago. (2012, November 12). Retrieved from http://oi.uchicago.edu/museum/education/

Touch Press Company pyramids application made for Apple products retrieved from: http://www.touchpress.com/titles/pyramids/

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

Student Name: _______________________ Ancient Egypt

Please label the map on the following page using your knowledge of Social Studies and evidence from the lesson.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language

 Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11 Revised 8/7/13 *edTPA academic language