The New Kingdom Day 11

Subject: Ancient Egypt Topic:The New Kingdom Standards: HSS 6.2 Students analyze the geographic, political, economic, religious and social structures of the early civilizations of Mesopotamia, Egypt, Kush. HSS 6.23 Understand the relationship between religion and social and political order in Mesopotamia and Egypt. HSS Discuss the main features of Egyptian Art and architecture. Trace the evolution of language and its written form. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Craft and Structure CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

Lesson 4 Students will explain how religion and government changed during the New Kingdom. Students will describe the structure of ancient Egyptian society. Students will state the importance of Queen Hatshepsut and Ramses the Great. Students will identify the features of Egyptian art and architecture. Duration: 1 hour 30 minutes
The hook for this lesson is a brainpop video. In these videos animated characters Tim and Moby explain key concepts about the history of Egypt. This particular video is on Pharoahs. The video is engaging and informative. The video also simplifies the academic language of the lesson so that the students can grasp the content. Input: The students will also be asked key questions about the previous chapter (What was diplomacy and how did it relate to Egypt? What does the term dynasty and how did it apply to Egypt's old kingdom? What was their written language called and paper like material did they use to keep records upon? What are some of ancient Egypt's architecture? It is important to review because this helps access prior knowledge from the previous chapter. Then I will have students silently read the first page of the chapter and then make predictions about what the chapter. I will also front load key academic terms from the lesson prior to reading. https://docs.google.com/presentation/d/1YmoiK1ytkWAilEmh1ds9zNUwyud5Nkm4iUxqiB3yOec/edit?u sp=sharing

Modeling: I will model fluent reading of Lesson 4 page 158 and then I will popcorn to students in class to read aloud. This is important because many of the students are not fluent readers and do not like to speak in front of the class. It is standards based to be able to effectively communicate and read fluently. Guided Practice: During the student's guided practice I will lead them through the lesson, stopping to ask key questions based upon the objectives of the lesson. The key questions I will focus on for this lesson are: what achievements were made by the Egyptians in the Middle Kingdom and what was the significance of Ramses the Great to Egyptian history. Others questions to ask are: which group of people are below the pharaohs on the social pyramid and how did the pharaohs in the New Kingdom change Egypt? Also during this time, I will have students pair share with their partners in short time increments about these questions. Guided practice is important because it gives students necessary support and scaffolding prior to being released to independent practice. The students will also receive additional support with their homework and review questions before taking it home to work on independently. Independent Practice: Using the classroom set of ipads the students will record their song or poems using the app Songify.To check out an iPad a student must sign it out on the signup sheet. They must put their name, date, and time they used it and then put the time they returned it. Students will have twenty minutes to record their songs with the app Songify. Songify allows students to put their own words into a popular melody or tune. Then students will present their songs to the class if they choose to do so. I will review all songs at the end of the day and grade them based upon the criteria I set. Homework:The students will answer review questions 1-7 on page 163 in their Reflections textbook. In addition students will choose two lessons they would like to create a timeline for their next student project. More will be explained on the following day about the timeline project. If a student choose to do all lessons in their timeline then they will receive extra credit. Materials used: reflections e- textbook, chromebook, pencil, paper, iPad, Songify app