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Tools for Instruction

and Reading Assessment

A Model Unit for Grade 8:

The Eye of Egypt
Early Societies: Ancient Egypt, Optics

Jennifer Katz

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© 2013 by Jennifer Katz

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Contents
Plan for School Year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Theme: The Eye of Egypt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Instructional Planner: Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Suggested Materials for the Unit Lessons and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Other Recommended Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Plan for Integrating Social Studies and Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Mathematics Inquiry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Assessment Rubric for Social Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Assessment Rubric for Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Assessment Rubric for Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introductory Work with Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Inquiry Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Project Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project 1 (Group). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project 2 (Individual): Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Project 2 (Individual): Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Assessment and Grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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 Plan for School Year

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Grade 8 September to December January to March April to June
School Year Term/Unit One Term/Unit Two Term/Unit Three
Themes chosen to
The Eye of Egypt Ancient Architecture Micro and Macro Systems
integrate disciplines

Ancient Egyptians used and developed Ancient Greeks and Romans developed Cells are in themselves systems, and also
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many technologies and cultural traditions a great deal of sophisticated architectural they are parts of larger systems. Societies,
4  Grade 8: The Eye of Egypt

related to optics. They used mirrors to
reflect light into their homes. Sundials and
the pyramids were built in relation to the
Rationale and position of the sun throughout the day.
Connections They used the eye of Horus in religious
symbolism and attributed significance
to particular colours. As well, the shape
and space unit in mathematics involves
equations for prisms and angles – which
systems connected to water. Greek society
was known for ship building, and the
Romans built aqueducts to bring water
to their cities. Statistics and probability
fit well with Greek and Roman practices
of census taking, gambling games,
and taxes.
too, are systems, made up of individual
pieces living and working in connection
to each other. Modern society has learned
a great deal about cells, and is using
cellular technology.

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5 
relates to reflection and refraction of light.
Transition to and
Early Societies: Ancient Egypt Ancient Greece and Rome
Shaping the Modern World
Social Studies
Societies Past and Present all year

Optics Fluids/Water Systems Cells and Systems

Science

Skills, Knowledge, Values – Applications all year

Shape and Space Statistics and Probability Measurement

Mathematics

Number concepts and numerical operations all year

Movement Healthy Lifestyle Safety/Fitness Management

Physical and
Health Education
Personal and social management all year

Language Arts
Integrated all year
Activities

Fine Arts Activities Integrated all year

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Grade 8: The Eye of Egypt  5 

Introduction to Model Unit

The publications included in the series Tools for Instruction and Reading Assessment
support the three-block model of universal design for learning, presented in my book
Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools: TtD: pp. 74–85

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic
unit of the school year plan; (ii) a full set of activities drawing on the concept of
multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.
2. A Reading Assessment Program Guide, also in two parts: (i) the guide with
templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for
assessment throughout the school year.
In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units
for a full academic year. I also included an overview of “how-to” procedures. In this book,
I include a working plan for the school year (see chart, opposite page). The plan integrates
major themes from Manitoba’s curricula into manageable units of study that correspond to
three terms in one school year.
In this model unit for the first term in grade 8, teachers will find planners that outline
the essential understandings, essential questions, and final project(s) for the unit. The
rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a
progression of conceptual thinking from rote, basic understanding to synthesized, higher-
order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is

developmental. For instance, identify or recognize means the teacher has provided
examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as
“Aboriginal peoples were the first people in Canada.” Describe means students can provide
supporting detail. Explain, assess, and analyze require a student to provide multiple
perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate
means students, after considering both pros and cons or differing perspectives, form an
opinion; that is, they place a value on the analysis. For young children, this might simply
mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….”
For example, grade-one students may tell us how their families’ cultures have aspects the
students like and enjoy because they are their favourite ___. These same students may tell
us aspects that make them feel ___. These students are meeting the criterion for “Evaluates
how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing
them into other disciplines—mathematics, physical education and health, language
arts, and fine arts—particularly through the lens of the multiple intelligences (MI).
Differentiated activities based on MI approaches, as sketched out in the brainstormed
ideas on page 17, are chosen to inspire diverse students and accommodate their individual
learning styles. The MI activity cards that flesh out the topics for such centre-based
activities follow the list on page 23.
As implied by the title, A Model Unit for Grade 8, I encourage teachers not only to
adapt my ideas and materials as needed for their own class but also apply what they
learn from working with their own students to their planning, whether individually or
collaboratively, for the second and third terms.

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5 

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6  Grade 8: The Eye of Egypt

Throughout this model unit, you will see the acronym TtD with page numbers from
Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or
examples of strategies and procedures.

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5 

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Grade 8: The Eye of Egypt  23 

Activity Cards for MI Work Centres

Beyond the Pyramids
Creating Problems
Colours of My Life
Vision Quest
Comparing and Contrasting
How to Build a Pyramid
Egyptian Tessellation
Hieroglyphics
Gender Roles
Eye Ball
Be a Composer
Soundproofing
Interpersonal Connections
Equality?
Global Vision
Government and the People
3-D Mapping
Agricultural Technology

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5 

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TtD_Gr8_Model.indd 29
verbal-
linguistic Comparing and Contrasting

With your group, discuss what you know about Ancient Egyptian
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government, economics, and science. Now consider what you know

about Canadian government, economics, and science.
How are they similar? How are they different?
Write an article for National Geographic about your ideas.
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A tessellation is a repeating pattern of shapes or images that fit together.

Create a tessellation, using Egyptian images.
Egyptian Tessellation
visual-
spatial

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5 

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