| Lesson 1– Begin this unit with a KWL chart.Using Photostory – show the students a video clip with pictures and essential questions. Background music for the video clip is “walk like and Egyptian”, this is the HOOK. Introduce the big idea for this lesson.
Brainstorm activity: In what ways do you think that Ancient Egyptians have influenced or contributed to modern day society? In the Brainstorm activity the students were to share in heterogeneous groups of two. One student is the recorder, the other student is the speaker when share aloud with the whole group.
Share power-point presentation with some examples of Ancient Egyptian influences on present day society.
The students will take a moment to right in their daily learning journals.
Ticket out the door – 2 things they learned that they didn’t know before.
Differentiation Components:
-KWL was used to help students’ access prior knowledge
-Photostory was used to trigger prior knowledge and to foster students’ connections – visual. Each image contained one of my essential questions for this unit to get them thinking.
-The big idea was introduced to make the learning plan clear
- In the brainstorm activity I wanted to see what the students already knew and for them to share this with the whole group.
-The power-point presentation was designed to appeal to visual and auditory learners – multiple intelligences.
- Ongoing formative assessments to keep track of student learning, including their journals and the ticket out the door
Lesson 2-4 – Review yesterday’s big understanding
With the class, create a web of Ancient Egyptian innovations and influences on present day society.
I will also hand students a copy of Power-point notes from yesterday (text may be read aloud using Kurzweil for students on an adapted program).
Display assignment and rubric on projector and discuss with the class assignment expectations.
Give hands on time to decide which assignment option to take for the RAFT and then begin.
Students with academic needs will use the Clicker 5 grid set on Ancient Egypt for their research and to consolidate their understandings.
Other research will be done using their personal laptops on the computer. Students have various options for their assignments.
Differentiation Components:
-I reviewed yesterday’s big understanding to engage their prior and emerging understanding. They were asked to review their journal entries.
-Power-point notes were intended for those students who have a harder time with written output – to address readiness.
-The Kurzweil software was used for students who need reading support – to address readiness.
-Clicker 5 was used for student who is on a modified program; he used the information from the Ancient Egypt grid-set to be involved in the same classroom work. He used cut and paste to create his RAFT project – to address readiness.
-RAFT assignment was designed to appeal to student interest and readiness. To give the students lots of choice through multiple formats to show their learning
Lesson 5 – Prior to beginning this lesson I will tell the students the purpose of this task.
Jigsaw: Give students a section of the text to read – the text summarizes the information of the whole chapter.
The text may be read using Kurzweil software for students on an adapted program.
Students are to take information from their section and match with students who read the same section. They will become the expert and will share with their letter group.
Once they are finished they move to colour group that has one member from each section of the article in it.
Each member of their group will share what they learned and will record their information on a white board.
Journal entry will be completed at the end of this class.
Differentiation Components:
- I had the students a chance to work together to give them further practice and the chance to listen and learn from one another – text reading and note-taking.
-The students who are on an adapted program are able to use the Kurzweil software to hear the information read aloud, to use the highlight feature to highlight important information and extract the main points. After they printed their notes – to address readiness.
- Intention of jigsaw is that the students will gain knowledge from each other
-Formative assessment – journal entry to let me know if the students are on the right track
Lesson 6 – Introduce the big idea for this lesson.
Pictures and description on whiteboard of social classes in Ancient Egypt.
In pairs, the students will discuss and create a graphic organizer that compares social class in Ancient Egypt with the social classes that exist in modern-day society.
In their journals the students write the students will take note of what they learned from this lesson.
Differentiation Components:
-The big idea was introduced to make the learning plan clear
- Hook is the images – visual
- Partner work and discussion to consolidate understanding
- Graphic organizer to represent learning
-Formative assessment – journal entry to let me know if the students are on the right track
Lesson 7-10 – Review yesterday’s big understandings.
Explain assignment to students:
You have been recently hired as a news reporter/journalist. Your area of expertise lies in one of the following areas: Headline News (front page of newspaper, most important news), Arts and Life (Egyptian cultural structures), Sports and Leisure (daily lives of Egyptians), Politics (the pharaoh and his role in government), Geography / Environment, Other – please see me to discuss. The challenge of this assignment is to appeal to a wide range of social classes that they can defend.
You are to create a multi-media presentation in one of the following formats: interview (drama or flip camera), radio show (drama or flip camera), newspaper – written or computer format (Microsoft Publisher), or a video (using flip cameras). In small groups you will create your presentation where each group member will focus on one of these topics.
Prior to handing in their assignments I am going to have the students create a self-assessment, letting me know how they think they did on their projects.
Differentiation Components:
-I reviewed yesterday’s big understanding to engage their prior and emerging understanding – students reviewed their journal entries.
-GRASPS Assignment was designed to support student readiness and interest. The assignment was set up as a summative assessment to tie up all of the loose ends in their Ancient Egypt unit. To give the students lots of choice through multiple formats to show their learning
-Interest based groupings
-Discussed a time line with the students, how much each group needs to accomplish each class in order to finish by Friday – organizational skills
-I used technology supports to help students that have different strengths – to address readiness.
-Self assessment is a formative assessment to see how the students think they did on their assignment |
