What is the title of the unit? [Give it a title that ties ...



6172200-68580011Learn Like an EgyptianPhoebe Clasen and Madeline GuthrieThird GradeTeaching Social Studies in the Elementary SchoolEDIS 5340-001December 10, 20156172200-57150022 TABLE OF CONTENTSUnit goal and rationale3Class profile4Parent Letter6unit plan outline7Lesson 111Lesson 215Lesson 320unit assessments23reference list27006286500-68580033Unit GoalThe goal of this unit is for the students to understand that ancient people made contributions that affect the present world. This understanding comes through the essential questions seen throughout the lessons. These essential questions include:What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?By exploring these questions, students will discover what the Ancient Egyptians have contributed to the modern society in which they live. They will research inventions (paper, calendar, and clocks), the first written language, and architecture in order to come to this understanding. Although the modern society has evolved, there are many things that still remain. What remains are the underlying concepts and the purposes for what they accomplished.Unit Rationale It is important that students understand from where part of their society comes. Knowing that the Ancient Egyptians affected the way they wake up for school in the morning (through an alarm clock), our architecture, and even the paper they write on in school is important because our modern technology would not be possible without the ancient peoples. It is important for students to be able to make meaningful connections between the past and the present.8458200-68580044Third Grade Class ProfileFirst NameGenderNationalityReading LevelContext/ Special Needs/ Accommodations1. SamuelMaleCaucasian-AmericanBelowParents going through divorce. Shy.2. GiselleFemaleFrench-AmericanELLBilingual (French/English).3. RebeccahFemaleCaucasian-AmericanBelowAttention-seeking. Sometimes mean to other students.4. AlexanderMaleMexican-AmericanELLBilingual (Spanish/American). Very talkative.5. ZacheryMaleCaucasian-AmericanOn LevelADHD. Very Energetic.6. PatrickMaleCaucasian-AmericanAboveGifted. Reads under desk.7. Shanice FemaleAfrican-AmericanOn LevelTeased for having two moms. Teacher’s pet.8. LaurenFemaleCaucasian-AmericanBelowDyslexic. Parents are divorced.9. RyanMaleAfrican-AmericanAboveHigh-functioning autism. Sees behavioral therapist.10. MeganFemaleCaucasian-AmericanAboveShy. Has trouble making friends.11. MatthewMaleCaucasian-AmericanOn LevelTalkative. Class clown.12. JongFemaleKoreanELLBilingual (Korean/English). Parents speak limited English.13. JaneFemaleCaucasian-AmericanOn LevelNew to your school.14. DishaFemaleIndian-AmericanOn LevelEnergetic. 15. Rishi MaleIndian-AmericanBelowOn medicine for ADHD.16. WayneMaleBi-racial Caucasian/AABelowDyslexic. In foster home.17. RachelFemaleCaucasian-AmericanOn LevelLives with her mom, dad recently passed away.18. RobertoMaleGuatemalan-AmericanOn LevelBilingual (Spanish/English).19. KatherineFemaleCaucasian-AmericanAboveGifted. Talkative.20. JakeMaleCaucasian-AmericanOn LevelParents are divorced. Acts out.21. VeronicaFemaleCaucasian-AmericanAboveTeased for her weight. Rarely speaks.22. MaxMaleAfrican-AmericanBelowVisually impaired, needs bigger font. Friendly.6286500-685800606Dear Families,It is the best time of the year, the weeklong Ancient Egyptian Extravaganza! Students will be learning about the Ancient Egyptian culture, inventions, architecture, and language. The main takeaway from this unit is that students will understand that ancient people made contributions that affect the present world. There is a big emphasis on the comparing and contrasting of the present and past world. Our main questions that the students will ponder are: What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?We encourage you as caregivers to engage in conversations about what is going on in the classroom. Students may enjoy researching this topic by going to the library and checking out books. Please feel free to email us for suggestions, helpful links for you as caregivers, or fun websites for the students to learn more. This will allow students to learn more outside of the classroom and they will be able to make better connections to their lives when they are living it. Engage your Egyptologists in conversations about their projects (hieroglyphics, pyramids, and research). We are so excited for this unit! Thank you for your constant support. Feel free to email us if you have any questions.Best,Ms. Clasen and Ms. Guthrie 8572500-80010077Elementary Social Studies Methods – Unit Plan OutlineWhat is your grade level? Class profile (a general description; complete profile will be in unit section)?Third GradeOur class is a full of students with very different backgrounds. Over 50% of the class is Caucasian-American, the rest consist of African-American, Korean, Mexican-American, Indian-American, and Guatemalan-American students. It is also important to note that many of these students come from “nontraditional” households or divorced parents.What is the title of the unit? [Give it a title that ties the key themes together]Ancient EgyptWhat NCSS and VSOL standards are addressed? [List all of the standards in the Unit]History SOL 3.2 “The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.”History SOL 3.1 g, j “The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining connections across time and place; and accessing a variety of media, including online resources.”English SOL 3.9 “The student will write for a variety of purposes.”CultureTime, continuity, changeScience, technology, and societyState the essential question or main idea(s) that the unit addresses. What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?What content websites/books/magazines did you refer to in order to learn more about the content of this unit? [Start a list of resources] -- Make your own pyramid!An Egyptian Pyramid by Jacqueline Morley --Hieroglyphics translationTCI pg. 54 8572500-800100808 What are your objectives for the unit? [USE THE CURRICULUM FRAMEWORK]Seen in KUDsRationale: WHY is it important to teach this unit (more than because it is required for testing or core standard knowledge)It is important that students understand where part of their society comes from. Knowing that the Ancient Egyptians affected the way they wake up for school in the morning (through an alarm clock), our architecture, and even the paper they write on in school is important because our modern technology would not be possible without the ancient peoples.Students will know:Ancient architecture and contributionsContributions of Ancient EgyptLanguage-HieroglyphicsInventions-paper made from papyrus, 365 day calendar, clockArchitecture-pyramidsStudents will understand:Ancient people made contributions that affect the present worldStudents will be able to:Collect, organize, and record informationLocate and use information from print and non-print sourcesUse resource materialsCompare and contrast Ancient Egypt to modern society Content/Skills to be taught in each lesson (general)Day 1: Hook ‘EmDay 2: Lesson 1ArchitectureDay 2: Lesson 2LanguageDay 3: Lesson 3InventionsDay 5: AssessmentNCSS/SOL: CultureWarm Up: Mystery Bag--students guess what we will be learning based on what is in the bag (full of Ancient Egypt objects)Activity: Graffiti Wall (explained below)Debrief: Have students write one thing that they know about Ancient Egypt and one thing that they want to know more about in their interactive notebook. They will be able to return to this at the end of the unit to see if their question was answered and reflect on what they have learned. They will each share their ideas with their shoulder partner.NCSS/SOL: Culture, Science, technology, and society, History SOL 3.2Warm Up: We will begin by reading An Egyptian Pyramid by Jaqueline Morley which details how the pyramids were built and why they were built. Activity: Have the students make their own pyramid and draw what is important to them on the inside.Debrief: As a class, we will review what we learned today. Then, the teacher will put a venn diagram on chart paper and the class will compare ancient vs. modern architecture.NCSS/SOL: Time, continuity, and change,History SOL 3.2, English SOL 3.9Warm Up: Visual discovery with pictures of hieroglyphics to show students the first written language. Record findings in interactive notebook.Activity: Students will create their names with hieroglyphics. They will refer to a chart that “translates” letters into hieroglyphic characters.Debrief: Have the students compare and contrast the hieroglyphics from Ancient Egypt and text messaging from today. Record in interactive notebook.NCSS/SOL: Time, Continuity, and Change, Culture, Science, Technology, and society, History SOL 3.2 Warm Up: The students will engage in Response Groups based on resources and artifacts given in class. The main question is: “Would we still have paper, clocks, or calendars if the Ancient Egyptians had not invented them?” Activity: The students will be allowed time to research the history of the clock, calendar, and papyrus paper.Debrief: The students will come back together in their response groups to share what they have found and to present to the class their final argument.NCSS/SOL: History SOL 3.2Review: Centers will be set up reviewing the pyramids, hieroglyphics, and inventions of Ancient Egypt.2062480-806450Pre-Assessment:Graffiti Wall--students will draw or write things they already know about Ancient Egypt (leave up, students can add to it as the week continues)Formative Assessment:“Graph Me”--Students will graph each day (1-10) how they feel about their learning--this begins on the “Hook ‘Em” day and ends on day 5.End-of-Unit Assessment--Students will write a story as if they were from Ancient Egypt about one aspect of Egyptian life they learned about. The students will have a choice to draw an accompanying picture or series of pictures to depict their story for an added two points.Homework? NoneHomework? NoneHomework? Write an Acrostic Poem using hieroglyphics about Ancient Egypt. Homework? None1474470-349250001719580-692150Homework? Finish story/drawingsHow are your lesson topics connected, i.e. what critical thinking ‘links’ ideas together? The main theme that runs throughout this unit is the idea that Ancient Egypt affected the modern world through many aspects of their culture. These links pull together the lessons to show the students that we would not have the same society without the contributions from the Ancient World. What is your end-of-unit assessment? Students will write a story as if they were from Ancient Egypt about one aspect of Egyptian life they learned about (architecture, language, or inventions). This will put the students in the shoes of this unique culture and shows what they have taken away from this unit. The teacher will check for correct usage of vocabulary, proper grammar and punctuation, and whether or not they decided to draw their story. 6286500-68580011011Ancient Egypt: Lesson 1Student Name: Phoebe Clasen and Madeline GuthrieGrade Level: 3Topic: Architecture in Ancient EgyptEnduring Understandings: Students will understand that ancient people made contributions that affect the present world.Essential Questions: What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?Primary Content Objectives:Students will know: (facts/information)Who built the pyramidsWhy the pyramids were built/importantHow the pyramids were builtTerms to know: the Nile, pharaoh, burial chamber, architecture, limestone, granite, mummification, tombStudents will be able to do: (skills and behaviors)Construct a model of a pyramidDiscuss why pyramids are still important todayCompare and contrast ancient and modern architectureRelated state or national standards: History SOL 3.2: “The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.”History SOL 3.1 g: “The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining connections across time and place.”NCSS Standards:CultureScience, Technology, SocietyAssessment: Questions will be asked throughout the lesson to check for understanding and application of knowledge. A formative assessment will be in place each day as a self check, called “Graph Me”. The full description is in the Closure section of this lesson. No formal assessment will occur until the end of the unit.6172200-10553701212Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.) An Egyptian Pyramid by Jacqueline MorleyPyramid templates ()Chart paper and pensKey Vocabulary and Definitions:Ancient: Long, long agoPyramid: Huge structures in Ancient Egypt that housed the bodies of pharaohsPharaoh: King of EgyptContribution: Act of giving or doing somethingThe Nile: River that begins in Egypt and runs through AfricaBurial chamber: Secret room where important figures were buriedArchitecture: The design of buildingsLimestone: A type of light-colored stone that was used to build the pyramidsGranite: A type of hard stone that was used to build the pyramidsMummification: The process of turning a body into a mummy through a drying and wrapping processTomb: A house for a dead bodyLesson Procedures: Introduction and goal orientation:The teacher will first read the book An Egyptian Pyramid to introduce what pyramids are, what they look like, how they were made, and why they were important. After reading this book aloud, the teacher will say These pyramids are still standing today. This shows us what the Ancient Egyptian culture was actually like and what they valued. Today we will be talking about what you value most as students in the 21st Century. Connecting to prior knowledge and experiences: (Questions or activities that help students make links) In the previous lesson, students created a “Graffiti Wall” in which they each added at least three pictures, words, or phrases about information that they already know about Ancient Egypt. The Graffiti Wall will be hanging in the room for the rest of the unit. Looking back at the Graffiti Wall from the “Hook ‘Em” lesson the day before, the teacher will see what the students know and understand about the topic and compare to what they learned about in the book. The teacher will invite the students to add more or take from the wall with their new knowledge. Tasks and activities: The teacher will remind the students that pharaohs were buried in tombs with objects that they felt were important. Students will then be asked to think about what they consider to be important to them. Then, the teacher will introduce today’s activity by showing the students the template (attached) and explaining, while modeling, that they will construct their own pyramid and draw 3-5 items that they believe are the most important to them inside of their pyramid. After coloring, the teacher will help students fold and tape their pyramids together. This is important because the students will be able to apply a differing cultural aspect their own lives.6172200-10553701313Directions for constructing pyramids:Using the template provided, students will cut out the template.Students will then decorate the outside as pyramid should look and then draw on the inside of their “tomb” 3-5 items that they believe are the most important to them.Fold along the borders between the squares and the triangles.Tape three of the triangle up, leaving one side open to see the inside of everyone’s tombs.Closure: To debrief, the teacher will create a Venn diagram on chart paper to compare ancient architecture (pyramids) to modern architecture (an example is attached). This will be done as a whole-group activity where students will generate the items for the Venn diagram together. Students will put the information into their interactive notebooks as the teacher models the information on the chart paper, as well. This will not be formally assessed. Have students record on their “Graph Me” for today on the first page of the unit in their interactive notebook. The students will rank how they feel about their learning thus far on a scale of 1-5 (1 being not understanding the material, 5 being mastery of the material). At the end of the week, the students will connect the dots and see how far they have come, in terms of their learning. Have the students write questions that they have about the material under their graph. These graphs and questions will be checked daily by the teacher as a formative assessment.Accommodations for individual differences: Because Max is visually impaired, so it will be helpful to make sure he is seated in the front so that he can see the book during the introduction activity. The students with ADHD, Rishi and Zachary, should be also be placed in the front to help focus their attention on the tasks. Since Wayne and Lauren are both Dyslexic students, the teacher should have fill in the blank notes for these students and give very explicit instructions. There are no modifications that need to happen within this lesson.6286500-8001001414Pyramid Template:6286500-80010015015Ancient Egypt: Lesson 2Student Name: Phoebe Clasen and Madeline GuthrieGrade Level: 3Topic: Language in Ancient Egypt Enduring Understandings: Students will understand that ancient people made contributions that affect the present world.Essential Questions: What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?Primary Content Objectives:Students will know: (facts/information)Hieroglyphics were the Ancient Egyptian system of writingHieroglyphics were the first widely used system of writingWhy hieroglyphics are important?Students will be able to do: (skills and behaviors)Compare and contrast ancient hieroglyphics to modern English languageUse visual discovery to understand the different uses of hieroglyphicsRelated state or national standards: History SOL 3.2: “The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.”History SOL 3.1 g: “The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining connections across time and place.”English SOL 3.9: “The student will write for a variety of purposes.”NCSS Standards:CultureTime, Continuity, and ChangeAssessment: Students will continue to be formatively assessed through their “Graph Me” self-check in their interactive notebooks. This will be detailed in the Closure section of this lesson plan. Students will also be asked questions throughout the lesson to check for understanding and application of the knowledge. Students will also continue to draw/write things on the graffiti wall that they have learned throughout the lesson. This is an extension of the diagnostic assessment.6400800-8001001616Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.) Visual discovery images of hieroglyphics (included at end of lesson)Hieroglyphics translation chart (included at end of lesson)White paperMarkersInteractive NotebooksKey Vocabulary and Definitions:Hieroglyphics: Ancient Egyptian writing system using picture symbolsVisual discovery: looking at images to learn about a new topic (hieroglyphics)Papyrus: type of paper, made from the papyrus plant, on which hieroglyphics were sometimes writtenScribe: person who was trained to read and write hieroglyphicsIdeograms: hieroglyphics that represents a word or objectPhonograms: hieroglyphics that represents a soundLesson Procedures: Introduction and goal orientation:To orient the students to the new topic, the teacher will show many images of hieroglyphics on a PowerPoint presentation. This visual discovery will allow students to see what hieroglyphics look like, where they are placed, and the different kinds (this visual discovery is attached). Have the students write down what they see from the pictures and the inferences that they have made in their interactive notebook. The teacher will say hieroglyphics are thought to be the first widely used written language in history. Hieroglyphics were recorded on the walls of tombs/pyramids, religious buildings, and for government purposes. They were written on papyrus or carved into walls. Today we will be talking about how the Ancient Egyptians communicated about what was most important to them. Connecting to prior knowledge and experiences: The teacher will introduce the lesson by making a connection to the last Ancient Egypt lesson on the pyramids. The teacher will say hieroglyphics were carved into the tombs of pyramids to help the person buried there to get the afterlife. The teacher will also ask the students to think about how they use the English language to communicate and the types of characters we use today. Since there are some bilingual students in this class, the teacher will invite these students to share what they know about their languages as well. They may compare these languages to English as well as to hieroglyphics. The teacher will say there were two types of hieroglyphics. One represented words or objects (and looked like said object or word), called ideograms, while the other type represented sounds, called phonograms. What in your life do you use to represent ideas or objects, instead of words? Tasks and activities: (What challenging tasks and activities will students engage in as they construct knowledge, learn new skills or behaviors and develop understandings?)Students will draw their own names using a hieroglyphics translation chart. First, the teacher will show the class an example showing his or her name translated into hieroglyphics. Each student will receive a hieroglyphics chart (included), a piece of construction paper, and markers. Students will draw the hieroglyphics equivalent of the letters in their name either vertically or horizontally (since Ancient Egyptian hieroglyphics were written in both rows and columns). Students can also decorate a border around their hieroglyphic name if they wish. 6286500-15392401717Closure: Students will fill out a graphic organizer (attached) to compare and contrast text messaging and hieroglyphics. This will be done with a shoulder partner to allow students to share ideas and gain knowledge from others. This will not be graded, it is merely intended to wrap up the lesson and show that there is a connection to their lives. The teacher will debrief by having pairs share what they have come up with. The teacher will say it is important to see that the Ancient Egyptians used symbols to get their points across just like our society does now. Have students record on their “Graph Me” for today on the first page of the unit in their interactive notebook. The students will rank how they feel about their learning thus far on a scale of 1-5 (1 being not understanding the material, 5 being mastery of the material). At the end of the week, the students will connect the dots and see how far they have come, in terms of their learning. Have the students write questions that they have about the material covered in class today under their graph. These graphs and questions will be checked daily by the teacher as a formative assessment.The students will be handed their homework worksheet which is to complete an acrostic poem that summarizes what they have learned so far in this unit. The word that they will base their poem off of is Egypt which will be spelled using hieroglyphics. It will be due the next day. They can use the notes they have been taking all week. Accommodations for individual differences: Due to Max’s visual impairment, it will be helpful to have him seated close to the board when doing the visual discovery warm-up. In addition, he may require a hieroglyphics translation chart that has enlarged characters. For the students who have Dyslexia, allow them to type their notes or have a student who takes good notes share their notes with Wayne and Lauren. This is an interactive lesson, so Rishi and Zachery whom have ADHD should be placed in the front of the classroom so that they are not distracted from the tasks. For an extension activity for higher achieving students or those who finish early, the teacher will ask them to write a sentence below their translated hieroglyphics name about an observation or interesting thing that they noticed about their name translation.6286500-8001001818Hieroglyphics Translation Tool:Visual Discovery: 30003752667006172200-8001001919-19049032670752105025-514349032670750 32670752552700-68103725336506172200-8001002020Ancient Egypt: Lesson 3Student Name: Phoebe Clasen and Madeline GuthrieGrade Level: 3Topic: Inventions in Ancient EgyptEnduring Understandings: Students will understand that ancient people made contributions that affect the present world.Essential Questions: What was life like in Ancient Egypt?What still exists today from Ancient Egypt?What are the similarities and differences between Ancient Egypt’s society and today’s society?Primary Content Objectives:Students will know: (facts/information)Ancient Egyptians invented paper made from the papyrus plantAncient Egyptians invented the 365-day calendarAncient Egyptians invented the sundial and shadow clock to tell timeStudents will be able to do: (skills and behaviors)Research the history of the clock, calendar, and papyrus paperCompare and contrast ancient vs. modern clocks, calendars, and paperExplain the importance of the invention of clocks, calendars, and paperRelated state or national standards: History SOL 3.2: “The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.”History SOL 3.1 g, j: “The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining connections across time and place; and accessing a variety of media, including online resources.”NCSS Standards:CultureTime, Continuity, and ChangeScience, Technology, SocietyAssessment: Students will continue to be formatively assessed through their “Graph Me” self-check in their interactive notebooks. This will be detailed in the Closure section of this lesson plan. Students will also be asked questions throughout the lesson to check for understanding and application of the knowledge. Students will also continue to draw/write things on the graffiti wall that they have learned throughout the lesson. This is an extension of the diagnostic assessment.6286500-8001002121Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.) LaptopsInteractive notebooksKey Vocabulary and Definitions:Papyrus: paper made from the papyrus plantSundial: method of telling time by tracking the shadow made on the dial with the movement of the sunShadow clocks: method of telling time by placing a giant obelisk in the ground tracking the shadow made with the movement of the sunObelisk: Tall, 4-sided stone that gets narrower at the top and ends in a pyramid-shaped pointLesson Procedures: Introduction and goal orientation:The students will come in from specials and they will get into their response groups, which will be posted on the board before they come into class. They have practiced moving into response groups several times and the chairs are set up for the students to move quickly and effectively. There will be two groups of five students and two groups of six students. Group 1: Samuel, Giselle, Patrick, Lauren, MatthewGroup 2: Rebeccah, Alexander, Zachery, Ryan, JaneGroup 3: Shanice, Megan, Jong, Disha, Rishi, RobertoGroup 4: Wayne, Rachel, Katherine, Jake, Veronica, MaxThe students will be asked, “Would we have paper, calendars, or clocks if the Ancient Egyptians had not invented them?” Students will discuss this within their groups without any research and tie this to their personal lives. The teacher will say Today we will be talking about the Ancient Egyptian direct contributions to our lives: paper, clocks, and calendars.Connecting to prior knowledge and experiences: Students will be asked to talk about the last two lessons and how they have been tied to our lives in today’s society. Students will make connections across all of the days in order to understand the main objectives of this unit. What is paper used for? How are clocks used? Can you read a clock? What do we use calendars used for? Do you have a calendar in your home?Tasks and activities: Using the list of resources given, the students will research, in their response groups, the origination of these three inventions. The students will also fill out their interactive notebooks with the information they have collected. This will guide them through their research: What is papyrus? What was it used for? Why is it important?6286500-8001002222What was their calendar based off of? Was it accurate?What forms of clocks did the Egyptians invent? What were these clocks based off of?Closure: Students will get back into their response groups to share what they have found during their research of clocks, calendars, and paper. After sharing and discussion, a spokesperson from each group will present a final argument or conclusion to the question “Would we have paper, calendars, or clocks if the Ancient Egyptians had not invented them?” to the class based on the information gathered from online research. Have students record on their “Graph Me” for today on the first page of the unit in their interactive notebook. The students will rank how they feel about their learning thus far on a scale of 1-5 (1 being not understanding the material, 5 being mastery of the material). At the end of the week, the students will connect the dots and see how far they have come, in terms of their learning. Have the students write questions that they have about the material covered in class today under their graph. These graphs and questions will be checked daily by the teacher as a formative assessment.Accommodations for individual differences:Students were placed in response groups to best accommodate for students’ strengths and weaknesses. For example, bilingual students were purposefully grouped with native English speakers so that students would not be limited by their language abilities while researching online about the Egyptian inventions. Personalities were also taken into account to best complement each other and foster a productive group. Students who are below reading level and who have Dyslexia have been mixed within groups so that they can hold another role rather than reading or writing. 6286500-8001002323Unit AssessmentsDiagnostic AssessmentGraffiti Wall: Each student will draw or write three to five things they already know about Ancient Egypt on a poster board that will be put up in the front of the classroom. This will be left up so that students can add to the wall as the week continues. Students will also be asked to record what they put on the wall in their interactive notebooks. Students will be assessed by having put three to five drawings/writings in their notebooks. There is no right or wrong answer; however, the teacher will assess what the class, as a whole and individual, knows about Ancient Egypt already. This will allow the teacher to arrange their teaching in the most effective way possible.Example: 6286500-8001002424Formative Assessment“Graph Me”: Students will do a self check for their main formative assessment. This will be done by a graph that students will fill out everyday, gauging where they think they are in their understanding. The students will rank how they feel about their learning thus far on a scale of 1-10 (1 being not understanding the material, 10 being mastery of the material). At the end of the week, the students will connect the dots and see how far they have come, in terms of their learning. The students will then write questions that they have about the material under their graph. This will be checked daily by the teacher so that the each students’ learning is being taken into account. What will happen in the next lesson will be based on how students perceived the previous lesson. Example: Summative Assessment6172200-8001002525Students will write a story, as if they were from Ancient Egypt, about one aspect of Egyptian life they learned about (architecture, language, or inventions). This will put the students in the shoes of this unique culture and shows what they have taken away from this unit. The students will have a choice to draw an accompanying picture or series of pictures to depict their story for an added two points. The teacher will check for correct usage of vocabulary (must use at least two vocabulary words learned in class), proper grammar and punctuation, and whether or not they decided to draw their story. Must be at least a paragraph in length.Example:One day, I was walking along the Nile River and I saw something being built across the river. What could it be? I decided to explore, so I stepped over the heads of the aligaters to get to the shoor. The closer I got to the building the better I could see. It was a pyramid being built for the pharaoh. The burial chamber will be used when they turn him into a mummy. The builders let me go inside and everything. it was a good day!6286500-8001002626Rubric:6400800-8001002727Reference ListAncient Egyptian Technology and Inventions. (n.d.). Retrieved December 10, 2015, from , S. (n.d.). Ancient Egyptian Science Facts for Kids. Retrieved December 10, 2015, from Col, J. (1996). Make a pyramid - Enchanted Learning Software. Retrieved December 10, 2015, from Cole, J. (2001). Ms. frizzle's adventures: Ancient egypt (1st ed.). New York: Scholastic pare and Contrast Chart Graphic Organizer. (2004). Retrieved December 10, 2015, from Egypt Ancient, Hieroglyphics. (n.d.). Retrieved December 10, 2015, from Inventions and Technology. (2015). Retrieved December 10, 2015, from Morely, J., Bergin, M., & James, J. (1991). An egyptian pyramid (1st ed.). New York: P. Bedrick Books.Morley, J., & Salariya, D. (1995). How would you survive as an ancient egyptian?. New York: F. Watts.Potter, E. (n.d.). Ancient Egyptian Calendar (Civic). Retrieved December 10, 2015, from . (1997). Retrieved December 10, 2015, from Social studies alive!: Methods to transform elementary instruction. (2010). Palo Alto, CA: Teachers' Curriculum Institute.Steer, D. (2004). Egyptology: Search for the tomb of osiris (1st ed.). Cambridge, Mass: Candlewick Press.Time Story. (1999). Retrieved December 10, 2015, from ................
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