Mr. Woodward's Teaching Portfolio



Lesson Plan for Observation #2Topic: Ancient Egyptian LifeEssential Questions:How does geography influence the way people live?What were the positive aspects of ancient Egyptian culture?How did the natural environment specifically influence ancient Egyptian life and culture?Primary Content Objectives:Students will understand that geography greatly influences culture.Students will know:The terms: agriculture, specialized jobs, spindle and flax, metal smiths, merchants, stonemasons, scribe, winnowing, polytheism, monotheism, pyramid, and pharaoh.The jobs and roles of the ancient Egyptian people.The importance of seasonal flooding in the Nile River Valley and how it affected the construction of homes, the production of clothing, and religious beliefs.How to draw conclusions about how Egyptians lived in the Nile River Valley based on the information at each station.How to effectively maneuver their way through an ancient Egypt station activity that allows them to analyze articles and then interpret the articles’ meaning through a series of questions.How to create a convincing travel poster that attempts to uncover why outside people should not only visit but also live in ancient Egypt.Students will be able to:Remember, recall, and explain the terms agriculture, specialized jobs, spindle and flax, metal smiths, merchants, stone masons, scribe, winnowing, polytheism, monotheism, pyramid, and pharaoh.Understand and explain the jobs and roles of the ancient Egyptian people.Explain and visually represent the importance of seasonal flooding in the Nile River Valley and how it affected the construction of homes, the production of clothing, and religious beliefs.Draw conclusions about how Egyptians lived in the Nile River Valley based on the information at each station.Effectively maneuver their way through an ancient Egypt station activity that allows them to analyze articles and then interpret the articles’ meaning through a series of questions.Create a convincing travel poster that attempts to uncover why outside people should not only visit but also live in ancient Egypt.VSOL standards:WH.3b—The students will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by describing the development of social political and economic patterns, including slavery.WH.3c—The student will demonstrate knowledge of ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and Nubians, by explaining the development of religious traditions.WH1.a—Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history. WH1.b—Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past.WH1.c—The student will improve skills in historical research and geographical analysis by identifying major geographic features important to the study of world history to 1500 C.E. Assessment: Firstly, some quick diagnostic questions will be asked in the very beginning of the lesson before students are briefed on how the station activity would work. These questions will serve as a way to hear what students comprehended from the previous class on ancient Egyptian achievements. This is a good opportunity to address student misconceptions about ancient Egyptian culture before they dive into the station activity. Secondly, I will be asking various questions during each round of the station activity in order to keep track of which groups and individual students are excelling or having trouble comprehending material. This is another opportunity for me to address student misconceptions and guide them onto the right track. Thirdly, the station activity as a whole and the travel poster activity serve as formative and summative assessments. The main objective of the station activity is for students to understand that the geography and natural environment of ancient Egypt greatly influenced the lives and culture of Egyptians. The main objective of the travel poster activity is that students are able to effectively recode this information and be able to create a persuasive visual that encapsulates the reasons (all having to do with geography) why ancient Egypt is a great place to visit and live in. Materials and Resources:Printed Sheets for Station ActivityPowerPointProjectorEnvelopesPens and PencilsChalkBlackboardColored PaperTapeScissorsMarkers and Colored PencilsLesson Procedures:Students will sit in the group they have been assigned to according to the chart shown on the projector screen. Students will be specifically placed in groups about five to six students large. One or two diagnostic questions will be asked to the students through a “Do Now.” They will be given roughly two minutes to come up with an answer individually. I will then use my name cards to randomly select students to see where the students are in terms of understanding the content covered in the previous class. (10 min)Introduction of homework, objectives, and station activity—I will go over the homework that the students will have for the weekend and I will then go over the objectives of the day. After the objectives have been highlighted, we will go over what the station activity is for the day, why it matters, and how it will work (how groups will rotate, what they’re expected to do, etc.) (10 min)Station Activity—Students will rotate every five to six minutes to a new station where a short reading or definition-to-term matching is provided for each student. Each station covers a specific topic such as farming/agriculture, the Nile River, clothing, housing, specialized jobs, and religion. Students will answer questions after each reading to check for their understanding of the information. Students are urged to work collaboratively on the questions and clarifying any misunderstandings based on the readings. One station (specialized jobs) will allow the students to get a break from answering questions and will have them work out for themselves which definitions match with the jobs that are provided. (30 min)Travel Poster Activity—Once every group has experienced every station, we will go over the main stipulations of the travel poster activity and the possible categories (jobs, achievements, geographical advantages) they may want to include on their poster. The point of this activity is to create a travel poster that encapsulates the reasons why one should not only travel to but also possibly live in ancient Egypt. They will have to effectively sell ancient Egypt, and the only way of sufficiently doing this is by accurately recoding the information the students were acquainted with during the station activity and the previous lesson on ancient Egyptian achievements. Before they dive into this activity, I will provide my example of a travel poster in order for students to have a general idea of what they assigned to do. Completed travel posters will be collected at the end of the class and uncompleted posters will be finished as homework. (40 min)Accommodations for individual differences: This lesson attempts to allow students multiple opportunities to recode information and to formulate an understanding of big ideas. Students with reading learning preferences will do well with the stations activity while students with visual learning preferences will do well with understanding through the travel poster activity. This summative activity allows students to create a piece of work that encapsulates the reasons why ancient Egypt could be a great place to visit and possibly live in. Students are able to do this with recoding the information they were acquainted with during the stations activity. In terms of modifications made, the stations activity involves five readings—some of which are modified to help students with reading disabilities. The station activities readings were chosen because of my students’ varying reading levels. The activity moves at a fair speed so I needed to choose readings that everyone could analyze and interpret. Also, a few number of students have either been diagnosed with ADHD or possess some sort of attention deficit so I have tried to build a lesson that changes the pace from a Do Now, to the station activity that gets the students moving every five to six minutes, and finally to a creative poster activity. This change of pace is intentional in order to keep the attention of my students. Additionally, some of the students are seated in the front of the room either based on IEP accommodations or because these students have been noticeably better at comprehending material and paying attention. As a whole, this lesson has a reading/analyzing/interpreting component, an auditory component through verbal questioning, and a hands-on/visual component with the stations activity and travel poster activity. It also has built-in modifications and structural aspects to keep students’ attention. Each of these components are included in an attempt to differentiate instruction in order to accommodate the students and, ultimately, give them the best chance at successful learning. ................
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