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CSL-570
CONTENT LITERACY UNIT LESSON 4
SUMMER 2015
NAME: Natasha Belanich
LESSON TOPIC: Scribes Point of View Guide
RATIONALE: The students have been learning about the ancient civilization of Egypt.
They have been presented with an overview of this ancient civilization. The students have
also been introduced to the hierarchical classification of roles known as the social class
system in ancient times. They have also written about a famous pharaoh, King
Tutankhamun (Tut) in narrative writing. This lesson is being taught to have the
students explore the life of a scribe using a Point of View Guide. They will compare life
in the past as a scribe to that of a present-day author.
COMMON CORE STANDARD(S):
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research.
OBJECTIVE:
The students will be able to Explore the life of a scribe through close reading assignments
Collaborate with peers to discuss close reading annotations and the texts
Identify the responsibilities of scribes within Ancient Egypts civilization through
a Point of View Guide (interview questions), while juxtaposing it with an author
that has been studied
Debate with classmates: Compare and contrast the life of a scribe in Ancient
Egypt with the life of Kate DiCamillo, a present-day author (previously reviewed
in class)
ACADEMIC LANGUAGE:
Point of View Guide, juxtapose, perspective, 3-2-1 strategy
The Scribe In Ancient Egypt by Dr. Ashraf Ezzat (2012)
Tombs, archaeologists, literate, temples, statues, prestige, occupations, scribes,
clerical tasks, leadership, administrative careers, hieroglyphic, ostraca (flat
stones), tax collector, treasurer, quartermaster, architect, wooden palette, papyrus
Scribes and Writing in Ancient Egypt by Michael C. Carlos Museum at Emory University
Scribes, royalty, high officials of state, administration, civil service, military,
religious hierarchy, status, manual labor, taxes, temples, apprentice system,
literate, Cleopatra, New Kingdom, papyrus, ostraca, hieroglyphs, pictograms,
14. Then, the teacher will have each group share their opinions. During this time,
other groups will be given the opportunity to either agree or disagree by providing
content-based evidence from their readings and prior knowledge.
15. The teacher will close the lesson by stating, Today we looked closely at the life
and occupation of a scribe. We have learned that they made many contributions to
Ancient Egyptian society, much like authors in our present-day society. I would
like you to complete a 3-2-1 graphic organizer to reflect on what you have
learned, thought was interesting and something you may still have questions
about.
MATERIALS USED:
Close Reading Texts
Ezzat, A. (2012, September 18). The scribe in ancient egypt. Retrieved June 4, 2015,
from WordPress website: https://ashraf62.wordpress.com/2012/03/29/the-scribein-ancient-egypt/
Michael C. Carlos Museum at Emory University. (n.d.). Scribes and writing in ancient
egypt. Retrieved June 1, 2015, from
http://www.carlos.emory.edu/PDF/Classroom%20TUTorial_Scribes.pdf
Artifact Box - scribal tools, papyrus, hieroglyphic symbols chart and a hieroglyph
for the word scribe, paper and a pencil, a book and an alphabet chart
Point of View Guide Teacher-created material
Post-it Notes
Pencils
SMART Board
3-2-1 Graphic Organizer
TECHNOLOGY COMPONENT:
The SMART Board will be utilized for displaying the interview questions to be answered
for the Point of View Guide activity and the debate question at the close of the lesson.
ASSESSMENT OF COMMON CORE STANDARD (S)
Formal
o RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
o W.6.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
The students will answer interview-style questions on different colored post-it notes
(one color for each group) to complete a Point of View Guide from the perspectives
of a scribe from Ancient Egypt and the present day author, Kate DiCamillo.
o RI.6.3 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Students will utilize the 3-2-1 strategy when completing a graphic organizer. Each
student will write down three things that they have learned from the readings, two
interesting facts and one question that they might still have after the lesson. The
teacher will collect these at the end of the lesson to review before the following days
lesson. This will provide evidence of each students individual understanding of the
material read and discussed.
Informal
o RI.6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
o RI.6.3 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
o W.6.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
The teacher will record student participation during the completion of the Point of
View Guide (post-it note interview responses), as well as during the debate when
providing evidence from the texts at the closure of the lesson.
ADAPTATIONS:
Student with special needs A student with the learning disability, dyslexia
exhibits trouble with decoding, fluency, recall and comprehension when reading.
This student will be paired up with another student in the class who will read the
articles to them as he/she follows along (prior to this lesson). After reading, both
students will discuss the key points of the texts.
English Language Learner In a small group, the teacher will pre-read the
articles before assigning them for homework to the entire class. Since ELL
students benefit from visual information, the teacher will read aloud the articles to
the students as they follow along. They will complete a Venn diagram graphic
organizer to visually represent the two views being addressed in this lesson
(scribe in Ancient Egypt and present-day author). The students will have the
opportunity to bring their graphic organizer to their group meeting when
discussing the texts for answering the interview-questions.
Struggling Reader A student has a difficult time comprehending complex
texts. In order to overcome this weakness, the teacher will instruct the student to
stop and jot at particular points throughout the readings (ex. After each paragraph
[Scribes and Writing in Ancient Egypt] and subheadings [The Scribe In Ancient
Egypt]). The teacher will have the student jot on post-it notes to track his/her
thinking.