Team Lesson Plan Template

Ancient Eygypt (3500
B.C- 400 A.D)
Table of Contents:
Day 1: Communication and Development
Day 2: Ancient Egyptian Religion and Beliefs
Day 3: Important Figures/ The Pyramids
Day 4: Test Ancient Eygypt
Day 5: Create your own Pharohs Pyramid
Ruberic for the Powerpoint Presentations on Day 3.
Crossword Puzzle
Powerpoint 1
Powerpoint 2
Game Website
Day 1:
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan

Estes, Stephanie
6th Grade World History
Ancient Egypt (3500 B.C 400 A.D)
Communication and Early Development
Summary of the task, challenge, investigation, career-related scenario, problem,

LESSON
or community link
OVERVIEW
During this lesson, students will be challenged to remember and take notes over the
powerpoint that I will lecture on. They will watch the included video and work on a word
search for homework. Then there will be an overview at the end of the class to wrap up
the lesson and summarize what they have learned.
STANDARDS
Identify what you want to teach. Reference State, Common Core, ACT College
Readiness Standards and/or State Competencies.
Students will understand the major characteristics of civilization and the development of
civilizations in Egypt, and the Indus Valley through communication.
6.19SummarizeimportantachievementsofEgyptiancivilization,including:theagricultural
andirrigationsystemstheinventionofacalendarevolutionofwritinghieroglyphicsthe
inventionofpapyrus
OBJECTIVE
Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly
Students will remember the basics of ancient communication using a powerpoint and
take notes on it. Then they will listen closely to a video and follow along and use a
wordsearch for extra knowledge on the terms for this unit.
ASSESSMENT /
EVALUATION
Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
During the powerpoint, students will be monitored as they take notes and making sure
that they retain information that I will be giving to them through my discussion and
through the bullet points on the powerpoint. Also, they will be given photos to analyze
and to give them visual aid.
MATERIALS

Rigorous & Relevant
Notebook paper for notes, the powerpoint on the lesson, and a word search and video
after the notes section.
ACTIVATING
STRATEGY
Motivator / Hook
An Essential Question encourages students to put forth more effort when faced
with complex, open-ended, challenging, meaningful and authentic questions.
Start off the class with a bellringer, a thoughtful message on how one would send a
message to someone in a different city. But, there are no phones or any other easy form
of communication.
INSTRUCTION
Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention & Extension
Essential Question: How did the Ancient Egyptians communicate through hieroglyphs
and why did they use this form of communication to keep in contact with one another?
Students must take notes while I lecture and while I go over the powerpoint. They will
need their notes to study for the upcoming test. They will also be taken up as a grade,
so the notes are very important. Also, while they watch the video, they will be given a
word search to work on and can finish for homework. At the end there will be an exit
ticket that they will have to answer the essential question.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention & Extension
Open to catch their attention with fun facts about the ancient world, let some of them
read off the notes on the board aloud to keep them paying attention.
CLOSURE
Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
I will have an overview slide with questions that relates to the notes and discussion.
Also, we will go over the video questions and then the exit ticket with the essential
question on it.
CROSS-CURRICULAR CONNECTIONS
Art, Language, Social Studies, Math (with dates).
NOTES:
I may have a limited time period and we may not finish the video.
Videos: http://discoveringegypt.com/egyptian-video-documentaries/mystery-of-therosetta-stone/
Day 2:
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan Template

Estes, Stephanie
Ancient Egyptian Religion and Beliefs

LESSON
or community link
OVERVIEW
Students will learn the purpose of the Ancient Eygptians belief system and what exactly
was based around their religion. A powerpoint is included in this and notes are expected
to be taken. They will also go through the process of mumification on the website I willl
provide for them. This is the mythology based part of the unit.
STANDARDS
6.18SiteevidencefrominformationaltextstoexplainthepolytheisticreligionofancientEgypt
withrespecttobeliefsaboutdeath,theafterlife,mummification,andtherolesofdifferentdeities.
OBJECTIVE

Student-friendly
Students will remember the religions and beliefs in Ancient Egypt using a powerpoint
and take notes on it.
ASSESSMENT /
EVALUATION

Formal / Informal
During the powerpoint, students will be monitored as they take notes and making sure
that they retain information that I will be giving to them through my discussion and
through the bullet points on the powerpoint. Also, they will be given photos to analyze
and to give them visual aid. Another is I will go through the process of mumification with
the class on the website I provide.
MATERIALS

Rigorous & Relevant
Laptop, powerpoint, paper and pencil, exciting tone to reel the class in.
ACTIVATING
STRATEGY
Motivator / Hook
Open up the start of the lesson asking the class about what they know about the
Egyptian gods and goddesses. Then throw some fun facts about what I know to the
class and then go into the powerpoint.
INSTRUCTION

Grouping Strategies
Essential Question: How was religion important to the Ancient Egyptians?

Students must take notes while I lecture and while I go over the powerpoint. They will
need their notes to study for the upcoming test. They will also be taken up as a grade,
so the notes are very important. While I am reviewing the different steps to mumification
on the website, they must follow alone and answer the questions that I ask and help me
go through the steps so they can learn by teaching me. Also, I will call on a few students
to come up and match the gods and goddesses on the other part of the website.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
Once again catch their attention by letting them read certain points on the board and let
them interact with the website I will provide after the note-taking part of the lesson.
CLOSURE
There will be another exit ticket that asks them the essential question: How was religion
important to the Ancient Egyptians?
Art, Language, Social Studies, Math (with dates).
NOTES:
http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/makeamummy/
(Mummy Maker)
Gods and goddesses powerpoint:
http://presentations.phillipmartin.info/social_studies/egyptian_gods.php
Day 3:
Teacher:
Class:
Course Unit:
Lesson Title:

Estes, Stephanie
Important Figures/ The Pyramids

LESSON
or community link
OVERVIEW
Students will conduct research on the important figures (Pharohs) and their influence in
the country and the pyramids. Through this they will create a small powerpoint in a
group about the figure they have been assigned and present it to the class.
STANDARDS
6.17 Develop a visual representation of the structure of Egyptian society including the role of the
pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the
relationship of pharaohs to peasants, and the role of slaves in ancient Egypt.
6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance.
6.5 Identify significant individuals and events in Egyptian civilization.
OBJECTIVE

Student-friendly
Students will conduct research and with their knowledge create a powerpoint in groups
of five over the assigned Pharaoh that I will provide for them.
ASSESSMENT /
EVALUATION

Formal / Informal
While students are gathering into their groups, I will assign each individual a certain role
that they must play as researcher, timer, graphic organizer, speaker, and leader.
Through this, each one must stay with their role in order to complete the task and still
have fun.
MATERIALS

Rigorous & Relevant
The students will need: their laptops, the internet for research, and group skills in order
to complete the task.
ACTIVATING
STRATEGY
Motivator / Hook
I will provide the theory about King Tuts death and the hsitory of his tomb. This should
grab their interest and they will have to follow the guidelines for their presentation.
INSTRUCTION

Grouping Strategies
First I will ask them what all they know about the kings and queens of Ancient Egypt. I
will then proceed with informing them about King Tut and his story. Then, I will share
with them their task and assign their roles once they gather into groups. When this is
finished, I will moniter what each group is doing and make sure they stay on task. When
this is done, the groups will then present their information to their classmates by
showing their powerpoints in the front of the classroom.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
I will explain the importance of working together in groups in acomplishing a task and
give them a real world example of how it relates to their project in class.
CLOSURE
There will be an exit ticket that asks them to state three facts about the different
Pharaohs that they have learned today.
Art, Language, Social Studies, Math (with dates), presenting skills, group assignment
skills, technology skills.
NOTES:
Timmy is a troublemaker and he just loves to talk with his friends, make sure he stays on
task at all times and make sure that he is productive with his role in his group.
Maggie still likes to pretend that she is the leader over everyone so make sure she has a
more humbling role in her group so she can learn that she does not always have to lead.
Day 4:
Teacher:
Class:
Course Unit:
Lesson Title:

Estes, Stephanie
Test Ancient Egypt

LESSON
or community link
OVERVIEW
Students will take a summative test over what they have learned over the past three
lessons.
STANDARDS
OBJECTIVE

Student-friendly
Students will retain the information they have learned over the past three lessons and
apply it in a summative test.
ASSESSMENT /
EVALUATION

Formal / Informal
Students will take the test individually and are allowed to use their notes if they desire
that they took from the powerpoints. This allows them to focus on their test-taking skills
and how well they retain the knowledge.
MATERIALS

Rigorous & Relevant
Notes, paper, pencils (or pens, but only in black or blue ink) and the test. (no scantron).
ACTIVATING
STRATEGY
Motivator / Hook
Go over a few questions with the class before they take the test.
INSTRUCTION

Grouping Strategies
Students will take the test, there will be no talking at all during it. After they are finished,
they can quietly read the introduction for the next unit in their textbook that is underneath
their desk.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
I will walk around the room and make sure the students are on task and not having too
much difficulty with the test. As their teacher, I will make sure that they have understood
the information that was provided to them and help them retain it with this test.
CLOSURE
At the end, everyone recieves a lolipop flavor of their choosing and is dissmissed from
class. There will not be an exit ticket on this day.
Art, Language, Social Studies, Math (with dates), test taking skills.
NOTES:
Day 5:
Teacher:
Class:
Course Unit:
Lesson Title:

Estes, Stephanie
Create Your Own Pharohs Pyramid

LESSON
or community link
OVERVIEW
Students will play an interactive game on how to build a pyramid for their empire. This
game will allow them to incorporate their knowledge that they have gained over the past
lessons and to create their own Ancient Egyptian Empire.
STANDARDS
OBJECTIVE

Student-friendly
Students will enjoy themselves this day to play an interactive game that shows what they
have learned through this unit.
ASSESSMENT /
EVALUATION

Formal / Informal
Students will be shown how to get to the website provided and I will run an example
game first to show them how it is done. They will play the game and compete with the
classmates to see who lasts the longest. The person that lasts the longest will receive a
prize.
MATERIALS

Rigorous & Relevant
Laptops, and a fun, nicely competitive attitude.
ACTIVATING
STRATEGY
Motivator / Hook
Start out by showing the students how the game is played, exticing them on wanting to
play it.
INSTRUCTION

Grouping Strategies
Students will go to the website I have provided on the board for them and begin on
building their empire. Everyone will track their score and whoever has the highest out of
the whole class will receive a prize (such as extra credit points or candy)
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
I must make sure that everyone understands the game and how to play it and make sure
that everyone is content and having fun with this hands-on experience.
CLOSURE
I will wish everyone a good weekend and ask them if they enjoyed the game. I will also
do one last assessment/ exit ticket that will ask them what role they would like to play in
the ancient Egyptian time period.
Art, Language, Social Studies, Math (with dates), technology and gaming skills.
NOTES:
Powerpoint Over the Pharaohs

Teacher Name: Ms. Estes
Student Name:
CATEGORY
________________________________________
20
15
10
Cooperation
Group delegates tasks and

shares responsibility
effectively all of the time.
Group delegates tasks and

effectively most of the time.
Group delegates tasks and Group often is not effective

in delegating tasks and/or
effectively some of the time. sharing responsibility.
Content - Accuracy
All content throughout the

presentation is accurate.
There are no factual errors.
Most of the content is

accurate but there is one
piece of information that
might be inaccurate.
The content is generally

Content is typically confusing
accurate, but one piece of
or contains more than one
information is clearly flawed factual error.
or inaccurate.
Sequencing of
Information
Information is organized in a
clear, logical way. It is easy
to anticipate the type of
material that might be on the
next card.
Most information is
organized in a clear, logical
way. One card or item of
information seems out of
place.
Some information is logically There is no clear plan for the

sequenced. An occasional
organization of information.
card or item of information
seems out of place.
Effectiveness
Project includes all material

needed to gain a
comfortable understanding
of the topic. It is a highly
effective study guide.
Project includes most

material needed to gain a
comfortable understanding
of the material but is lacking
one or two key elements. It
is an adequate study guide.
Project is missing more than

two key elements. It would
make an incomplete study
guide.
Originality
Presentation shows
considerable originality and
inventiveness. The content
and ideas are presented in a
unique and interesting way.
Presentation shows some

Presentation shows an
originality and inventiveness. attempt at originality and
The content and ideas are
inventiveness on 1-2 cards.
presented in an interesting
way.
Project is lacking several key

elements and has
inaccuracies that make it a
poor study guide.
Presentation is a rehash of
other people\\\'s ideas and/or
graphics and shows very
little attempt at original
thought.
Powerpoint 1:
Powerpoint 2:
Learn to make a mummy:

http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/makeamumm
y/
Game:
Game Website:
http://www.bbc.co.uk/history/interactive/games/pyramid_challenge/index_embed.shtml

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Ancient Eygypt (3500

B.C- 400 A.D)

TEAM Lesson Plan

Summary of the task, challenge, investigation, career-related scenario, problem,

Clear, Specific, and Measurable NOT ACTIVITIES

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

Step-By-Step Procedures Sequence