Intermediate Guided Reading Lesson Plan

Title:
Egypt, Nubia and Kush by Toni Pavan;
Benchmark;
ISBN 978-1-4108-5113-0 / Genre: / Text Structure:
Narrative Informational / Level:
X
Literacy Core Objective:
40060-07 Standard VII: Comprehension. Students understand, interpret, and analyze narrative and informational grade level text. / Enduring Understanding: Purpose for reading
Identify ways the civilizations of Egypt, Nubia and Kush have influenced our present day society.
Content Core Objective:
6th Grade Social Studies Standard 1: Students will understand how ancient civilizations developed and how they contributed to the current state of the world / “I Can Statements” - Essential Questions:
What elements of ancient Egyptian life do we see today?
How did physical geography influence the location and success or decline of early civilizations?
ELL Strategies:
Students reading at this level are likely to be quite fluent speakers of English although they may need more support with idioms, expressions, vocabulary, and multiple meaning words. This will affect their ability to draw conclusions and infer from the text. Encourage these students to use sticky notes or a notebook to jot questions they have while reading to be discussed/clarified at the guided reading table during the following session.
Other ELL strategies can be found at
http://coe.sdsu.edu/people/jmora/pages/4x4activity.htm
and tailored to the individual needs of your students.
Before Reading
Vocabulary:
Tier 2 Vocabulary Words: High frequency words that are found across a variety of domains. Provide student-friendly explanations that tell what a word means in everyday connected language. For more information, please see Bringing Words to Life by Beck & McKeyown.
advanced
ancient
archaeologist
artifact
cataract
civilization
culture
empire
hieroglyphics
pharaoh
Activate/Build Prior Knowledge:
·  Show and describe the map on page 2
·  Shared reading of the “Introduction” section of the text.
·  Have students key into the statement at the end of page 4. They will be writing a paper on this topic at the conclusion.
Comprehension Strategy:
Determining importance
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
Discussion questions:
·  Why were the Egyptians able to grow crops in the winter?
·  On page 7 we read the quote, “If the Nile smiles the earth is joyous, every stomach is full of rejoicing.” Why would every stomach rejoice?
·  Complete Solve This problem on page 8.
·  Use page 10 to identify what people need to have first in order to start developing more advanced civilizations. You can make a connection between this and Maslow’s hierarchy.
·  Looking at page 12, would you rather be a farmer or a laborer in ancient Egypt?
·  Complete Solve This problem on page 16.
·  Complete Solve This problem on page 21.
·  Compare and contrast the maps on pages 20 and 2.
·  Discuss the checkpoint on page 23. Students will have to draw a conclusion in order to answer the question.
·  Compare and contrast the maps on pages 25, 20 and 2.
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Students will write a cause-effect paper that identifies at least three things our civilization owes to the civilizations of the past identified in the book.
Graphic organizer for pre-writing: http://www.readwritethink.org/lesson_images/lesson925/blank-go.pdf
The prompts found on this page may be helpful for students as they write their papers:
http://readwritethink.org/lesson_images/lesson965/questioning.pdf
See the lesson at http://www.readwritethink.org/lessons/lesson_view.asp?id=965 for more details and a lesson on writing cause-effect diamante poems. / Activities:
found at http://www.educationworld.com/a_lesson/lesson276.shtml
Hieroglyphics: It's Not Greek to Me! (It's Egyptian!) Use hieroglyphic characters to spell a name, write a sentence, and create your own "Rosetta Stone." Have fun using online hieroglyphic translators too. (Grades 3-12+)
Working 9 to 5 in Ancient Egypt Create a pyramid diagram that reflects the social order in ancient Egypt. Compare the ancient social order with the social order in our world today. (Grades 6-12)
Draw Like an Egyptian Follow four basic rules to draw like an Egyptian. Display paintings in a classroom art gallery. (Grades K-12+)

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.