Lesson Plan : Ancient Egypt Travel Brochure
Teacher Name: | Brenda Besteiro |
Grade: | Grade 6 |
Subject: | Interdisciplinary |
Topic: | Ancient Egypt: geographical and other major characterisitcs that pertain to Egypt today (EDITED) (15) |
Content: | Utilizing ELA and social studies subject areas, students will create a travel brochure for Ancient Egypt. They will learn effective and persuasive writing skills, expand their vocabulary and knowledge of Ancient Egypt through the use of technology. |
Goals: | The students will be able to identify Ancient Egypt's major historical characterisitcs and geographical content. The students will be able to expand his/her vocabulary on Ancient Egypt in order to read, write, and speak for information, understanding, and effective and persuasive writing. |
Objectives: | After watching a movie on Ancient Egypt's geographical content and major characterisitcs of that era, the student will create a travel brochure containing an overview of it's geographical characteristics, at least two reasons for visiting, one major attraction and a digital illustration representing Ancient Egypt. Given a list of vocabulary words on Ancient Egypt, the student will complete the travel brochure and orally present it to the class in a clear, comprehensible, and persuasive manner using at least five vocabulary words. |
Materials: | VCR, television, computers, Internet access, electronic encyclopedias, colored paper, colored markers. |
Introduction: | As an introduction to the lesson, the teacher will show excerpts of the movie "Ancient Times: Egypt," for information on Ancient Egypt's Geography and specific characterisitics that set it apart from other ancient civilizations. After the film , the students will be asked, "Which physical and geographical characterisitics stuck out in your mind from the film?" After answers from the class the teacher will review the film and continue by saying "Today we are going to learn about Ancient Egypt's geography and characteristics that set it apart from other ancient civilizations: location on a map, major cities, rivers, and deserts, climate, major attractions created by Ancient Egyptians." |
Development: | After the introduction the teacher will use Direct Instruction to continue the lesson. The students will be shown a map of Egypt, pointing out the continent on which it is located, the other countries that neighbor it, and the sea that it touches. Each student will be given a copy of a map of Egypt and it's geographical details for a better understanding of the content: climate, major cities, natural resources, size, population and tourism population. After the maps have been distributed,the teacher will continue by telling them about Egypt's important specifics and what makes it so special" (discussing major cities and attractions within them: pyramids, sphinx, valley of the kings, etc., and exciting reasons for Egypt's huge tourist population). |
Practice: | The teacher will show the students a sample of a travel brochure. If possible, a local travel agent could come to the classroom to explain the brochure. The class will be divided into groups of four and each student will be given a vocabulary list, a reference list including electronic texts, encyclopedias, and internet sites, a list of specifics to research, and key words to search and find data on the internet for the assignment. Each group will be directed to a computer to begin research for their travel brochure. The teacher will walk around the room to ensure that all students understand the assignment and that all students are contributing to their groups. This practice will aid in understanding the main ideas being presented. |
Accommodations: | Using a mix of Direct Instruction, Inquiry Learning, and Cooperative Learning, students will be able to understand the concept of the assignment. For those with special needs, a smaller, individualized list of specifics to follow and research will be given. Further, certain electronic texts will be made available to them that have the answers clearly stated, working at the literal level of comprehension. |
Checking For Understanding: | In order to evaluate the students understanding on the information taught and researched, each group will present their finished travel brochure to the class. They will also answer any questions that the class may have. |
Closure: | To tie the lesson together and to remind the class of the main ideas discussed and researched,the teacher will start by saying, "We learned a lot about the past and present geography of Egypt. Who can tell me some geographical characterisitcs of the country?" After some responses from the class the teacher will ask questions specific to it's size, location, etc. The class will identify what sites they liked the most or were most helpful in completing the travel brochure. Questions such as these will help tie the lesson together for a better understanding of Ancient Egypt's physical characteristics and the usefulness of technology in research a topic. |
Evaluation: | For evaluation of the students progress, a quiz will be given before the completion of the brochure. The quiz will be multiple choice and fill-in the blank questions on geographical content of Ancient and modern day Egypt. After all quizzes have been graded and depending on how much information the class has gathered from the interent and retained from instruction, the decision will be made to move on or re-teach certain aspects of the lesson. |
Teacher Reflections: | Was this a successful lesson? Why? Why not? Did the students enjoy making a brochure? Was enough information given about brochures before students began the project? What will I do to follow up this lesson? Could my students relate to this lesson? |
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