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Ancient Egypt Teacher’s Guide

Table of Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Research Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Text Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Close Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Text-Dependent Questions . . . . . . . . . . . . . . . . 7 How to Use This Product Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Pacing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Supporting Text 1—Second Reading: Teacher‑Guided . . . . . . . . . . . . . . . . . . . 22 Text-Dependent Questions . . . . . . . . . . . . . . . . . 23 Supporting Text 2 . . . . . . . . . . . . . . . . . . . . . . . . 24 Clarifying the Text . . . . . . . . . . . . . . . . . . . . . . . . . 25 Supporting Text 3 . . . . . . . . . . . . . . . . . . . . . . . . 26 Finding Explanations for Curses . . . . . . . . . . . . 27 Extension Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unfolding Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Teaching a Lesson . . . . . . . . . . . . . . . . . . . . . . . . 10

Culminating Unit Assessment Assessment Overview . . . . . . . . . . . . . . . . . . . . 31

Correlations Introduction to Correlations . . . . . . . . . . . . . . 13

Diary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Ancient Egypt Text Set Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Newscast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Introductory Text . . . . . . . . . . . . . . . . . . . . . . . . . 16

Playlist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Essential Question . . . . . . . . . . . . . . . . . . . . . . . . . 17

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Anchor Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Digital and Audio Content . . . . . . . . . . . . . . . . . 42

How Actions Influence Beliefs . . . . . . . . . . . . . . . 19 Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . . 20 First Impressions . . . . . . . . . . . . . . . . . . . . . . . . . . 21

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Introduction Whether their states have adopted the Common Core State Standards (CCSS), educators everywhere have been grappling with understanding how to ensure their students will be college and career ready. Let us examine the words of the CCSS which describe what the Standards seek to accomplish.

“Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflectively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression of language” (CCSS 2010b).

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When students are immersed in a set of texts around a common theme, they will not only reach a deep understanding of the content provided by those texts, but will also learn and practice the English language arts skills— reading, writing, listening, speaking, and language—necessary to gain and communicate that learning (Cappiello and Dawes 2013). This is what is needed to prepare our students to be college and career ready—a curriculum that is integrated so that English language arts skills find their rightful place as the tools to gain and communicate deep content-area knowledge. Teaching through Text Sets seeks to provide teachers with one approach to, and the materials for, accomplishing the goals set by the CCSS. The series provides sets of diverse texts—organized around common themes, topics, or concepts—with lesson plans to help students address complex texts. Thus, teachers will be able to assess not only the content area knowledge gained by students but also the English language arts skills used for communicating that knowledge.

21346—Teaching through Text Sets: Ancient Egypt

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Research Text Sets “A text set collection focuses on one concept or topic and can include multiple genres such as books, charts and maps, informational pamphlets, poetry and songs, photographs, nonfiction books, almanacs, or encyclopedias” (Read-Write-Think 2004, 1). These resources can be print or digital and provide an alternative to textbook‑driven instruction, although a textbook can be part of a text set. “When teachers make the transition from textbook-only classrooms to multitext classrooms, the focus of study becomes concepts rather than the content of one particular book. Students gain both a broad perspective and an in-depth sense of the subject matter from reading many texts on the same topic” (Ivey 2002, 20).

Freedman concludes that the goals of using text sets are threefold: • to increase literacy development • to develop content understanding • to develop students that have the confidence, independence, metacognition, and stamina of proficient learners Cappiello and Dawes (2013) state the focus of a unit of study is not the text set itself, but the common theme that holds the text set together. Many authors agree that text sets are a viable way to begin to meet the goals of a twenty‑first‑century education as captured by the CCSS and local state standards.

In her blog, Lauren Freedman (2011) provides a compelling list of reasons for using text sets. She suggests that text sets support an inquiry model of learning that will do the following: • lead to intertextual connections • cause students to confront multiple perspectives • provide visual elements, which reinforce and deepen concept understandings • reinforce the interrelatedness of reading, writing, speaking, listening, and thinking • provide avenues for authentic assessment and evaluation

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Research

(cont.)

Close Reading

The CCSS have set end-of-grade reading level expectations, which increase in difficulty through the end of high school. This has become known as the staircase of complexity.

Douglas Fisher (2012, interview) has defined close reading: “It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author has to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.” He also points out how these focuses align with what research tells us about teaching reading. However, those reading skills are not to be taught in isolation, but in the context of the texts being used in a unit of study (Fisher, n.d.). Fisher goes on to say, “In a close reading, we…give [students]… text‑dependent questions that require that they go back into the text to look for answers.”… “text‑dependent questions require students to read carefully and produce evidence in their verbal and written responses.”

Text complexity is defined using a three‑part model: quantitative, qualitative, and reader and task determinations. Quantitative measures include aspects such as word frequency, sentence length, and text cohesion. Qualitative measures include aspects such as structure, language conventionality and clarity, knowledge demands, and levels of meaning or purpose. Reader and task determinations are the prime responsibility of teachers. It is the teacher who determines whether a text is appropriate for a particular student at a particular point in time (CCSS 2012).

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While the difficulty of the reading required in college and career settings has steadily increased over time, the difficulty of the texts students are reading in K–12 classrooms has steadily decreased (CCSS 2010b). A study done by ACT, Inc. determined that the factor separating those who achieved a benchmark score or better on their test from those who fell below the benchmark was their “ability to answer questions associated with complex texts” (CCSS 2010b, 2). Simply put, “We have to care about the complexity levels of texts we use because ultimately we want our students to be prepared for the difficulty of the texts they will read in college and in their careers” (Hank 2012, 2).

Qu ali tat ive

Text Complexity

Reader and Task 6

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Research

(cont.)

Text-Dependent Questions Douglas Fisher and Nancy Frey (2012b, 3) suggest that there are at least six categories of question types that can help students “move from explicit to implicit meaning and from sentence level to whole text and across multiple texts.” • General understanding • Key details • Vocabulary and text structure • Author’s purpose • Inferences • Opinions, arguments, and intertextual connections In elementary classrooms, short passages that are worth reading should be used for close readings that are guided by the teacher. The lessons should be designed with a different purpose for each rereading. Students need to learn to question, mark words and passages of note, and take notes while doing these close readings. They should engage in rich discussions with the teacher and their classmates around the content of the text. This helps students learn and practice speaking, listening, and language skills that show that they truly understand a text (Fisher, n.d.). And, finally, students should be engaged in projects that require them to use writing in some form to communicate their learning.

Examples of Text-Dependent Questions General Understanding

• What is the main idea of this text? • What type of text is this?

Key Details

• What happened after _______? • Why did the character _______?

Vocabulary and Text Structure

• What word means the same thing as _______? • What text structure did the author use?

Author’s Purpose

• Why did the author write _______? • Why did the author use the word ______ instead of ______?

Inferences

• How do you know _______? • What can we infer about ______ given that ______?

Opinions, Arguments, and Intertextual Connections

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• What evidence from the text supports your opinion? • How is this text like _______?

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How to Use This Product Components Introductory Text • colorful and engaging read-aloud text to capture student attention and activate prior knowledge Anchor Text • content-rich text with a variety of text features to support student comprehension

3 Supporting Texts

Extension Text

• reader’s theater script with differentiated roles that offer a bridge between fluency and comprehension

Teacher’s Guide



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• lessons designed around reading, writing, content, and language objectives • lessons with differentiation strategies for above‑level, below‑level, and English language learners

21346—Teaching through Text Sets: Ancient Egypt

• complex texts, including two primary sources that provide a deeper and more comprehensive view of historical events, often from different perspectives

Digital and Audio Resources





• professional audio recordings of key texts to model fluency and support auditory and English language learners • an Interactiv-eBook of the Anchor Text to support students through video, audio, and other digital functions • PDFs of key texts suitable for interactive whiteboard use • PDFs of student activity sheets

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How to Use This Product

(cont.)

Pacing Plan

Reading Levels

The following pacing plan shows an option for using this product. Teachers should customize this pacing plan according to their students’ needs.

Teacher Created Materials (TCM) takes great care to maintain the integrity of authentic nonfiction text while leveling it to make the text accessible for all students. In this way, our content-area texts provide rich and robust nonfiction reading experiences from which students can learn and be ready for the complexity of college- and career-level reading.

Day(s)

Text

Time

1

Introductory Text (page 16)

30–45 min.

2

Anchor Text (page 18)

30–45 min.

Supporting Text 1—First Reading: Independent (page 20)

30–45 min.

3

Supporting Text 1—Second Reading: Teacher‑Guided (page 22)

30–45 min.

4 5

Supporting Text 2 (page 24)

30–45 min.

6

Supporting Text 3 (page 26)

30–45 min.

7

Extension Text (page 28)

30–45 min.

Culminating Unit Assessment (pages 31–37)

30–45 min.

8–10

The TCM leveling system is coded by grade level and month. For example, level 3.2 equates to third grade, second month of the school year. Every grade level and month adheres to established guidelines created under the guidance of Dr. Timothy Rasinski and a team of reading specialists. TCM levels are referenced in the Extension Text lesson of this Teacher’s Guide to assist teachers in assigning roles to students. The primary sources in Teaching through Text Sets were deliberately chosen for their authenticity, complexity, and content. As per Lexile® guidelines, posters, poetry, songs, and other nonprose texts do not have Lexile® measures. Primary sources with higher Lexile® measures were chosen with teacher-guided close reading instruction in mind, while those with lower measures, below and within the CCSS Lexile® band, were chosen with individual and small group instruction in mind. Reading levels vary from program to program, and levels among the programs do not correlate exactly. A chart of reading levels can be found in the Digital Resources (readinglevels.pdf) and shows the best correlations of each text to leading leveling programs.

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How to Use This Product 14

Teaching a Lesson

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Text Title

Key Content

Introductory Text—1 copy (read aloud to students)

Anchor Text—24 copies (whole-class reading)

Egypt

Overview of ancient Egyptian society

Nonfiction book

Page from Howard Carter’s diary, describing his discovery of King Tutankhamen’s tomb

Howard Carter’s Diary

Supporting Text 2—6 copies (independent and small-grou Mummification p According to close reading) Herodotus © Teacher Created Materials

Supporting Text 3—6 copies (small-group reading) Beware the Curse! Extension Text—6 copies (heterogeneous small-grou p reading)

To Giza and Beyond

Getting

Lexile® Measure

Modalities

Historical fiction chapter book

Print

930L

Print, audio, InteractiveBook

710L

Primary source Print

Description of three Egyptian forms of mummification

Primary source Print

The rumored curse of the Egyptian tombs

Nonfiction text Print card

A female archaeologist Reader’s and her cat travel theater, through time to learn historical about ancient Egypt. fiction

1560L

Text Set Chart

Supporting Text 1—6 copies (teacher-guided close reading)

Text Type

A poor Egyptian boy finds a way to change his destiny and becomes a master goldsmith.

The Golden Goblet

Ancient Egypt

Look at the Text Set Chart for an overview of each text in the text set. This chart provides information about each text’s instructional setting, key content, text type, modalities, and Lexile® measures, if applicable.

Ancient Egypt Unit Text (Instructional Setting)

1280L

860L

Print, audio

660L–940L

Unit O verview

Starte

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Review the Unit Overview page for a quick snapshot of the materials, key vocabulary, and Essential Question for the unit.

Ancient Egypt Unit

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Essential Que stion

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Read the Introductory Text aloud to introduce students to the unit and build the vocabulary necessary for the other texts in the text set. Use the student activity sheet to support the literacy and content objectives.

Directions: Write ideas or inform Question below. ation from each text

each of cards for e one set cards. Mak as a class. Then, ask on index ry words the words vocabula nitions of uage 1. Write the p. Discuss the defi into categories. English lang ents in ds and grou wor ll ners the sma to stud w-level lear to organize definitions students support belo bulary words and choose to lain the ing the voca ◆ You may ps to exp by introduc time. Ask grou learners the class. p ahead of gories with cate r a small grou thei ps share pings. 2. Have grou behind the grou reasoning choose to s s. You may ading Standard to the clas let aloud During Re Cite Golden Gob is not required. ns: • Reading: nce to ter 6 of The gh it ent questio textual evide sis of 1. Read chapeding chapters, thou to his text-depend g go to win t support analy says prec the follo not wan read text students ofer does what the read, ask you that Ran as well as how 2. As you explicitly t clues tell fs influence drawn age 88: Wha ofer’s belie inferences On p Ran • do text, how e? from the text. new job? in this scen rding to the ense Acco Write susp 89: text? age • Writing: / tension and ose for writing this • On p or create informative purp auth ves? or’s the he li y texts did the auth explanator topic age 99: How might be a 01: What • On p to examine ideas, ages 100–1 citing and convey • On p you know? students for n and do says liste 2, How text concepts, ing Step through what the information Check: Dur port analysis of the text. Progress the selection, ence to sup drawn from n, textual evid well as inferences organizatio as sis of explicitly and analy t.

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Unit Egypt Ancient

Text Sets: Ancien t Egypt

17

Name: __________ _______________ ___ Date: __________ Directions: List _______________ details from the ____ text that descri influenced by their beliefs. Write be how the action s of ancient Egypt the page numb er where each ians were detail is found in the text. Beliefs Actions _______________

_______________ _______________ _______________ _______________ _______________

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p. ________

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_______________

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_______________

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Teach the broader content with the Anchor Text. Use the student activity sheet to support the literacy and content objectives.

Name: __________ _______________ ___ Date: __________ _______________ ____ that help you

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How to Use This Product

Egypt Ancient

Guide students through close readings with the three Supporting Texts. These texts include primary sources and focused content to help students delve deeper into the theme. Use student activity sheets to support the deeper analysis of the texts.

Unit

Teaching a Lesson (cont.)

(cont.)

nt entde ep Firs Impressions ding: Ind First Rea g Text 1— Directions: Write Supportin two or more

Name: __________ _______________ ___ Date: __________ _______________ ____ main ideas and observations of details of the text. the Explain any words Then, summarize text and what meatext. ning. Write your initial ing forhis or her purpose might or phrases that you found confu read be : have been. will sing. Write who read wrote the s that they ns as they , tell the clas following questio first read Main 1. For the will think about the e text?Idea: ? details of th that they derstand in ideas and Details: ifficult to un__________ ning. It urpose? t are the ma _____ for mea _____ • Wha parts confusing or d was his or her p __________ to read ing _______ hat one way cil”—writ pen • Are any te this text and w showing them _____ a _____ _______________ _____ with _____ ge students wro be “read _____ _______________ _______________ • Who the class you will , they will ve. Encoura __ __ or they read _____ _______________ stions abo 2. Next, tell ing the text. As and words _____ ses, _______________ t to the que _____phra _____ they _____ _____ ses or_____ _______ is called cod and ideas relevan erful words or __ ds and phra ghts _______________ _____ e wor _____ details, pow may writ _____ng. their thou _______________ ents n ideas and fusi _______________on a __ _______ _____ to note mai are confusing. Stud n idea or ? for con _______________ _____ placing them rds _____ mai and that s da _____ for ses _______________ note _______________ as m phra Stan on sticky _______ _______ a code, such by writing _______________ text. may use e the text a page of _______________ • Reading: the how to cod that represents _______ e 3. Model Determin rt paper Initial Observation of words sheet of cha meaning s: as they and phrases text, _______________ a ents. stud are used in ng _____ to , s _____ adi ative . y note figur text __________ the_____ including During Re y and stick _______________ in coding ve, and beg_____ __________ _______________ Carter’s Diar _____ connotati t copies of pendently _____ s, prin te Howard __________ _____ meanings. ner _____ now inde on the _______________ technical 1. Distribu uage lear ctly they will lang _____ _______________ _____ write dire ents that __________ Draw English ents_____ e those _______________ • Writing: ners and 2. Tell stud _____ have stud underlin _______________ from urces and ds or phrases and w-level lear tal Reso_____ d. evidence _______________ _____ ◆ For belo organize Digi wor__________ _______________ ghts_____ literary or _____ from the powerful r thou e text thei _____ circl p _____ nal the kee _______________ informatio ort ents should _____them _______________ text. Stud fusing. This can help ____________________ texts to supp tion, _____ __________ _______________ that are con analysis, reflec _______________ . _________________________ ch. _______________ and resear to students _______________ e 21) _____ s _____ _____ tion sheet (pag _____ ading erva Re vity _____ obs acti _____ er • Content: d what _____ _______________ Aft r initial thei_____ Impressions__________ _____ ng, as __________ and Understan _____ of the First d confusi _______________ ical s, details, te copies archaeolog main idea _______________ ses they foun 1. Distribu reveals marize the list words or phra _______________ evidence ents sum to e social and purpose. ents plac about the itions of 2. Have stud . Remind students Confu his or her to have stud wantes: cultural cond of the text wrote the text and sing Word or Phras t. Yousmay al societies. Author: agricultur activity shee responses. well as who the ent _____ to stud __________ ilar _____ : s, discuss chart sim __________ • Language ents 3. As a clas y notes on a class for stud_____ __ are ____________________ Communicate they 2, watch __________ing _______________ Step n, ideas, their stick _____ phrases as __________ __ informatio and_____ Check: Dur _______________ _______ of words Progress_____ and concepts meaning _______________ _____ ing the for _______________ _______ necessary determin ____________ _______________ success the text. academic _______________ used in _____ of _____ area _____ _______ _______________ Purpose: in the ies. _______ Social Stud _______________ _______________ _______________ _______________ _______ _______ _______________ _______________ _______________ _______________ _______ _______ _______________ _______________ rials _______ Created Mate

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Giza Describe t: To Giza and will read about an copies of To • Reading: 1. Distribute of the Take-Home Scrip ular ents that they s how a partic have them ’s extra copie Explain to stud . As students read, and how story’s or drama Resources. time experiences in a the Digital led back in cter, Annie, plot unfolds ist who trave es the main chara archaeolog series of episod lists with what the as well as how d ing levels listed compare their r leads to the next. rentiated read groups. characters respon to the diffe each encounte their rding the in as e ter acco thea chang or ents roles reader’s toward 2. Assign stud students practice the plot moves Levels . below. Have a resolution TCM Reading Roles Write 5.5–6.5 • Writing: develop of Horus narratives to 6.5–7.5 Annie/Eye ed ra real or imagin or 7.5–8.5 Bastet/Cleopat experiences el of x script as a mod ers. events using King Tut/Sphin ques, ding of the learn effective techni and the audio recor and English language , ers choose to play relevant details ◆ You may w-level learn red event well-structu ing for belo fluent read sequences.

to students. ding t (page 29) After Rea activity shee Unfolding Plots nizer. mation copies of the graphic orga use the infor 1. Distribute complete the Have students . The page should Have students r to students. ia page the truction pape e a social med tive that shows how cons creat ibute to s 2. Distr hic organizer develop a narra tian cultuAre.BeHave Egyp from their grap on and postings that © Teacrstan d tter Un he r unde r Create mati ders include infor e meets help her bette . d Ma tand terial the activity on Anni with the class ing of characters this text ands their pages Egyp mation from infor students share or tian ideas Cultu ents list new t (page 17). 3. Have stud Question activity shee 2134 re 6—Te for students achin the Essential s of g Step 2, listen g thr serie a Durin in k: ough Progress Chec the story’s plot unfolded . Text Sets: responded how g cters ribin Ancie chara desc the nt Eg well as how ypt episodes, as

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1. For the first read, tell the class that they will be reading for meaning. Explain that they will think about the following questions as they read: • What are the main ideas and details of the text? • Are any parts confusing or difficult to understand? • Who wrote this text and what was his or her purpose? 28 2. Next, tell the class you will be showing them one way to read for meaning. It is called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas relevant to the questions above. Encourage students to note main ideas and details, powerful words or phrases, and words or endent phrases that are confusing. Students may write words and phrases ordin they g: Indep First Rea may use a code, such as m for main idea or ? for confusing. g Text 1— Supportin 3. Model how to code the text by writing on sticky notes and placing them on a lain ning. Exp ing for mea will be read they read: sheet of chart paper that represents a page of text. Before Reading s that they ns as g questio , tell the clas

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followin first read 1. For the will think about the e text? details of th tand? that they in ideas and ult to unders . It se? t are the ma ing or diffic his or her purpo for meaning • Wha parts confus way to read hat was writing • Are any te this text and w showing them one d with a pencil”— wro be e students will “rea • Who the class you will Encourag read, they or they ns above. tell t, As stio . 2. Nex and words ng the text t to the que phrases, ses or they is called codi and ideas relevan erful words or phra and ghts details, pow may write words g. their thou ents n ideas and fusin on a to note mai are confusing. Stud n idea or ? for con s placing them mai notes and phrases that e, such as m for Standard on sticky a cod by writing text. may use e the text a page of • Reading: the how to cod that represents e 3. Model Determin t paper s char word of of t shee meaning es as they and phras text, . a students are used in , ading . y notes to figurative including ing the text During Re y and stick e, and begin cod ies of Carter’s Diar connotativ pendently , print cop te Howard meanings. now inde e learners directly on the technical 1. Distribu they will languag e ents that Draw ing: and English have students writ underline those Writ • 2. Tell stud and from s and vel learners evidence Resource l words or phrases below-le nized. tal For ◆ orga Digi or the ghts erfu literary al the text from should circle pow them keep their thou information ort ents help text. Stud fusing. This can texts to supp tion, that are con analysis, reflec . ch. and resear to students t (page 21) ading ervations vity shee • Content: d what After Re initial obs ressions acti g, as and their Understan the First Imp d confusin ical s, details, copies of archaeolog main idea ses they foun Distribute 1. reveals nce marize the list words or phra evide ents sum to e social and ents plac about the itions of 2. Have stud . Remind students his or her purpose. stud e t to hav cultural cond of the text wrote the text and may wan t. al societies. onses. You vity shee agricultur well as who student resp t similar to the acti : s, discuss char • Language te 3. As a clas y notes on a class for students they are Communica 2, watch , ideas, ses as their stick ing Step phra Dur information and ck: ds Che ning of wor Progress and concepts ing the mea for necessary determin ss text. emic succe used in the

1. Distribute Howard Carter’s Diary and sticky notes to students. 2. Tell students that they will now independently begin coding the text. ◆ For below-level learners and English language learners, print copies of the text from the Digital Resources and have students write directly on the text. Students should circle powerful words or phrases and underline those that are confusing. This can help them keep their thoughts organized.

Monitor student learning with student After Reading 1. Distribute copies of the First Impressions activity sheet (page 21) to students. activity sheets and progress checks. 2. Have students summarize the main ideas, details, and their initial observations • Content: Understand what archaeological evidence reveals about the social and cultural conditions of agricultural societies. • Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

of the text. Remind students to list words or phrases they found confusing, as well as who wrote the text and his or her purpose. 3. As a class, discuss student responses. You may want to have students place their sticky notes on a class chart similar to the activity sheet. acad of in the area ies. Social Stud

Progress Check: During Step 2, watch for students determining the meaning of words and phrases as they are 20 used in the text. eaching 21346—T

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Name: __________ _______________ ___ Date: __________ Directions: Write _______________ two or more main ____ observations of ideas and details the text. Write any words or phrase of the text. Then, summarize text and what his or her purpo your initial s that you found se might have confus ing. Write who been. wrote the Main Idea:

Text Sets: Ancien t Egypt

© Teacher Created Materials 21346—Teaching through Text Sets: Ancient Egypt

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11

How to Use This Product Teaching a Lesson (cont.)

Diary

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How did ancien t Egyptians’ beliefs

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__ :_ l IV te ve Da is Le _ on . __ ati ic d. __ days. rm top r several __ ere a project ad out ove __ nfo e al sw complete g spre to _ erin be ps ll i ut th nti an can _ answ grou s in gods Egypt by __ wing step • A bo Esse n is will work a e The follo ut ancient fs influence __ that they o abo ents _ ti ned I h s to stud II have lear ent Egyptians’ belie __ • T ue 1. Explain el s what they __ Q anci ic v i did show s _ r any e n will How _ b n— that L o ow ns. Answer on __ l Questio ati . Ru sh n the directio ons __ the Essentia rm ic rk s o the ry ing aloud t mini less ct ? __ fo top ia y wo cu on ect by read choose to conduc __ their culture t in e al stl :D ents to sele each proj art te fo and __ os ut th nti mo pt introduce may have. You may students. Ask stud he lu __ gy 2. Briefly • M bo Esse n is ents ar to • T bso topic ent. __ E stud mili a ns _ o t a unfa . e m are s and questio h sti d e n __ forms that th sign l II of project. vel learner • T ue ere rulers cie __ on Q sw is any writing d on their choice ve p below-le as . __ An ati y tly on Le base an neously grou bility level learners __ os e rm all partners ati heteroge __ fo on m th use existing higher-a rm pic. choose to __ in ti y choose to ners with ork s on e ◆ You may lly nfo to he cep ed. __ uage lear project ma e i e al rtia rtw cu th e rs __ • T ex niz English lango choose the Playlist own. videotap is a e a fo on be the om ut th nti pa __ Th ows and nt. ents wh ay choose topolicies of up their __ • S bo Esse n is em nd . org ing ct m • _ e mak roje a h • Stud m ta me s pic m ast p y and ead of __ he stio d. ce ers e ti songs inst o choose the Newsc technology capacit lI to sign __ • T ue ere ien nd th on ve Q sw no __ . ents wh as ing on the ud y u all ati students Le or t __ • Stud an t, depend s s. . 35–37) to rm ntly • A asil ker e, bou e: a es them of tl supers (pag d the newscas rt e a fo h m a titions e lit rk pa in ica iate rubrics t is expecte sp Na to ct, n is the school. ies of the appropr he nif ed. wo ble erstand wha s 32–34) rre tio rs ents und • T sig niz te cop sheets (age activity art iza co rma . al is a that stud be the 3. Distribu he gn ent activity rubric so previous • In fo topic enti not em nd org e • T co ropriate stud from any in e ss Explain each re is to complet ria e m ta all of the app use information th e E on . te copies for students nc ders ost ite to al h sti d 4. Distribu Remind students Cr . Allow time die un lm • T ue ere . inim . Au sily er a to help them Q sw ded. students set nee • n m as text . a , k ly the o e e ea an is to students rk tire it is sheets and re ati sp e tim cameras 32 sheets. t he niz wo en nd sly. 21346—Teachin paper, and projects. th the activity rs en • T rga g through Text supplies, art be d, a les o e their be nt Sets: Ancient Egypt he ot o re te coloring to complet Co em 5. Distribu • T ann ersto d ca class. for students © Teache d re ects to the e m r cCreated Allow time their proj nc e un ndeMaterials ps present die tim uble ing re 6. Have grou Au e

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rt xt Set Cha ed in the Te • texts list 35–37) (page 14) rics (pages f the Rub vity sheets • copies o f the student acti • copies o 34) s, (pages 32– plies, such as marker ring sup pencils • colo or colored crayons, per d • lined pa for photographs an eras l) iona • cam ing (opt videotap

Name: __________ _______________ ___ Date: __________ _______________ Directions: Create ____ a set of four diary include inform entries. Entrie ation about the s should answe afterlife, gods, entry. Use the r the Essential rulers, and supers Question below chart below to titions. Draw illustra help you plan and your diary entrie tions for each s.

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Assess student learning at the end of the unit with the project-based Culminating Unit Assessment. In this summative assessment, students answer the Essential Question by producing one of three projects. Graphic organizers and rubrics are included to support students in this process.

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Differentiate instruction throughout the unit with the following options: • a variety of texts that span the CCSS Lexile® bands • Audio recordings of key texts to model fluency and support auditory learners • an Interactiv-eBook to support students through video, audio, and other digital functions • graphic organizers to support visual learners and language learning • strategies for above-level, below-level, and English language learners embedded in each lesson • content presented in multiple modalities to support the needs of a variety of learners Dear Parent , At school, we are studying ancient Egypt. As part of our unit of study, we are using Teaching through Text Sets: Ancient Egypt. The text set is comprised of a variety of fiction and nonfiction texts that students read and analyze to learn more about the subject.

Make a school-and-home connection by distributing copies of the Parent Letter (page 30) to students to take home to their parents. This letter offers a quick explanation of the content and literacy goals for the unit, along with ways to support literacy at home.

Have your teen tell you about the texts he or she has read. Then, have your teen lead you in the fun literacy activities below. You will see how much your teen has learned, and you can help your teen reinforce his or her learning. • Discover the exciting w orld of primary sources. A primary source is any document or physical object that was written or created during a certain time period. Take some time to look at first-hand accounts of history in your own home, such as newspaper articles, family photo albums, or old letters. • If you have a computer, use the In ternet to search for virtual tours of Egyptian pyramids. Explore these tours to get a feel for their size and contents. • Search National Geographic and The History Channel online to discover more about the theories of how King Tut died and the curses surrounding the uncovering of his tomb. • Take a trip to the library to find b ooks about the Egyptian gods and how they influenced Egyptian life. • Talk about the various types of te xt you read and why you like them. Talk about the different reasons for reading a variety of materials. Thank you for taking the time to work with your teen to help ensure his or her reading success. Extending your teen’s learning experience s at home is an important part of the learning process. Sincerely, _____________________

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21346—Teaching through Text Sets: Ancient Egypt

© Teacher Created Materials

Correlations Introduction to Correlations

Common Core State Standards

Teacher Created Materials is committed to producing educational materials that are research- and standards-based. In this series, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependent Schools, and all Canadian Provinces. We have also correlated to the Common Core State Standards, TESOL, and WIDA standards.

The lessons in this book are correlated to the Common Core State Standards. A chart of the CCSS standards can be found in the Digital Resources (correlations.pdf ).

How to Find the Standards The Correlation Chart for this product can be found in the Digital Resources (correlations.pdf ). To print a customized correlation report for your state, please visit our website at http://www.tcmpub.com and follow the on‑screen directions. If you require assistance in printing correlation reports, please contact Customer Service at 1-800‑858‑7339.

We use the Mid-continent Research for Education and Learning (McREL) Compendium to create standards correlations. Each year, McREL analyzes state standards and revises the compendium. By following this procedure, McREL is able to produce a general compilation of national standards. Each lesson in this product is based on one or more McREL standards. A chart of each standard taught in this product and the page number(s) for the corresponding lesson(s) can be found in the Digital Resources (correlations.pdf ).

TESOL and WIDA Standards

Purpose and Intent of Standards Legislation mandates that all states adopt academic standards that identify the skills students will learn in kindergarten through grade twelve. Many states also have standards for Pre-K. This same legislation sets requirements to ensure the standards are detailed and comprehensive. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards. State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state.

© Teacher Created Materials

McREL Compendium

The lessons in this book promote English language development for English language learners. A chart of the language standards taught in this product can be found in the Digital Resources (correlations.pdf ).

21346—Teaching through Text Sets: Ancient Egypt

13

14

21346—Teaching through Text Sets: Ancient Egypt

The rumored curse of the Egyptian tombs An archaeologist and her cat travel through time to learn about ancient Egypt.

Supporting Text 3—6 copies Beware of the Curse (small-group reading)

Extension Text—6 copies (heterogeneous small-group reading)

Description of three Egyptian forms of mummification

Overview of ancient Egyptian society

Supporting Text 2—6 copies Mummification (independent and small‑group According to close reading) Herodotus

To Giza and Beyond

Text Type

Print, audio, InteractiveBook

Print

Modalities

Reader’s theater, historical fiction

Print, audio

Nonfiction text Print card

Primary source Print

Primary source Print

Nonfiction book

A poor Egyptian boy Historical finds a way to change fiction chapter his destiny and become book a master goldsmith.

Key Content

Howard Carter’s Diary

Egypt

The Golden Goblet

Text Title

Page from Howard Carter’s diary, describing his discovery of King Tutankhamen’s tomb

Supporting Text 1—6 copies (teacher-guided close reading)

Anchor Text—24 copies (whole-class reading)

Introductory Text—1 copy (read aloud to students)

Text (Instructional Setting)

660L–940L

860L

1280L

1560L

710L

930L

Lexile® Measure

Ancient Egypt Unit

Text Set Chart

© Teacher Created Materials

Ancient Egypt Unit

Supporting Text 1—First Reading: Independent Before Reading

Standards • Reading: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. • Writing: Draw evidence from literary or informational texts to support analysis, reflection, and research. • Content: Understand what archaeological evidence reveals about the social and cultural conditions of agricultural societies. • Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

20

1. For the first read, tell the class that they will be reading for meaning. Explain that they will think about the following questions as they read: • What are the main ideas and details of the text? • Are any parts confusing or difficult to understand? • Who wrote this text and what was his or her purpose? 2. Next, tell the class you will show them one way to read for meaning. It is called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas relevant to the questions above. Encourage students to note main ideas and details, powerful words or phrases, and words or phrases that are confusing. Students may write words and phrases or they may use a code, such as m for main idea or ? for confusing. 3. Model how to code the text by writing on sticky notes and placing them on a sheet of chart paper that represents a page of text.

During Reading 1. Distribute Howard Carter’s Diary and sticky notes to students. 2. Tell students that they will now independently begin coding the text. ◆ For below-level learners and English language learners, print copies of the text from the Digital Resources and have students write directly on the text. Students should circle powerful words or phrases and underline those that are confusing. This can help them keep their thoughts organized.

After Reading 1. Distribute copies of the First Impressions activity sheet (page 21) to students. 2. Have students summarize the main ideas, details, and their initial observations of the text. Remind students to list words or phrases they found confusing, as well as who wrote the text and his or her purpose. 3. As a class, discuss student responses. You may want to have students place their sticky notes on a class chart similar to the activity sheet. Progress Check: During Step 2, watch for students determining the meaning of words and phrases as they are used in the text.

21346—Teaching through Text Sets: Ancient Egypt

© Teacher Created Materials

First Impressions

Name:_____________________________ Date:______________________________

Directions: Write two or more main ideas and details of the text. Then, summarize your initial observations of the text. Write any words or phrases that you found confusing. Write who wrote the text and what his or her purpose might have been. Main Idea:

Details:

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Initial Observations: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

Confusing Words or Phrases: _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

© Teacher Created Materials

Author: _____________________________________ _____________________________________ _____________________________________ Purpose: _____________________________________ _____________________________________ _____________________________________

21346—Teaching through Text Sets: Ancient Egypt

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Howard Carter’s Diary excerpt from Diary Season 1922–1923

BOTTOM IMAGE: WIKIPEDIA, ALL OTHER IMAGES: SHUTTERSTOCK

Nov. 5

Towards sunset we had cleared down to the level of the 12th step, which was sufficient to expose a large part of the upper portion of a plastered and sealed doorway. Here before us was sufficient evidence to show that it really was an entrance to a tomb, and by the seals, to all outward appearances that it was intact. I examined this exposed portion of the sealed doorway and noticed that the only decipherable impressions of the seals were those of the well-known Royal Necropolis seal, i.e., Anubis (symbolizing a king) over nine foes. With the evidence of these seals, and the fact that the workmen’s huts, which in all probabilities dated from the time of the construction of Ramses VI’s tomb, were built over the mouth of the entrance of this newly discovered tomb without apparently disturbing it, it was clear that its content would be undisturbed at least since the XXth Dyn. The seal-impressions suggested that it belonged to somebody of high standing but at that time I had not found any indications as to whom. I noticed at the top of the doorway, where some of the cement-like plaster had fallen away, a heavy wooden lintel. To assure myself of the method in which the doorway was blocked, I made a small hole under this wooden lintel—the R. hand corner, about 35 x 15 cms in size. By this hole I was able to perceive with the aid of an electrical torch that a passage beyond was completely filled with stones and rubble up to its ceiling, which was again evidence of something that had Howard Carte

© Teacher Created Materials

the steps to K r (right) talks to Lord Car ing Tutankham n en’s tomb in 19arvon near 22.

21375

Source: The Griffith Institute, University of Oxford. http:// www.griffith.ox.ac.uk/ gri/4sea1not.html

mines King a x e r e t r a C Howard n’s tomb in 1923. Tutankhame

© Teacher Created Materials

BOTTOM IMAGE: WIKIPEDIA, ALL OTHER IMAGES: SHUTTERSTOCK,

required careful closing. It was a thrilling moment for an excavator, quite alone save his native staff of workmen, to suddenly find himself, after so many years of toilsome work, on the verge of what looked like a magnificent discovery—an untouched tomb. With certain reluctance I reclosed the small hole that I had made, and returned to another careful search among the seals to see if I could not find some indication that would point to the identity of the owner, but it was of no avail for the small space bared by my excavation did not expose any impression sufficiently clear to be made out, other than that of the Royal Necropolis seal already mentioned. Though I was satisfied that I was on the verge of perhaps a magnificent find, probably one of the missing tombs that I had been seeking for many years, I was much puzzled by the smallness of the opening in comparison with those of other royal tombs in the valley. Its design was certainly of the XVIIIth Dyn. Could it be the tomb of a noble, buried there by royal consent? Or was it a royal cache? As far as my investigations had gone there was absolutely nothing to tell me. Had I known that by digging a few inches deeper I would have exposed seal impressions showing Tut.ankh.Amen’s insignia distinctly I would have fervently worked on and set my mind at rest, but as it was, it was getting late, the night had fast set in, the full moon had risen high in the eastern heavens, I refilled the excavation for protection, and with my men selected for the occasion— they like myself delighted beyond all expectation—I returned home and cabled to Ld. C. (then in England) the following message:— “At last have made wonderful discovery in Valley a magnificent tomb with seals intact recovered same for your arrival congratulations”

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