Collaborative Planning Tool

Teachers:

GradeLevel:
UnitofStudy:
TimeFrame:
EstimatedSessions
in:

Areasof
Collaboration:

Content
Area(s):

Mrs. Carlson
Ms. Austell
Mrs. McEvoy
Mr. Luchsinger
Social Studies, Language Arts, ITL, Technology
Ancient Egypt
One month

(5)
Classroom
(5)LMC
(3)Technology
(5)LA
(x)Planning
(x)Teaching
(x)
CoTeaching
(x)Resources

EssentialQuestion(s):
1.

2.

Standards:

How did the cultural beliefs and values

of ancient Egypt lead to its
development into a civilization?
Did the imbalance of power in ancient
Egypt influence modern-day Egypts
culture, society, and govern meant?

 CCSS:

CCSS.ELA-Literacy.W.6.1
CCSS.ELA-Literacy.W.6.2
CCSS.ELA-LITERACY.RH.6-8.1
CCSS.ELA-LITERACY.RH.6-8.7.
CCSS.ELA-LITERACY.RH.6-8.8
CCSS.ELA-LITERACY.WHST.6-8.1
CCSS.ELA-LITERACY.WHST.6-8.2
CCSS.ELA-LITERACY.WHST.6-8.5
CCSS.ELA-LITERACY.WHST.6-8.7

Content:

AASL:

Unit
Objectives/Learning
Outcomes(Whatwill
studentsknowandbe
abletodo?Youwill
findthecontentin
thecurriculum):
Content:
Information
Literacy:
Technology:

CCSS.ELA-LITERACY.WHST.6-8.8
CCSS.ELA-LITERACY.WHST.6-8.9

CTSS

1.3.5, CTSS 1.5.12.13, CTSS 2.2.2.3

1.1.5,1.1.7,2.1.3,2.1.6,2.2.3,2.3.3,4.1.6

Content - Students will identify, analyze, and

evaluate the relationship between ancient
Egypts cultural beliefs and values in
connection with their effect and influence on
how it developed into a civilization. Students
will argue whether or not ancient Egypts
imbalance of power influenced modern day
Egypts government, society, and culture.
Information Literacy (ITL) - Students will
generate research questions and gather
multiple resources including primary sources
to analyze and evaluate.
Technology: Students will know how to use
their GMail accounts to and Google Drive

accounts for this project.

PerformanceTask:
Thisistheauthentic
scenario.Youare
a.whomust
Manycurriculum
documentshavethis.
Students will choose a voice of their own with
guidance and support in which they will
conduct the research, analyze it, and evaluate
it in written form. Examples of voice to
choose from are reporter, archaeologist,
geologist, sociologist, or student. Their voice
or perspective will influence how they will
achieve the performance task in developing a
a cohesive research essay that addresses and
answers the essential question(s) through a
study of a specific artifact in comparison to
the learned content information in social
studies class.
Lessons/Learning
Activities(Whatare
ourtasks/activities
withinthe
performance
assessment?How
doesitbreakdown?):

SS - Delivers the content information as a

standing point for the inquiry, research, and
investigations.
LA - Delivers the writing informative text
instruction including elements of writing.
ITL - Delivers the research strategies
instruction in conjunction with the LA and SS
teachers as it pertains to generating research
questions, gathering resources, and
evaluating them.
Technology: Provides additional time and
instruction on working with Google Drive,
copying and pasting/tagging sources for

future use in research.

MaterialsNeeded:
Technology:
Print
Resources:
Electronic
Resources:
Other:
FinalProduct(s)(In
whatformatwill
studentspresent
information?):

Technology - Student Chrome books

Print - Informational texts on ancient Egypt
that span the seven characteristics of
civilization
Electronic Resources - iconn.org

Students will present research in an

informational, research essay and a
student-choice product - replica of their
artifact, a how-to video explaining how a
specific artifact was made in ancient Egypt, or
a trailer that covers the connection between
ancient Egyptian rule and modern-day Egypt.
Student generated ideas are also on the table
for discussion.
Howwillthefinal
product/processbe
evaluated?Thisis
summative.Rubric?
Checklist?Other?
Final research essay will be assessed using
teacher generated rubric. Checklist will be
used to assess student-choice product.
Roles&
Responsibilitiesof
theLMSand
classroomteachers:
LMS will serve as a facilitator of showing
students and teachers how to access
information needed in order to meet the
requirements of the project. Teaching duties
will include evaluating resources, finding
primary sources on the Internet, and
navigating sites and articles in iconn.org.
Classroom teachers will deliver instruction on

content information in sequential order geography of ancient Egypt through the fall of
ancient Egypt and in Language Arts, the focus
will be on the elements of a research essay
including position/thesis, organization,
transitional language, voice, and fluency.
Technology teacher will implement
instruction on navigating and using Google
Drive as well as Delicious to
store/bookmark/tag useful sites for research.
EndofUnitEvaluation(reflection,comments,suggestionsforimprovement,etc.)Thisyou
writeaftertheunitisdone.Youwouldincludeanythingsyouwillchangefornexttime.