Teacher: Mr.

Owens

Lesson Plan (Direct Instruction)

Subject/Grade: Ancient Egypt (6th grade World
History)

Standard:
68.WHST.9: Draw evidence from informational texts to support analysis, reflection, and
research
68.RH.9: Analyze the relationship between a primary and secondary source on the same topic
68.RH.7: Use information from visual formats to increase their comprehension of and make
connections to print and digital text
68.RH.2: Identify the important information from a primary (first hand) or secondary (second
hand) source and to create a summary of the information based solely on the document
Objective (Explicit):
SWBAT compare and contrast Ancient Egypt to Modern Society by identifying the factors that go
into making up the different social classes.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT be able to compare the social structures of ancient Egypt to modern social structures
and contrast what factors effected the balance of power within each society.
SWBAT create their own social structures, which they will add to their own, individualized,
ancient civilization.
SWBAT analyze the different factors that made certain jobs in society more important then
others.
SWBAT examine the cultural and social reasons why men and women had different roles in the
ancient social hierarchy.
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
SWBAT explain why certain aspects of Ancient Egyptian social structure lost its power and elite
role in modern society.
Key vocabulary: Social structure, Mesopotamia, Upper
class, Middle class, Lower class, Slaves, Polytheistic,
Priests, Priestesses, mobility, scribes, city-states,
Sumerians, Akkadian, Assyrian, Chaldean, Ancient
Egypt, Nobles, Pharaoh, Embalming, Pyramids,
mummy, Merchants, Artisans

Materials: Pencil, Paper, Chromebook,

Projector, Prezi, Whiteboard, Wireless Mouse
App

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life)
Class will begin as usual, giving the first few minutes going over the daily expectations for points
at the end of class. I will also collect the civilization maps they were working on the day and
night before. After that I will begin the lesson with a short, small group, warm-up by asking the
class to discuss the following question: What factors go into setting different levels of
importance in the classroom?

Instructional Input

Teacher Will:
The class will begin with the teacher
facilitating small group, then a class
discussion, on what factors give the
teacher the most power within the
classroom.
The teacher will then transition into a
short lecture on the culture and social
structure of Ancient Egypt.
The teacher will then introduce the main
activity by going through the guidelines
and rules of the role-play activity.
The teacher will then facilitate the main
activity by splitting the class into 3
groups: Pharaoh and Priest or Upper,
Middle, and Lower Class. Then the
teacher will pass out the necessary
materials, if applicable, in order for the
students to do the activity.
The teacher will then relate the amount
of work each class was required to do
to embody the amount of work the
different classes within the Ancient
Egyptian social structure were required
to do, to show that although there was
an middle and lower class they all
worked a lot harder than the upper class.
The teacher will then tie the activity to a
real life example by comparing ancient
scribes, or writers, to modern writers as
well as ancient farmers to modern
farmers and guide a class discussion on
why each job either gained or loss
notoriety.

Student Will:
Students will stay on topic when given
the freedom to have small group
discussion by allowing and aiding in
full conversations to form.
Students will not be required to take
notes on all of the information only the
information that will most likely show
up on the test.
Students will stay focused on the
lecture so that when I ask them to take
notes they can do so without question.
Students will be engaged and add to
class discussions in order to promote
the overall class comprehension of the
information

Guided Practice

Differentiation
Students will be given a copy of my Prezi in order for them to use it as a resource while
they study for the test.
Teacher Will:
The teacher will provide guidelines of the
activity so that nobody over steps their
boundaries.
The teacher will then split the class up
into three groups rewarding each group
with a better source of technology than

Student Will:
Student will be expected to work
diligently and collaboratively with their
fellow classmates in order to get the
most out of the activity.
Students will also be expected to be
engaged and contribute to the class

the next: Upper will be allowed to use

their Chromebooks and be given the site
to create hieroglyphic words, the Middle
will be given colored pencils so that they
may use the template, already located
on their desks, to make their hieroglyphic
words more attractive than the lower
class, which will be only allowed to use
pencils to create their words.
The Teacher will then facilitate the
activity by reminding the class how much
time is left before all students must stand
up and share what word they made and
the hieroglyphic picture that goes with
that word.
Then the teacher will facilitate a class
discussion by having each group go over
any difficulties they faced and solidify the
idea that although there were different
classes everyone was forced to work
hard unless you were in that upper, over
compensated, class of Priest and
Pharaohs.

discussions that will be given promptly

after the completion of the sharing
phase of the activity.
Overall students will be expected to
follow the activitys guidelines so that
the point of it will be made in the end.

Independent Practice

Differentiation
Students will be given a template that illustrates every hieroglyphic picture in our English
alphabet so they wont have trouble creating words.
Teacher Will:
The teacher will then facilitate small
group conversations about what factors
go into making up the importance of
certain jobs over others
The teacher will then introduce the final
assignment of the lecture

Student Will:
Students will refocus and will keep
conversations aligned with the
discussion at hand
Students will be expected to work
silently and independently during the
final assignment

Differentiation
Students will be given the night to think about the factors that go into their own social
structure and will be given the end of class and the beginning of the next class to finish.

Closure/Lesson Summary:
The class will end by the students working independently until we pack up for points
Once packed up students will be given the opportunity to rate themselves, out of ten, on how
well they aligned with the class expectations.

Reflection:
While I was teaching this lesson it went as much as planned as a first taught
lesson would! I wouldnt say it was a disaster but definitely a learning experience. I
realized that time management is crucial when teaching a lesson with an activity
imbedded within it. My first few classes ended up being rushed in the end because I
would either take too much time lecturing or I would allow too much time on the activity.
That being said it felt natural and as the day progressed my timing improved and along
with that, the effectiveness of my lesson. I think next time I would lecture less, because
of my audience. That being said once I have my own class I wont mind extending the
class activity through the end of the period and then open the next day the way I
planned to close this day as a warm up. I think that will allow me to build onto the
activity and ass more of a physical aspect to the Physical Activity, aka fun activity. This
will allow students to not only have fun but then be engaged with the activity and learn
without even knowing it at the same time. My mentor teacher and I collaborated after
each class and her only suggestion was about the timing. She knew that I felt
comfortable in front of the class and actually found things she wanted to cover from
what I was teaching, so it was nice to have such positive feedback. The students at this
school are generally well behaved, that being said I did have to gain control back from
the few students that lose concentration. I dont think I used any of those three because
when I addressed a student, I addressed the whole class and give them cues that we
were bringing it back and refocusing. Once I addressed the class I would stand next to
the student who lost focused so they felt more obligated to continue working. I moved
around the class the whole time, using a clicker throughout my lesson gave me this
option. I feel like while I moved randomly around, students continued to regain focus
because they never knew if I would walk by and see their work so it worked especially in
my favor. There was little to no problems when transitioning into the activity because the

materials were already on their table, rules and procedures were addressed, and then
they were able to start. So id say they were excited to finally get to work after a lecture! I
dont think I went to crazy with the praises, only basic ones like good job or Right!
then I would repeat what they said in my own word to let them know I acknowledged
what they were trying to say! This was huge in a class of 6 th graders because it
encouraged other students to begin to raise their hands as well because they felt
comfortable with me and truly knew they would be heard.