Molloy College

Division of Education

Student: Jaclyn Peterson Professor: Professor Rickey Moroney

Course EDU 5230 Date: June 18, 209
Grade: 6 Topic: Ancient Egypt Mummification Content Area: Social Studies

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a class discussion, an ‘I used to think, Now I think’ Thinking Routine and an example
Quizizz about the Ancient Egyptian afterlife, students will create their own Quizizz for their
classmates to take scoring a minimum of 3 out of 4 according to the teacher created rubric.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Next Generation Social Studies Standards:
6. A5: Identify implicit ideas and draw inferences with support.
Indicator: This will be evident when students will participate in an ‘I used to think, Now I
think’ Thinking Routine to understand Ancient Egypt’s ideas about the afterlife and draw
inferences on how their ideas have changed with support from a class discussion.

6. B8: Identify the relationships of patterns of continuity and change to larger historical
processes and themes.
Indicator: This will be evident when students create a Quizizz in logical order to
understand the process to enter the afterlife.

English Language Arts Next Generation Standard:

6. SL5: Include digital media and/or visual displays in presentation to clarify information and
emphasize central ideas or themes.
Indicator: This will be evident when students create a Quizizz online to demonstrate their
understanding of the Ancient Egyptian’s afterlife for their classmates to take.

ISTE Standards for Technology:

Empowered Learner
1c: Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
Indicator: This will be evident when students receive feedback from their Quizizz on how
their classmates performed to understand if they created a logical quiz based on the content.

1d: Understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies, and are able to transfer their knowledge to
explore emerging technologies.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when students create a Quizizz online.

Creative Communicator
6a: Choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
Indicator: This will be evident when students create and complete a Quizizz to
demonstrate their understanding of the content and the technology tools used during the lesson.

INSTRUCTIONAL RESOURCES

 See, Think, Wonder Thinking Routine graphic organizer

 Visual for See, Think, Wonder
 Visual aid of the image for See, Think, Wonder
 Key Vocabulary for the visual aid in See, Think, Wonder
 ‘I used to think, Now I think’ Thinking Routine graphic organizer (differentiated)
 Teacher created Quizizz: https://quizizz.com/admin/quiz/5d018fa35d174a001a1f9e42
 Computers/iPads for students
 Quizizz program (online) https://quizizz.com/
 Rubric for Quizizz project
 Thinglink link for homework: https://www.thinglink.com/
 Chapter Website for student reference: https://ancientegypt6thgrade.weebly.com/
 Video for direct teacher intervention:
https://www.youtube.com/watch?v=1yv_MXNYbAo
 Google Worksheet for direct teacher intervention:
https://docs.google.com/forms/d/e/1FAIpQLSfSUjdUEnrRr76OM62ct4JAkHy3g6bIOB3
c3RgRgxSLfvMq9A/viewform

MOTIVATION (Engaging the learner(s)*)

Students will enter the classroom with an image on how the Ancient Egyptians depicted the
afterlife. Students will complete a See, Think, Wonder graphic organizer to describe what they
see in the image, what they think the image is about, and what they still wonder about the image.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1) As students enter the classroom, they will be given a graphic organizer and will see an
imagine on the Smartboard. Students will complete the graphic organizer by describing
what they see, what they think the image is about, and what they still wonder about the
image.
2) Students will share their ideas from the See, Think, Wonder graphic organizer and
discuss what they think the image is about. (What do you see in the image? Describe

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 something you see. What do you think this means? What do you think is on the scales?
What Ancient Civilization is this imagine from? What do you recognize from previous
lessons within this image? What do you think they are doing in this image? What is
something you still wonder about?)
3) Teacher will begin the discussion with some key vocabulary terms by identifying
different items from the image. (Hieroglyphics, Anubis, Heart, Feather, Book of the
Dead, Duat, Assessor Gods, Ammit, Ra)
4) Students will begin to explain if their opinions of the picture have changed now that they
know key vocabulary words. (What do you think of the picture now? What do you think is
happening? What does assessor mean? What could assessor Gods mean? What do you
know about hieroglyphics from previous lessons? Why is it important in this image?
What is the importance of the heart? What do you know about the mummification
process? Why was it performed?)
5) Teacher will begin to explain the connections between the mummification process and
the afterlife and what a soul had to overcome to reach the afterlife. Key topics: Book of
the dead was personalized to each person on what they could expect in the afterlife to
help them overcome the tests/obstacles. A soul had to give examples of sins they did not
commit to the assessor Gods to make it to the hall of truths. During the weighing of the
heart, a person who was pure was said to have a heart lighter than a feather. If a person’s
heart was lighter than a feather Ra, the sun God, took them to the Osiris, God of the
underworld, who gave final approval to enter the afterlife. If their heart was heavier than
the feather, they would be devoured by Ammit and never to be seen again. A person’s
sins weighed down their heart to make it heavier than a feather. In the afterlife a soul
would meet their deceased parents, there would be no saddens, pain, or anger, however,
people would need to do work during the afterlife. (What do you think about the Ancient
Egyptians afterlife? What do you think of the book of the dead? Who do you think was
able to participate in mummification and the afterlife? What would you have expected the
afterlife to be like?)
6) Students will complete the ‘I used to think, Now I think’ Thinking Routine to reflect on
what they initially thought from the original image and how their perceptions may have
changed. (Now when you look at the image again, what do you think? Does it tell a
story? How would this help you in the afterlife? Has your opinion changed?)
7) Students will take out their computers or iPads to access the Chapter website and take the
teacher created Quizizz. After, the teacher will model for the students on how to create a
Quizizz and direct them to the directions on the Chapter website, including the rubric for
assessment.
8) Teacher will group students by level based on informal assessments during the
motivation, class discussion, and the ‘I used to think, Now I think’ Thinking Routine.
9) Students will work in groups to create their own Quizizz based on the Egyptian afterlife.
Students will need to create a minimum of 3 questions based on relevant information
discussed and in the image in logical order. After, students will share their Quizizz with
another group to take each other’s quiz. Students will evaluate their own knowledge and
how well their quiz was created by the performance of their classmates. (How did your
classmates do on your quiz? What was the passing rate? Was there a theme most students
answered incorrectly? Did most students perform poorly? Was it because they didn’t
understand the content or how the quiz was developed? Did all the functions on your quiz
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 work? Were students confused or asking a lot of questions? How can you make the quiz
better?)
10) Teacher will conclude the lesson by explaining the importance of the Egyptian afterlife
and how the Egyptians impacted society today. (Longest civilization, religion was
important, developed the pyramids with the use of mathematics)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Strategy: See, Think, Wonder Thinking Routine
Students will see an imagine on the Smartboard and will complete a graphic organizer to
react to the image motivating them for the upcoming lesson. They will begin to think about the
topic and make predictions on what they will be learning about.

Strategy: ‘I used to think, Now I think’ Thinking Routine

Students will reflect on what they thought during the motivation activity and how their
opinions have or haven’t changed. They will describe why it may or may not have changed
based on the class discussion.

Strategy: Class Discussion

Students will participate in a class discussion to learn about Ancient Egypt’s afterlife.
Scaffolding will be used to have students think about why this was an important part of the
Egyptians lives

Strategy: Quizizz
Students will use technology to take the teacher created Quizizz and use this as an
example to create their own Quizizz. Students will share their Quizizz with the class to test their
classmates’ knowledge and see how well their Quizizz was built.

Strategy: Cooperative Learning Groups

Students will be placed in cooperative learning groups to create their Quizizz. They will
be grouped based on informal assessments during the thinking routines and class discussions.

Strategy: Modeling
Teacher will model how the Quizizz should be created and completed for the students to
create their own.

Strategy: Preview Vocabulary

Teacher will preview key vocabulary terms prior to the class discussion for students to
understand the topic they are about to discuss.

ADAPTATIONS (Exceptionality*)

 Increase wait time during class discussion.

 Give students the option of drawing a picture, making a list, or writing in sentences
during the motivation activity.
 Preview vocabulary before the class discussion.
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
  Group students by ability for the Quizizz project.
 Utilize EyeMax for students with gross motor disabilities for them to participate in the
Quizizz project.

DIFFERENTIATION OF INSTRUCTION

Process: Differentiate graphic organizers with sentence frames and word boxes based on
students’ ability (entering, transitioning)

Content: During class discussion entering students will be provided with visuals to help them
follow along and transitioning students will be given key vocabulary with definitions.

Product: Entering students will be given a list of questions they can use for their Quizizz and will
need to create the answers for their multiple-choice questions and put the questions in logical
order. Transitioning students will be provided with a list of topics they can use to create their
Quizizz.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Informal: Informally assess students during the ‘I used to think, Now I think’ Thinking Routine
to pair students for the Quizizz activity. Teacher will check for understanding through scaffolded
questions during the class discussion.

Formal: Formally assess students based on their Quizizz output by the teacher created rubric
scoring a minimum of 3 out of 4.

INDEPENDENT PRACTICE

Students will create a Thinglink on the afterlife with a minimum of 5 websites and/or videos and
writing a minimum of 2 sentences per link.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

With supervision from the teacher, the student will watch a video about the afterlife for Ancient
Egypt and complete a google worksheet to be assessed by the teacher for understanding. The
video and google worksheet will be on the chapter website titled: Video - How to Navigate the
Egyptian Underworld; Google Worksheet – The Eternal Life

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Academic Enrichment
Students will create an inspiration diagram outlining the important aspects of the afterlife with
one new piece of information the student researches on their own to present to the class.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Imagine for Motivation and See, Think, Wonder Thinking Routine

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Motivation Graphic Organizer

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Content Differentiation for motivation and class discussion (Entering)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Content Differentiation for motivation and class discussion (Transitioning)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
‘I used to think, Now I think’ Thinking Routine Graphic Organizer

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Process differentiated for ‘I used to think, Now I think’ Thinking Routine Graphic Organizer
(Entering)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Process differentiated for ‘I used to think, Now I think’ Thinking Routine Graphic Organizer
(Transitioning)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Product differentiation for Quizizz (Entering)

Product differentiation for Quizizz (Transitioning)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Rubric for Quizizz

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

ALTEC at University of Kansas. (2008). Rubistar: free tool to help teachers create quality
rubrics. Retrieved from: http://rubistar.4teachers.org/index.php
Dove, M. G., & Honigsfeld, A. (2013). Common core for the not-so-common learner, grades
k-5: English language arts strategies. Thousand Oaks, CA: Corwin.
Harvard Project Zero. (n.d.). Visible thinking. Retrieved from
http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html
International Society for Technology in Education. (2016). ISTE Standards.
https://www.iste.org/standards
Landa, V., Peterson, J. (2019). Weebly: ancient Egypt. Retrieved from:
https://ancientegypt6thgrade.weebly.com/
New York State Education Department. (2017). New York State Next Generation English
Language Arts Learning Standards. http://www.nysed.gov/common/nysed/files/nys-next-
generation-ela-standards.pdf
New York State Education Department. (2017). New York State Common Core Social Studies
Standards.
http://www.nysed.gov/curriculum-instruction/k-12-social-studies-framework
Ted-Ed. (2016, October 31). The Egyptian Book of the Dead: A guidebook for the underworld-
Tejal Gala [Video file]. Retried from:
https://www.youtube.com/watch?v=1yv_MXNYbAo

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language