Student: Ryan Mulholland

Course: Student Teaching

Date: February 23, 2016
Topic: Ancient Egypt

Field Supervisor: Christine Faber

Cooperating Teacher: Adam Mills
Grade: 9/10
Content Area: Social Studies (self-contained)

*This is an entirely digital lesson*

Lesson 1
INSTRUCTIONAL OBJECTIVE(S)
After filling out the K and W sections of a K-W-L chart in Google Classroom, as an introduction to
the Unit on Ancient Egypt, students will will be responsible for identifying the location of Egypt,
describing how a desert might impact life for Egyptian citizens, and analyzing what components
make up a civilization. Answers to these questions will be monitored throughout the lesson verbally
and using interactive quizzes on their Google Chromebooks through the Nearpod software program.
In summation, students will be required to write at least 3 complete sentences evaluating whether or
not the geography of Egypt helped protect the citizens that lived there, with 67% accuracy.
STANDARDS AND INDICATORS FROM NEW YORK STATE
AND COMMON CORE LEARNING STANDARDS
Standard 2 World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of
history from a variety of perspectives.
Indicator: This will be evident when students are learning about the beginning of Ancient Egypt as
one of the earliest civilizations in World History, sparking the conversation on what a civilization
actually is and what are the elements of any world civilization.
Standard 3 Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography
of the interdependent world in which we livelocal, national, and globalincluding the distribution of
people, places, and environments over the Earths surface.
Indicator: This will be evident as students learn the location of Egypt, and some of the physical
features of Egypt including deserts and waterways that helped them survive.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
Indicator: This will be evident as students will have several vocabulary words introduced to them
including civilization, kingdom, and several geography terms such as delta. Students will be able to
understand those words as it relates to Ancient Egypt.
Council for Exceptional Children (CEC)
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and
develop emotional well-being, positive social interactions, and self-determination.
Indicator: This will be evident through the use of the Nearpod program which allows students to

answer questions which go directly to the teacher, without other students in the class seeing the
answers. This allows students to be active and engaged participants even if they are shy or lack the
linguistic skills to participate which is important as 60% of the class is classified with a Speech and
Language impairment.
3.1 Beginning special education professionals understand the central concepts, structures
of the discipline, and tools of inquiry of the content areas they teach, and can organize
this knowledge, integrate cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities.
Indicator: This is evident as there is a natural progression of scaffolding throughout the class which
begins with a review of the prior days lesson to activate prior knowledge, to a motivation activity
which introduces the new topic and offers a thoughtful activity, to the identification of key facts and
geographic locations, to a final question that asks the students to evaluate what they have learned.
4.0 Beginning special education professionals use multiple methods of assessment and datasources in making educational decisions.
Indicator: This is evident as students answer several both divergent and convergent questions on
Nearpod throughout the lesson. Students are assessed through this, and their verbal participation in
class. This ensures that students with speech and language impairments have the opportunity to
respond and participate without verbally participating.
MOTIVATION
Students will engage in filling out a K-W-L chart, where they will write everything they Know about
Ancient Egypt, and everything they Want to know about Ancient Egypt. They will finish the L
portion of this chart, identifying everything they Learned at the end of the Unit. This is designed to
get their brains active right away, and will be followed by a class discussion, and writing all of the
students answers on the board in the form of a graphic organizer.
MATERIALS
Google Chromebooks with Internet in order to connect to Nearpod Presentation software
program and Google Classroom.
Desktop Computer and Overhead projector for teacher
STRATEGIES
K-W-L: Students will engage in filling out a K-W-L chart, where they will write everything
they Know about Ancient Egypt, and everything they Want to know about Ancient Egypt.
They will finish the L portion of this chart, identifying everything they Learned at the end of
the Unit. This is designed to activate any prior knowledge for students and provide
assessment information to the teacher on the students broad knowledge of Ancient Egypt.
Stop & Jot: Throughout the lesson students will be asked short questions on Nearpod and
will be responsible for answering them and sending them in to the teacher.
Draw it: Using the online program Nearpod, prior to learning about the Geography of
Ancient Egypt, students will fill in where they believe Egypt is on a blank map of Africa. This
is designed to activate any prior knowledge for students and provide assessment information
to the teacher on the students broad knowledge of Egypts geography.
Divergent questioning: In order to gauge the students knowledge of Ancient Egypt
throughout the lesson, questions will be asked prior to introducing a topic, such as How do
you think a desert would impact life for citizens of Egypt? or What do you consider to be key
elements of a civilization?. To continue to develop the central focus of compare/contrast,

students will be asked similarities and differences in the geography of Ancient Egypt as it
relates to other previously learned civilizations.
Convergent questioning: In order to gauge the students knowledge of Ancient Egypt
throughout the lesson, questions will be asked such as What do you know about the Nile
River?, What is a kingdom? or Whats a tomb?. This is particularly important in a selfcontained setting to ensure that students remain on the same page throughout the lesson.

ADAPTATIONS
Student #1 who is classified with a learning disability and struggles with retention, will be provided
with a hard copy of the class notes as per his request.
Student #2 who is prescribed medication for attention issues and is easily distracted, will be
frequently verbally asked short convergent questions to keep him on task.
Student #3, who is classified with Autism, although he is progressing very well at this time, will be
consistently provided short concrete examples, and will be given one-on-one attention with clearn
instructions when it is time to do an independent activity to ensure that he understands.
DIFFERENTIATION OF INSTRUCTION
Tier 2: Students will be responsible for writing at least 3 complete sentences evaluating
whether or not the geography of Egypt helped protect the citizens that lived there, and will be
required to justify their answer using textual evidence from the presentation slides.
Tier 3: Students will be responsible for writing at least 2 complete sentences evaluating
whether or not the geography of Egypt helped protect the citizens that lived there, and will be
required to justify their answer using textual evidence from the presentation slides. They will
be encouraged to access the class notes in Google Classroom in order to aid them in
completing this assignment.
DEVELOPMENTAL PROCEDURES/KEY QUESTIONS
1. Using the online program Nearpod, prior to learning about the Geography of Ancient Egypt,
students will fill in where they believe Egypt is on a blank map of Africa.
Where is Egypt located? What continent is it on? What major bodies of water is it
near? How might that help their civilization thrive?
2. As a preview question, prior to learning about the physical characteristics of Egypt, students
will take part in a poll on Nearpod, asking what they think the climate is like in Egypt.
What do you think the climate is like in Egypt? Is it cold and wet, cold and dry, hot
and wet, or hot and dry?
3. Students will be asked an open-ended question in Nearpod, about what other civilization they
recently learned about, has similar geographic features to Ancient Egypt.
4. Students will be asked to answer an open-ended question in Nearpod about anything they
know about the Nile River.
What do you know about the Nile River? Is it long or short? Where is it located?
What benefits might it have for the citizens of Egypt?
5. Before learning about deserts, students will be asked how a desert would impact life for
citizens of Egypt?
How would a desert impact life for citizens of Egypt?
6. Before learning about Egypt as one of the worlds first civilizations, students will have to
provide their own definition of a civilization.
What is your definition of a civilization? What are some elements that civilizations
have, even today? Do we live in a civilization?

7. As an assessment, students will write at least 3 complete sentences evaluating whether or

not the geography of Egypt helped protect the citizens that lived there, and will be required to
justify their answer using textual evidence from the presentation slides.
Did geography help protect the citizens of Egypt? What physical barriers helped or
hurt them?
ASSESSMENT
As an assessment, students will write at least 3 complete sentences evaluating whether or not the
geography of Egypt helped protect the citizens that lived there, and will be required to justify their
answer using textual evidence from the presentation slides. Additionally, students will be frequently
assessed throughout the lesson with a series of divergent and convergent questions to ensure they
are following the lesson, and are remaining on task. Through the Nearpod program, the teacher can
track each students answers to these questions to ascertain if they are following the lessons
content or not.
INDEPENDENT PRACTICE
Students will be reminded that all the class notes for the Ancient Egypt topic are available in Google
Classroom. This is the first day of the unit, but notes for the entire unit are available if students
require pre-teaching of upcoming material. All of the students have an academic seminar class
where the teacher has access to these class notes and can assist the students in studying and
reviewing content.
ACADEMIC INTERVENTION
There is extra help on Wednesday and Thursday afternoons that all students are aware of through
postings on the wall in the classroom, and consistent reminders.
TEACHER REFERENCES
Edugeography.com: Nile River Map: http://edugeography.com/content/nile-river.html
Ellis, G.E., and Esler, A. (1997) World History: Connections to Today. Upper Saddle River, NJ:
Simon and Schuster
Egyptlandofeternity.com: Photo of Tombs:
http://www.egyptlandofeternity.com/Nobles%20Tombs%20West%20Nile%20Aswan%20Egypt.html
Goldberg, S. and Clark DuPre, J. (2012) Global History and Geography. Upper Saddle River, NJ:
Pearson.
Pinterest.com: Africa Map: https://www.pinterest.com/pin/527343437588206305/
Pinterest.com: Nile River Map: https://www.pinterest.com/pin/346355027566774801/
Telegraph.co.uk: Egyptian Desert photo:
http://www.telegraph.co.uk/travel/destinations/africaandindianocean/egypt/cairo/4510141/Cai
ro-Forget-the-freeze-and-discover-the-Egyptian-desert.html

Lesson 2
INSTRUCTIONAL OBJECTIVE(S)
After participating in a review from the prior days lesson on Geography, students will be responsible
for understanding the importance of Ancient Egyptians various belief systems, and how they
impacted their way of life, as well as how their advancements such as hieroglyphics and pyramids
were so innovative and ahead of their time. Students will be assessed through an interactive Draw
It activity on the Nearpod software program, where they will design their own cartouche using
hieroglyphics with 80% accuracy, as well as complete a 3-2-1 activity where they will list 3 facts from
the Pyramid video, will define 2 vocabulary words they learned during the lesson, and will provide
one question that they still have, with 80% accuracy.
STANDARDS AND INDICATORS FROM NEW YORK STATE
AND COMMON CORE LEARNING STANDARDS
Standard 2 World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of
history from a variety of perspectives.
Indicator: This will be evident when students are learning about the belief systems and
advancements in Ancient Egyptian culture, and how that impacted their way of life, and the life of
those for generations after them.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
Indicator: This will be evident as students will have several vocabulary words introduced to them
including hieroglyphics, mummification and cartouche. Students will be able to understand those
words as it relates to Ancient Egypt as well as the concept of belief systems and afterlife.
Council for Exceptional Children (CEC)
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and
develop emotional well-being, positive social interactions, and self-determination.
Indicator: This will be evident through the use of the Nearpod program which allows students to
answer questions which go directly to the teacher, without other students in the class seeing the
answers. This allows students to be active and engaged participants even if they are shy or lack the
linguistic skills to participate which is important as 60% of the class is classified with a Speech and
Language impairment.
3.1 Beginning special education professionals understand the central concepts, structures
of the discipline, and tools of inquiry of the content areas they teach, and can organize
this knowledge, integrate cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities.
Indicator: This is evident as there is a natural progression of scaffolding throughout the class which
begins with a review of the prior days lesson on geography to activate prior knowledge, to a
motivation activity using music, to the identification of key facts and geographic locations, to a final
question that asks the students to evaluate what they have learned.
4.0 Beginning special education professionals use multiple methods of assessment and datasources in making educational decisions.

Indicator: This is evident as students answer several both divergent and convergent questions on
Nearpod throughout the lesson. Students are assessed through this, and their verbal participation in
class. This ensures that students with speech and language impairments have the opportunity to
respond and participate without verbally participating.
5.1 Beginning special education professionals consider an individuals abilities, interests,
learning environments, and cultural and linguistic factors in the selection, development,
and adaptation of learning experiences for individual with exceptionalities.
Indicator: Through student observations and as listed in many students IEPs, many of the
students have a strong interest in music which catered to the idea of incorporating music into the
motivation activity.
MOTIVATION
The students will listen to an audio clip of Ancient Egyptian music and will be asked to take part in a
Think-Pair-Share activity, where they will be asked to ponder the following questions:
-What do you notice about this music?
-What instruments are used?
-What mood does it set?
-What might this say about Egyptians way of life?
The idea is to have the students connect the concept of the use of music to break up a monotonous
hard-working day in Ancient Egypt to the fact that they also had strong belief systems that unified
them.
MATERIALS
Google Chromebooks with Internet in order to connect to Nearpod Presentation software
program and Google Classroom.
Desktop Computer and Overhead projector for teacher
STRATEGIES
Review question: As is the case at the start of every lesson within a Unit, there will be a
short review of the days prior lesson as I have noticed through observation of the class and
assessment data that students in this class often forget what was learned the prior day.
Students will complete a brief 3 question fill in the blanks activity on Nearpod about the
geography of Egypt.
Think-Pair-Share: The students will listen to an audio clip of Ancient Egyptian music and
will be asked to take part in a Think-Pair-Share activity, where they will be asked to ponder
the following questions:
o What do you notice about this music?
o What instruments are used?
o What mood does it set?
o What might this say about Egyptians way of life?
Draw it: Using the online program Nearpod, students will be responsible for creating their
own cartouche (spelling their name) using hieroglyphics. A hieroglyphic translation will be on
the board to help them during this activity.
3-2-1: At the end of the class students will be responsible for completing a 3-2-1 activity
which will ask them 3 facts they learned from the video on the Great Pyramid of Giza, 2
vocabulary words they learned today, and 1 question they still have.
Divergent questioning: In order to gauge the students knowledge of Ancient Egypt
throughout the lesson and develop the central focus of Compare/Contrast, questions will be

asked such as How are Ancient Egyptians religious beliefs the same or different than other
ancient civilizations?. This is particularly important in a self-contained setting to ensure that
students remain on the same page throughout the lesson.
Convergent questioning: In order to gauge the students knowledge of Ancient Egypt
throughout the lesson, questions before introducing a key term or concept such as What is a
mummy, a tomb, or hieroglyphics?. This is particularly important in a self-contained setting
to ensure that students remain on the same page throughout the lesson.

ADAPTATIONS
Student #1 who is classified with a learning disability and struggles with retention, will be provided
with a hard copy of the class notes as per his request.
Student #2 who is prescribed medication for attention issues and is easily distracted, will be
frequently verbally asked short convergent questions to keep him on task.
Student #3, who is classified with Autism, although he is progressing very well at this time, will be
consistently provided short concrete examples, and will be given one-on-one attention with clear
instructions when it is time to do the independent Draw it activity, and written response to the video
to ensure that he understands.
DIFFERENTIATION OF INSTRUCTION
Tier 2: Students will be responsible for writing at least 3 facts from the video about the Great
Pyramid of Giza, and 2 vocabulary words they learned during the days lesson with
definitions.
Tier 3: Students will be responsible for writing at least 2 facts from the video about the Great
Pyramid of Giza, and 1 vocabulary word they learned during the days lesson with a
definition.
DEVELOPMENTAL PROCEDURES/KEY QUESTIONS
8. Using the online program Nearpod, students will activate prior knowledge and review the
prior days activity by completing a four question fill in the blank activity about the geography
of Ancient Egypt.
What natural boundaries did Ancient Egypt have? How did these boundaries protect
them? What benefit did the flooding of the Nile River have?
9. Students will then learn about the belief systems in Ancient Egypt including their polytheistic
beliefs and belief in the Sun God, as well as the requirements for afterlife including
mummification and a cartouche.
Why do you think Ancient Egyptians chose to believe in an afterlife? Given the same
circumstances would you feel the same way? What is polytheism? What other
civilizations that we studied were polytheistic and believed in a Sun God?
10. Students will learn about hieroglyphics through content and images on Nearpod, and will
create their own cartouche.
Why were hieroglyphics so important? How did we eventually translate hieroglyphics
so we can understand Ancient Egyptians writings?
11. Students will learn about pyramids through content and images on Nearpod, view a present
day 360 degree view of the Great Pyramid of Giza and will watch a 2 minute video on it.
What was the purpose of pyramids? Who built them?
12. As an assessment, students will complete a 3-2-1 activity where they will list 3 facts from the
Pyramid video, will define 2 vocabulary words they learned during the lesson, and will
provide one question that they still have.

What are 3 facts about the Great Pyramid of Giza? What are 2 key vocabulary words
we learned today? What one question do you still have?

ASSESSMENT
As an assessment, students will complete a 3-2-1 activity where they will list 3 facts from the
Pyramid video, will define 2 vocabulary words they learned during the lesson, and will provide one
question that they still have.
INDEPENDENT PRACTICE
Students will be reminded that all the class notes for the Ancient Egypt topic are available in Google
Classroom. This is the second day of the unit, but notes for the entire unit are available if students
require pre-teaching of upcoming material. All of the students have an academic seminar class
where the teacher has access to these class notes and can assist the students in studying and
reviewing content.
ACADEMIC INTERVENTION
There is extra help on Wednesday and Thursday afternoons that all students are aware of through
postings on the wall in the classroom, and consistent reminders.
TEACHER REFERENCES
Crystalinks.com: Rosetta Stone photo: http://www.crystalinks.com/rosetta.html
Egyptabout.com: Hieroglyphics photo:
http://www.egyptabout.com/2012/10/Letter-E-In- Hieroglypics.html
Ellis, G.E., and Esler, A. (1997) World History: Connections to Today. Upper Saddle River, NJ:
Simon and Schuster
Goldberg, S. and Clark DuPre, J. (2012) Global History and Geography. Upper Saddle River, NJ:
Pearson.
Tes.com: Cartouche photo:
https://www.tes.com/lessons/mE1k4z339aHnTA/1st-grade-egyptian- cartouche
Wonderopolis.org: Mummy in casket photo:
http://wonderopolis.org/wp-content/uploads/2011/10/mummy-incasket_shutterstock_1533285.jpg
Youtube.com: Ancient Egyptian Music - Pharaoh Ramses II
https://www.youtube.com/watch?v=vslsS-Uu5x4

Lesson 3
INSTRUCTIONAL OBJECTIVE(S)
After participating in a review from the prior days lesson, and a preview and predict in which they
will make an educated guess on what type of government Egypt might have, students will be
responsible for understanding the form of government used in Ancient Egypt as well as the social
structure. Students will compare and contrast the social structure of Ancient Egypt with one other
civilization of their choice that they have learned previously, in an activity on Nearpod, and will be
responsible for doing so with 75% accuracy.
As a review of the unit, students will work in groups on a Cloze reading activity, which they will be
responsible for completing with 80% accuracy, and they will finish up by filling out the L portion of
the K-W-L chart which they began on Tuesday.
STANDARDS AND INDICATORS FROM NEW YORK STATE
AND COMMON CORE LEARNING STANDARDS
Standard 2 World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of
history from a variety of perspectives.
Indicator: This will be evident when students are learning about the social structure and
government in Ancient Egypt, and how that impacted their way of life.
Standard 4 Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce
resources, how major decision-making units function in the U.S. and other national economies, and
how an economy solves the scarcity problem through market and nonmarket mechanisms.
Indicator: This will be evident when students learn how the system of waterways in Ancient Egypt
helped their economy flourish.
Standard 5 Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity
for establishing governments; the governmental system of the U.S. and other nations; the U.S.
Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and
responsibilities of citizenship, including avenues of participation.
Indicator: This will be evident when students learn the roles of different classes of people in
Ancient Egypt and how the government led by the pharaoh ruled over the people. It will also be
evident when students compare and contrast Ancient Egypts government and class structure to
others they have already learned about.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
Indicator: This will be evident as students will have several vocabulary words and concepts
introduced to them including autocracy, social structure. Students will be able to understand those
words and terms as it relates to Ancient Egyptians way of life.
Council for Exceptional Children (CEC)

1.2 Beginning special education professionals use understanding of development and individual
differences to respond to the needs of individuals with exceptionalities.
Indicator: This will be evident as multiple modals of instruction will be used throughout the lesson
including photos, as well as verbal instruction and questioning, in order to cater to the needs of
various types of learners.
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and
develop emotional well-being, positive social interactions, and self-determination.
Indicator: This will be evident through the use of the Nearpod program which allows students to
answer questions which go directly to the teacher, without other students in the class seeing the
answers. This allows students to be active and engaged participants even if they are shy or lack the
linguistic skills to participate which is important as 60% of the class is classified with a Speech and
Language impairment.
3.1 Beginning special education professionals understand the central concepts, structures
of the discipline, and tools of inquiry of the content areas they teach, and can organize
this knowledge, integrate cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities.
Indicator: This is evident as there is a natural progression of scaffolding throughout the class which
begins with a review of the prior days lesson to activate prior knowledge, to a motivation activity
which activates prior knowledge and asks students to predict, to the identification of key terms and
concepts, to a question that asks the students to compare and contrast what they learned about
Egypt with other civilizations.
4.0 Beginning special education professionals use multiple methods of assessment and datasources in making educational decisions.
Indicator: This is evident as students answer several both divergent and convergent questions on
Nearpod throughout the lesson. Students are assessed through this, and their verbal participation in
class. This ensures that students with speech and language impairments have the opportunity to
respond and participate without verbally participating.
MOTIVATION
This Preview and Predict activity will implore students to use what they learned the previous 2 days
to predict what the government was like in Ancient Egypt? Do you think it was anything like our
government in the United States today? Why or why not? This is designed to get their brains active
right away, and will be followed by a class discussion.
MATERIALS
Google Chromebooks with Internet in order to connect to Nearpod Presentation software
program and Google Classroom.
Desktop Computer and Overhead projector for teacher
STRATEGIES
Review question: As is the case at the start of every lesson within a Unit, there will be a
short review of the days prior lesson as I have noticed through observation of the class and
assessment data that students in this class often forget what was learned the prior day.
Students will answer a multiple choice Regents question about the importance that access to
waterways had for the economy.

Stop & Jot: Throughout the lesson students will be asked short questions on Nearpod and
will be responsible for answering them and sending them in to the teacher.
Preview and Predict: Students will use what they learned the previous 2 days to predict
what the government was like in Ancient Egypt? Do they think it was anything like our
government in the United States today? Why or why not?
Cloze Reading/Cooperative Learning: Students will have the option to work in preassigned groups on a Cloze reading assignment as a review of the Geography and
Advancements in Ancient Egypt. This activity is designed to help students use context clues
to get answers as not every vocabulary word in the activity has been taught to them.
Divergent questioning: In order to gauge the students knowledge of Ancient Egypt
throughout the lesson and continue to develop the central focus of compare/contrast,
questions will be asked such as, How does Ancient Egypts class structure compare to those
in other civilizations we learned about?
K-W-L: Students will fill out the L portion of the K-W-L chart, showing what they have
learned the past 3 days. The students responses on that and other assessments will dictate
if they are ready for a unit assessment the next day.

ADAPTATIONS
Student #1 who is classified with a learning disability and struggles with retention, will be provided
with a hard copy of the class notes as per his request.
Student #2 who is prescribed medication for attention issues and is easily distracted, will be
frequently verbally asked short convergent questions to keep him on task.
Student #3, who is classified with Autism, although he is progressing very well at this time, will be
consistently provided short concrete examples, and will be given one-on-one attention with clear
instructions when it is time to do the Cloze Reading and Compare/Contrast assignments.
DIFFERENTIATION OF INSTRUCTION
Tier 2: A word bank is included on the Cloze reading activity. On the Regents review
question at start of class, there are only 3 multiple choice answers instead of 4.
Tier 3: A word bank is included on the Cloze reading activity. On the Regents review
question at start of class, there are only 3 multiple choice answers instead of 4. On the cloze
reading activity, Tier 3 students are given the option of working in groups where they would
be paired with a higher achieving student to help them.
DEVELOPMENTAL PROCEDURES/KEY QUESTIONS
13. Using the online program Nearpod, students will activate prior knowledge and review the
prior days lesson by answering the multiple choice regents question: Which geographic
factor is most responsible for the economic growth of Japan, Egypt, and Great Britain?
Did Egypt have abundant natural resources? Did Egypt have a lot of rainfall? Did
Egypt have access to important waterways?
14. After a motivation activity where students Preview and Predict what kind of government
Egypt might have, they will learn about the government and social structure of Ancient Egypt.
What is autocracy? Who led Egypts government? Do you think the way of life for
people in the lower and middle class pleasurable?
15. Students will compare and contrast the social structure of Ancient Egypt with one other
civilization of their choice that they have learned previously, identifying 1 similarity and 1
difference with a brief justification.

How does Ancient Egypts social structure compare to the Aztecs, Incas, Mayans, or
the Caste System in India?
16. Students will have the option to work in pre-assigned groups on a Cloze reading assignment
as a review of the Geography and Advancements in Ancient Egypt. This activity is designed
to help students use context clues to get answers as not every vocabulary word in the activity
has been taught to them.
What are some of the key geographic features and advancements of Ancient Egypt?
Why were they important to Egyptians way of life?
17. Students will fill out the L of the K-W-L chart summing up what they learned over 3 days.
ASSESSMENT
As assessments, students will complete a brief compare/contrast on the government/class structure
of Ancient Egypt and another civilization they learned about, complete a Cloze reading assignment
as a review of the prior 3 days lessons, and will fill out the L of the K-W-L chart summing up what
they learned over 3 days.
INDEPENDENT PRACTICE
Students will be reminded that all the class notes for the Ancient Egypt topic are available in Google
Classroom. This is the second day of the unit, but notes for the entire unit are available if students
require pre-teaching of upcoming material. All of the students have an academic seminar class
where the teacher has access to these class notes and can assist the students in studying and
reviewing content.
ACADEMIC INTERVENTION
There is extra help on Wednesday and Thursday afternoons that all students are aware of through
postings on the wall in the classroom, and consistent reminders.
TEACHER REFERENCES
BogglesworldESL.com: Ancient Egypt Cloze. http://bogglesworldesl.com/ancient_egypt.htm
Ellis, G.E., and Esler, A. (1997) World History: Connections to Today. Upper Saddle River, NJ:
Simon and Schuster
Goldberg, S. and Clark DuPre, J. (2012) Global History and Geography. Upper Saddle River, NJ:
Pearson.
NYSEDRegents.org: Regents Question, August 2014:
http://www.nysedregents.org/globalhistorygeography/
Pinterest.com: Social Structure Pyramid: https://www.pinterest.com/pin/168673948517629029/

Lesson 4
INSTRUCTIONAL OBJECTIVE(S)
After watching an educational rap video about the contributions of Ancient Egypt for review, students
will have their choice of 2 activities to participate in for the remainder of the period as their
summative assessment. They can either create their own rap song or poem about Ancient Egypt
that requires them to include facts and a compare or contrast with another civilization, with at least
80% accuracy, or students can read a 6 paragraph excerpt, followed by three questions about the
reading and a compare and contrast short essay that they should complete with at least 80%
accuracy.
STANDARDS AND INDICATORS FROM NEW YORK STATE
AND COMMON CORE LEARNING STANDARDS
Standard 2 World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad sweep of
history from a variety of perspectives.
Indicator: This will be evident when students are watching the rap video on Ancient Egypt and
identifying major contributions that Ancient Egypt made to the modern world. This will also be
evident when students compare and contrast Ancient Egypt to different world civilizations in their
assessment activity.
Council for Exceptional Children (CEC)
1.2 Beginning special education professionals use understanding of development and individual
differences to respond to the needs of individuals with exceptionalities.
Indicator: This will be evident as students will be given 2 options for which assessment activity to
participate in, catering to individual needs.
2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning
environments so that individuals with exceptionalities become active and effective learners and
develop emotional well-being, positive social interactions, and self-determination.
Indicator: This will be evident through the use of the Nearpod program which allows students to
answer questions which go directly to the teacher, without other students in the class seeing the
answers. This allows students to be active and engaged participants even if they are shy or lack the
linguistic skills to participate which is important as 60% of the class is classified with a Speech and
Language impairment.
4.0 Beginning special education professionals use multiple methods of assessment and datasources in making educational decisions.
Indicator: This is evident as students will be graded via a rubric that entails several different criteria
including following directions, identifying facts, and comparing and contrasting, so students are not
graded strictly on one aspect of their knowledge.
5.1 Beginning special education professionals consider an individuals abilities, interests,
learning environments, and cultural and linguistic factors in the selection, development,

and adaptation of learning experiences for individual with exceptionalities.

Indicator: Through student observations and as listed in many students IEPs, many of the
students have a strong interest in music which catered to the idea of incorporating music into the
motivation and assessment activities.
MOTIVATION
Students will watch an educational rap video about the contributions of Ancient Egypt, and will
identify two contributions Ancient Egypt provided to the modern world. This is designed to be used
as a review prior to the summative assessment. Students will also briefly listen to the song Walk
Like an Egyptian by the Bangles, and analyze the opening lyrics: "All the old paintings on the
tombs/They do the sand dance don't you know.
MATERIALS
Google Chromebooks with Internet in order to connect to Nearpod Presentation software
program and Google Classroom.
Desktop Computer and Overhead projector for teacher
ADAPTATIONS
Student #1 who is classified with a learning disability and struggles with retention, will be provided
with a hard copy of the class notes as per his request, while he completes the assessment.
Student #3, who is classified with Autism, although he is progressing very well at this time, will be
consistently provided short concrete examples, and will be given one-on-one attention with clear
instructions when it is time to choose an assessment activity.
DIFFERENTIATION OF INSTRUCTION
Tier 2: A word bank is included on the rap/poem activity to help students develop their creation.
There are also examples given of how stanzas should be formatted in order to make the instructions
more understandable.
Tier 3: A word bank is included on the rap/poem activity to help students develop their creation.
There are also examples given of how stanzas should be formatted in order to make the instructions
more understandable. Tier 3 students are given the option of working in groups where they would be
paired with a higher achieving student to help them.
ASSESSMENT
As a unit summative assessment, students will be given the option to either create their own rap
song or poem about Ancient Egypt that includes facts and a compare or contrast with another
civilization, or students can do a 6 paragraph reading, followed by three questions about the reading
and a compare and contrast short essay. This will be completed in Google Classroom.
INDEPENDENT PRACTICE
Students will be reminded that all the class notes for next weeks unit will be on Google Classroom
by Sunday night if they wish to preview them prior to Mondays lesson.
ACADEMIC INTERVENTION
There is extra help on Wednesday and Thursday afternoons that all students are aware of through
postings on the wall in the classroom, and consistent reminders.
TEACHER REFERENCES

Flocabulary.com: Ancient Egypt Rap Video: https://www.flocabulary.com/ancient-egypt/

YouTube.com: Walk Like an Egyptian: https://www.youtube.com/watch?v=Cv6tuzHUuuk