Sierra

Nevada College Lesson Plan

Teacher: Viktoria McNamara Lead Teacher: Amy Hope
Grade/Subject: Sixth/ Social Studies District: DCSD
Lesson Topic: Pharaohs School: ZCES
SNC Supervisor: Michael Lauletta Time Allotted: 45 min
Date: 10/18/18 # of Students: 25 students

LESSON CONTEXT
State Standard(s) (Standards this lesson addresses)
H-SS 6.2.3 Understand the relationship between religion and the social and political order in
Mesopotamia and Egypt.

ELA.R.6.1.4 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own
clearly.

Student Personal Learning Goals (in addition to state & district requirements, what do students want to know
and understand about this lesson topic?)
Students will use the text and text features to answer questions about Ancient Egyptian Pharaohs and how they
came to power. Students will also use the knowledge gained from their text to answer questions about the
significance between Queen Hatshepsut and Ramses.

Formative Assessment: (How will mastery of the standard be assessed at the end of the lesson? This data can be
used to inform instruction within the classroom and as a department/grade level team/PLC.)
The students will be assessed by their ability to locate answers within the text to answer the interactive text
questions on the handouts provided.

LESSON FOCUS
Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK & Bloom’s)
I can use text features to answer questions about Ancient Egyptian DOK 2
pharaohs.
I can understand the significance and the differences between Queen DOK 2
Hatshepsut and Ramses.

Connections to past learning or experience, building background
Remember yesterday how Dr. Hope taught you about the social hierarchy within ancient Egypt? Who can tell me
where the Pharaohs lie? Yes, correct, at the top. Well today we are going to learn why.

Essential Vocabulary Definitions
Text Feature: Features found within a text. For example, Heading, subheading,
captions, vocabulary terms, photos, titles etc.
Pharaohs An Ancient Egyptian Ruler who was considered royalty.
Strategy for teaching new vocabulary
Vocabulary will be taught through discussion and accessing prior knowledge in a group discussion.

Set (specific activity to review daily objectives, learning target & goal connection, and assessment with students,
activate background knowledge, and create interest in the lesson)

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Sierra Nevada College Lesson Plan

Remember yesterday how Dr. Hope taught you about the social hierarchy within ancient Egypt? Who can tell
me where the Pharaohs lie? Yes, correct, at the top. Well today we are going to learn why.

Teacher Engagement (Sequence and Student Formative
Scope of Instruction (include instructional Engagement Assessment/
Pacing strategies, questions, grouping, (discourse, written, Student Materials &
(times) differentiation and transitions) kinesthetic, etc.) Metacognition Technology
3 min Remember yesterday how Dr. Hope Whole Class
taught you about the social hierarchy Instruction
within ancient Egypt? Who can tell me
where the Pharaohs lie? Yes, correct, at
the top. Well today we are going to
learn why.
5 min Vocabulary Review: What are text Discourse Formative
features? What is a Pharaoh? assessment-
Discourse
2 min Review “I can” goal and what is Whole Class Whiteboard
expected of the students. Instruction
20 Review with students what text Partner work Formative
min features are. Take input from students assessment- The
willing to share and call on those you interactive text
haven’t heard from to review as many questions handout
text features as they can think of.

Explain to students that they will be
using this excerpt from a social studies
text book to answer the interactive
questions on their handout. They are to
use the text feature to answer the
questions with as much detail as they
can. They will work with a partner from
their partner clock.
10 Come back together as a whole class Whole class Formative
min and go over each of the questions. discussion assessment-
Have students talk in their desk groups Discourse
about the information that they found
and what it means. What text feature
did they use to find the answers?
5 min Metacognition: Have students review Independent work Student whiteboards
the “I can” statement and whether they whiteboard
can do it on their whiteboard. How did responses,
they learn this? metacognition

Closure : specific activity to review content and progress toward objectives and goals
Metacognition: Have students review the “I can” statement and whether they can do it on their whiteboard. How
did they learn this?

REFLECTION on INSTRUCTION
Teacher Candidate Reflection on the lesson (after delivery)

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Sierra Nevada College Lesson Plan





SNC: January 10, 2018