Marissa Terry

EDU-5380

Lesson Plan One

11 September 2018
Lesson: Social class system of Egyptians

Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Marissa Terry working with Mr. Miller

Grade Level 6th Grade

Subject Social Studies-Ancient Egypt

Date 11 September 2018

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and
resources am I planning to utilize? What will I accept as evidence that my
students have learned?
Content Objective: Students will be able to identify and explain the different
What do I want my students to social classes that occurred in ancient Egypt.
know and be able to do?
Students will be able to ……

Standard : Standard 1
What is the CCSS that Students will understand how ancient civilizations
corresponds with this developed and how they contributed to the current
objective? state of the world.

Objective 3
Explain how modern governments can trace some
of their attributes to the systems of power, authority,
and governance established in ancient civilizations.

D. Compare social classes, vocations, and gender

roles within ancient civilizations.
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Students will write down and summarize a story of
another classmates.
Students will collaborate with one another in selling items
and trade.

Assessment: A worksheet that students will fill out as they complete

What assessments will I utilize the tasks.
to determine that my students
have learned and met the
objective?

Materials and Resources: ● Home made ink/Materials

What materials and resources ● Clay
will I utilize to facilitate student ● Worksheets
learning?

Part Two: Lesson Implementation – “The How”

Thinking Points: How will I teach to ensure learning for all students? How will I
engage my students in the learning process? How will I check for understanding
throughout the lesson? How will I make instructional adjustments for students
that are in need of additional support?
Lesson Components with Teacher Expectations: Student
Estimated Timeframe Instructional Strategies/Activities/ Expectations
Questions
Lesson Introduction:
_3___ minutes
How will I clearly
communicate the objective
and purpose for learning?
How will I provide
background knowledge?
How will I “hook” the
students?
Check for Understanding:
How will I know that all
students know the objective
and purpose of the lesson?
Instructional Strategy:
Teacher Modeling –“ I Do”
__5__ minutes
What will I say and do as I
demonstrate the
demonstrated the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the
concept?
In ancient civilization they had
different ranks in their class system.
We still have a class system in our
society, however it is not as drastic
as it was in the past for ancient
civilization.
Objective: Students will be able to Choral read the
identify and explain different social objective.
classes.
The different class system include Students will
the Pharaoh, High government explain what they
officials, priest and nobles, soldiers already know about
and scribes, craftsman and each class and
merchants, farmers and unskilled what they want to
workers, and lastly slaves. learn.
People could move into different
levels but it is hard and very unlikely.
Today we will rotate from one
table to the next at each center there
will be an activity to learn more
about that certain social class.
Once you get to a station I want
you to read the objective and follow
the steps to complete the task. I will
give you a 2 minute warning when
were about to rotate to the next
station.
Have students
state the
expectations while
doing the rotations.
Instructional Strategy:
Guided Practice – “We
Do”
_35_ minutes
How will I engage my
students instructionally with
the concept?
Scribe table:
Students will read
about scribes and
practice writing
important
information that
their partner
states/calligraphy
writing. Students
could also learn
how the ink was
made and make
their own ink.
Soldiers table:
Students can train
to be a soldier learn
about the weapons
that they had and
strategies. Possibly
have students do a
mini workout. Could
also have students
play simon says.
Merchant table:
Students will learn
about everyday
items that people
would sell and the
value. They will
collaborate with
other students in
buying/selling
items.
Craftsmen:
Students can make
a small pot or item
out of clay. Learn
about the different
art and jobs.
 Instructional Strategy;
Independent Practice
____ minutes
How will I provide my
students with the
opportunity to engage in
independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the
concept?
Lesson Closure
_5__minutes
How will I review and clarify
the concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Government
officials: Students
will read facts about
government officials
and learn how they
are chosen and
their roles.
Pharaoh:
Farmers/Slaves:Bal
ance and carry a
pot on their head,
hip and in front of
them. Moving a
book by itself vs.
Moving a book with
pencils
Group back together at the end.
Remind students of the different
classes then have students state
new information that they learned
from doing the rotation. Remind
students of the common people and
the classes could changed.
 Reflection:
What components of the
lesson went well? What
components will I modify?

Websites that could be helpful:

https://www.ancient-egypt-online.com/ancient-egypt-social-structure.html

Q: Did Men and women have equal opportunity?

Q: How did people become a nobel?
Q: Why was it the 2nd sons to join the army? Did they value the second son more?

https://www.brooklynmuseum.org/community/blogosphere/2010/09/22/pigments-and-inks-
typically-used-on-papyrus/

https://balkantradingcompany.com/how-to-make-deliciously-messy-ancient-egyptian-ink/

http://www.pbs.org/empires/egypt/educators/lesson6.html

Have centers: Students can become experts and learn different facts of each station.
At each center the students can participate in different activities to reflect the actual activities of
the people.

Additional Ideas
● Students will fill out a worksheet while going from class to class.
● Students will fill out an exit ticket that has content from the centers
○ Info can include anything they were suppose to read.
○ Have 5 Fun facts cards of each class on each table.

What students should learn

● People could move up or down on the Social classes.