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D. ASSESSING LEARNING:
Task:
What learning tasks
have you organized
that can be used for
assessment?
Exit Slip:
1. Label the
United
States and
Egypt on a
world map.
Diagnostic features:
What features will you look for in student
responses or products from the task(s)?
What criteria will you use for assessment?
Support:
What resources can you draw upon (or
adaptations can you make) to be
certain you are actually assessing the
objectives youve set for this lesson?
Some children may still be developing
the basic skills needed to complete
your assessment, but it does not mean
they have not learned the objectives
for your lesson. How will you support
these students?
2. Why was
the Nile
River so
important to
the
Egyptians?
3. Do you have
any questions
about what we
learned today
or write down
something
about Ancient
Egypt you
would like to
know more
about.
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions,
the calendar, and written language.
F. MATERIALS NEEDED
Projector
Smart board
Pencils
24 exit slips
Egyptian bulletin board (located outside the classroom)
World map
Courtalon, C., & Broutin, C. (1988). On the banks of the Pharaoh's Nile. Ossining, New York: Young Discovery Library.
G. PROCEDURE
(Use this graphic organizer if it is helpful for you. If you create your own format you must include each aspect listed below, in the column
headings). NOTE: You are not required to include 4 learning events if your lesson will not include this many! The extra events are only
included for the sake of demonstration.
Activity Element
& Time (in minutes)
Introduction
Students
Describe what the students will be doing
as a result of your instructions
Event 1
Transition
Event 2
Transition
Event 3
Transition
Event 4
Conclusion:
Ancient Egyptians.
Each question on the exit
slip will be read aloud so
those students who
struggle with reading are
not at a disadvantage
when recalling the
content of the lesson.
H. DIFFERENTIATION:
I will support all of my students learning by allowing students to ask questions throughout the lesson. I will give the students the opportunity to
ask for clarification or share if they know something about this topic. This allows the students to be supported during their learning while also
engaging them. For example I know that student L knows where Egypt is located from a pre lesson interview. I will allow him to share his
knowledge with the class and build on what he says. Additionally there are students in the class who struggle to stay on task and can become
easily distracted during lessons. I will purposefully engage them in the interactive website as a way to regain and maintain their attention. I will
also read the questions on the exit slip out loud. This will be done to help the three students who need more support in reading and writing. By
reading the questions aloud the students, I am allowing the emphasis of the exit slip to be on their information recall rather than reading
comprehension. Lastly I will allow students to go into the hallway to look at the bulletin board if they need help recalling some of the
information learned. This will help students think of questions, think of things they want to research about Ancient Egypt, and also help remind
them of the important ideas covered in the lesson.
I.
RATIONALE:
It is important for students to develop deep understanding of the content being taught, because when one develops a deep
understanding for something, they have thought critically and thoughtfully, and are ready to engage in debate or application of this knowledge.
This will aid their understanding of information that they will learn later in school or in the real world. Social studies is an important content
area because it prepares students, when done right, to be active and contributing members of society. One cannot be a contributing citizen
without being enriched with the knowledge of society, history, and a broad worldview. Students gain these qualities when they are taught
powerful social studies. When teachers implement powerful social studies in their classrooms they are using strategies that allow students to
better analyze, understand, and question the information that is taught to them. When this happens they are given tools to deeply understand the
concepts.
In terms of this lesson the students deep understanding of the material will aid their worldview, their understanding of crosscontinental contributions, and an understanding of how other cultures lived. These are all things that can be used to build upon to help the
students become globally informed citizens. By teaching the students about the importance of the Nile River I am engaging the students prior
knowledge of habitats and survival. By asking the student why they think it would be difficult to live and survive in the desert, I am asking
them to call upon their prior knowledge and think critically. I hope students will remember that all living things need shelter, food, and water,
and that these things are scarce in the desert. By discussing this, I am preparing the student to learn about the importance of the Nile River to
Egyptian society. Helping students make connections by providing them with the necessary information is my job as the teacher and facilitator.
Another way they I am enriching the students global awareness is by introducing the continent of Africa. We will discuss that the United States
is a country in North American and Egypt is a country on the continent of Africa. We will look at a map and see that the two continents are
very far away from each other. This will be key information because I will help the students understand that although Egypt is very far away,
the contributions of its ancient society has impacted the world, and the U.S. today. For example we will discuss Egyptian irrigation and writing
systems. Both of these things students will be able to relate to on some level, because they are learning to read and write, and we are in a rural
area. I will explain the differences in Egyptian and modern day practices. This will be a great transition to talk a little about Egyptian culture. I
will teach the students about Egypt in a culturally accurate way and address any misconceptions they may have. I think it is important to
address misconceptions because Egypt is often fictionalized in books, movies, and TV shows. When teaching powerful social studies, students
should be engaged in questioning and connecting historical narratives to past, present, and future rather than simply listening and memorizing.
That is why throughout my lesson I will continuously ask the students about their knowledge, thoughts, and ideas.
J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
This lesson might go over time, depending on how many questions the students have when discussing where Egypt and the United States are
located on a map. Also depending on how many questions the students have during the read aloud will affect how long the lesson will take.
Another problem with this lesson is technology. The classroom I am working in tends to lose Internet randomly, therefore this may affect my
use of the interactive website. To prepare for this I will bring the website up on the computer while the students are taking their science test or
during math. This will allow me time check the Internet and prepare a plan B if it is not working. If the Internet is down then I will read more
of the book, On the Banks of The Pharaohs Nile. Additionally I will take the students outside to the bulletin to look at the smaller pictures
of hieroglyphics. Lastly my concern was that the interactive website may not be compatible with the touch feature of the smart board. To
prepare for this I tested the website on the classroom smart board the week before and discovered it works perfectly. If for some reason the
day of the lesson the touch feature isnt working, I can also have the students complete the activity on the computer and project it onto the
smart board.
Reflection
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them.
I thought that the information in the book would take too long to read the whole thing and be overwhelming for the students to learn on their first
day of the unit. In fact I had more time than I thought I would. This was actually a positive because it allowed me to go over some of the questions
on the exit slip. The students were very excited to share questions they had about the lesson as well as things they hoped to learn about during the
unit. This was a great way to end the lesson and a useful tool I could use if I were continuing tis unit.
II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned?
What did they learn? What evidence can you offer that your conclusions are valid?
I think the student learned a lot. The majority of the class was eagerly engaged, especially during the interactive website activity. We reviewed
throughout the lesson what the importance of the Nile River was and where on the world map Egypt and the United States is located. Most students
were able to label USA and circle or color in Egypt. Although they were supposed to write the country names out, they were still able to identify
the countries, which showed me they were paying attention. The second question on the exit slip was the question most of the students answered
correctly. With the exception of two students who did not answer the question, the students answered by mentioning the importance of the water,
the fish, or other gifts of the Nile. This showed me that the students really understood that the Nile was key in the success of the Ancient Egyptian
empire. The student loved answering the last question because it gave them a chance to be heard and be creative. A lot of the students wanted to
know about the daily life of the Egyptians; what they wore, if they had pets, and what their homes looked like. Other students asked if they could
learn more about hieroglyphics or learn to write hieroglyphics. Lastly for the students who wanted to go into the hall to look at the bulletin, they
copied down words like sphinx, pyramid, and widget and asked what they meant. For the students that did not complete their exit slip, I think that
they just did not want to work anymore. They had just finished their science test and were excited about gym class, which was next. Student E in
particular had not been paying attention all day and was not as engaged in my lesson, as I would like him to be. Because of this he struggled to
complete the exit slip.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to
teach this lesson again.
One of my students transferred into the class halfway through the year. At her previous school she had already learned about Ancient Egypt and
therefore wanted to share about her knowledge of the civilization and Egyptian mythology. I wish that I had planned extension questions for her on
the exit slip. Although she learned new information and old information was reinforced, I think this student could have been challenged more. One
benefit of this students knowledge was her peer teaching when she shared her knowledge about Egypt to the class during the read aloud. She
introduced topics that we werent discussing today, but would be included later on in the unit. One way I could have introduced her to knew
information is while the students were filling out the exit slips I could have sent her and the other students who already knew a lot about Egypt to
the student lap tops and go to other parts of the ChildrensUnversityManchester.com and read more about ancient Egypt.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?
If I were to continue to teach this unit, I would base my next lesson on the questions and student inquiry that the students wrote on their exit slip.
The students seemed to be very interested in the daily life of the Egyptians, such as what did they wear, did they have pets, what did they look like.
I would continue reading On the Banks of the Pharaohs Nile. This book has a brief section about the diet, housing, and daily routine of the
Egyptians. I could also show the students different art and sculptures that have been recovered from Ancient Egypt to give the students a real world
visual. I could integrate this lesson into writing by having the students compare and contrast daily life of Egyptians to the students daily lives. This
would be a great way to help the student practice organizing their information and writing a comparison essay.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?
I have learned from this lesson that the students get very excited when their input and questions are valued. This was seen in their excitement and
enthusiasm during the review of the exit slips. Students were eager to share and comment on other students questions. From planning this lesson it
has been reinforced that peer sharing is important and encouraged. I made sure to allow students to share their knowledge because I thought it was
important to understand what background knowledge they had or what misconceptions they had. Just as we have discussed throughout the
semester, planning lessons that interest and excite your students is one way to make it engaging and meaningful to them.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
It has been reinforced the students respond to interactive lessons that use different mediums to engage the students. This was exemplified during the
interactive website activity. I think by switching from a read aloud to a smart board activity captured the students attention and kept them
involved. This encourages me to continue to think of creative ways to integrate technology, literacy, and other content areas into my social studies
lessons.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
From teaching this lesson I have realized that I have the ability to plan and execute interactive and engaging lessons, but I still need to work on my
classroom management and refocusing the students. This is a skill that will only come if I continue to practice and as I become more comfortable
teaching whole group lessons. I have learned a lot about classroom management from my cooperative teacher and am working to implement her
strategies in my teaching.