HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Date: Period/Subject:

Lesson step Description of Activities and Setting Question script

1. Focus/hook and review Bell ringer: Questions for this
Review quickly previous lesson and Which Way does the Nile Flow? Why is segment:
skills. Give meanings if needed. that significant? Why are these
Talk in relative terms. Use as I will review yesterday’s lesson by: geographic places
opportunity to engage/excite Having a map on the board when students important?
students (hook). walk in, after the bell rings I will give Who do you think the
specific students sticky notes with names figures in the photos
of places on them and ask the students to are?
place them in the correct spot on the map. Why are these figures
I will engage them in today’s lesson by: important?
Having photos of important
Gods/Goddesses printed out and passed
around the room, grabbing students
attention as they wonder at the humanoids
with animal heads and what t has to do
with class.
2. Central Focus: Ancient Egyptian Culture and Theology/Mythology

3. LEQs: The question for today’s lesson related to my central focus is…
How big of an impact did Ancient Egyptian Theology/Mythology have on daily life?

4. Lesson focal understanding: The argument I will make today related to my central focus is…
Ancient Egyption Mythology/Theology was interwoven into almost everything they did on a daily basis.

5. Content strategy – What do we The content I will deliver is: Questions for this
“know” about this topic? Important Gods and Goddesses and their segment:
Information as a given. Present stories.
new information to students Introduce important cultural aspects such What things are
through lecture; multimedia as celebrations, holidays, and rituals celebrated?
presentation; discussion; reading What moments in a
segment; jigsaw; etc. person’s life were
I will deliver this content using: considered special?
Essential standard content Videos, PowerPoint, Photos, and lecture Why was the Death
objective: ritual so elaborate?
WH.H.2.8 Compare the conditions, I will help students organize content using: How many parts of
racial composition, and status of Providing a list of key terms and people the soul did the
social classes, castes, and slaves in written on the board for them to copy and Ancient Egyptians
ancient societies and analyze refer to throughout the lesson/unit. believe people had?
changes in those elements.

Vocabulary demands: Language Functions (Bloom’s):

Afterlife, Mummy, Symbol, God, Goddess, Define, Explain, Analyze
Preserved, Obelisk, Ankh, Eye of Horus

6. Source analysis strategy – How Gradual release protocol – ME Questions for this
have we come to know this about First, I will: Show images of cartouches, segment:
this topic? Teacher and students tombs, mummies, hieroglyphs, etc. and
view perspectives on the topic. explain what they are and why they are What are Gods and
Engage students in an analysis important. Use SOAPS to help students Goddesses?
and/or evaluation of a source(s) understand. What did they
(primary or secondary, print or explain?
HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Date: Period/Subject:

media) that addresses some Gradual release protocol – US Why were Gods and
historical event or social studies Next, we will: Examine photos of Ancient Goddesses so
phenomena related to the content Egyptian primary sources and discuss why important?
taught above they painted what they painted. Why were Gods and
Goddesses depicted
Common core or essential with animal heads?
standard objective: Gradual release protocol – THEM What were some
WH.H.2.8 Compare the conditions, Last, they will: Create their own deity and important elements
racial composition, and status of explain their deity’s role in Ancient used in everyday life?
social classes, castes, and slaves in Egyptian Civilization. Does Ancient
ancient societies and analyze Egyptian farming
changes in those elements. look similar to
farming today?

Vocabulary demands: Language Functions (Bloom’s):

Afterlife, Mummy, Symbol, God, Goddess, Create, Design, Evaluate, Argue, Examine, Apply,
Preserved, Obelisk, Ankh, Eye of Horus Define, Explain, Analyze

7. Writing/Synthesis – What do Gradual release protocol – ME Questions for this

we do with this knowledge about
the topic? Engage students in
discourse and asking questions
about the information.
Accomplished through either a
narrative, explanatory, or
argumentative writing assignment
or related skill activity(ies); OR
have them communicate the
connections they see between the
lesson content and the sources they
have analyzed and interpreted; or
have them do something new with
this information (predict, state
significance, creat an alternate
plan or idea, make a decision, etc.)
Common core or essential
standard writing objective:
First, I will: Read over the Myth of segment:
Egyption Creation with the students
Who were key Gods
and Goddesses?
Gradual release protocol – US What did Ancient
Next, we will: Compare the Egyption myth Egyptian Kings,
of creation with the Greek, Christian, and Queens, Peasants,
Islam myths of creation. and slaves do on a
daily basis?
How did
Mythology/Theology
factor into daily life?
Gradual release protocol – THEM
Last, they will: Students will create
theirown myth of creation. They will write
two paragraohs explaining key events and
key characters.

Vocabulary demands: Language Functions (Bloom’s):

Afterlife, Mummy, Symbol, God, Goddess, Create, Design, Evaluate, Apply
Preserved, Obelisk, Ankh, Eye of Horus

8. Assessment(s) for lesson (Must ultimately answer “What did they learn?”):
Informal (activities used for feedback):
Drama/play, creation of a God/Goddess, students’ myth of creation writing.

Formal (activities used for grading/evaluating) :

10 question quiz

9. Reflection In today’s lesson, what stood out to you as being most significant?
HIED 3010 Lesson Plan Format (Guidry - Revised 2015)

Intern Name: Date: Period/Subject:

Reflect on the vital aspects of this
lesson by asking some or all of the
questions in italics, assess their
understanding of today’s LEQ and
prepare for next lesson- get the
students reflecting on and
connecting to today’s lesson, check
for understanding, and get them
anticipating what is next.
The Drama/Play stood out because it made students work together
with people they may not normally work with. It helped students to
get out of both their seat and their comfort zone and allowed the
class to relax a bit.
What, regardless of significance, was most interesting to you?
To me the rites and ceremonies surrounding Egyptian burials was
the most interesting.
What was something that you already knew that was confirmed
through this lesson?
The soul was very important to the Ancient Egyptians and the three
parts of it each had an important purpose.
What was something new that you learned in this lesson?
I learned about some of the more minor Gods and Goddesses in
Egyptian Mythology.
Ask and have students answer the LEQ.

In tomorrow’s lesson we will…

Learn about Ancient Egyptian Government and Monarchy

Sources used in this lesson:

Berger, Eugene, Et al., World History: Cultures, States, and Societies to 1500. Dahlonega, Georgia: University of
North Georgia Press.
https://www.ducksters.com/history/ancient_egypt/geography_nile_river.php

Other lesson materials/references:

https://www.ducksters.com/history/ancient_egypt/glossary_and_terms.php
http://www.historyforkids.net/egyptian-gods.html
Kahoot.com