Student: Eric Weldie Cooperating Teacher’s Approval: Date: 11/09/2010 Subject: History Topic: Ancient Egypt: King Tut’s Curse Grade: 7th Allocated Time: 2 Class Periods Student Population: 24 Students State Standards: Specific Number: _ Exact wording:
8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for historical events.
8.1.7.C: Form a thesis statement on an assigned topic using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research)
8.4.7.B: Explain the importance of historical documents, artifacts, and sites which are critical to world history.
and/or Core curriculum, benchmarks, or district standards if required by the district: Specific Number: _ Exact wording: _
Goal for Understanding: King Tut’s tomb is supposedly cursed and is one of the most important archeological discoveries in Egypt.
Instructional Objective (Statement): Students will be able to read Christy Kuppler’s poem “King Tut” and the passage “The Curse of King Tut” and be able to find 4 similarities (2 from poem, 2 from passage) and be able to explain the similarities in a three paragraph essay.
Student Behaviors Read poem and passage, Fill out graphic organizer, Answer essay question.
Sources of Evidence Graphic Organizer Final 3 Paragraph Essay
Criteria for Evaluation Fill graphic organizer and answer the essay question with appropriate similarities
-Hand out Poem and Passage Read poem and passage out loud and hand out Graphic Organizer and Essay Question
Developmental Activities:
-students will read passage and poem by themselves and fill out Graphic Organizer with 6 similarities.
Assessment: Read over Graphic Organizers to see if they have appropriate similarities.
Closure: At end of class ask students to start thinking about and come up with ideas on how their going to write their 3 paragraph Essay
Differentiation: Required for each Section.
-Students with individual disabilities and IEP’s will be dealt with individually.
-Eyesight Disability: Place Poem on the Smart Board.
-Hearing Disability- I will read the poem and passage out loud.
-If students have trouble finding similarities, I will be walking around class giving examples and answering questions.
Follow-up: Next class, students will receive back their graphic organizers and have the whole period to write a proficient 3 paragraph essay explaining the 4 similarities between the poem and the passage.
Materials: Poem- Christy Kuppler “King Tut”, Passage- “The Curse of King Tut”, Graphic Organizer, Essay Question, Smart Board
Student: Eric Weldie Cooperating Teacher’s Approval: Date: 11/09/2010
Subject: History Topic: Ancient Egypt: King Tut’s Curse Grade: 7th
Allocated Time: 2 Class Periods
Student Population: 24 Students
State Standards:
Specific Number: _ Exact wording:
8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for historical events.
8.1.7.C: Form a thesis statement on an assigned topic using appropriate primary and secondary sources. (Reference RWSL Standard 1.8.5 Research)
8.4.7.B: Explain the importance of historical documents, artifacts, and sites which are critical to world history.
and/or
Core curriculum, benchmarks, or district standards if required by the district:
Specific Number: _ Exact wording: _
Goal for Understanding: King Tut’s tomb is supposedly cursed and is one of the most important archeological discoveries in Egypt.
Instructional Objective (Statement): Students will be able to read Christy Kuppler’s poem “King Tut” and the passage “The Curse of King Tut” and be able to find 4 similarities (2 from poem, 2 from passage) and be able to explain the similarities in a three paragraph essay.
Read poem and passage, Fill out graphic organizer, Answer essay question.
Graphic Organizer
Final 3 Paragraph Essay
Fill graphic organizer and answer the essay question with appropriate similarities
Teaching to the Objective
Introduction/Motivation/
Prior Knowledge
-Show video from http://dsc.discovery.com/videos/king-tut-unwrapped/
-Ask what they already know about King Tut
-Hand out Poem and Passage
Read poem and passage out loud and hand out Graphic Organizer and Essay Question
Developmental Activities:
-students will read passage and poem by themselves and fill out Graphic Organizer with 6 similarities.
Assessment:
Read over Graphic Organizers to see if they have appropriate similarities.
Closure: At end of class ask students to start thinking about and come up with ideas on how their going to write their 3 paragraph Essay
Section.
-Students with individual disabilities and IEP’s will be dealt with individually.
-Eyesight Disability: Place Poem on the Smart Board.
-Hearing Disability- I will read the poem and passage out loud.
-If students have trouble finding similarities, I will be walking around class giving examples and answering questions.
Follow-up: Next class, students will receive back their graphic organizers and have the whole period to write a proficient 3 paragraph essay explaining the 4 similarities between the poem and the passage.
Materials: Poem- Christy Kuppler “King Tut”, Passage- “The Curse of King Tut”, Graphic Organizer, Essay Question, Smart Board
Resources: “King Tut”, “The Curse of King Tut”, http://dsc.discovery.com/videos/king-tut-unwrapped/ and
http://www.dreamagic.com/cgi-bin/PoetryGen.cgi?author=Christy_Kuppler&html=kuppler&title=King_Tut&number=0006
References:
Technology: Use Smart Board to display: http://dsc.discovery.com/videos/king-tut-unwrapped/ and
http://www.dreamagic.com/cgi-bin/PoetryGen.cgi?author=Christy_Kuppler&html=kuppler&title=King_Tut&number=0006