Lesson: Heiroglyphics/ Scribe
Teacher(s): Jenifer Sanford
Grade Level: 6th
Subject Area: Social Studies
Content Focus: Ancient Egypt
(A) Relevant State and National Content Standards
1.3- Demonstrate an understanding of significant events and themes in world history/international studies.
5. Explain how a civilization/nation’s arts architecture music and literature reflect its culture and history
(B) Learners’ Background
Students have learned about daily life in Egypt through the course text and exploring ancient artifacts. This lesson will be an introduction to writing in ancient Egypt.
(B) Student Learning Objective
By completing Key Question and designing their own cartouche
Students will be able to
Name the writing used in ancient Egypt
Explain the importance of a scribe in ancient Egyptian society
Explain why the discovery of the Rosetta Stone was important
(D) Materials & Teacher-developed Resources
Teacher made handout, writing in ancient Egypt, teacher handout explaining how hieroglyphics is like a rebus, writing names handout by greatscott, Heiroglyphics translations char by greatscott, teacher made cartouche handout, writing utensils, crayons.
(E) Learning Activities (Teaching and Learning Strategies with an Approximate
“Today we are going to be learning about writing in ancient Egypt. Does anyone know what ancient Egyptian writing is called? (Hieroglyphics) And does anyone know what it looks like? (symbols) Ancient Egyptian writing looks very different from the writing we use today, but it is similar in the sense that it was used for communication and to keep records. In class today we are going to be discussing hieroglyphics and how we were able to translate those symbols and understand their meaning.
The class will read writing in ancient Egypt. Students will volunteer to read and take turns. Teacher will read teacher handout explaining how hieroglyphics is like a rebus and have students try rebus puzzle. Teacher will continue to read the
teacher handout explaining how hieroglyphics is like a rebus and give examples of how to shorten students names using students in class. Students will practice writing their shortened name on writing names handout by greatscott. After the student has accurately written their Egyptian name on the writing names handout by greatscott the student will create a final draft of their name on the teacher made cartouche handout. I will collect the cartouches and then distribute them back out to the students at random. Using the hieroglyphic translations chart, students will discover the creator of the cartouche. When students have finished translating they will turn to a person next to them who has also finished and trade the cartouche again. When there is 5 minutes left of class I will have the students bring the cartouche to its owner and pass them up to the front of the room to collect them.
Today we learned about ancient Egyptian writing and how it is different from and similar to our own. Although hieroglyphics looks very different compared to our writing today, it was used for communication and record keeping which is similar to the way we use writing. We learned about scribes, who were respected people in society whose only job was to write and keep records. Lastly, we learned about the Rosetta Stone and how that discovery allowed us to understand hieroglyphics and learn much more about the ancient Egyptians.
(4) Home Work- Scribe/Rosetta Stone Key Questions
(F) Evaluation of Student Learning
Scribe/ Rosetta Stone Key Questions
Accurately designed cartouche
|Scribe rosetta stone key questions.docx||