1. Topic-
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2. Content-
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Egyptian Religion
Essential Question: How does a belief system affect the historical
accomplishments of a civilization? |
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3. Goals: Aims/Outcomes-
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1. Students will be able to hold a discussion about the religion
of Egypt.
2. Students will be able to compare and contrast the Egyptian creation
myth to ancient creation myths from around the world. |
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4. Objectives-
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1. Students will prepare themselves for discussion by reading and
annotating an article about Egyptian religion.
2. Students will participate in a discussion with peers.
3. Students will view a short video about the Egyptian Creation myth
building their background knowledge.
4. Students will read another creation myth and compare it to the
Egyptian myth using a Venn diagram. |
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5. Materials and Aids-
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-Egyptian Religion article
-Egyptian Creation myth video(bigmyth.com)
-Various creation myths from around the world
-Venn Diagram |
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6. Procedures/Methods-
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A. Introduction-
1. Passport Question: How do you think the world and its people
were created? Why is this your belief?
2. CCD - myth
3. Revisit Culture Essential Question
4. Today's Target
5. Hold team discussions about yesterday's reading. |
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B. Development-
Today we will be examining the Egyptian creation myth. Myths are
traditional stories that express the beliefs or values of a group
of people. These stories are considered to be sacred and explain how
things came to be. |
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C. Practice-
1. Watch Egyptian Creation video (bigmyth.com)to build background
knowledge and interest.
2. Brief discussion about the Egyptian myth. How does the video clarify
our definition of "myth"? |
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D. Independent Practice-
1. Students will get a copy of the Egyptian myth that was watched.
Read myth aloud (MS) silently (HC).
2. Students will then pick a myth from around the world (Inca, Norse,
Aboriginal, Zulu, or Navajo)
3. Students will read new myth silently highlighting/underlining similarities
and differences to the Egyptian myth.
4. Students will complete the Venn Diagram and complete the compare
and contrast statement at the end. |
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E. Accommodations (Differentiated Instruction)-
1.Jamy - Level 3 WELPA - Provide opportunities to turn and talk
with classmates and encourage her to speak in classroom discussions.
2. Venn diagram graphic organizer to help organize similarities and
differences.
2. Compare and Contrast statement-cloze format to provide support
because it is our first time this school year. |
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F. Checking for understanding-
1. Walk the room and observe team discussions.
2. Thumbs up, Thumbs down if video clarified our definition of myth.
3. ask for justification from all students to encourage a deeper thinking. |
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G. Closure-
1. Go back to our essential question and see what new information
we can add.
2. Go back to the target and see if we have "hit the mark". |
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7. Evaluation-
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1. Discussions in class will show understanding of the concept of
religion, myth, and compare and contrast.
2. Compare and contrast statements will show understanding of hitting
the target. |
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