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Egyptian Diary Project
Designed
by: Lisa A. McClain, Hand Middle School
GRADE
LEVEL: 6th
SUBJECT(S):
Reading/Language Arts
1)
CORE CURRICULUM OBJECTIVE(S):
Write various types of compositions (journals).
(6-WA-4)
(PACT: IV.E)
Build
a word bank of vocabulary across the content areas
necessary for the interpretation of literature, text
or passage. (6-VW-1)
Use
brainstorming, questioning, journals, note taking,
free writing, cubing, and reading to generate and
explore ideas. (6-WP-2)
(PACT: IV.B.6;
IV.C.4)
RESTATEMENT:
Students will write a journal based upon the
life of an ancient Egyptian pharaoh they create. They are to use appropriate notetaking strategies and include
vocabulary from history class that is specific to the
study of Ancient Egypt.
2)
OVERVIEW:
This
lesson serves as a link between the study of Ancient
Egypt in 6th grade world history and language arts.
Assigned in language arts, this activity allows
students to use information gleaned in
social studies to complete a language arts
assignment. Students
will create the life of an ancient Egyptian and
document that life through a diary project.
The student will deal with such issues as the
pyramids, art and architecture, religion, government,
and social experiences.
3)
FOCUS/ESSENTIAL QUESTION(S):
*
Can you write a diary for an ancient Egyptian?
*
What are the different ways you can organize your
information prior to writing?
*
What are some of the vocabulary words you have
discussed in history that will help you complete this
project?
4)
TIME FRAME: Three to four 50 minute periods, plus
homework time.
5)
RESOURCES: assignment
sheet, rubric, notes from world history class,
chalkboard or overhead, markers, colored pencils,
students' world history books and their notes,
computers with internet access, web sites:
www.bible-history.com/resource/ff_hiero.htm
(about hieroglyphics)
www.cmi.k12.il.us/~kempeja/Anewegypt.html
www.lib.utulsa.edu/guides/egyptne2.htm
http://users.massed.net/~mdurant/AncietEgyptWebquest.htm
6)
ASSESSMENT: Students
will create a diary of the life of an ancient Egyptian
pharaoh and will be assessed using the provided
rubric.
7)
INSTRUCTIONAL ACTIVITIES:
*
Prior to beginning this activity, the language arts
teacher will need to meet with the world history
teacher in order to co-ordinate the requirements of
the project with the content begin taught in history. This can be as formal as planning together or as informal as
the language arts borrowing a copy of the world
history book and curriculum guide.
It is also appropriate that this assignment
count as a grade in both history and language arts.
The rubric could either stand as it is, or it
could be modified so that the language arts teacher
grades with the written components, and the history
teacher grades the historical information.
*
Discuss with students that the assignment they are
beginning is based upon what they have been learning
in world history.
(Note: Prior to this class period, tell
students that they need to bring their history books
and their notes on Ancient Egypt to class the next
day. They
will need these to work on the project.)
*
Pass out the assignment sheet and rubric.
Discuss the project requirements.
Let the students know at this time if the
project will count as a grade in history also.
*
Pair students to begin their research and review their
notes together. This
can be done by counting 1-2, the students can decide
or the teacher can assign partners.
Students should begin by looking through their
notes to determine what information they already have.
*
Next, students can use the internet and the sites to
locate additional information.
Students should be organizing their notes based
on each diary entry. For example, a section on pyramids, a section on school, etc.
*
Once students have gathered information, they begin
writing their diaries.
Remind them to decorate and include pictures
for each entry. Provide
time in class for some writing of the rough drafts of
the diary entries.
*
Students will return to work with their partners to do
a peer edit. After
editing the rough drafts, the remainder of the project
will be completed at home.
*
On the day the project is due, each student will
select his or her favorite entry and share it with the
class. You
can expand this presentation so that the students
dress in appropriate dress and become the pharaoh they
wrote about.
*
The finished projects should be displayed in a
prominent location within the school.
They could also be lent to other history
classes, or other history classes could be invited to
the presentations.
EGYPTIAN
DIARY PROJECT RUBRIC
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5 |
4 |
3 |
2 |
0 |
Score |
| Complete
Sentences |
Book
is written in complete sentences, which vary
in complexity and structure. |
Book
is written in complete sentences. |
One
fragment or run-on. |
Two
fragments or run-ons. |
Three
or more fragments
or run-ons. |
|
Grammar/
Mechanics |
Sentences
are written using proper grammar and
mechanics. |
Sentences
contain minor grammatical or mechanical
errors, which do not detract from the overall
impression of the diary. |
Sentences
contain grammatical OR mechanical errors,
which interfere with the reading of the diary. |
Sentences
contain severe grammatical AND mechanical
errors, which interfere with the reading of
the diary. |
Grammatical
and mechanical errors are so significant as to
making understanding content very difficult. |
|
| Vocabulary |
Student
included 10 or more history vocabulary words. |
Student
used 7-9 history vocabulary words. |
Student
used 5-6 history vocabulary words. |
Student
used 3-4 history vocabulary words. |
Student
used less than 3 history vocabulary words. |
|
| Writing
Process |
Work
reflects use of a process approach to writing.
Prewriting, peer editing, and revision
are evident. |
Work
reflects use of a process approach and some
prewriting, editing, and revision have
occurred. |
Work
does not reflect adequate prewriting, peer
editing, or revision have occurred. |
Minimal
evidence of a process approach to writing.
Work has not been edited or revised. |
No
prewriting, editing, or revisions.
No evidence that a process approach to
writing was used. |
|
| Notetaking |
Student
used appropriate notetaking strategies while
researching and notes are kept well organized. |
|
Student
took notes during research, but either used an
inappropriate strategies or failed to keep
them organized. |
|
Student
did not turn in any notes based on their
research. |
|
| Complete |
Student
completed all diary entries. |
One
entry incomplete. |
Two
entries incomplete. |
Three
entries incomplete. |
More
than three entries incomplete. |
|
| Length |
Length
of entries is appropriate to cover content in
all entries. |
|
Entries
consistently too short to adequately address
content. |
|
Majority
of entries fail to meet length requirements
and do not adequately address content. |
|
| Accuracy |
Information
is accurate. |
Information
contains minor errors. |
|
Information
contains significant errors. |
Information
contains numerous significant errors. |
|
| Illustrations
and Color |
Student
used color and illustrations in such a way
that it enhances the project. |
Student
used color and illustrations. |
Student
used color and pictures, but not effectively. |
Student
used color or pictures, but not both. |
Student
used neither color nor pictures. |
|
| Neatness |
Work
is very neat, easy to read, and suitable for
display. |
Work
is generally neat, easy to read, and is
suitable for display. |
Work
is lacking in neatness or readability but is
still suitable for display. |
Work
is mess, difficult to read, and is not
suitable for display. |
Work
is too messy to be ready or displayed. |
|
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TOTAL |
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|
Ancient
Egypt Diary Project |
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| We
have complete several tasks in World History.
First, you created a pyramid and decorated it.
Next, you worked with a group to design a
mummy. You have also completed a coloring page
related to Ancient Egypt. These items, along
with your imagination and some research in the
Media Center, will allow you to become
Pharaoh. You will create a diary based upon
the life you imagine. Listed below you will
find the specific entries which must be
included and how you are to complete them.
Most importantly: HAVE FUN and BE CREATIVE! |
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| Diary
Entry 1: In
this entry you need to introduce the reader to
the Pharaoh (you) and his or her family. Note:
In one of the entries you will have to discuss
one of your children, so make sure you
identify at least one child in this entry. All
the people must have names, and the
relationships between everyone must be clear.
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Diary
Entry 2:
This entry should discuss the flooding of the
Nile River and how this flooding affects the
Pharaoh (you) and his or her family.
Describe the efforts made to hold back
the floodwaters.
Discuss damage to people’s property,
and land. You want to describe ways in which the flooding will help you
and your people through the next year. |
Diary
Entry 3: Describe a conversation with one of your sons or daughters.
He or she is telling you about a
problem they had at school.
Include details about the schooling of
the Ancient Egyptian and how they wrote. |
| Diary
Entry 4:
You have just been given a new piece of
artwork by one of the artisans near by. Describe what type of art you have received (painting,
weaving, rug, tapestry, or sculpture), why you
were given the gift, where you will place it
in your palace, and what your reaction is to
the artwork.
(Do you like it? Why or why not?) Remember,
you are looking through the eyes of an Ancient
Egyptian Pharaoh, not the eyes of a teenager
of today.
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Diary
Entry 5: One
of your slaves is causing you a great deal of
trouble.
Describe what the problem is, and how
you will resolve the situation. |
Diary
Entry 6:
The end of the Ancient Egyptian year has
arrived, and the holy days of celebration have
begun. A
great party is to be held at your palace.
Describe what foods will be served,
what the decorations will look like, who will
attend, and what they people will wear. |
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Diary
Entry 7:
Describe the progress being made on your
pyramid and tell what the finished pyramid
will be like. |
Diary
Entry 8:
Select a topic about Ancient Egypt which you
find interesting, and write a detailed diary
entry. |
Diary
Entry 9: Tell about a typical day in the life of Pharaoh (you).
Give specifics about how you spend your
day and the types of duties which you must
carry out. |
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Diary
Entry 10:
Describe your palace in detail. |
Make
sure:
*You
include a title page
*Your
project is in diary form.
*You
use first person.
*Drawings/pictures
are included.
*You
are creative and have fun!
*Each
entry is between ¾ of a page and one page if
typed, and 1 ½ pages to 2 pages if
handwritten.
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