Justina Zendrian

INSTRUCTIONAL OBJECTIVE(s)
After a prior lesson and class discussion on the geographic location, government, and economy
of Ancient Egypt, students will be able to examine the accomplishments of Ancient Egypt
through the use of a secondary source reading, class discussion (Think-Pair-Share) and a Google
Expedition simulation. Students will be able to demonstrate their new understanding by writing a
well-constructed paragraph based on a teacher-centered rubric as an exit ticket.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Social Studies Standards
NYS Social Studies Standards (Common Core Curriculum)
1. Reading Standards for Literacy in History/Social Studies
a. Key Ideas and Details
i. Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the
information.
ii. Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop
over the course of the text.
2. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
a. Write informative/explanatory texts, including the narration of historical events or
technical processes.
i. Introduce a topic and organize ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia, when useful to
aiding comparison.

Curriculum: Grade 9: Global History and Geography I

9.1 Development of Civilization: The development of agriculture enabled the rise of the first
civilizations, located primarily along river valleys; these complex societies were influenced by
geographic conditions, and shared a number of defining political, social, and economic
characteristics.
9.1b: Complex societies and civilizations adapted to and modified their environment to
meet the needs of their population.
Students will explore how the Mesopotamian, Shang, and Indus River valley
civilizations adapted to and modified their environments to meet their need for
food, clothing, and shelter.

ISTE (International Society for Technology in Education) Standards for Students

1. Empowered Learner
a. Students leverage technology to take an active role in choosing, achieving, and
demonstrating competency in their learning goals, informed by the learning
sciences.
© Molloy College, Division of Education, Rockville Centre, NY 11571
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 2. Knowledge Constructor
a. Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.

INSTRUCTIONAL RESOURCES
 Teacher-constructed rubric for exit ticket
o The rubric allows for students to know what the teacher is looking for in their
answers. A rubric allows the students to check their work to ensure that it is
answering the question and meeting the rubric.
 Pens
o Classroom necessities, such as paper and pens, will be provided for the
students who do not have.
 Notebooks to complete motivation question
o It is important for students to keep their work in one place so that they can
have easy access for when they study for exams.
 Ancient Egypt reading
o This reading on Ancient Egypt allows for students to review information that
they know and create a scaffold for the activity that they will participate in.
 Vocabulary cards
o Vocabulary is an integral piece of all lessons in all subjects. It is necessary to
review important vocabulary words that students will need for the lesson at
hand. The vocabulary cards will have the word and picture on one side and the
definition on the other. This is to help aid visual learners.
 Computer and projector
o The teacher will project the “hook” exercise and the reading on the board for
students to be able to follow along.
 Smart phone with Google Expeditions app already downloaded
o In a real classroom, the teacher would have asked for students to download the
app at least one day prior to the lesson. This is to help streamline the lesson so
that students would only have to open the app and place their phones in the
Google Cardboard.
 Google Cardboards
o Google Cardboards will be used during the lesson to implement the virtual
reality piece of the lesson. While the Google Cardboards are not necessary,
they do add to the unique experience of feeling like the student is actually a
part of the setting.
 Exit ticket
o Students will be able to demonstrate their new knowledge of Ancient
Egyptian accomplishments by completing an exit ticket where students will
write a paragraph describing at least one accomplishment they learned about
during the lesson.

MOTIVATION (Engaging the learner(s)*)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Students will be asked to complete a do-now question. This question along with the daily
objective will be projected on the screen for all students to see. The teacher will read the do-now
aloud and prompt to students to begin thinking and writing about the question. The teacher will
state that the students have about two minutes to complete the question.

Do-now question: What is your biggest accomplishment (something you are proud of)?

The do-now question is meant to be a “hook” for the students. It is asking the students to reflect
on their own lives and accomplishments. The lesson will focus on the accomplishments of
Ancient Egypt. The do-now is meant to help students begin to think about what an
accomplishment is.

The teacher will ask for students to complete the do-now individually and then ask students to
turn to their partners to share their answer. The teacher will then ask for students to volunteer to
share their answers (2-3 students) and the teacher will share her accomplishment to encourage
further student engagement.

DEVELOPMENTAL PROCEDURES
Developmental Procedures include Activities and Key Questions.
 Activities
o Students will begin the lesson with a motivational “do-now” activity to describe
one of their accomplishments.
o Students will then participate in a “think-pair-share” to discuss their own
accomplishment and hear from a classmate about theirs. Students can then
participate in a sharing of their accomplishments with the class.
o Students will be able to go over important vocabulary terms relating to the
accomplishments of Ancient Egypt. The teacher will show students a vocabulary
card with a picture and ask how it is an accomplishment.
o Students will be able to read a brief summary on Ancient Egypt’s Pyramids and
participate in class discussion.
o Students will be able to participate in a Google Expeditions simulation where
students will be able to look at the inside of a pyramid through virtual reality.
o Students will be able to demonstrate their learning through class discussions,
partner work with the simulation activity, and at the end of the lesson with an
individual exit ticket.
 Closure: Be sure to include a description of how you would close the lesson.
o Students will be able to complete an exit ticket.
 Exit ticket question: Describe some of Ancient Egypt’s accomplishments.
1. Students will be able to examine a personal accomplishment and participate in a think-
pair-share to discuss their accomplishment with a classmate and the class. (What is your
biggest accomplishment (something you are proud of)? Please write it down in your
notebook. When you are finished writing down your accomplishment, please look up.
(When students have indicated that they have completed the question) Please turn to the
person next to you to discuss your accomplishment.)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 2. Students will be able to read and analyze some of the accomplishments of Ancient Egypt
through a short secondary source reading. Throughout the reading, the teacher will ask
for volunteers to read paragraphs. The teacher will ask questions to clarify information.
(Describe what a pyramid is. What was the purpose of pyramids?)

3. Students will be able to examine Ancient Egypt’s Pyramids through the use of a Google
Expedition simulation. Students will be asked to download a free app (Google
Expeditions) on their phone and use a Google Cardboard for this activity. Students will
be able to explore the inside of a tomb by using the app and the Google Cardboard. If
needed, students will work with a partner or group if there aren’t enough devices with the
app downloaded. (Describe what you noticed inside of the tomb. What is inside the
tomb? How are these accomplishments?)

4. Students will be able to complete a question sheet for the Google Expeditions simulation.
Students will be able to work with partners.

5. Students will be able to complete an exit ticket. (Describe some of Ancient Egypt’s
accomplishments.)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

 Cooperative Learning (engaging groups of students in working together on a structured

activity)

Indicator: This will be evident when students work with partners or in groups
(depending on the availability of devices) to view the Google Expeditions app
simulation. Students will also work with partners or in a group to answer questions
relating to the simulation activity.

 Direct Instruction (explicit presentation of information)

Indicator: This will be evident when the teacher is discussing the student’s prior
knowledge of Ancient Egypt and reading through the secondary source on the
accomplishments of Ancient Egypt.

 Discussion (engaging in meaningful discussions about the content)

Indicator: This will be evident when students are discussing their

accomplishments during the motivation activity.

 Modeling (showing rather than telling by acting out desired behaviors)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when the teacher models what she sees in the
Google Expeditions. This is meant to help students think beyond what they initially see in
the virtual reality.

 Demonstration (showing, explaining, clarifying the correct way to do something)

Indicator: This will be evident when the teacher shows and explains to the
students how to place their iPhones in the Google Cardboard and how to get to the
simulation activity.

 Scaffolding (providing support and moving students toward greater independence)

Indicator: This will be evident when the teacher helps students understand the
vocabulary of a secondary source text before reading a passage.

ADAPTATIONS (Exceptionality*)
 The student who is an English Language Learner will be provided with specific
vocabulary cards that have the word and definition in English and their language and an
image when applicable.
 The student who is an English Language Learner will be placed with a partner/group of
students that will help them with the activities of the lesson.
 The student who struggles to focus will be given preferential seating and given specific
verbal and non-verbal cues to help them refocus.

DIFFERENTIATION OF INSTRUCTION
There are many ways to differentiate this lesson. The teacher focused on adapting to Howard
Gardner’s Theory of Multiple Intelligences. Below are a list of different intelligences and how
they relate to this lesson.
 “Verbal-linguistic intelligence”: Students will be able to demonstrate their verbal-
linguistic skills through the think-pair-share activity, the read aloud, and partner
work.
 “Spatial-visual intelligence”: Students will be able to demonstrate their spatial-
visual intelligence through the use of the virtual reality Google Expeditions
simulation. Students will be able to think about the images they see and discuss
what they see.
 “Bodily-kinesthetic intelligence”: Students will be able to demonstrate their
bodily-kinesthetic intelligence through their ability to control their body
movements while looking into the Google Cardboard.
 “Interpersonal intelligence”: Students will be able to demonstrate their
interpersonal intelligence when working in their think-pair-share partners and
later in the lesson for the Google Expeditions groups.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
  “Existential intelligence”: Students will be able demonstrate their existential
intelligence through class discussion and when higher order thinking skill
questions are asked by the teacher.

Please note: Logical-mathematical intelligence, Musical intelligence, intrapersonal intelligence,

and Naturalist intelligence are not demonstrated in this lesson plan.

ASSESSMENT

Informal Assessment:
 Students will be informally assessed throughout the lesson in the following ways:
o Through class participation in the think-pair-share, the short reading, answering
discussion questions, and their answers on the question sheets.

Formal Assessment:
 Students will be formally assessed at the end of the lesson in the following way:
o Through the use of an exit ticket. Students will receive the exit ticket and a rubric
that it would be graded on.
INDEPENDENT PRACTICE
Students will demonstrate their understanding by completing an exit ticket. For the exit
ticket, students will write a paragraph describing the accomplishments that they learned about
throughout the lesson.
FOLLOW-UP ACTIVITIES:
DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention:
 The student, under direct intervention with the teacher, will complete a secondary source
reading. While reading the secondary source, students will be directed to complete a
graphic organizer.

Academic Enrichment:
 The student will use their knowledge of the accomplishments of Ancient Egypt to
demonstrate how it still impacts us today. The students will be guided to (
http://anthropology.msu.edu/anp455-fs14/2014/09/18/egyptian-influence-on-the-world-
pyramids/) and they will be asked to prepare a presentation on how pyramids still impact us
today.

REFERENCES
Common Core Standards (2013). English Language Arts Standards » History/Social Studies »
Grade 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/RH/9-10/
Gardner, H. (1983). Theory of Multiple Intelligences. Retrieved from
https://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intelli
gences.pdf
Google (2017). Google Cardboard. Retrieved from https://vr.google.com/cardboard/
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Google (2017). Google Expeditions. Retrieved from Google (2017). Google Cardboard.
Retrieved from https://vr.google.com/cardboard/
History.com. (2017, August 1). The Pyramids of Ancient Egypt. Retrieved from
https://newsela.com/read/lib-history-pyramids-egypt/id/33138/
ISTE (2016). ISTE Standards for Students. Retrieved from https://www.iste.org/standards/for-
students
Michigan State University (MSU). (2014, September 27). Egyptian Influence on the World:
Pyramids. Retrieved from http://anthropology.msu.edu/anp455-
fs14/2014/09/18/egyptian-influence-on-the-world-pyramids/

No Internet Connection Lesson

 After the motivational activity, students will continue to go through key vocabulary
terms.
 Students will then be broken into groups and given a reading and directions on how to
complete the attached questions.
o If this lesson is needed, the students will be broken into different groups and it
will be based on the Lexile ability.
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
  Each group will have a different reading and will therefore be able to present their unique
information to the class.
 The lesson will end with the same exit ticket.

Readings if needed:
Ancient History Encyclopedia. (2017). Science and Engineering in Ancient Egypt. Retrieved
from https://newsela.com/read/lib-ancient-egypt-science-
technology/id/33655/?assignment=9647138&classroom=3615190

Ancient History Encyclopedia. (2017). Agriculture in Ancient Egypt. Retrieved from

https://newsela.com/read/lib-ancient-egypt-agriculture-trade/id/33148/

Ancient History Encyclopedia. (2017). Retrieved from https://newsela.com/read/lib-trade-

ancient-egypt/id/33702/

Ancient Egypt: Dynasties. (2017). Retrieved from https://newsela.com/read/elem-hist-egypt-

dynasties/id/27172/

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language