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    Group Lesson Plan

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    api-524797749
    This lesson plan outlines a 30-minute social studies lesson on ancient Egyptian society for 7th grade students. The lesson aims to help students describe the structure of Egyptian society and compare/contrast modern society to ancient Egypt. Students will take a pre-assessment and engage in small group work. The teacher will lead a discussion while students take notes, defining key vocabulary. Formative assessments include questions, notes, and a future project on the unit's topics. The lesson differentiates instruction through note-taking options and a hands-on project.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Group Lesson Plan

    Uploaded by

    api-524797749
    59 views4 pages
    This lesson plan outlines a 30-minute social studies lesson on ancient Egyptian society for 7th grade students. The lesson aims to help students describe the structure of Egyptian society and compare/contrast modern society to ancient Egypt. Students will take a pre-assessment and engage in small group work. The teacher will lead a discussion while students take notes, defining key vocabulary. Formative assessments include questions, notes, and a future project on the unit's topics. The lesson differentiates instruction through note-taking options and a hands-on project.

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    This lesson plan outlines a 30-minute social studies lesson on ancient Egyptian society for 7th grade students. The lesson aims to help students describe the structure of Egyptian society and compare/contrast modern society to ancient Egypt. Students will take a pre-assessment and engage in small group work. The teacher will lead a discussion while students take notes, defining key vocabulary. Formative assessments include questions, notes, and a future project on the unit's topics. The lesson differentiates instruction through note-taking options and a hands-on project.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    59 views4 pages

    Group Lesson Plan

    Uploaded by

    api-524797749
    This lesson plan outlines a 30-minute social studies lesson on ancient Egyptian society for 7th grade students. The lesson aims to help students describe the structure of Egyptian society and compare/contrast modern society to ancient Egypt. Students will take a pre-assessment and engage in small group work. The teacher will lead a discussion while students take notes, defining key vocabulary. Formative assessments include questions, notes, and a future project on the unit's topics. The lesson differentiates instruction through note-taking options and a hands-on project.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Concordia University Nebraska Education Department Lesson Plan Scaffold

    Name:​ Olivia Kruse, Faith Rands, Grace Grade Level: ​Seventh


    O’Neal, Lauren Holmlund, Kaitlyn Pearson
    Topic/Central Focus: ​The society and Subject: ​Social Studies
    culture of the Egyptian New Kingdom.
    Time Frame: 3
    ​ 0 Minutes

    Standard(s) to be met in the lesson:


    Quote the standard – number and text
    - Analyze how global civilizations have changed over the course of time, using maps,
    documents, and other artifacts (​ Nebraska State Standards- SS 8.4.2b WLD)
    - Students will analyze and interpret historical and current events from multiple
    perspectives (​ Nebraska State Standards- SS 8.4.3 WLD)
    Learning Objective: Assessment Tool(s) and Procedures:
    TSWBAT describe the structure of ancient Students will have a pre-assessment using
    Egyptian society. a whiteboard and marker. They will write
    TSWBAT compare and contrast modern day three things they have learned pertaining to
    society to Egyptian society. Egyptian culture and have a class
    discussion about it.
    The assessments for the day will be
    formative, meaning there will not be grades
    given with homework and discussions.

    Research-Based Best Practice used in lesson and why it is appropriate/useful

    Differentiation: allowing students to choose if they want to type their notes or take them by
    hand. They will choose which one they feel like they will learn the best from.

    Student Engagement used throughout the lesson


    Give a description of how you get students actively involved in this lesson.
    (student/teacher, student/student, student/small groups, student/materials,
    student/technology, etc.)

    The lesson would first start out with a student/teacher as well as student/materials. But after
    the students have gone through the whiteboards, and the lesson with the teacher, the
    student engagement would then transfer into a student/small groups.
    Key Vocabulary:
    Pharaoh
    Reign
    Rural
    Queen Hatshepsut
    Ramses II
    Concordia University Nebraska Education Department Lesson Plan Scaffold

    Materials: Technology:
    Whiteboard, whiteboard markers, textbook(s), Computer, powerpoint. (Students have the
    computer, powerpoint, students option to write their notes on personal
    computers(optional). computers)

    Faith/Values Integration:
    Include strategies for faith and values integration as is appropriate or meaningful for the
    lesson (not required)

    Assets (Knowledge of Students: personal, cultural, community)


    Define the prior knowledge and experiences students bring to the lesson.
    Will primarily be completed when lesson is actually taught in a field experience or ST setting.

    students should be able to:


    - identify on a map where Egypt is
    - understand the role of a child in present day (to compare the differences)
    - understand how the Egyptian society is structured

    Differentiating Instruction
    Identify the elements of the lesson that are differentiated (content, process, product).
    Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
    Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

    Consider the prompts above and circle areas of differentiation in the lesson. Define or
    explain.

    We allow for both group work as well as individual work in the class period. For students who
    learn better through a hands-on lesson, they (and the rest of the class) will be reminded of a
    future project that will be due at the end of the Egypt unit.

    Procedure with time allotments:


    A) Hook/Engage/Pre-Assess Students
    Intentionally prepare students for the lesson.
    Begin lesson by giving five to ten minutes for students to collaboratively write answers to
    bellringer questions on their whiteboards and hold them up for a short discussion and review
    from previous lessons.

    B) Communicate the purpose of the lesson to students (objective/assessment)


    Clearly state the purpose of the lesson in student language
    You should be able to know the main differences between the children of Egypt and
    the children of today by creating a venn diagram

    You should also be able to define the words Pharaoh, Reign, and Rural.

    You should be able to define what the Pharaoh's role was in Egypt.
    Concordia University Nebraska Education Department Lesson Plan Scaffold

    C) Instructional Sequence:
    Thoroughly define the instructional steps. Use bullets or numbers to list each step.
    a. Bellringer
    b. Students will go around the room reading a paragraph at a time of the lesson.
    c. At each point where there is an important point, the instructor will point out
    the information and have a short discussion, allowing time for the class to take
    notes.

    D) Closure:
    Instructor invites students to raise their hands when asked questions about the lesson
    and enforces the main points such as key vocabulary and roles in Egyptian society
    discussed in the lesson. Students are given time to wrap up their notes and the
    instructor will remind them to start thinking about the future project that will
    encompass the unit as a whole.
    Teacher and/or students should revisit the purpose of the lesson​. ​Strive to have students be
    involved in this process.

    Analyzing Teaching (Reflection):


    Complete after the lesson is taught.

    Give evidence that the lesson was successful for students meeting the learning
    objective(s).

    If you could teach this lesson to the same group of students again, what are two or three things you would do
    differently to improve the learning of these students based on their varied developmental and academic needs and
    characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
    Explain in the table below.
    Concordia University Nebraska Education Department Lesson Plan Scaffold

    Clearly state each change you would Explain why and how you would change
    make. it.

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