Name:

Unit Plan Template

Directions.
Please select a topic of interest to you and the students you teach or plan to teach. Make sure to fill out
each box in completely. You can add rows and columns accordingly by “right-clicking” on the
individual boxes. BE AS DETAILED AS POSSIBLE.

Lesson 1
Standard addressed: RATIONALE FOR
History/Social Science INSTRUCTIONAL AND
CCSS.ELA-LITERACY.RH.6-8.1 STUDENT ACTIVITIES.
Cite specific textual evidence to support analysis of primary and Explain how this lesson connects
secondary sources. to Brain based learning,
CCSS.ELA-LITERACY.RH.6-8.2 Connectionism, Motivation, and
Determine the central ideas or information of a primary or secondary the Models
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are
raised or lowered).
Speaking and Listening
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and expressing their own clearly.

Lesson objectives:

Upon completion of this lesson, students will be able to:

 Learn what makes a mummy unique

 Discuss why ancient Egyptians mummified their dead
 Summarize the significance of mummies in Ancient Egypt

Lesson description:
This 3 day lesson will cover the religious aspect of ancient Egypt’s
civilization. On Day 1 students will define and explore the
mummification process in small groups.

Focus Question
• What is a mummy? What can we learn from them?

Hook/Intro
Notice and Wonder
 Name:
I will project a picture of the mummy exhibit at the Rosicrucian Egyptian Notice and Wonder:
Museum (included in the link). I will ask students to write what they I will use an interesting photo of a
notice (see) and what they wonder (questions they have). mummy to immediately engage
students in learning. I have
I will allow students to discuss their responses with a partner and then decided to do this by showing 6th
call on a few students to share whole class. I will record their grade students a picture of human
observations on a chart paper. remains. This evokes curiosity and
provides captivating visuals.
Using a Think-Write- Share and drawing connection back to the Notice According to Jensen (2005) when
and Wonder information, I will ask student to write their definition of a students are actively involved in
mummy and then share with a partner. I will ask students to compare something they care about
their definition with my definition. I will explain the mummies are motivation is nearly automatic. In
naturally or chemically preserved bodies. I will specifically explain the addition, I want to engage students
definition of naturally and chemically preserved. in a Notice and Wonder because
this provides opportunities to
Activities discuss what is still unknown and
Using the Jigsaw Method (cooperative learning strategy), I will divide puts all students on equal ground
the text into 5 sections. Each student will be assigned a portion of the where everyone can wonder about
article, “Mummification” something. Essentially there is not
http://ss6shms.pbworks.com/f/Mummification+Egypt.pdf right or wrong answer in this
activity, which provides a
Students will work independently to read and study the section of the text comfortable learning environment
they are assigned. Once this task is complete, students will meet in where students are able to take
“experts groups” (other members with the same section of text). Students risks. According to Hall (2018),
will work together to plan a thorough presentation of their sections of the Notice and Wonder exercises
text. Then students will meet with their “Jigsaw group” where students allow students to brainstorm ideas
take turns presenting their chunk of information and teaching it to their and explore a problem before
group. Students listen, take notes and ask questions as others are sharing. attempting to find a solution or
Assessment plan for lesson: uncover meaning.
Jigsaw Conversation: I will walk around with a checklist, noting
speaking and listening task as I observe students engage in academic
conversation. Activities:
This is the 21st century; our jobs as
Seesaw Exit Ticket: On Seesaw students will answer the following teachers include equipping
question by writing or recording their response and post it to their digital students with skills necessary to be
journal world ready. Always giving
information in lecture form does
not work. Introduced by Aronson
(1978), Jigsaw is an efficient way
for students to become engaged in
their learning, learn a lot of
material quickly, share
information with other groups,
minimize listening time, and be
individually accountable for their
learning. This particular strategy
promotes collaboration. Students
are not expected to compete with
 Name:
each other but rather, work
collectively to achieve a common
goal, which is a skill necessary for
today’s careers. In addition,
students are more productive
because they understand the
importance of their role and know
their group is depending on them
to effectively teach them the
information they need. Lastly
students engage communication
with their peers. They are required
to effectively convey ideas among
different personality types.

Assessment:
I have provided different forms of
assessment to support the different
types of learnings. I want to make
sure students are given
opportunities to express their
knowledge in a way that will
highlight their knowledge in the
best form of presentation.

Lesson 2
Standard addressed: RATIONALE FOR
History/Social Science INSTRUCTIONAL AND
CCSS.ELA-LITERACY.RH.6-8.1 STUDENT ACTIVITIES.
Cite specific textual evidence to support analysis of primary and Explain how this lesson connects
secondary sources. to Brain based learning,
CCSS.ELA-LITERACY.RH.6-8.2 Connectionism, Motivation, and
Determine the central ideas or information of a primary or secondary the Models
source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are
raised or lowered).
Speaking and Listening
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and expressing their own clearly.

Lesson objectives:
 Name:
Students will be able to
 Explain the step-by-step mummification process

Lesson description:
This 3 day lesson will cover the religious aspect of ancient Egypt’s
civilization. On Day 2 student continue their exploration of the
mummification process. They will extend their knowledge through
research and create a presentation to clarify their thinking.

Hook/Intro 10 minutes
I will explain that yesterday we discussed what mummies were and why
ancient Egyptians mummified dead bodies after death (conceptual
understanding, the why so to speak). I will explain that the purpose of
today’s lesson will help them build on their knowledge by being able to
understand the how (procedures, skills, and fluency)

I will show the 5 minute video Funerary Beliefs, Practices & Temples in
Ancient Egypt
https://study.com/academy/lesson/funerary-beliefs-practices-temples-
in-ancient-egypt.html and pause the video after about one minute.

I will ask students to recall their learning from the previous day and
engage them in a Think-Pair-Share to activate prior knowledge.

Discussion Question: What does it mean that ancient Egyptians' religious

beliefs were fundamentally important to their culture and artistic
production?

I will continue showing the rest of the video. Once the video is complete
I will explain that today students will work with a partner to create a
detailed presentation about the mummification process. I will explain that
students will be able to use their creativity to present their knowledge in a
way that is most interesting for them. The following options will be given
 Clips Video
 Google Slides
 Book Creator
 Poster Board
 Poplet

I will let students know they will have approximately one hour to work
on this task and remind them about the importance of managing their
time.

Activities
Students will first conduct some research using the links provided on
Google Classroom. Using the following graphic organizer students will
gather their data.
 Name:
https://www.troup.org/userfiles/929/My%20Files/Graphic%20Organizers
/stepchart_eng.pdf?id=15007

Links
https://www.youtube.com/watch?v=4FiM8S2_nSg
http://www.ancientegypt.co.uk/mummies/story/main.html
https://newsela-media.s3.amazonaws.com/pdfs/lib-ushistory-egypt-
mummy-26629-article_only.pdf?
AWSAccessKeyId=AKIAIOXSRXVQ3RGAX2FA&
Signature=2uS8DNwscDbewGsXYNZ8zohSmzI
%3D&Expires=1583050521

They will answer the following questions in their presentations

 What was the process of mummification?
 How long did the mummification process take?
 How was mummification different for the rich and poor?

Assessment plan for lesson

Student Presentation
Rubric https://mbf.blogs.com/files/visual-presentation-rubric.pdf
I have attached the link for the rubric above.

Partner evaluation: This is the copy

STUDENT PEER EVALUATION SHEET – Evaluate your group members. This will is confidential.
List Each Group Member Below. Use the following scale to rate your partner in each of the categories below:
1 (rarely/never) 2 (occasionally/sometimes) 3 (all/most of the time)

Partner’s Name : _______________________

____ did fair share of work
Comments: ____ was cooperative/did task
____ contributed to ideas/planning
____ was available for communication
____ was positive, helpful

Word describing this person as a group member:

_______________________________________________________

Lesson 3
Standard addressed: RATIONALE FOR
CCSS.ELA-LITERACY.RH.6-8.1 INSTRUCTIONAL AND
Cite specific textual evidence to support analysis of primary and STUDENT ACTIVITIES.
secondary sources. Explain how this lesson connects
CCSS.ELA-LITERACY.RH.6-8.2 to Brain based learning,
 Name:
Determine the central ideas or information of a primary or secondary Connectionism, Motivation, and
source; provide an accurate summary of the source distinct from prior the Models
knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are
raised or lowered).
Speaking and Listening
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others' ideas and expressing their own clearly.

Lesson objectives:
Students will be able to
 Explain the ancient Egyptians' religious beliefs and how religion
influenced Egyptian funerary practices
 Discuss the mummification process and its purpose
 Recall what kind of items were included in Egyptian burials

Lesson description:
This 3 day lesson will cover the religious aspect of ancient Egypt’s
civilization. On Day 3 students will apply the knowledge gained in the
prior lesson.

Hook: Activity
Divide students into partners or small groups, or allow students to work
independently, if desired.
Have students make sarcophagi. Give each student a paper bag and have
the student scrunch the bag up then lay out flat. The student should glue
part of it to the outside of a shoe box (including the top) and place some
on the inside.
Have students use the construction paper to design and cut out objects
found in Egyptian tombs.
Next, have students wrap a craft stick loosely with toilet paper, shaping
into the form of a mummy.
Create the sarcophagus by placing the mummy inside, along with objects.
Finish by having students write a paragraph about their imagined
mummy, giving a name, status and role.

https://www.rom.on.ca/sites/default/files/imce/rom_apple_mummy_a
ctivity.pdf

Assessment plan for lesson

 Name:

Write a summary of your thoughts on the value of using the Models, Connectivism, Motivation, Creativity,
and Brain-based Learning in your teaching.  What have you already been doing?  What will you change?  How
will this information help you to become a more effective teacher?