Today, students will watch a video about the pyramids to help prepare for ELO 4. Next, students checked their religion and afterlife assignment from last week. Finally, students worked with their groups in a station activity on the contributions.
Monday, October 31, 2016
Ancient Egypt Contribution Stations
ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art and culture.
Today, students will watch a video about the pyramids to help prepare for ELO 4. Next, students checked their religion and afterlife assignment from last week. Finally, students worked with their groups in a station activity on the contributions.
Today, students will watch a video about the pyramids to help prepare for ELO 4. Next, students checked their religion and afterlife assignment from last week. Finally, students worked with their groups in a station activity on the contributions.
Friday, October 28, 2016
Guide Research, Study Guide and Quizlet
ELO 3 - I can interpret the impact the religion had on daily life in Ancient Egypt
Today, students will finish their web detective assignment on the religion of Ancient Egypt. After students complete this assignment, they will either work on their study guide, try the Quizlet or add to the Answergarden (click to view their responses) for the class competition. The next test will be on Thursday and Friday. It will cover ELOs 1,3,4 related to geography, religion, and contributions of Ancient Egypt.
Thursday, October 27, 2016
Ancient Egypt Religion Guided Research
ELO 3 - I can interpret the impact the religion had on daily life in Ancient Egypt.
Today, students worked individually to learn about the religion of Ancient Egypt and improve their research skills. During the Mesopotamia unit, students were using inadequate websites and resources. There was also an issue with plagiarism on the projects. Students will only be able to use a set list of websites and they need to read for information rather than copy and paste. This will prepare them for a larger research project during the Indus Valley unit. Tomorrow we will start a new competition today for the question, "How does the religion impact daily life in Ancient Egypt?"
Today, students worked individually to learn about the religion of Ancient Egypt and improve their research skills. During the Mesopotamia unit, students were using inadequate websites and resources. There was also an issue with plagiarism on the projects. Students will only be able to use a set list of websites and they need to read for information rather than copy and paste. This will prepare them for a larger research project during the Indus Valley unit. Tomorrow we will start a new competition today for the question, "How does the religion impact daily life in Ancient Egypt?"
Wednesday, October 26, 2016
Analogies and Egypt SG223-227
ELO 3 - I can interpret the impact of the religion on daily life in Ancient.
Today, students learned how to answer and create analogies. Teams competed to answer five analogy questions. The next test will have a level 4 question related to analogies and the Nile. Next, students checked their study guide 223-227 with the class. Finally, all students completed an exit slip on the follow questions.
Today, students learned how to answer and create analogies. Teams competed to answer five analogy questions. The next test will have a level 4 question related to analogies and the Nile. Next, students checked their study guide 223-227 with the class. Finally, all students completed an exit slip on the follow questions.
1.
Name 3 contributions of the Ancient Egyptians
2.
List 2 ideas about the religion
3.
Create one analogy for Egypt
Tuesday, October 25, 2016
Quiz Conferences
ELO 1 - I can analyze the how the geography of the area shaped Ancient Egyptian society
Today, students worked individually on a couple assignments during the quiz conferences. During a quiz conference, students sit by my desk one at a time and I provide feedback on their quiz score. This is also time for students to explain and rework their answers. Students are working on assignments to prepare for the next test on geography, religion, and contributions to the world.
Today, students worked individually on a couple assignments during the quiz conferences. During a quiz conference, students sit by my desk one at a time and I provide feedback on their quiz score. This is also time for students to explain and rework their answers. Students are working on assignments to prepare for the next test on geography, religion, and contributions to the world.
Thursday, October 20, 2016
Social Structure and Government Quiz
ELO 2 - I can explain the role the government and the different social structure played in Ancient Egyptian society.
Today, students applied their knowledge of the social classes and government of Ancient Egypt. The quizzes will be graded by Tuesday. In class Tuesday, students will work on assignments to learn the more about the next two learning goals. During this work time, I will bring students to my desk for quick explanation or retake.
Today, students applied their knowledge of the social classes and government of Ancient Egypt. The quizzes will be graded by Tuesday. In class Tuesday, students will work on assignments to learn the more about the next two learning goals. During this work time, I will bring students to my desk for quick explanation or retake.
Wednesday, October 19, 2016
Peasants and Argument Practice
ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.
Today, students worked in teams to create a list of ideas of peasants. Students should be equipped with enough notes to make a strong argument for one social class over the others on the quiz tomorrow. Big ideas - Which of the following social classes is the best? Students should study their social structure sheet for the quiz.
Today, students worked in teams to create a list of ideas of peasants. Students should be equipped with enough notes to make a strong argument for one social class over the others on the quiz tomorrow. Big ideas - Which of the following social classes is the best? Students should study their social structure sheet for the quiz.
Tuesday, October 18, 2016
Pharaoh Presentation and Artisan review
ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.
Today, students worked with their team to create a list of roles and descriptions for Artisans. An example of the list is posted below. Next, students did a review activity to prepare for the quiz Thursday. Finally, students took notes on a presentation about Pharaohs and their power.
ELO 2 Quiz on Thursday
Today, students worked with their team to create a list of roles and descriptions for Artisans. An example of the list is posted below. Next, students did a review activity to prepare for the quiz Thursday. Finally, students took notes on a presentation about Pharaohs and their power.
ELO 2 Quiz on Thursday
Monday, October 17, 2016
Social Structure Skits
ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt.
Today, students cooperated with their teams to present a skit about a specific social class. After each skit, students pointed out the information presented to the class. The skits were both entertaining and informational!
Reminder - Quiz on Thursday
Today, students cooperated with their teams to present a skit about a specific social class. After each skit, students pointed out the information presented to the class. The skits were both entertaining and informational!
Reminder - Quiz on Thursday
Friday, October 14, 2016
Scribe and Skit Work time
ELO 2 - I can explain the role the government and the different social classes played in Ancient Egypt.
Today, students competed to create the best list of ideas about scribes of Ancient Egypt. The ideas from mod 7 are in the picture below. Next, students had work time to complete their skits about a social class. The skits will be presented on Monday during class time.
Today, students competed to create the best list of ideas about scribes of Ancient Egypt. The ideas from mod 7 are in the picture below. Next, students had work time to complete their skits about a social class. The skits will be presented on Monday during class time.
Thursday, October 13, 2016
Priests and Social Structure Skits
ELO 2 - I can explain the role the government and the different social classes played in Ancient Egypt.
Today, students worked with their team to create lists of ideas about the priests in Ancient Egypt. Some teams earned a lot of points during this session. Next, the class checked their social pyramid study guide to prepare for the quiz. Finally, students were given one of the social classes with a goal of creating a skit. The teams will finish their skits on Friday and present their skits on Monday. The ELO 2 quiz is next Thursday.
Today, students worked with their team to create lists of ideas about the priests in Ancient Egypt. Some teams earned a lot of points during this session. Next, the class checked their social pyramid study guide to prepare for the quiz. Finally, students were given one of the social classes with a goal of creating a skit. The teams will finish their skits on Friday and present their skits on Monday. The ELO 2 quiz is next Thursday.Wednesday, October 12, 2016
Team Competition and Egypt's Government Officials
ELO 2- I can explain the role the government and different social classes played in Ancient Egypt.
Today, students got a new seating arrangement in class. Students are in groups of five or teams. The teams will compete against the other teams in class based on participation and behavior. The first mission of the teams was to create a list of roles and responsibilities for a government official in Egypt. The class also reviewed the order of the social classes and create an acronym to understand the order.
Please = Pharaoh
Give = Government Officials
Pablo = Priests
Skittles = Scribes
And = Artisans
Pop = Peasants
Next, students participated in a hand shake activity for a brain break. Finally, students completed an assignment on the social classes and their duties in Egypt.
Today, students got a new seating arrangement in class. Students are in groups of five or teams. The teams will compete against the other teams in class based on participation and behavior. The first mission of the teams was to create a list of roles and responsibilities for a government official in Egypt. The class also reviewed the order of the social classes and create an acronym to understand the order.
Please = Pharaoh
Give = Government Officials
Pablo = Priests
Skittles = Scribes
And = Artisans
Pop = Peasants
Tuesday, October 11, 2016
Nile Challenge and Egyptian Social Classes
ELO 2 - I can explain the role the government and different social classes played in Ancient Egypt
Today, students had a class challenge to list ways the Nile shaped Egypt. Mod 7 won with a score of 37 ideas (impressive!) Next, students checked two documents from the Nile packet. Finally, students were informed of the quiz next Thursday over ELO 2. The students started working on a social classes activity that will be helpful to prepare for the quiz. The big idea question will also be important for the quiz.
Big idea - Which social class was the most important to Egypt and why?
Today, students had a class challenge to list ways the Nile shaped Egypt. Mod 7 won with a score of 37 ideas (impressive!) Next, students checked two documents from the Nile packet. Finally, students were informed of the quiz next Thursday over ELO 2. The students started working on a social classes activity that will be helpful to prepare for the quiz. The big idea question will also be important for the quiz.
Big idea - Which social class was the most important to Egypt and why?
Monday, October 10, 2016
King Tut - RACES Paragraph
ELO 4 - I can recognize the contributions of Ancient Egypt as they relate to technology, written language, art, and culture.
Today, students watched the end of the King Tut video. They used the evidence collected from the video to write a short paragraph with the RACES strategy. The goal is to improve student expository writing skills. This paragraph will go into the grade book using the four point scale. Most students completed this assignment during the class time provided. Tomorrow students will start learning and preparing for the government and social structure quiz.
Today, students watched the end of the King Tut video. They used the evidence collected from the video to write a short paragraph with the RACES strategy. The goal is to improve student expository writing skills. This paragraph will go into the grade book using the four point scale. Most students completed this assignment during the class time provided. Tomorrow students will start learning and preparing for the government and social structure quiz.Friday, October 7, 2016
King Tut's Final Secrets - 10/6 and 10/7
ELO 4 - I can recognize the contribution of Ancient Egypt as they relate to technology, written language, art, and culture.
Yesterday and Today, students viewed and analyzed the video, " King Tut's Final Secrets" to create an argument for how King Tut may have died. The students are collecting notes to use as evidence to argue their claim. The video will finish on Monday and students will time their paragraph in class. The paragraph will be due in class on Monday. Below is an x-ray of King Tut's fractured leg.
Yesterday and Today, students viewed and analyzed the video, " King Tut's Final Secrets" to create an argument for how King Tut may have died. The students are collecting notes to use as evidence to argue their claim. The video will finish on Monday and students will time their paragraph in class. The paragraph will be due in class on Monday. Below is an x-ray of King Tut's fractured leg.
Wednesday, October 5, 2016
Document B and King Tut's Final Secrets
ELO #1 - I can analyze how the geography of the area shaped early development of Ancient Egypt.
Today, students were able to sample dates in class because it is a popular crop in Mesopotamia and Egypt. Next, students checked the answers to Doc B in their Nile packet. Finally, students began watching the video, " King Tut's Final Secrets" and taking notes to decide how King Tut died. The video is available at this link (King Tut).
Today, students were able to sample dates in class because it is a popular crop in Mesopotamia and Egypt. Next, students checked the answers to Doc B in their Nile packet. Finally, students began watching the video, " King Tut's Final Secrets" and taking notes to decide how King Tut died. The video is available at this link (King Tut).
Tuesday, October 4, 2016
Finish Nile River Document Analysis
ELO#1 - I can analyze how the geography of the area shaped early development of Ancient Egypt
Today, students tried to solve multiple lateral thinking puzzles to get their brains focused at the beginning of class. Next, we checked document A from their Nile Packet. Students competed in a best of three rock paper scissors. Finally, students had the rest of class time to work on documents B, C, D in class. These documents are homework if not completed in class.
Big Question - How did the Nile shape Ancient Egypt?
Today, students tried to solve multiple lateral thinking puzzles to get their brains focused at the beginning of class. Next, we checked document A from their Nile Packet. Students competed in a best of three rock paper scissors. Finally, students had the rest of class time to work on documents B, C, D in class. These documents are homework if not completed in class.
Big Question - How did the Nile shape Ancient Egypt?
Monday, October 3, 2016
Mesopotamia Project Museum
ELO# 4 - I can recognize the contributions of Mesopotamia as they relate to technology, art, culture and written language
Today, students will move around the room viewing projects and providing feedback. Students wrote a positive comment and something to change for the next project. Some projects show clear understanding of the topic and excellent. However, many students rushed through their project and did not do their best work. Tomorrow students will work on their Nile packets.
Today, students will move around the room viewing projects and providing feedback. Students wrote a positive comment and something to change for the next project. Some projects show clear understanding of the topic and excellent. However, many students rushed through their project and did not do their best work. Tomorrow students will work on their Nile packets.
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