LESSON PLAN

Georgia Cole

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7M Time: 1:20pm-2:10pm Date: 24/05/16
Learning Area: History
Strand/Topic from the Australian Curriculum
Roles of key groups in ancient Egyptian society (such as
the nobility, bureaucracy, women, slaves), including the
influence of law and religion (ACDSEH032)
Elaborations

creating a graphic representation of the social structure of

Egyptian society

outlining the rights of women (for example in the areas of

marriage, family life, work and education) and their
responsibilities (that is, generally limited to the home and
family)

Students Prior Knowledge:

Students have participated in introduction History
(Ancient Egypt) lessons, have knowledge of:
The creation of the Egyptian civilisation as a
result of the Nile River
Treatment of the dead (ie. Burial tombs,
mummification, the taking of items into
Afterworld etc.)
Egyptian Gods (ie. Horus, Anubus, Osiris etc.)
Role of the Pharaoh
The lands of Egypt (ie. The Black Land and The
Red Land)
Farming and the production of food
Participation in Egyptian tomb Adventure
WebQuest
Link: http://www.nms.ac.uk/explore/play/discover-ancientegypt/egyptian-tomb-adventure/

General Capabilities (that may potentially be covered in the lesson)

Literacy
Numeracy
ICT
Critical and
Ethical
competence
creative
behaviour
thinking
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander
histories and cultures (N)

Personal and
Social
competence

Asia and Australias engagement with Asia

(N)

Intercultural
understanding

Sustainability (N)

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
Name and Describe the Stable Structure of Ancient Egypt, including social classes such as peasants and
slaves, craftsmen and farmers, wealthy merchants, priests and scribes, high priests, nobles and military
leaders and the Pharaoh.
Discuss the implications of Stable Structure social classes in the life, work and family of Ancient Egyptians.
Categorise Ancient Egyptians into class groups.
Teachers Prior Preparation/Organisation:
Observation of previous History lessons
Liaise with Mentor approximately 2 days before
scheduled lesson to allow for editing and improvement
of lesson plan if necessary
Read Student Text, Pearson History 7 (Teachers
Companion) pages 146-150
YouTube video Heading Home 2014 Egypt Social
Classes (2:32 minutes) is loaded and ready to be

Provision for students at educational risk:

Students with learning difficulties (including but not
limited to dyslexia, dyspraxia, low level
concentration, and/or low level cognitive ability) will
be supported through visual aids such as YouTube
Videos, hard copy class handouts etc. as well as
physical movement activities such as the Egyptian
Occupation Activity.
Students who are gifted and/or talented will benefit
from linguistic and verbal activities such as reading

projected onto whiteboard.

Link: https://www.youtube.com/watch?v=K-1WYY8jXAQ
Social Pyramid (Appendix 1) is printed allowing for one
for each student: 22 students
Class group Labels (Appendix 2) are printed and

placed around the room.

Egyptian Occupation Name Tags (Appendix 3) is
printed, cut out and placed into a box.
Egyptian Occupation Answer Sheet (Appendix 4) is
printed for teacher reference
Social Pyramid Teacher Checklist (Appendix 5) has
been created and printed.
Website: The Social Structure of Ancient Egypt is
accessible to students and loaded onto interactive
whiteboard if student IT devices malfunction or students
do not have/forgotten their devices.
Link: http://www.ancient-egypt-online.com/ancientegypt-social-structure.html
Quizlet has been created and projected onto board
Link: https://quizlet.com/_2b3kgr

from the text book, participating in class

discussions, and thinking in a critical manner.
Students with CAPD, ESL or vision impairments will
have the option of viewing YouTube videos with
subtitles.
Students will have option to use personal IT device
(iPad) to type answers if writing proves difficult.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Objective 1: Met/Not Met

Objective 2: Met/Not Met

Objective 3: Met/Not Met

Teacher self-reflection and self-evaluation:


[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

***See lesson feedback form***

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time
1:20am

Motivation and Introduction:

Resources/References

Prac teacher to inform students that she will be taking history lesson today.
Lesson includes:
Reading from text book (Pearson History 7)
YouTube video (2:32 minutes)
Physical activity: Egyptian Occupations
Class discussion
Teacher to review student prior knowledge on Ancient Egypt

1:25pm

Lesson Steps (Lesson content, structure, strategies & Key Questions):

Teacher instructs students to open text books to page 146: How did the Egyptians
live? (To be title of todays lesson in students work book)

Pearson History 7
Text Book

YouTube Video
https://www.youtube.
com/watch?v=K1WYY8jXAQ

Teacher to read paragraphs Stable Structure (page 146) and Scribes (page 147)
aloud asking for student readers when necessary.
YouTube video Heading Home 2014 Egypt Social Classes (2:32 minutes) is
played
(see electronic link to right )
1:35pm

Social Pyramid Task:

Students to be given Social Pyramid (Appendix 1) hand out and instructed
to write name
Students to note handout is match of Source 4.2 on page 146
As a class, teacher will read Scribes paragraph on page 147 and fill in the
corresponding description box on the left side of the pyramid.
Students to access website The Social Structure of Ancient Egypt (see
electronic link to right ) and independently read website information and
work through rest of social pyramid.
Key Questions/Discussion:
What role did the Pharaoh, Nobles, craftsmen, slaves etc. play in the
Egyptian civilisation?
Why do you think Scribes where described as having one of the most
important jobs in society?
Could the civilisation have survived without one of the classes?
Can students identify class groups we have in society today?
Are class groups a necessity to life now like the where in ancient Egypt?

Appendix 1

Website
http://www.ancientegyptonline.com/ancientegypt-socialstructure.html

Students to glue Social Pyramid (Appendix 1) into HaSS work books


1:55pm

Egyptian Occupations Task:

Teacher has previously placed Class group Labels (Appendix 2) around the room
and cut up and placed Egyptian Occupation Name Tags (Appendix 3) into a box

Appendix 2
Appendix 3

cont

Students to take one name tag from the box as the teacher goes around the
class
Students to not tell other students their name/occupation written on tag.
Students silently move to corresponding class group label
One by one students read out their name/occupation to confirm their
placement.
Wrong placements to move to correct class group.

Students move back to their places

2:00pm

Students go to pages 147-149 and read Marriage and Family, Fashion and
Entertainment paragraphs
Students independently answer questions 2, 3 and 4 on page 150 according to
corresponding paragraphs getting feedback form teacher.
Optional: Ancient Egypt Social Structure Quizlet
(see link to right )

Quizlet
https://quizlet.com/_
2b3kgr

2:10pm

Lesson Closure and Transition

3:00pm

Students transition from Prac teacher to classroom teacher and wait for instruction.
At conclusion of lesson, Prac teacher to collect student HaSS work books to
complete Social Pyramid Teacher Checklist (Appendix 4)

Appendix 4

Assessment: (Were the lesson objectives met? How will these be judged?)
Objective 1:
Name and Describe the Stable Structure of Ancient Egypt, including social
classes such as peasants and slaves, craftsmen and farmers, wealthy
merchants, priests and scribes, high priests, nobles and military leaders and
the Pharaoh.
To meet objective, students must read student text, participate in class discussion
and complete the Social Pyramid (Appendix 1). Objective to be judged through
Social Pyramid Teacher Checklist (Appendix 4)
Objective 2:
Discuss the implications of Stable Structure social classes in the life, work
and family of Ancient Egyptians.
To meet objective, students must participate in class discussion. Objective to be
judged through verbal assessment.
Objective 3:
Categorise Ancient Egyptians into class groups.
To meet objective, students must participate in Egyptian Occupation activity and


correctly identify the class group of given name and occupation on their Egyptian
Occupation Name Tag (Appendix 3). If students do not originally guess correctly,
they must move to correct class group. Objective to be judged through participation
in activity.

Appendix 5
Learning Area: English
Year Level: 7M
Date: 24/05/2016
Time: 1:20am-2:10am
Assessment of Objective(s):
1. Name and Describe the Stable Structure of Ancient Egypt, including social classes
such as peasants and slaves, craftsmen and farmers, wealthy merchants, priests
and scribes, high priests, nobles and military leaders and the Pharaoh.
Student Name

Objective 1
Name
Describe

Comments

Matthew Allengame
Brodie Anderson
Jeremy Awford
Luke Baggaley
Chloe Baker
Will Boyd
Ayuol Chol
Jazmyn Clark
Xavier Garner
Masie Grimes
Olivia Henderson
Kynan Hogan
Zoe Hunter
Alex Kosta


Connor Ludbrook
Tianna McKee
Brayden Noack
Chelsea Pitchers
Jarred Southern
Kaitlyn Streeter
Siobhan Websdale
Ashton Wilkins