Lesson Plan Template
Name: Sarah Becker
Unit Title: Ancient Egypt
Lesson Title: Ancient Egyptian Hieroglyphics
Rationale for Instruction
A rationale is an essential part of
thoughtful planning of classroom
instruction. This is a brief written
statement of the purpose for instruction
and the connection of the purpose to
instruction that has come before and will
follow.
CCSS (LAFS/MAFS)/Next
Generation Sunshine State
Standards
List each standard that will be addressed
during the lesson. Cutting and pasting
from the website is allowed. You must
have a minimum of 3 standards that
represent multiple content areas identified
in this portion of the lesson plan.
These can be downloaded from the
Florida Dept of Education
www.cpalms.org/homepage/index.aspx.
Learning Objectives
What will students know and be able to
do at the end of this lesson? Be sure to set
significant (related to
CCSS/LAFS/MAFS, and NGSSS),
challenging, measurable and appropriate
learning goals!
Grade Level: 6
Lesson Length (ie. 30 minutes): 45 minutes
Why this lesson is a necessary element of the curriculum? [An example from Broward County Schools Elementary students
should begin to understand that as citizens of the United States, they have both rights (privacy, speech, religion, movement,
assembly) and responsibilities (voting, obeying the law, helping in the community). Students should be willing to exercise
both their rights and responsibilities.]
Ancient Egypt was the prominent civilization in the Mediterranean from 3100 BC to 332 BC. Ancient Egyptian
hieroglyphics are partly responsible for creating this prominent civilization. The use of hieroglyphics allowed for the Ancient
Egyptian culture to be preserved and studied centuries later. Students need to understand these hieroglyphics and where they
are from because the writing they use today has been influenced by Ancient Egyptian hieroglyphics.
Do you cross the curriculum? What other content fields (language arts, science, math, the arts, physical education,
technology) do you address in this lesson?
NCSS Themes:
Science, Technology, and Society: Social studies programs should include experiences that provide for the study of
relationships among science, technology, and society.
SS.6.W.2.3 Identify the characteristics of civilization.
SS.6.W.2.5Summarize important achievements of Egyptian civilization.
LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to
clarify information.
LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Depending on the topic, grade level and length of time required for lesson, 3-5 objectives may be acceptable. Remember a
learning objective is a statement in specific and measurable terms that describes what the learner will know or be able to do
as a result of engaging in a learning activity as well as how that learning will be demonstrated. All learning objectives
should begin with:
The student will
The student will be able to make comparisons between modern day text messaging techniques
and the use of hieroglyphics as forms of communication.
The student will be able to correctly read and translate simple hieroglyphics.
The student will be able to use the knowledge gained throughout the lesson to write a two to
three sentence message using hieroglyphics with 80% accuracy, and present it to the class.
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Student Activities &
Procedures
Design for Instruction
What best practice strategies will be
implemented?
How will you communicate student
expectation?
What products will be developed and
created by students?
Consider Contextual Factors (learning
differences/learning environment) that
may be in place in your classroom.
Lesson Plan Template
This is the heart of the lesson plan. Be specific. Describe lesson in a step-by-step, numbered sequence, including teacher
and student activities. Be sure to include key questions for discussion, collaborative structures, etc. (This section includes
EVERYTHING and should be highly detailed!)
1. To create student interest, the teacher will use a resource such as Illuma Solutions to write a series of text messages on the
board or overhead. Teachers should have this prepared before class begins so it is the first thing students see when they enter
the classroom. Some suggested messages are included below. Note: do not include the translation when recording on the
board or overhead.
HRU (How are you?)
WRUD 2DAY (What are you doing today?)
B HOME L8ER (Be home later.)
G2G (Got to go.)
CALL ME 2NITE (Call me tonight.)
2. When students arrive in class, the teacher will facilitate a short discussion about the messages on
the board using questions such as:
Where might you see the types of messages that appear on the board/overhead?
What makes this type of communication different from the normal written word?
Define unknown words for ESOL students: i.e. communication, messages, appear, etc.
3. Have students work individually and give them a minute to translate the messages from the board/overhead into complete
sentences. Have students take turns sharing the translation for each phrase.
Have gifted students pair up with ESOL or students with learning differences to complete this task.
4. The teacher will facilitate another short discussion about this form of communication by asking:
Why do people use this form of communication rather than writing complete words and sentences?
What are the advantages of using this type of communication?
Define unknown words for ESOL students: i.e. advantages
5. Have students complete a KWL chart about hieroglyphics.
Allow ESOL and students with learning differences to draw pictures for their KWL. Allow students with learning differences
to use a tablet or other device to create their KWL chart.
6. Show students an example of hieroglyphics. This could be done by accessing pictures
such as those available in the Virtual Egypt section
[http://www.pbs.org/empires/egypt/special/virtual_egypt/index.html] of the Egypts
Golden Empire Web site, particularly Madinet Habu
[http://www.pbs.org/empires/egypt/special/virtual_egypt/medinet.html], Second Pylon and Minor Chamber.
Allow students with learning differences to view these on their tablet or other devices. Allow students to feel hieroglyphics
that are carved into clay.
7. Have students discuss the following questions in groups:
What are these pictures showing?
Where these forms of communication would typically be found?
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 Lesson Plan Template
What similarities are there between hieroglyphics and the way we communicate today when we use text messaging on our
cell phones or in emails?

Explain to students that they will be learning about Egyptian hieroglyphics and how they were used in the everyday life of
the ancient Egyptians. Also, explain why hieroglyphics are historically significant in teaching us about Egypts history,
customs, and life in ancient Egypt.

8. Provide students with a printed version Egypts Golden Empire Web site.
[http://www.pbs.org/empires/egypt/special/hieroglyphs/introduction.html]. Guide students through the information presented
by having them read about hieroglyphs and view the hieroglyphic alphabet.

9. Show students how Egyptians would have written their names by using the Spell
Your Name feature
[http://www.pbs.org/empires/egypt/special/hieroglyphs/name_spell.html]. Have students use the name generator to write
their names and become more familiar with the language.

10. Select Kamose Stela

[http://www.pbs.org/empires/egypt/special/hieroglyphs/kamose.html] to show students actual hieroglyphic messages.
Practice reading and translating them as a group by choosing Extract 1
[http://www.pbs.org/empires/egypt/special/hieroglyphs/kamose01.html] or Extract 2
[http://www.pbs.org/empires/egypt/special/hieroglyphs/kamose02.html].

11. Discuss determinatives by selecting Egyptian Words

[http://www.pbs.org/empires/egypt/special/hieroglyphs/egyptian_words.html] and viewing the twenty Egyptian words that
have been translated for students. Note: providing students with a printed version of this page would be useful for later
activities.

12. Have students test their translating ability by choosing the Egyptian Quiz
[http://www.pbs.org/empires/egypt/special/hieroglyphs/quiz.html]. In taking this multiple choice quiz, they will practice
translating Egyptian phrases by choosing the best answer from the options provided.
When gifted students complete this task, have them guide the ESOL students and students with learning differences.

13. To close the lesson, have students complete the following assignment:
Create a two to three sentence message using Egyptian hieroglyphics. Use a large poster board to write the message with the
same symbols that would have been used by the ancient Egyptians. Encourage accuracy and precision in the way symbols are
drawn. Encourage students to use words from the Egyptian Words section
[http://www.pbs.org/empires/egypt/special/hieroglyphs/egyptian_words.html] of the hieroglyphic feature. For other words,
remind students to use the Alphabet
[http://www.pbs.org/empires/egypt/special/hieroglyphs/alphabet.html] provided as part of the hieroglyph feature.
On the back of the poster, students should record what the message says.
When all messages are complete, post them on the walls around the classroom. Then have each student present his/her
message for the group and ask for their translations. Students should check their answers for accuracy and see which
student(s) were most successful in communicating through hieroglyphs and translating them.
Leave posters up for others to see and study.
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Assessment
How will student learning be assessed?
Authentic/Alternative assessments?
Does your assessment align with your
objectives, standards and procedures?
Informal assessment (multiple modes):
participation rubrics, journal entries,
collaborative planning/presentation
notes
Resources/Materials
Lesson Plan Template
Provide ESOL students with sentence starters for their messages. Allow students with learning differences to complete the
task on a tablet or other device. Have gifted students help write the sentences for students with learning differences.
14. To close the unit, have students complete a brochure. Students will be given a sheet of blank paper. The teacher will
instruct them to create a tri-fold brochure. The teacher will model how to fold the paper. The teacher will leave a sample
brochure on the overhead for students to use for guidance.
The brochure should include:
-Page 1: Title page that is labeled Ancient Egypt and has their name. This page should include any image/drawing related
to Ancient Egypt.
-Page 2: This page will be labeled Geography. Students will include three to five facts about Ancient Egypts geography.
The students should include an image/drawing that depicts some aspect of Ancient Egypts geography.
-Page 3: This page will be labeled Daily Life. This page should include three to five facts about the daily lives of Ancient
Egyptians. Students will include an image/drawing of what daily life was like in Ancient Egypt.
-Page 4: This page will be labeled Politics. This page should include three to five facts about Ancient Egyptian politics.
Students will include an image/drawing of what politics was like in Ancient Egypt.
-Page 5: This page will be labeled Religion. This page should include three to five facts about religion in Ancient Egypt.
Students will include an image/drawing of what religion was like in Ancient Egypt.
-Page 6: This page will be labeled Hieroglyphics. This page should include three to five facts about hieroglyphics used in
Ancient Egypt. Students will include an example of hieroglyphics. This example could be their translated name, message, or
any other sentence that is properly translated into hieroglyphics.
Allow ESOL students to draw pictures instead of list facts. Provide ESOL students with sentence starters.
Daily Lesson Plan Assessment:
Unit Formative Assessment:
KWL chart
Unit Summative Assessment:
Brochure about Ancient Egypt
Lesson Formative Assessment:
Students will create a KWL at the beginning of the lesson. This will help the teacher asses what information the students
already know, what they still need to learn, and what questions they have.
Lesson Summative Assessment:
Students will be assessed on the closing assignment, the two to three sentences written in hieroglyphics. Students sentences
must be translated accurately and then written properly (right to left), with accuracy, and neatly. Students will present their
sentences to the class. A rubric will be provided for students to follow.
***Materials that will be used for assessment and examples of tasks and projects must be included with the lesson plan.
ALL resources including but not limited to; internet sites, professional resources - books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations should be in APA format.
Markers/crayons/pencils
Poster boards
Blank paper
KWL chart
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Exceptionalities
What accommodations or modifications
do you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities,
etc.
These accommodations and/or
modifications should be listed within the
procedures section of the lesson plan as
well as in this section of the document.
Lesson Extensions
Lesson Plan Template
Hieroglyphics rubric
Computer/tablet with access to Egypts Golden Empire website, or printouts of pages from the website.
Enterprises, D.D. Egypts Golden Empire. (2006, March 5). Retrieved June 13, 2017, from
http://www.pbs.org/empires/egypt/special/hieroglyphs/introduction.html
Enterprises, D.D. Egypts Golden Empire. (2006, March 5). Retrieved June 13, 2017, from
http://www.pbs.org/empires/egypt/educators/lesson1.html
Text Messaging Abbreviations & Shortcuts. (n.d.). Retrieved June 13, 2017, from
http://www.illumasolutions.com/omg-plz-lol-idk-idc-btw-brb-jk.htm
ESOL:
Define unknown words for ESOL students: i.e. communication, messages, appear, advantages, etc.
Provide ESOL students with sentence starters for their messages.
Allow ESOL students to draw pictures for their KWL.
Allow ESOL students to draw pictures instead of list facts. Provide ESOL students with sentence starters.
Students with Learning Differences:
Allow students with learning differences to complete the task on a tablet or other device.
Allow students with learning differences to draw pictures for their KWL. Allow students with learning differences to use a
tablet or other device to create their KWL chart.
Allow students with learning differences to view these on their tablet or other devices. Allow students to feel hieroglyphics
that are carved into clay.
Gifted/Talented:
Have gifted students pair up with ESOL or students with learning differences to translate messages.
Have gifted students help write the sentences for students with learning differences.
When gifted students complete the quiz, have them guide the ESOL students and students with learning
differences.
Have students view the video clips Episode 2: Amenhoteps diplomatic strategies and Episode 2: Amenhoteps newspaper to see examples
of how Amenhotep used hieroglyphics to document history, promote international diplomacy, and keep himself in power. Discuss these
clips using questions such as:
How did Amenhotep use hieroglyphics to promote international diplomacy between Egypt and neighboring countries?
How did Amenhotep use his hieroglyphic messages to promote his own power and popularity with the people of Egypt?
In what ways was Amenhoteps use of hieroglyphic messages historically significant at the time as well as today?
To help students understand the religious and customary significance of hieroglyphics, have them view the video clip Episode 3: Tombs
and the Afterlife to learn about the role of the tomb builders and the use of hieroglyphic text to guide the dead to their next life.
Have students complete the written response activity below.
Write one to two paragraphs that address the following:
In todays technologically advanced world, the use of hieroglyphics to record history and send messages from place to place seems
Modified 1/16 Van De Mark from document created by L. Spaulding
 Lesson Plan Template
ineffective and cumbersome, yet Egyptians were considered a very advanced society at the time. Discuss the historical significance of
hieroglyphics as a form of communication and how you think this form of communication helped the ancient Egyptian Empire to become a
superpower.

Hieroglyphic Rubric

Two to three sentences are Only wrote one sentence. Did not write any sentences.
written. 2 points 0 points
5 points
Sentences are accurately At least one sentence is Sentences are not translated
translated. translated correctly. correctly, or at all.
5 points 2 points 0 points
Sentences are written from At least one sentence is Sentences are written from left
right to left. written from right to left. to right.
3 points 1 point 0 points
Sentences are written neatly Sentences are readable, but Sentences are not able to be
and with care. not written neatly. read.
3 points 1 point 0 points
Poster is presented with Message was shared, but Poster is not presented in front
message and translation. translation was not. of the class.
4 points 2 points 0 points

Total points 20:______

Brochure Rubric

Brochure includes a title page
with title, name, and picture.
5 points
Brochure includes a page
about geography, three to five
Brochure does not include Brochure does not include a
image or name. title page.
3 points 0 points
Brochure includes less than Brochure does not include
three facts, or is missing a geography page.
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 Lesson Plan Template
facts, and a picture. picture. 0 points
10 points 5 points
Brochure includes a page Brochure includes less than Brochure does not include
about daily life, three to five three facts, or is missing a daily life page.
facts, and a picture. picture. 0 points
10 points 5 points
Brochure includes a page Brochure includes less than Brochure does not include
about religion, three to five three facts, or is missing a religion page.
facts, and a picture. picture. 0 points
10 points 5 points
Brochure includes a page Brochure includes less than Brochure does not include
about politics, three to five three facts, or is missing a politics page.
facts, and a picture. picture. 0 points
10 points 5 points
Brochure includes a page Brochure includes less than Brochure does not include
about hieroglyphics, three to three facts, or is missing an hieroglyphics page.
five facts, and an example. example. 0 points
10 points 5 points
Brochure was written neatly Brochure is written neatly, but Brochure is unreadable and is
and is visually appealing it is not visually appealing not visually appealing.
(includes color). (lacks color). 0 points
5 points 3 points

Total points 60:_____

Modified 1/16 Van De Mark from document created by L. Spaulding