WORLD HISTORY Ancient Egyptians

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1 Teacher Resources WORLD HISTORY includes poetry and fiction lesson plans, quiz and answers, activities Imagination is the destination 1/10

2 WORLD HISTORY Worksheet #3 A DAY IN THE LIFE OF... SHORT STORY LESSON PLAN PREPARATION Photocopy the second page of this lesson plan, one for each member of your class. Your class will be writing their story in the lesson. You ll also need an enlarged copy for class discussion. INTRODUCTION Bring the class together and briefly discuss character, setting and plot. We suggest using a well-known fairy tale to help the children identify these. Make notes on the board. Next, discuss the title of their story A Day in the Life of explaining to pupils that they will be writing a short story about a person from this term s history topic. MAIN TEACHING ACTIVITY Ask pupils for suggestions on who they can write their story about. Write the suggestions on the board. For each suggestion prompt the pupils for more information about that person. Make notes on that person s appearance, clothing, job, beliefs and lifestyle in general. Make a few key notes on the board about Ancient Egyptian life in general that the pupils can refer to. This helps ensure correct spelling and historic accuracy in their work. Now pupils are ready to write their Day in the Life of... stories. PLENARY This is a 10-minute activity. Ask the children to work in pairs to read their story to their partner. Their partner is to provide feedback; something they like about it and a suggestion on how it could be improved. To extend the activity ask pupils to re-draft their story and illustrate it. (See our art lesson plan for further illustration ideas.) DIFFERENTIATION Less able pupils can work in pairs. Provide a list of key words they are to use and choose a person for them to write about. Use our handy Story Writing Help Sheet to support the children. More capable pupils can be challenged to write the story from an object or animal s point of view. Provide a list of adjectives they have to include in their story. NOTES You can provide a word limit if you wish to. We suggest a short story is about 250-words. This activity is suitable for wet playtimes as well as being set for homework once the introductory work has been done in class. YOU ARE WELCOME TO SEND YOUR PUPILS STORIES TO US! 2/10

3 STORY WRITING HELP SHEET When writing a story you need to make sure there is a clear beginning, middle and end, otherwise your story won t make sense. The title of your story is A Day in the Life of (fill in the name). THE BEGINNING The beginning of your story introduces your character(s) and the setting (where your character is). It has to be interesting to draw the reader in and leave them keen to read all the way to the end! Who is your main character? What is your main character like? How does their day begin? THE MIDDLE The middle of the story needs to tell us a bit more about what is happening. Where is your character and what are they doing? You can go into a bit more detail about the character and what they look like / are wearing as long as it flows with what you are writing about. THE ENDING Your story needs to finish and make sense! Think about how you want your story to end. You can even make a note of your ending on a scrap bit of paper. Keep this idea in mind and make sure the middle of your story links to your ending. If you follow these rules you will have written a story! Once you have finished it, read it over and make sure it makes sense, change bits too. If you can make the story even better by re-drafting then do so. We ve included a space below for your story - go on to a second sheet if necessary! A Day in the Life of 3/10

4 WORLD HISTORY Worksheet #3 ANCIENT EGYPTIANS ACROSTIC LESSON PLAN INTRODUCTION Select a word to do with the and write it vertically down the left-hand side of the board (each letter beneath the next), leaving room for writing ideas next to each letter. Ask the class to call out a word(s) to describe the ; their culture, beliefs and way of life etc, beginning with each letter of the word you ve written on the board. Then explain that as a class you will be describing different things associated with the in this way, so they can write their own poem, called an acrostic, later in the lesson. MAIN TEACHING ACTIVITY Your class needs to use adjectives to describe the word you ve chosen, one word per letter of that word. They can use physical features, colours, their lifestyle and beliefs, things associated with the Ancient Egyptians, what they liked to do etc. Write down their suggestions on the board and you should end up with a basic acrostic. Next, ask the class to suggest another word, then write their description suggestions on the board. This time develop the one-word answers into a sentence, using one sentence per letter. Finally, provide, or ask pupils to suggest another word, to write your final class acrostic. Again, write down their ideas. Together, develop ideas into sentences - this time you can let the sentences flow over so more than one acrostic letter per sentence can be used. (Aim to spend minutes on this part.) Now the children are ready to have a go at writing their poem. Discuss the acrostic layout with the children and use the examples on page 2 of this lesson plan to give an idea of how their completed poem will look. We suggest you spell out several words to do with the subject on the board to ensure correct spelling. Ask pupils to write the word(s) they are basing their acrostic on down their page, one letter per line, as per the example on the board. PLENARY This is a 5-10 minute activity. Where capable, ask the children to work in pairs to read their poem to their partner. Their partner is to provide feedback; something they like about the poem and a suggestion on how it could be improved. With younger children their poem can be worked on in small groups or with an adult s assistance. The poems can be given as a wet play activity or as homework. The activity can be extended by the class re-drafting their acrostic and illustrating it (please see our art lesson plan for further assistance). DIFFERENTIATION More capable children can be given the challenge of using sentences to write their acrostic. You can suggest key words for them to use in the acrostic as well as asking them to ensure their punctuation, spelling and grammar is correct. Less able children can be given a word to base their acrostic on. You could also provide a list of adjectives for all the pupils to encourage the use of varied language. You can introduce poetic techniques for pupils to incorporate too. Where possible encourage pupils to write at least a one sentence per line acrostic. NOTES This activity is between 1 hour to 1 hour 30, depending on class size, age and ability. Acrostics can be as simple or difficult as you d like them to be. Examples can be found on page 2 of this plan. YOU ARE WELCOME TO SEND YOUR PUPILS STORIES TO US! 4/10

5 ACROSTIC EXAMPLES Basic acrostics will be short and use one word per line. The words may make a sentence, or just be a list. EXAMPLE OF A BASIC LIST ACROSTIC: E gyptians G ods Y oung P haraohs T emples. EXAMPLE OF A BASIC SENTENCE ACROSTIC: K ing I s N ile G od. EXAMPLE OF A SENTENCE PER LINE ACROSTIC: M ummies were wrapped in bandages. U nderground chambers is where the embalming happened. M ummification only happened when an Egyptian died. M ummification meant that the mummy s soul could be reunited with its body in the afterlife. I n pyramids pharaohs are buried. F or thousands of years they lay undisturbed until explorers discovered Valley of the Kings. I n the tomb, buried with the mummy, were lots of things to help them travel to the afterlife. C anopic chests and jars held the mummy s organs that were removed when it was embalmed. A fterlife was where the mummies travelled to after they d passed through the Underworld. T he Book of Dead contained spells that were written on scrolls and buried with the mummy. I n the scrolls were magic spells to help them get through the Underworld. O nce they d made it through the Underworld, their afterlife was to live forever. N o one knows if they made it to the afterlife, but they believed they would. EXAMPLE OF SENTENCES OVERFLOWING LINES ACROSTIC: P haraohs are buried in the Y ellow sand triangles. There are lots of R ooms in the pyramids A nd they have traps in to keep explorers out. M uddy banks of the Nile I s where the Egyptians get water from. D ead mummies are wrapped in bandages, hidden underground forever S afely guarded by Anubis for eternity. 5/10

6 WORLD HISTORY Worksheet #3 ANCIENT EGYPTIANS QUIZ 1) WHICH FAMOUS STONE, WITH 3 DIFFERENT STYLES OF ANCIENT WRITING ON, WAS FOUND IN 1799? Blarney Oliver Philosopher s Rosetta 2) WHAT GUARDS THE PYRAMIDS? Anubis The Sphinx Slaves Ka 3) WHICH ORGAN DID HAPY (THE BABOON HEAD) GUARD IN A CANOPIC JAR? Stomach Intestines Lungs Liver 4) THE ANCIENT EGYPTIANS WORE AN AMULET OF WHICH INSECT TO WARD OFF EVIL? The Ladybird The Locust The Grasshopper The Scarab Beetle 5) WHAT WAS THE NAME OF THE GOD OF THE SUN? Ra Ka Horus Amun 6) HOW MANY DAYS DID IT TAKE TO EMBALM A BODY? ) WHO WAS THE FIRST KING OF EGYPT? Akhenaten Tutankhamun Amenhotep Narmer 8) THE ANCIENT EGYPTIANS GREW FLAX, WHICH THEY MADE INTO WHICH MATERIAL? Cotton Nylon Hessian Linen 9) THE ANCIENT EGYPTIANS INVENTED WHICH OF THE FOLLOWING? Beer Cement A Toothbrush The Wheel 10) WHICH ARCHAEOLOGIST ENTERED TUTANKHAMUN S BURIAL CHAMBER IN FEBRUARY 1923? Henry Carter Harry Carter Howard Carter Hank Carter 6/10

7 WORLD HISTORY Worksheet #3 ANCIENT EGYPTIANS QUIZ ANSWERS 1) WHICH FAMOUS STONE, WITH 3 DIFFERENT STYLES OF ANCIENT WRITING ON, WAS FOUND IN 1799? Blarney Oliver Philosopher s 3 Rosetta 2) WHAT GUARDS THE PYRAMIDS? Anubis 3 The Sphinx Slaves Ka 3) WHICH ORGAN DID HAPY (THE BABOON HEAD) GUARD IN A CANOPIC JAR? Stomach Intestines 3 Lungs Liver 4) THE ANCIENT EGYPTIANS WORE AN AMULET OF WHICH INSECT TO WARD OFF EVIL? The Ladybird The Locust The Grasshopper 3 The Scarab Beetle 5) WHAT WAS THE NAME OF THE GOD OF THE SUN? 3 Ra Ka Horus Amun 6) HOW MANY DAYS DID IT TAKE TO EMBALM A BODY? ) WHO WAS THE FIRST KING OF EGYPT? Akhenaten Tutankhamun Amenhotep 3 Narmer 8) THE ANCIENT EGYPTIANS GREW FLAX, WHICH THEY MADE INTO WHICH MATERIAL? Cotton Nylon Hessian 3 Linen 9) THE ANCIENT EGYPTIANS INVENTED WHICH OF THE FOLLOWING? Beer 3 Cement A Toothbrush The Wheel 10) WHICH ARCHAEOLOGIST ENTERED TUTANKHAMUN S BURIAL CHAMBER IN FEBRUARY 1923? Henry Carter Harry Carter 3 Howard Carter Hank Carter 7/10

8 Adult Supervision Recommended WORLD HISTORY Worksheet #4 HOW TO MAKE ANCIENT EGYPTIAN PAPYRUS PAPER This plan is flexible and it can either be adapted by you so you can show your pupils how to make the paper, or it can be handed out to your pupils as it is. We advise that this activity is undertaken with the assistance of an adult and / or adult supervision. The made their own paper by flattening and crushing stalks of the papyrus plant. They then placed the stalks running left to right, then placed another layer on top running from top to bottom. The more layers, the thicker the paper. Above is what Ancient Egyptian papyrus paper would have looked like. INSTRUCTIONS 1) Firstly tear your brown paper into strips, they can be long and short. Don t use scissors as you want your strips to have rough edges as this will make it look more authentic! YOU WILL NEED Sheets of newspaper Brown paper (either a shopping bag or recycled packaging works well) Paper towels (kitchen roll) PVA glue Water A bowl A paintbrush Pens / crayons / felt-tips for decorating 3) In your bowl mix half water and half PVA glue. Stir well with your paintbrush. 4) You can either paint your strips or dip them in the glue and water mix. Dip / paint one strip at a time. 2) Lay your newspaper out and put your paper towels on top of the newspaper. 8/10

9 HOW TO MAKE ANCIENT EGYPTIAN PAPYRUS PAPER (CONT) 5) Take your gluey strip of brown paper and lay it across your paper towel left to right. Continue laying your strips across the page until the paper towel is covered. Make sure your edges are all jagged too, no neat lines! 7) Now you have to leave your paper to dry overnight. (If it s a hot, sunny day your paper may dry in a couple of hours if you leave it in the sun!) 6) Now dip / paint more strips and lay them on top of the layer you ve just made, but this time lay the strips from the top of the page to the bottom. Do this until you have covered the bottom layer up. 8) Once your paper is dry you are ready to decorate it. If you have any bits of paper towel showing simply tear them off. Now you can draw hieroglyphics, write a poem on, or even draw a map of the pyramids on your Ancient Egyptian paper! 9/10

10 Young Writers Young Writers aim to encourage young people to engage in creative writing. We have worked with schools, parents and young writers for over 20 years by doing the following: Running national poetry and creative writing competitions through schools Providing resources to teachers to aid them in teaching young writers Providing poetry and creative writing workshops for young writers Publishing two leading magazines aimed at young writers Scribbler! and Wordsmith. Our website hosts a variety of lesson plans and workshops for children as well as recommending books, publishing children s reviews, winners section, author interviews and much more! We have a blog that features all sorts of literary news, as well as provide more information about young writers in general. Visit the news section of our website to read our blog. We welcome feedback, suggestions and comments from teachers, parents and young writers please feel free to give us a call on or drop us an info@youngwriters.co.uk. We hope you have enjoyed using our free resource pack. If you would like to send any of your pupils poetry, stories or mini sagas to us, for consideration for publication, please send them to FREEPOST RSLY-AUJA-RAHY, Young Writers OR, Remus House, Coltsfoot Drive, Peterborough PE2 9BF. 10/10