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Literacy Instructional Handbook

Mummies and Tombs

Shari Wickline ED-745 May 2012

Table of Content

About the Literacy Instructional Handbook Semantic Map Anticipation Guide Reading Guide Open Sort Open Sort Answer Key Concept Circle Concept Circle Answer Key QAR Chart QAR QAR Answer Key CLOZE Activity CLOZE Activity Answer Key CLOZE Performance Log Writing Activity Admit Slip Writing Activity Exit Slip Writing Activity for Web Quest Day 1 Writing Activity for Web Quest Day 2 Writing Activity for Web Quest Day 1 Answer Key Writing Activity for Web Quest Day 2 Answer Key Web Quest Journal Response Website Activities Supplemental Books Bibliography Lesson Plan 1 Lesson Plan 2

3 4 5 6 7 8 9 10 11 12 14 15 17 18 19 20 21 22 23 24 25 26 27 28 29 34

About the Literacy Instructional Handbook

The Literacy Instructional Handbook is a compilation of activities and resources that have been developed to enhance a particular unit of study. The materials in the handbook can be used or adapted to meet the curriculum needs within a variety of content areas. The theme of this particular Instructional Handbook is mummies and tombs. The resources are being developed to enhance the level of literacy development in various content areas. The unit is taught as a cross-curriculum approach to sixth graders at Tipp City Middle School. The district has adopted the new Common Core Standards and is working to embed literacy development across all content areas for the upcoming school year. The focus of the handbook will be using technology resources that will not only aid in building reading literacy but technology literacy as well. The reading correlation focuses on developing the skills required to read in a nonlinear fashion. This reading process requires that the reader randomly jump from element to element within a digital text. The technology correlation is learning the vocabulary and methods needed to successfully navigate electronic text formats in an effective manner. The process should result in a better understanding of the information being read, not in confusion and visual overload.

Semantic Map

Name _______________________________

Anticipation Guide

Name ______________________________

Directions: Read each of the following statements and, in the Before Reading column, place a (+) if you agree with the statement and a (-) if you disagree. Be prepared to support your responses during the class discussion. After learning about Mummies and Tombs you will complete the After Reading column to see if any of your previous responses changed. If any of your responses have changed then provide a brief explanation of why you changed your response. Support the change with evidence from the text.

Before Reading

Statement

After Reading

If Response was Changed, Why?

Mummies are only found in Egypt.

One way mummies are made is by natural occurrences. Egyptians gave up the art of mummification around the 4th century AD. Most mummy tombs have been lost due to grave robbers looking for treasure. The method of embalming was used in more recent times. During the Middle Ages many mummies were ground up into powders to make magic potions. At one time the art of mummification was only for the wealthy.

Reading Guide Name ____________________________

I. What did the author say? Directions: Place a check on the line in front of the number if you think a statement can be found in the pages you read. _____ 1. A mummy is the body of a person that has been preserved after death. _____ 2. The process of mummification lasted for up to 70 days. _____ 3. Each mummy needed hundreds of yards of linen. _____ 4. Anubis had a human body and the head of a jackal. _____ 5. The first prehistoric mummies were probably accidental.

II. What did the author mean? Directions: Check the following statements that state what the author was trying to say in the pages you read. _____ 1. Egyptians used a special process to help their dead into the afterlife. _____ 2. The process of mummification is a very intricate and specialized art. _____ 3. The tombs held everything that the dead would need for the afterlife. _____ 4. Tombs were designed to allow the Pharaoh to live forever.

III. Do you agree with the statements? Directions: Check each statement that you can defend. _____ 1. Mummification was an important religious belief for those in ancient Egypt. _____ 2. Although they have been dead for thousands of years mummies can still tell their stories. _____ 3. The elaborate processes of mummification meant that the Egyptians were preoccupied with death.

Open Sort (Vocabulary Development Activity) Name __________________________

Before Reading Directions: Before reading the information for process 2 sort the following words into two to three categories. Decide on categories that the words could fit into and complete the chart below. Use your prior knowledge of the words to complete the activity.

decompose afterlife embalming

dehydrated amulets resin

linen deceased ritual

canopic jars natron sarcophagus

Category 1

Category 2

Category 3

Open Sort Answer Key (Vocabulary Development Activity) Name __________________________

Before Reading Directions: Before reading the information for process 2 sort the following words into two to three categories. Decide on categories that the words could fit into and complete the chart below. Use your prior knowledge of the words to complete the activity.

decompose afterlife embalmers

dehydrated amulets resin

linen deceased ritual

canopic jars natron sarcophagus

Category 1

Category 2

Category 3 Opening of the Mouth

Embalming

Mummification

decompose dehydrated natron afterlife canopic jars embalmers

resin deceased amulets linen

sarcophagus ritual

Concept Circle (Vocabulary Development Activity) Name _______________________

Directions: After reading each statement write the word that fits the information represented by all of the sections of the circle.

1. ______________________

2. ______________________

Removal organs

Packing body with natron

Amulets to protect body

Priest reads spells

Covering the body with natron

Body is washed with palm wine

Book of the Dead

Linen and resin are used

1. ______________________

2. ______________________

Furniture and clothing

Valuable objects

Ritual

Deceased eats and drinks

Made of stone

Body on coffin

Family

Funeral

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Concept Circle (Vocabulary Development Activity) Name _______________________

Directions: After reading each statement write the word that best fits the information represented by all of the sections of the circle.

1. ___Embalming___________

2. ___Mummification____

Removal organs

Packing body with natron

Amulets to protect body

Priest reads spells

Covering the body with natron

Body is washed with palm wine

Book of the Dead

Linen and resin are used

1. _Sarcophagus_____

2. _Opening of the Mouth

Furniture and clothing

Valuable objects

Ritual

Deceased eats and drinks

Made of stone

Body on coffin

Family

Funeral

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QAR Chart In the Text

Right There The answer is in the text. The words used in the question and words used for the answer are usually found within the same sentence.

Think and Search The answers are in the text, but the words used in the question and to write the answer are not in the same sentence. You must think about different parts of the text and how you can bring ideas from different sentences together to answer the question.

In Your Head

Author and You The answer is not found in the text. In order to answer the question you need to think about what you know, what the author says and how it all fits together.

On Your Own The text has you thinking, but you know the answer in your head. The author has not been able to help with answering the question, so think about it and use your prior knowledge to answer the question.

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QAR

Name ________________________________

Directions: Read the following passage and answer the questions on the line provided. After answering the question write the QAR category that best fits with how you responded.

Over time almost all Egyptians who could afford to became mummies when they died -a total of about 70 million mummies in 3,000 years. By the 4th century AD, many Egyptians had become Christians and no longer believed that mummification was necessary for life after death. Eventually, the Egyptians gave up the art and science of making mummies. So where did all the mummies go? Sadly, most were plundered in ancient times by grave robbers and vandals looking for treasures wrapped up in the bandages. Countless mummies were also destroyed during the Middle Ages, when they were ground into powders to make supposedly magical potions. Later on, modern treasure hunters blundered into their tombs looking for artifacts and souvenirs. Even industry aided the destruction by using mummies' bandages to make paper or burning their bodies for fuel. The best preserved mummies are those of the pharaohs and their relatives. These mummies tended to be more carefully embalmed and protected from harm. The mummies that have survived allow us to look back into the past and know something of the ancient Egyptians and their time. Three of the most famous Egyptians mummies are Tutankhamen, Seti I and Rameses II (Ramses the Great).

1. Question: What is the estimated total of mummies? Answer: ________________________________________________________________ QAR: ___________________________________________________________________

2. Question: Why did the Egyptians stop mummifying their dead? Answer: _________________________________________________________________ QAR: ___________________________________________________________________

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3. Question: What happened to the mummies? Answer: __________________________________________________________________ QAR: ____________________________________________________________________

4. Question: How were mummies used during the Middle Ages? Answer: __________________________________________________________________ QAR: ____________________________________________________________________

5. Question: Who were the three most famous mummies? Answer: __________________________________________________________________ QAR: ____________________________________________________________________

6. Question: What were some of the ways mummies were used over the years, and why? Answer: __________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ QAR: ____________________________________________________________________

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QAR Answer Key

1. Question: What is the estimated total of mummies? Answer: The estimated total number of mummies is 70 million in 3,000 years QAR: In the Text Right There 2. Question: Why did the Egyptians stop mummifying their dead? Answer: The Egyptians stopped mummifying their dead because they became Christians. QAR: In the Text Think and Search 3. Question: What happened to the mummies? Answer: Over time mummies began to disappear due to tomb robbers looking for treasure. QAR: In the Text Think and Search 4. Question: How were mummies used during the Middle Ages? Answer: During the Middles Ages mummies were ground into powder that was used in magical spells. QAR: In the Text Right There 5. Question: Who were the three most famous mummies? Answer: The three most famous mummies were Tutankhamen, Seti I and Rameses II (Ramses the Great) QAR: In the Text Right There 6. Question: What were some of the ways mummies were used over the years, and why? Answer: Some of the ways mummies were used over the years are by grave robbers for their personal belongings that were buried with them for the afterlife, as a powder for spells, for the study of ancient Egyptian history and a way to look into a past art form no longer practiced. QAR: In Your Head Author and You

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Cloze Activity Name ______________________________

Directions: Read the following passage and fill in the missing words the best you can using your prior knowledge and experiences with similar texts.

When you think of a mummy what comes to mind? Most of us usually (1) an Egyptian mummy wrapped (2) bandages and buried deep (3) a pyramid. While the (4) ones are the most (5), mummies have been found (6) many places throughout the (7), from Greenland to China (8) the Andes Mountains of South (9). A mummy is the (10) of a person (or (11) animal) that has been (12) after death. Normally when (13) die, bacteria and other (14) eat away at the soft (15) (such as skin and (16)) leaving only the bones (17). Since bacteria need water (18) order to grow, mummification (19) happens if the body (20) out quickly after death. (21) body may then be (22) well preserved that we (23) even tell how the (24) person may have looked (25) life. Mummies are made (26) or by embalming, which (27) any process that people (28) to help preserve a (29) body. Mummies can be (30) out by extreme cold, (31) the sun, by smoke, (32) using chemicals such as (33). Some bodies become mummies (34) there were favorable natural (35) when they died. Others (36) preserved and buried with (37) care. The ancient Egyptians (38) that mummifying a person's (39) after death was essential (40) ensure a safe passage (41) the afterlife. Over time (42) all Egyptians who could (43) to became mummies when (44) died -- a total of (45) 70 million mummies in 3,000 (46). By the 4th century AD, (47) Egyptians had become Christians (48) no longer believed that (49) was necessary for life (50) death. Eventually, the Egyptians gave up the art and science of making mummies. So where did all the mummies go? Sadly, most were plundered in ancient times by grave robbers and vandals looking for treasures wrapped up in the bandages.

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1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________ 6. _________________________ 7. _________________________ 8. _________________________ 9. _________________________ 10. ________________________ 11. ________________________ 12. ________________________ 13. ________________________ 14. ________________________ 15. ________________________ 16. ________________________ 17. ________________________ 18. ________________________ 19. ________________________ 20. ________________________ 21. ________________________ 22. ________________________ 23. ________________________ 24. ________________________ 25. ________________________

26. _________________________ 27. _________________________ 28. _________________________ 29. _________________________ 30. _________________________ 31. _________________________ 32. _________________________ 33. _________________________ 34. _________________________ 35. ________________________ 36. ________________________ 37. ________________________ 38. ________________________ 39. ________________________ 40. ________________________ 41. ________________________ 42. ________________________ 43. ________________________ 44. ________________________

45. ________________________
46. ________________________ 47. ________________________ 48. ________________________ 49. ________________________ 50. ________________________

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Cloze Activity Answer Key

1. picture 2. in 3. inside 4. Egyptian 5. famous 6. in 7. world 8. to 9. America 10. body

11. an 12. preserved 13. we 14. germs 15. tissues 16. muscles 17. behind 18. in 19. usually 20. dries

21. the 22. so 23. can 24. dead 25. in 26. naturally 27. is 28. use 29. dead 30. dried

31. by 32. or 33. natron 34. because 35. conditions 36. were 37. great 38. believed 39. body 40. to

41. to 42. almost 43. afford 44. they 45. about 46. years 47. many 48. and 49. mummification 50. after

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Cloze Performance Chart

Subject: ______________________________________________ Period: ______________________________________________ Teacher: ______________________________________________

Directions: Place a tally mark in the box, this signifies where each student performed on the CLOZE Activity. This information will provide an indication of how students will perform when given similar materials.

Below 40 Percent

Between 40 and 60 Percent

Above 60 percent

Total

Total

Total

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Writing Activity Admit Slips Name __________________________________

Directions: Answer each question the best you can prior to the start of the first lesson.

Do you ever get confused reading online resources? ___________________________________ ______________________________________________________________________________

What problems have you had when reading online? ___________________________________ ______________________________________________________________________________

What do you like best about reading online? _________________________________________ ______________________________________________________________________________

Would you say you are at a beginner, still learning, or advanced skill level for reading online? ______________________________________________________________________________

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Writing Activity Exit Slips Name _____________________________

Directions: Answer each question the best you can at the conclusion of the lessons. Hand in the slip before exiting the room.

What is one new skill you have learned that you can use when reading online text? ______________________________________________________________________________

What are the differences between linear and nonlinear text? _____________________________ ______________________________________________________________________________

Write a brief summary of what you have learned from participating in the lessons? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Writing Activity for Web Quest Day 1 Name _______________________________

Directions: Answer the following questions in completes sentences. Use the provided links to find answers to the questions. Provide as much detail as you can to support your answers.

1. What are mummies?

2. How were the mummies made? Explain the process.

3. Who was the God of Mummification?

4. Name some of the other Egyptian Gods?

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Writing Activity for Web Quest Day 2 Name _______________________________

Directions: Answer the following questions in completes sentences. Use the provided links to find answers to the questions. Provide as much detail as you can to support your answers.

1. Where were the organs placed once they were removed?

2. Who were the best preserved mummies?

3. Were poor people mummified the same way the rich were?

4. List three other interesting facts you learned.

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Writing Activity for Web Quest Day 1 Answer Key

1. What are mummies? A mummy is the body of a person (or animal) that has been preserved after death.

2. How were the mummies made? Explain the process. Mummies were made through a process called mummification. According to the information there are 7 steps in the process. 1. Washing and purifying the body. 2. Remove all organs except the heart. 3. Fill the body with stuffing. 4. Dry the body inside and out using a substance called natron. 5. Remove the stuffing after 40-50 days and replace with linen or saw dust. 6. Wrap the body with strands of linen and cover with a shroud. 7. Place the body in a stone coffin called a sarcophagus.

3. Who was the God of Mummification? The God of Mummification was Anubis. He had a human body and the head of a jackal. His job was to prepare the deceased bodies to be received by Osiris.

4. Name some of the other Egyptian Gods? Some of the other Egyptian Gods were Bastet Goddess of Protection, Geb Earth God, Horus God of the sky, Amun King of Gods, Hathor Goddess of Love, Sekmet Goddess of War and Battle, Heket Goddess of Childbirth, Tefnit Goddess of the rain, Thoth God of Wisdom and Sobeck God of Nile.

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Writing Activity for Web Quest Day 2 Answer Key

1. Where were the organs placed once they were removed? The organs are placed in canopic jars. Each jar holds a certain organ and acts as its protector. Imsety had a human head and protected the liver, Qebehsenuf had a head of a falcon and protected the intestines, Hapy - had a baboon head and protected the lungs and Duamatef had a head of a jackal and protected the stomach.

2. Who were the best preserved mummies? The best prepared and preserved mummies are from the 18th through 20th Dynasties of the New Kingdom (ca. 1570-1075 B.C.).

3. Were poor people mummified the same way the rich were? Members of nobility and officials were the ones that were often mummified. Occasionally common people were mummified, but the process was very expensive and above the means of most.

4. List three other interesting facts you learned. Answers will vary.

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Web Quest Mummification Journal Response Day 4

Name _______________________________

Directions: After completing the mummification labs on the Web Quest write a one page independent response. Make sure to provide details that demonstrate your understanding of the process involved.

You are and archeologist who has traveled back in time to assist with the mummification of a famous Pharaoh. Describe in detail the rituals and process of making a mummy

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Website Activities

The following are websites and/or activities that will be used to support the crosscurriculum theme of mummies and tombs. The sites will provide supplemental reading material to enhance the class textbook. The students will use the resources to differentiate their reading skills for nonlinear text formats.

1. Mummies of Ancient Egypt The site will provide reading material about mummies and tombs. The material is very informative and the site was developed by the University of Michigan School of Information. http://www2.si.umich.edu/chico/mummy/index.html

2. How did the Ancient Egyptians Make Mummies? The site provides a Web Quest that was developed using the zunal program. The Web Quest provides supplemental reading resources and interactive labs to enhance the curriculum. Students will gain a solid understanding of mummies and tombs by completing the Web Quest. The site will reach students of varying learning styles. http://zunal.com/webquest.php?w=5259

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Supplemental Books

Macauley, D. (1982). Pyramid. New York, NY: Graphia (Houghton Mifflin). The book provides great illustrations of Pyramids, inside and out. The author is known for his work of architecturally pleasing images. The pictures would be great to enlarge and project onto a white board. The book also provides detailed information into the history and design of Pyramids.

McGraw, E.J. (1986). The golden goblet. London: Puffin Press. The book is a Newbery Winner. A young boy becomes and orphan after the death of his father. He is looked after by his evil brother who is making his dream of becoming a master goldsmith like their father very difficult. The book would be a great way to bring students into the past of Ancient Egypt. It will illustrate how tombs were robbed of gold and the hierarchy of Egyptian society.

Yerkow, L.P. (1990). Mummies, tombs, and treasure: Secrets of Ancient Egypt. San Anselmo, CA: Sandpiper Press. The book elaborately illustrates mummies and tombs for the reader. The information in the book has been extensively researched and provides accounts of Egyptian rituals for the dead. The book could be used to teach the process of mummification and the designing and building of tombs.

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Bibliography

Lewis, J. (2007). How did the Ancient Egyptians make mummies? Retrieved from http://zunal.com/webquest.php?w=5259

Mraz, M., Vacca, J. & Vacca, R. (2011). Content area reading: Literacy and learning across the curriculum. Boston, MA: Pearson Publication.

Neilsen, J. (1997). How users read on the web. Retrieved from http://www.useit.com/alertbox/9710a.html

University of Michigan. (1997). Mummies of Ancient Egypt. retrieved form http://www2.si.umich.edu/chico/mummy/

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Common Core Standards:

Informational-RI Speaking/Listening-SL
Literacy History/Social Studies-RLH/S

Lesson 1 Summary: The purpose of the lesson is to build the students skills in using electronic text as a resource for supplementing their learning material. The lessons will be completed over two class periods. The lesson will use a website with hyperlinks to model nonlinear reading techniques. The lesson will be introduced after the start of the unit using traditional print textbooks. All of the material has been pre-selected so that vocabulary and reading concepts can be addressed in an efficient manner. The reading level of the text can be estimated by having the students complete the CLOZE Activity that was developed using one of the pages from the website. The students will also complete an admit/exit slip, Semantic Map using the site, a QAR and a Cloze Activity. Estimated Duration: The estimated time needed to complete the lesson is two class periods. Each class period is 45 minutes in length. 10-15 minutes will be used for instruction and modeling and 25-30 minutes will be used for completing the hands-on practice of using the website as a reading tool. Lesson Information: Grade Level Grade 6 Lesson Focus Reading nonlinear text I Can Statements (Objectives) 1. I can read and view a variety of electronic resources in order to gather meaning. CC.RI.6.7, AASL-1.1.6, IL.6.C.2 2. I can demonstrate the use of recalling information from prior knowledge or experiences. AASL-1.1.2 and 2.1.3 3. I can complete a Semantic Map using the information obtained reading the electronic text. CC.RLH/S.6-8.7 4. I can demonstrate a higher skill level when reading nonlinear texts. AASL-1.1.8 and 4.1.4, IL.6.B.2 and TIL.6.B.3

CC.RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CC.SL.6.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.
CC.RLH/S.6-8.2 -

Determine the central ideas or information of a primary or secondary source; provide

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an accurate summary of the source distinct from prior knowledge or opinions.

CC.RLH/S.6-8.4 -

Pre-Assessment: The students will be pre-assessed on their prior understanding of reading electronic resources. The students will be given an admit slip to complete upon entering the classroom on the first day of the lesson. Scoring Guidelines:

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
CC.RLH/S.6-8.7 -

When reviewing the responses on the entry slip I will be looking for an initial understanding of the difference between reading linear and nonlinear text. I will use this information to gauge the next days lesson and how to approach reading material with hyperlinks, advertisements and other multimedia features.

Post-Assessment: The students will complete an exit slip to re-evaluate their ability to successfully and effectively read electronic resources. They will write responses that demonstrate how their understanding of reading electronic texts has changed. Scoring Guidelines: When reviewing the exit slips I will look for evidence that shows the students are more comfortable reading texts of this format. A comparison will be done between the admit/exit slips to see how much the students understanding increased.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. AASL Standards:
1.1.2

Instructional Procedures: Day 11. Distribute the admit slips as students come into the classroom. 2. Collect the admit slips and introduce the lesson for the day. 3. Ask the students if they feel they are successful readers of electronic texts? Explain that although they are digital natives and use technology regularly, they may not be fully aware of how to effectively read electronic texts in a way that promotes a higher understanding of the material. Explain that it is easy to get side tracked when using websites and other electronic resources, so learning how to navigate through the material while staying on topic is a skill that must be taught and practiced. 4. Model how to go directly to a site and what to look for once they are there. 5. Discuss terms such as linear vs. nonlinear texts, hyperlinks (keywords). 6. Model the process of reading the information and how to stay focused on the topic while going from one place to another. 7. Distribute the CLOZE Activity and give the students time to complete it.

Use prior and background knowledge as context for new learning.

1.1.6

Read, view, and listen for information

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presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8

Review the correct answers as a group. Explain to the students that the passage is from the website they will be reading. 8. Have the students log into their computers and go to the pre-selected site. Ask them to just see what feature the site has available. Taking the time to click on all of the hyperlinks to see what they find. 9. Give a 10 minute warning that the class will be ending and have them finish exploring the site and log off of the computers. 10. Ask the students if they felt the process of exploring the electronic text was different now that they were actively aware of where they needed to focus. Day 2 1. Once students are seated explain that they will be reading using online texts again today. 2. Distribute the QAR and have the students read the passage and answer the questions. Review the QAR responses as a group discussion. 3. Have the students log into their computer and go to the pre-selected site. 4. Have the students read the information on the site, making sure to click on the hyperlinks. 5. Once the students seem to have read the information they will split into groups of four and discuss what they have read. 6. Once time was given to discuss what they learned from the reading, have them independently complete the Semantic Map. 7. Have the students log off of the computers and distribute the exit slips. Upon leaving the room they are to hand in a completed exit slip.

Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.3

Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
4.1.4

Differentiated Instructional Support: If students are in need of more assistance I will work one-on-one with them or in a small group. I will also have a sample of each template and a checklist of information to focus on when reading for students that learn visually. If students already have advanced reading abilities with nonlinear texts then I will have them write a one page summary of what they have read. I will also have them assist other students and demonstrate their process of filtering through the text. Extension: An extension of the lesson would be for the students to find online resources that provide authoritative information on the topic of mummies and tombs. The resources would need to contain enough information related to the topic that it could be used in place of print texts.

Seek information for personal learning in a variety of formats and genres. ISTE Standards:
3. C

Evaluate and select

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information sources and digital tools based on the appropriateness to specific tasks. Ohio Library Standards:
Information Lit.-IL

Homework Options and Home Connections: Day 1 If students have access to a computer and/or the internet then have them find one online resource (related to mummies and tombs) that they can add to the class database. Day 2 The students need to write five things they learned about mummies and tombs that they had not learned from by reading the print resources used in class.

IL.6.B.2

Use a variety of library material formats as part of the researchprocess.

IL.6.C.2

Interdisciplinary Connections; The lesson can be integrated into reading, writing and technology. The reading/writing connections are with the Common Core Standards for CC.RI.6.2 and CC.SL.6.2. The technology connections are with the ISTE Standard 3.C, and the Ohio Technology Standards TIL.6.B.2 and YIL.6.B.3. The information literacy connections are with the AASL Standards 1.1.2, 1.1.6, 1.1.8, 2.1.3 and 4.1.4, and the Ohio Library Standards IL.6.B.2, IL.6.C.2, IL.6.D.1 and IL.6.E.5. By meeting these standards the students are developing the required 21st Century Skills.

Read for pleasure and information.

IL.6.D.1

Identify main ideas and supporting facts to select relevant information to answer questions.
IL.6.E.5

Materials and Resources: Day 1 1. Admit Slips 2. Computers 3. Smart Board/Projector 4. Online Capability 5. Website http://www2.si.umich.edu/chico/mummy/ 6. CLOZE Activity Day 2 1. Semantic Maps 2. Exit Slips 3. Computers 4. Smart Board/Projector 5. Online Capabilities 6. Website http://www2.si.umich.edu/chico/mummy/ 7. QAR

Understand how to access electronic resources at school and from home. Ohio Technology Standards:
Technology/Info. Lit-

Key Vocabulary:

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TIL

TIL.6.B.2

Recognize that finding and using more than one source can produce a better product.
TIL.6.B.3

- Linear Reading - Nonlinear Reading - Hyperlinks (keywords)

Technology Connections: The technology connections in the lesson occur when the students witness the process of reading electronic texts that require the teacher to use the Smart Board/projector and pre-selected websites. The students gain hands-on experience using technology when they use the computers to read online resources, related to the unit topic.

Use a variety of technology resources for curriculum and personal information needs: library catalog, online encyclopedia, Web sites.

Research Connections: The research that supports the lesson can be found at the AASL, ISTE and Partnership for 21st Century Skills websites. Also the process of reading nonlinear text is a development of higher reading processes needed to develop 21st Century Skills.

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Common Core Standards:

Informational-RI Speaking/Listening-SL
Literacy History/Social Studies-RLH/S

Lesson 2 Summary: The purpose of the lesson is to build the students skills in using electronic texts as a resource for supplementing their learning material. The lessons will be completed over five class periods. Each lesson will be completed using the Web Quest at the following link http://zunal.com/webquest.php?w=5259. The Web Quest requires a great deal of reading and is interactive. It provides a vast amount of information in relation to mummies and tombs. A template for each days lesson has been predeveloped to assist in keeping the students on task and focused. The students will complete an Anticipation Guide before beginning the Web Quest and then they will revisit it at the end of day 5.

CC.RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CC.SL.6.2

Estimated Duration: The estimated time needed to complete the lesson is 5 class periods. Each class period is 45 minutes in length. 10 minutes will be used for instruction and modeling the process for the day and 35 minutes will be used for completing the hands-on practice of using the Web Quest as a reading tool. Lesson Information: Grade Level Grade 6 Lesson Focus Reading using a Web Quest I Can Statements (Objectives) 5. I can read and view a variety of electronic resources in order to gather meaning. CC.RI.6.7, AASL-1.1.6 6. I can demonstrate the use of recalling information from prior knowledge or experiences. CC.SL.6.2, AASL-1.1.2 7. I can complete the daily activity pages using the information obtained reading the electronic text. CC.RI.6.7, CC.RLH/S.6-8.4, CC.RLH/S.6-8.7 8. I can demonstrate a higher skill level when reading nonlinear texts. AASL-1.1.6 and 1.1.8, IL.6.C.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.
CC.RLH/S.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

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Pre-Assessment:
CC.RLH/S.6-8.4

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
CC.RLH/S.6-8.7

The students will be pre-assessed on their prior understanding of the subject of mummies and tombs using an Anticipation Guide. The students will be given the Anticipation Guide to complete upon entering the classroom on the first day of the lesson. Scoring Guidelines: When reviewing the responses to the question I will be looking for the level of prior knowledge of the unit topic. I will use this information to gauge who may need more one-on-one instruction.

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. AASL Standards:
1.1.2

Post-Assessment: The students will revisit the Anticipation Guide at the conclusion of the Web Quest. They will write a brief explanation to support any of the answer changes they made since the beginning of the lessons. Scoring Guidelines: When reviewing the Anticipation Guides I will look for an increase in understanding of the lesson material. This will be evident in any corrections to previously misunderstood statements.

Use prior and background knowledge as context for new learning.

1.1.6

Instructional Procedures: Day 111. Distribute the Anticipation Guides as students come into the classroom. 12. Collect the Anticipation Guides and introduce the lesson for the day. 13. Model the process of entering the Web Quest. (http://zunal.com/webquest.php?w=5259.) 14. Read through the title, introduction, task and process page as a whole group. 15. Explain that the processes will be completed over multiple days. Emphasize that today they will only focus on process 1 reading and finding the answers to the provided questions. 16. Have the students sit with their cooperative learning partner. Distribute a copy of the questions, titled Writing for Web Quest Day 1, for the first part of process 1 to each group. (Only 1 per group is needed). Each day the partners should take turns between navigating

Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.1.8

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Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
2.1.3

on the computer and writing. 17. Instruct the students to write their responses in complete sentences. 18. At the end of the class have the students log off of the computer and turn in the completed worksheet. Day 2 8. Have the students enter the room and sit with their partner at their computer. 9. Inform the students that they will be continuing with process 1 during the class. 10. Have them go to the Web Quest. 11. Distribute the second set of questions, titled Writing for Web Quest day 2, that they will answer for process 1. 12. Instruct the students to write their responses in complete sentences. 13. At the end of the class have the students log off of the computer and turn in the completed worksheet. Day 3 1. Have the students enter the room and sit with their partner at their computer. 2. Inform the students that they will be working on process 2 during the class. 3. Distribute the Open Sort Activity and have them complete it prior to reading the material. 4. Have them go to the Web Quest. 5. Instruct the students to read the materials paying close attention to the hyperlinks. 6. Distribute the Concept Circle and have them find the word that fits the information represented in the circle. 7. At the end of the class have the students log off of the computer and turn in the completed worksheets. Day 4 1. Have the students enter the room and sit with their partner at their computer. 2. Inform the students that they will be working on process 4 during the class. 3. Have them go to the Web Quest. 4. Explain that process 4 is interactive and acts like a virtual mummification lab. 5. Have the students complete the labs. 6. Once they are finished with both labs, have the students complete

Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
4.1.4

Seek information for personal learning in a variety of formats and genres. ISTE Standards:
3. C

Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Ohio Library Standards:
Information Lit.-IL

IL.6.B.2

Use a variety of library material formats as part of

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the researchprocess.
IL.6.C.2

the Web Quest journal entry. This is an independent assignment. 7. At the end of the class have the students turn in the journal entry. Day 5 1. Have the students enter the room and sit with their partner at their computer. 2. Inform the students that they will be completing the final process in the Web Quest. 3. Have them go to the Web Quest, and begin working. 4. Have them complete the interactive activities at each site. 5. When finished the students will individually revisit their Anticipation guide and change any reposes from the beginning of the class. 6. Have a whole group discussion on what they learned from completing the Web Quest. Have them share an answer they changed on their guide and why. 7. Collect the guides.

Read for pleasure and information.

IL.6.D.1

Identify main ideas and supporting facts to select relevant information to answer questions.
IL.6.E.5

Understand how to access electronic resources at school and from home. Ohio Technology Standards:
Technology/Info. Lit-TIL

Differentiated Instructional Support: If students are in need of more assistance I will work one-on-one with them or in a small group. I will also have a sample of each template and a checklist of information to focus on when reading for students that learn visually. If students are more advanced I will have them write a one page summary of what they have read. I will also have them assist other students and demonstrate their process of filtering through the text. Extension: An extension of the lesson would be for the students to find online resources that provide authoritative information on the topic of mummies and tombs. The resources would need to contain enough information related to the topic that it could be used in place of print texts.

TIL.6.B.2

Recognize that finding and using more than one source can produce a better product.
TIL.6.B.3

Use a variety of technology resources for curriculum and personal information needs: library catalog, online encyclopedia, Web sites.

Homework Options and Home Connections: Day 1 Students will write in their class journal about what they have learned and their feelings of learning using this format.

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Ohio Science Standards:

Scientific Ways of KnowingSWK

Day 2 The students will write an entry in their class journal about what they learned during that days process. Day 3 The students will write an entry in their class journal about their impressions of using an interactive resource to study mummification. Day 4 The students will write an entry in their class journal describing their feelings of reading print vs. electronic resources. Day 5 The students will write an entry in their class journal reflecting on the entire process of their learning over the past week.

SWK.6.C.5

Research how men and women of all countries and cultures have contributed to the development of science.

Interdisciplinary Connections: The lesson can be integrated into reading, writing and technology. The reading/writing connections are with the Common Core Standards for CC.RI.6.2, and CC.SL.6.2. The technology connections are with the ISTE Standard 3.C and the Ohio Technology Standards TIL.6.B.2 and TIL.6.B.3. The information literacy connections are with the AASL Standards 1.1.2, 1.1.6, 1.1.8, 2.1.3 and 4.1.4, and the Ohio Library Standards IL.6.B.2, IL.6.C.2, IL.6.D.1 and IL.6.E.5. By meeting these standards the students are developing the required 21st Century Skills. Materials and Resources: Day 1 1. Anticipation Guide (before lesson) 2. Computers 3. Smart Board/Projector 4. Online Capability 5. Web Quest http://zunal.com/webquest.php?w=5259 6. Web Quest Writing Day 1 Day 2 1. Computers 2. Smart Board/Projector 3. Online Capabilities 4. Web Quest http://zunal.com/webquest.php?w=5259 5. Web Quest Writing Day 2 Day 3 1. Open Sort and Concept Circle Pages

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2. 3. 4. 5.

Computers Smart Board/Projector Online Capabilities Web Quest - http://zunal.com/webquest.php?w=5259

Day 4 1. Web Quest Journal Entry 2. Computers 3. Smart Board/Projector 4. Online Capabilities 5. Web Quest http://zunal.com/webquest.php?w=5259 Day 5 1. Anticipation Guides (Before reading was completed on day 1) 2. Computers 3. Smart Board/Projector 4. Online Capabilities 5. Web Quest http://zunal.com/webquest.php?w=5259

Key Vocabulary: - Linear Reading - Nonlinear Reading - Hyperlinks (keywords)

Technology Connections: The technology connections in the lesson occur when the students witness the process of navigating and reading electronic texts that require the teacher to use the Smart Board/projector and pre-selected websites. The students gain hands-on experience using technology when they use the computers to read and navigate online resources, related to the unit topic.

Research Connections: The research that supports the lesson can be found at the AASL, ISTE and Partnership for 21st Century Skills Websites. Also the process of reading nonlinear text and navigating websites is a development of higher reading processes and technology skills needed to develop 21st Century Skills.

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