LESSON PLAN TEMPLATE

Name:

Pablo Garcia

Date:

Day 1

Content/Grade: 6th Grade

Preparation to Teach

State Standard:

6.2 Students analyze the geographic, political, economic, religious, and social
structures of the early civilizations of Mesopotamia, Egypt, and Kush.
6.2.7 Understand the significance of Queen Hatshepsut and Ramses the Great.

Lesson Objective:

Materials:

Notes:

Revised 8.13.13 (AG)

-students will know of Queen Hatshepsut and he path to power

-students will understand how significant it was for a woman to be pharaoh in
Ancient Egypt.

Instructional Sequence
Anticipatory Set:

minutes

Instructional Strategy and/or Student Activity

A quick introduction video on Ancient Egyptian

Pharaohs
-how uncommon women Pharaohs were
-how important Pharaohs were in Ancient Egypt.
Identify Adaptations (Student Needs)
student with AHHD

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Logical- reasoning how important
Hatshepsut was in comparison to other
pharaohs
Visual / Spatial- listen and see to what it
said in the video and be able to think
about the area that a pharaoh controlled.
Existential- taking in all the information
providing and being able to describe
how important Hatshepsut was.

IEP

504
Giving the
student a list
of check
points to
follow.

EL

GATE

Definition of
a pharaoh
What is more
common
men or
women
pharaohs?
Who is
Hatshepsut?

Formative Monitoring/Assessment
-Getting students interested in the subject
-What are pharaohs?
-Why are they not kings?
- How common are women Pharaohs?

Identify Adaptations (Student Needs)

Revised 8.13.13 (AG)

Rationale
- students respond with enthusiasm and
more questions that were not
answered
- students respond they are like kings
its just the title used in ancient Egypt
- students respond it was not common
at all to be a female pharaoh
- - students respond with not only was
Hatshepsut a female pharaoh she was
recognized as a big deal

IEP

Answer the
previous
questions fro
m checklist

EL

GATE

Instructional Input:

minutes

Instructional Strategy and/or Student Activity

A powerpoint Hatshepsut
-how did Hatshepsut get to power?
- Was she voted into power or did she just receive it?
- What were her accomplishments while in power?
- Was she well liked throughout Egypt?
- why was there an attempt to erase her existence?
Identify Adaptations (Student Needs)
exceptional need ADHD

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Visual- having the information on
power point in front of the student
to have them organize their own
ideas
Verbal- student will write down
notes and talk. They will ask
questions and answer questions I
have as well.
Existential- the crucial
understanding of how important
Hatshepsut was to Egypt. The
crucial understanding how
important it was for a female to be
Pharaoh

IEP

504
Checklist
Hatshepsut
power came
from?
3 of
Hashepsuts
accomplishme
nts?
Who did not
like
Hatshepsut?

Revised 8.13.13 (AG)

EL

GATE

Formative Monitoring/Assessment
-Class how did Hatshepsut get to power?
-Whats your favorite of Hatshepsuts accomplishments?
- who tried to erase Hatshepsut from history?

Rationale
-Hatshepsut was only to have
intern power at the beginning.
She was married to a Pharaoh
and he passed. When he passed
his son was to take power but as
his soon was too young power
was given to Hatshepsut.
Hatshepsut did such a good job
she was not kept as an intern
Pharaoh she would go on to be
Pharaoh for as long as she lived.

Identify Adaptations (Student Needs)

IEP

504

EL

GATE

students will answer based on

what impresses them the most.
Her architectural
accomplishments, her
development of ancient
Egyptian agriculture is another.

-There is no concrete answer to

why some of her monuments
where disfigured. The consensus
is the next Pharaoh her step-son
did not like her. There is also the
idea later Pharaohs did not like
female pharaohs.

Guided Practice:

minutes

Instructional Strategy and/or Student Activity

A Kahoot quiz with what they just learned.

-multiple choice answers
-8 questions on Hatshepsut
-

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Natural- Thinking and categorizing
information quickly in a Quiz
environment
Existential- being able to answer the
biggest concepts just learned
Musical- Using the rhythm of the
background to know how critical it is to
answer quickly and correctly

Identify Adaptations (Student Needs)

ADHD
IEP

Revised 8.13.13 (AG)

504
Student will
be allowed
notes during
quiz. The
checklist he
was given
and wrote on
earlier in the
lesson will
be used.

EL

GATE

Formative Monitoring/Assessment
-Where the students able to answers the questions rapidly
-Going over each question during the quiz in order to correct any
false answers

Rationale
Students answered questions rapidly
and those he did not at least got the
question right. To those who missed the
question they were given a correct
answers without their grade being
affected.
This will also lead to learning increasing
because the more information is
presented and reinforced for a student
the more they with hold.

Identify Adaptations (Student Needs)

ADHD
IEP

504
Student was
allowed to
see future
test question
and his
answers are
not seen by
the entire
class so
there is no
fear of
failure.

EL

GATE

Independent Practice:
Instructional Strategy and/or Student Activity

Use Google Draw

using google draw to draw on of Hatshepsut great
accomplishments
giving students the opportunity to be creative and also
choose an accomplishment they can be later tested on

Identify Adaptations (Student Needs)

ADHD

Revised 8.13.13 (AG)

minutes
Rationale: (Class Learning
Preferences/Skill or Knowledge)
Intrapersonal- this gives us an idea in to
what impressed the student. What kind
of value they give the reign of
Hatshepsut.
Interpersonal- this will be shared with
other students. The other students will
also remember other accomplishments
to further reinforced what was just
taught
kinesthetic- interacting on google draw
because that was the platform given.
Seeing their work next to other students.
another reinforcing experience

IEP

504
maybe not
having the
students
share their
work that
day.
Accommodat
ing this
student
needs with
more time at
home or later
on in class

EL

GATE

Formative Monitoring/Assessment
Can you see all the accomplishments selected?

Rationale
seeing all the accomplishments selected
by other students. Comparing their work
to others. What details could be added or
what was missed.

Identify Adaptations (Student Needs)

ADHD
IEP

504
Asking the
student what
accomplish
ment he/she
selected and
seeing they
began work
on it

EL

GATE

Closure:

minutes

Instructional Strategy and/or Student Activity

Why did you select said accomplishment

What made this accomplishment special to you
Would you want to be remembered by an accomplishment?
If so which one?

Rationale: (Class Learning

Preferences/Skill or Knowledge)
Intrapersonal- making the student
look within themselves as to why
they selected an accomplishment
Visual- what image or idea came
to the students mind? Seeing what
they saw on Google draw
Interpersonal- Have the
conversation pass from students
to student and get them to interact
with each other.

Revised 8.13.13 (AG)

with each other.

Identify Adaptations (Student Needs)
ADHD
IEP

504
Giving him/her
a pre prepared
question

EL

GATE

Formative Monitoring/Assessment

Rationale

Why did you select that accomplishment?

Would you want to be remembered by an accomplishment?

Identify Adaptations (Student Needs)

ADHD
IEP

504
They will have
given a reason
for why they
selected an
accomplishme
nt.

EL

GATE

Reflection

Success:

Revised 8.13.13 (AG)

This was the accomplishment that

stood out most to the student. The
one that jumped out the most and
impressed them will be a common
answer.
Some students will want to be
remembered for one
accomplishments other will not.
They can say the accomplishment
can be defaced or destroyed
meaning they remembered
Hatshepsut. The can also say they
like impressing others with
something to be remembered by.

Struggles:

Future Ideas:

Revised 8.13.13 (AG)