Your Name: Natalie Messina (S00184853) Lesson Plan Format

Class: Date: 27/3/18 [Hypothetical] Time: Start: 10am

Year 7 (Stage 4)
Finish: 10:55am

Key Learning Area: Lesson Topic: Social classes in Ancient Egypt.

History
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have explored the geographical setting of Egypt and have established concepts and sites such as the Nile River, Upper and Lower
Egypt, deserts, cataracts, Black and Red Lands, Nubia/Kush, Memphis (Old Kingdom Capital), Thebes (New Kingdom Capital), Giza and The
Valley of the Kings. Students have also explored the influence of ancient Egypt’s geographical settings and natural features on the development
of Egyptian societies. In the previous lesson, students were introduced to the governing of Ancient Egyptian society (by the Pharaoh). The
students have an understanding of how the Pharaoh was at the top of the social hierarchy, and how he governed both religion and law.
Consequently, students have a strong foundation on the context of Egyptian society.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

(One or two only. Please note the syllabus
reference number AND write out in full).
- describes and assesses the motives and
actions of past individuals and groups in the
context of past societies (HT4-3).
- uses a range of historical terms and
concepts when communicating an
understanding of the past (HT4-9).
Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
Roles of key groups in the ancient society, including the
influence of law and religion (ACDSEH032, ACDSEH035,
ACDEH038).
- Understand the social pyramid of Ancient Egypt.
- Describe the roles of key groups in Ancient Egypt.
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
- Informal Assessment: student revision,
and peer collaboration feedback, of previous
lessons using the ABC Brainstorm activity.
- Informal Assessment: teacher gives
verbal feedback and monitored assistance
during the group Jigsaw Research activity.
Teacher keeps anecdotal records of student
efforts.

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 - Evaluate the importance of roles of key groups in Ancient
Egypt.
Any safety issues to be considered:
- Whilst students are using their laptops/iPads
when completing their individual research tasks,
the teacher must consistently monitor the
appropriate use of ICT equipment.
- The teacher must ensure that all electrical leads,
used for technology, are safe, and are not
obstructing any walking spaces.
- Informal Assessment: student revision
and feedback as they co-constructively teach
one another about different roles in their
Home Groups.
- Informal Assessment: teacher provides
written feedback on student ‘Exit Tickets’ and
gains an understanding on what they know,
and what they need/would like to know more
of. Students also gain an understanding of
what they know, and what they need
improvement on.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
• NSW Education Standards Authority. (2012). History K-10 Syllabus. Retrieved March 13,
2018, from NSW Education Standards Authority Web site:
http://syllabus.bostes.nsw.edu.au/hsie/history-k10/.
• Online-Stopwatch. (2018). Classroom Timers and Fun Timers. Retrieved 13 March, 2018,
from http://www.online-stopwatch.com/classroom-timers/. Jigsaw Group Research Task:
http://egypt.mrdonn.org/index.html.
• Social pyramid: Easton et al. (2016). Oxford Big Ideas Humanities 7 Victorian Curriculum.
Victoria: Oxford University Press.
• Exit ticket.
• Worksheets A, B, C, D & E.
• Whiteboard/whiteboard markers.
• Sticky notes.
• Overhead projector.
!
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 Lesson Plan Format
LESSON SEQUENCE
Time LESSON SEQUENCE – Introduction/Development/Conclusion ASSESSMENT / RESOURCES
[mins]
Introduction Note: before arrival, T sets up the online countdown stopwatch (to 60 seconds) on • https://www.online-stopwatch.com/classroom-timers/
the projector. T also writes in large letters on the board: ‘What do you call an • Whiteboard/whiteboard markers.
10:00 am
Egyptian doctor?’ • History exercise books and Ss stationary.
(10 minutes)
T asks students (Ss) to stand quietly behind their desks. For students who struggle to stay engaged, a
T greets Ss and praises their good behaviour. Note: T should use eye creative hook is used to make the content
contact/names if discipline is necessary. enjoyable.
Re-cap of previous lesson: T hands out worksheet A (see appendix). • Informal Assessment: Ss are revising what they
learnt from the previous lesson via comprehension.
T explains to Ss that they will be given 60 seconds to come up with as many ABC
brainstorms (Egyptian terminology) that they can. They may only place ONE term • Worksheet A.
for each letter of the alphabet. • https://www.online-stopwatch.com/classroom-timers/

Adjustment: T gives Ss an example or two: Pharaoh/Ankh.

T presses ‘start’ on a 60-second countdown stopwatch. Whilst Ss are writing, T
hands back their Exit Ticket’s from the previous lesson.
T asks students to tally up their terms. A handful of students read out their
responses. The top 3 Ss with the highest amount of terms get a treat provided by
the T (chocolate/lolly/good comment in their diary depending on school merit
system).
T introduces todays lesson by informing students that now that they know how • Whiteboard/whiteboard markers.
Ancient Egypt was governed (by the Pharaoh), they will begin to break down the
organisation of the rest of Egyptian society.
T acknowledges that by this stage, Ss are intrigued by the question written up on
the board. T explains that the answer will be revealed once a S can correctly
identify which social class an Egyptian doctor would have been a part of. Note:
the answer to the riddle/joke is ‘Cairo-practor’.
T asks Ss if they know what pyramids are. T asks for a S volunteer to draw the

I acknowledge visual learners.

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 shape of a pyramid on the board (triangle). Once this is done, T explains that they
will be looking at a different type of pyramid today: the social pyramid.
Development T hands out worksheet B & C (see appendix). • Worksheets B & C.
10:10am T gives Ss 5 minutes to fill out their own Egyptian social pyramid using the Learners who are linguistically intelligent
information provided on worksheet C.
(5 minutes) can best communicate their ideas by
Extension: any S who completes this task early should annotate their pyramid writing about each social role.
with written facts about each class.
10:15am Jigsaw Group Research Task: Historical Skill • Sticky notes/permanent marker.
(20 minutes) T places Ss in groups of 6, titled ‘Home Group’. Each member of the group is • http://egypt.mrdonn.org/index.html
given a role: pharaoh, vizier, chief priest, scribe, craftsman & slave. T writes each • Worksheet D.
role on a sticky note for the Ss to wear. • ICT equipment (laptop or iPad).
• Informal Assessment: Whilst Ss are completing this
Once each S in the class is assigned, T asks for Ss with the same roles to now task, T should be supervising/shifting between groups
form a second, new group. For example, all of the pharaoh’s form one group, etc. to provide verbal feedback and assistance.
T informs Ss that they will return to their Home Group later on in the lesson.
T hands Ss worksheet D (see appendix). T explains instructions to class: Ss are to For interpersonal learners, social interaction,
navigate their way around the website provided and answer the questions in the and co-constructed learning, is a strategy
tables on the worksheet. Ss are only responsible for the role they have been given used in this lesson. Moreover, mixed-ability
by the T. Ss may work individually or together in their social class groups
(adjustment for students with learning difficulties: learning collaboratively). T
groups are organised to assist students with
gives Ss approx. 15 minutes to fill out their tables. learning difficulties.
Extension: Ss who complete this task should research a primary historical source
related to their individual role and evaluate its significance and what information it
tells them about their role.
10:35am Jigsaw Group Task Continued • Worksheet D.
(15 minutes) Ss return to their Home Groups. One by one, Ss teach one another about their • Informal Assessment: Student-centered learning. Ss
role. Whilst a S is sharing their answers, other peers within the group should fill are summarising what they have learnt, and in doing
out the rest of their table. so, are working co-constructively with other Ss.
• Ss exercise books (for extension activity).
Extension: Ss/groups who complete this activity early are to begin a ‘Think Pair
Share’ activity. In their exercise books, Ss are to draw up a Venn diagram and do
a comparison (similarities and differences) between Ancient Egyptian society and

Extension tasks are used to

challenge higher-order thinkers.
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 our Australian society today.
Conclusion Ss take 5 minutes at the conclusion of the lesson to complete an ‘Exit Ticket’ (see • Informal Assessment: T provides written feedback to
appendix E) and write one thing that they learnt about todays lesson, along with Ss next lesson on their concluding reflections. T
10:50am
any questions that they have. Ss hand their ticket to the T on their way out. T answers any questions that Ss ask on their
(5 minutes) informs Ss that they will answer Ss questions and their ticket will be given back to reflections.
them the following lesson.
T informs students that in the following lesson, they will explore the everyday lives
of men, women and children in Ancient Egyptian society.
T instructs Ss to pack away their belongings.
T dismisses Ss when they are all quiet.

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Appendix A) ABC Brainstorming
Topic: __________________________

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W XYZ

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 My Egyptian Social Pyramid
B)

This pyramid worksheet allows visual

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learning students to envision how the
society’s structure was laid out.

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r e
Learners who have logical-

gh
mathematical intelligence are

Hi
encouraged to think abstractly
about the social pyramid, by using
it to form a judgement on the
importance of each social class,
and logically ordering each social
rank.

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we
r
ra
nk
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C)

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 Who are you? In this task, you have been given the role of ONE individual from the Ancient Egyptian society. You are to visit the
website http://egypt.mrdonn.org/index.html and navigate your way around the site in order to answer the following questions. Then,
once you have returned back to your original groups, you are responsible for teaching others about your role.
D)

Class: Pharaoh Vizier Chief Priest Scribe Craftsman Slave

Briefly describe

your social class

rank.

What is your role

in society?

Scaffolding is used to support lower-order

thinkers. Further, I provide students with the
link to an interactive website. However, this
still allows students to think for themselves 9
and build on their research skills.
 How did you

become who you

are? (E.g.

perhaps you were

born into this role)

How important do

you think your role

is for the

functioning of

Egyptian society

and why?

Extension: If you complete this activity early, research ONE historical primary source (artefact, inscription) related to your role. What does this
source tell you about your role? Evaluate its significance.

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E)

Exit Ticket

Name: _______________
One thing I learned today is…
__________________________________________________
__________________________________________________
__________________________________________________
One question I have is…
__________________________________________________
__________________________________________________
__________________________________________________

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