The Mystery of the Pyramids - King for a Week

Graphic Organizer 1: Making inferences

Lesson Plans

Graphic Organizer 2: Fact pyramid

Name/s:

Name/s:

Use the facts you have learned to form an opinion about the great pyramids of Egypt.

Write a historical fact from the story in each “stone” of the pyramid.

Facts

Inferences

What do you know?

What do you believe and why?

Advanced Fluent reading stage Level V (50)

How were the pyramids built?

Who built the pyramids?

The Mystery of the Pyramids examines different theories surrounding who built the pyramids of Egypt and why and how they were constructed.

Running words: 1,924 Text type: Report

The king wants his pyramid finished NOW! But, after accidentally changing places with a worker, he learns how hard the job really is.

Running words: 3,431 Text type: Narrative

Content vocabulary

Literary language

afterlife ancient archaeologists ceramics civilization historians kingdom labor language systems memorials monuments mummification mummy pharaohs pyramids quarries radical theories religious customs religious rituals sarcophagus slaves tax tombs

Nouns: builder chief engineer criminal guard high-ranking official king peasant servant slave stonemason Words related to setting: desert Egypt kingdom litter Nile River palace pyramid robes sarcophagus Literary adverbs: angrily desperately immediately merely richly sternly wearily

Reading strategies The Mystery of the Pyramids King For a Week

• M aking inferences about the beliefs and perspectives of people who lived in the past • Identifying the historical facts within a narrative

Correlations with Texas Essential Knowledge and Skills

Why were the pyramids built?

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(6) (F) Make inferences and use evidence to support understanding.

5(7) (C) Use text evidence to support an appropriate response.

5(10) (B) Analyze how the use of text structure contributes to the author’s purpose.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.

Lesson Plan

The Mystery of the Pyramids

Lesson Plan

Synthesizing: Talk about the pair

King For a Week

Key concepts

Key concepts

• P yramids are huge structures that

• N arratives can include historical facts

•

were built in Egypt in ancient times.

T here are different theories about how and why the pyramids were built, and who actually built them.

related to the setting of the story.

• A character’s words, thoughts, and actions reflect the time and place in which the story is set.

Brainstorm a list of what students have learned about the pyramids after reading The Mystery of the Pyramids and King For a Week.

Say: Experts know a lot about the Egyptian pyramids, but there are some things that remain a mystery. Have students discuss this with a partner.

In pairs, students refer back to the books to complete the following data chart. Upon completion, discuss students’ charts as a group.

Name/s:

Before reading Exploring vocabulary Give each student a copy of The Mystery of the Pyramids. Have students browse through the book. Say: This book explains some of the theories about how and why the pyramids of Egypt were built and who may have built them. Have students brainstorm words that might be in the book. Scribe a list of words using students’ ideas.

★ Refer students to the glossary and talk through the words in it.

Establishing the strategy focus Say: As you read, you’ll learn about the ancient Egyptians and make inferences about their lives. Use the information the author gives you to think about how they lived and what they believed.

Working with a partner

Before reading Give each student a copy of King For a Week. Have students browse through the book. Say: This is a fictional story that’s set in ancient Egypt. It’s about a king who can’t wait for his pyramid to be built. Ask: What words might be in this book? Scribe a group list.

Students read Chapter 4 independently. As they read, monitor and support them where appropriate. Have students record historical facts included in the chapter. Invite them to share their notes with the group. Repeat the process with Chapter 5. Encourage students to use their prior knowledge and inferences made in the text to identify facts.

★ Discuss words related to the setting (refer to the

Check for understanding

Quick write

“Literary language” section).

Have pairs share the inferences they wrote after each chapter. During the discussion, ask students to explain their conclusions. Ask: What clues led you to think this?

Introduce Graphic Organizer 1: Making inferences. Have students work with their partner to complete it. Say: Use the notes you made during your reading to fill in the data chart.

Establishing the strategy focus

Say: Although this is a fictional story, it is full of facts about the Egyptian people of the time and the way their society worked. What can you say about this?

In pairs, students take turns to read the pages in Chapter 2.

Ask: What conclusions can you draw?

Have students read Chapters 3, 4, and 5 independently.

Say: After each chapter, meet with your partner and write down two inferences you can make. Read the conclusion aloud. Ask: Why might experts on the pyramids have different ideas about how and why they were built? Discuss students’ ideas.

Exploring vocabulary

Say: As you read this story, you will come across historical facts. These facts can be found in both the text and in the illustrations. Ask: What sort of facts might be in the story? Invite students to share their ideas and discuss them as a group.

During reading

After reading

During reading

Reading with teacher support

Talking about the book

Reading with teacher support

Have students read pages 2 to 7 independently. Discuss the information. Say: As you read, focus on drawing inferences. This means you use facts to form opinions about the topic.

Read page 8 aloud and then model this strategy. Say: From reading this information, I think that the ancient Egyptians were very smart, organized, and hard working. What facts in the text led me to infer this? Draw out that it was the achievements of these ancient people that revealed these qualities.

Check for understanding Have students read pages 9 to 11 independently. Discuss any inferences that the students make and identify the information that led to them.

★

Ask: What does this sentence/paragraph/page tell you? So, what can you infer/conclude from this?

★

Have students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking.

What sort of people were the ancient Egyptians? (Inferential) How are we similar to the ancient Egyptians? In what ways are we different? (Synthesizing) Do you agree that the pyramids are a big mystery? Why do you think this? (Critical) Invite students to ask their own questions.

Vocabulary reflection

★ Return to the glossary and ask: What words would you add to the glossary? Have pairs write two words with their definitions and share them with the group.

Strategy reflection Say: When you read about the ancient Egyptians, you made inferences about them. This means you used the facts from the text to form an opinion. Ask students to share their opinions.

These activities are also suitable for English Language Learners (ELL).

Have students read Chapter 1. Ask: What historical facts were included in this chapter? Draw out that the Egyptians kings had lots of servants who treated them with great respect.

Have students read Chapter 2 independently and then write down an historical fact from the text.

Check for understanding Ask: What historical facts were included in Chapter 2? Discuss students’ ideas. Draw out that many workers were needed to build the pyramids.

★ Say: It took many workers to build the Egyptian pyramids. Where does it tell us this in the text?

Working with a partner Have students read Chapter 3 independently. Have them meet with a partner to discuss and record the facts that were included in the chapter.

Egyptian expert

Reading with teacher support What we know

What is still a mystery

Working with a partner Introduce Graphic Organizer 2: Fact pyramid. Say: Work with your partner to fill in the fact pyramid. Use the notes you made during your reading to help you.

Have partners share their completed fact pyramid with the group.

After reading Talking about the book Have the students talk about the whole text. Use a range of questions to promote discussion and higher-level thinking.

What did the king learn from his time as a worker? (Inferential) Would this story work if it were set in your country in the present?

Explain your answer. (Synthesizing) Did the inclusion of historical facts enhance the story? Why? (Critical) Invite students to ask their own questions.

Vocabulary reflection

★ Refer to the list of vocabulary made prior to reading. In pairs, students take turns saying a word from the list in a sentence.

Strategy reflection Ask: Why did the author include historical facts in this story? Draw out that using these facts makes the setting and story more believable.

Assessment Can students differentiate between proven facts and theories about a phenomenon?

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd.

Graphic Organizer 1: Making inferences

Lesson Plans

Graphic Organizer 2: Fact pyramid

Name/s:

Name/s:

Use the facts you have learned to form an opinion about the great pyramids of Egypt.

Write a historical fact from the story in each “stone” of the pyramid.

Facts

Inferences

What do you know?

What do you believe and why?

Advanced Fluent reading stage Level V (50)

How were the pyramids built?

Who built the pyramids?

The Mystery of the Pyramids examines different theories surrounding who built the pyramids of Egypt and why and how they were constructed.

Running words: 1,924 Text type: Report

The king wants his pyramid finished NOW! But, after accidentally changing places with a worker, he learns how hard the job really is.

Running words: 3,431 Text type: Narrative

Content vocabulary

Literary language

afterlife ancient archaeologists ceramics civilization historians kingdom labor language systems memorials monuments mummification mummy pharaohs pyramids quarries radical theories religious customs religious rituals sarcophagus slaves tax tombs

Nouns: builder chief engineer criminal guard high-ranking official king peasant servant slave stonemason Words related to setting: desert Egypt kingdom litter Nile River palace pyramid robes sarcophagus Literary adverbs: angrily desperately immediately merely richly sternly wearily

Reading strategies The Mystery of the Pyramids King For a Week

• M aking inferences about the beliefs and perspectives of people who lived in the past • Identifying the historical facts within a narrative

Correlations with Texas Essential Knowledge and Skills

Why were the pyramids built?

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(6) (F) Make inferences and use evidence to support understanding.

5(7) (C) Use text evidence to support an appropriate response.

5(10) (B) Analyze how the use of text structure contributes to the author’s purpose.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.

Graphic Organizer 1: Making inferences

Lesson Plans

Graphic Organizer 2: Fact pyramid

Name/s:

Name/s:

Use the facts you have learned to form an opinion about the great pyramids of Egypt.

Write a historical fact from the story in each “stone” of the pyramid.

Facts

Inferences

What do you know?

What do you believe and why?

Advanced Fluent reading stage Level V (50)

How were the pyramids built?

Who built the pyramids?

The Mystery of the Pyramids examines different theories surrounding who built the pyramids of Egypt and why and how they were constructed.

Running words: 1,924 Text type: Report

The king wants his pyramid finished NOW! But, after accidentally changing places with a worker, he learns how hard the job really is.

Running words: 3,431 Text type: Narrative

Content vocabulary

Literary language

afterlife ancient archaeologists ceramics civilization historians kingdom labor language systems memorials monuments mummification mummy pharaohs pyramids quarries radical theories religious customs religious rituals sarcophagus slaves tax tombs

Nouns: builder chief engineer criminal guard high-ranking official king peasant servant slave stonemason Words related to setting: desert Egypt kingdom litter Nile River palace pyramid robes sarcophagus Literary adverbs: angrily desperately immediately merely richly sternly wearily

Reading strategies The Mystery of the Pyramids King For a Week

• M aking inferences about the beliefs and perspectives of people who lived in the past • Identifying the historical facts within a narrative

Correlations with Texas Essential Knowledge and Skills

Why were the pyramids built?

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd. © 2018–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2018–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

Flying Start to Literacy Lesson Plans The Mystery of the Pyramids/King For a Week © 2018–2019 EC Licensing Pty Ltd.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultants: Susan Hill and Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 5(3) (B) Use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words.

5(6) (F) Make inferences and use evidence to support understanding.

5(7) (C) Use text evidence to support an appropriate response.

5(10) (B) Analyze how the use of text structure contributes to the author’s purpose.

Writing 5(7) (B) Write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources.

Speaking and Listening 5(10) (A) Explain the author’s purpose and message within a text.