1. Mummies and Pyramids Presented by: Mercedes Erhman Maribel Gonzalez
Veneshia Gonzalez
Karen Taylor

2. Summary
This project enables students to travel back in time to ancient Egypt where they will actively engage in various tasks while learning about Mummies and Pyramids. They will be in constant communication with an expert via and eventually will share their findings through individual and group presentations.

3. Learning Objectives Students will be able to:
Use a variety of methods and sources to
understand the ancient history of Egypt (such as
interpreting letters; and reading maps and
graphs)
understand the mummification process
list three different types of pyramids
read and organize information about ancient
Egyptian civilization
report their findings in a creative presentation
Create a three dimensional Egyptian artifact

4. Learning Activities/ Group Structure
Reading
Books:
-Mummies in The Morning,
-Mummies and Pyramids.
(Teacher Read-Aloud, Buddy Reading and Individual Reading)
Reading info on the web:
-EGYPT/Heiro/Pharaohs + Queen Mummification process/
pyramidconst.
(Group and Individual)
Writing
- s to expert guide
-Daily travel log entries
-Diary A Day in the Life of
Hieroglyphic writing: name/ Pharaoh-Queen’s name, decipher secret message.
Speaking
-Communicating with members of a group, oral presentation of chosen topic.

5. Learning Activities/ Group Structure [cont.]
Listening:
-listening to story read aloud (Mummies in the Morning on I-Pod).
-Listening to the experts/archaeologists,etc. on web casts.
-Listening to members/listening to presentations
(Group and Individual)
Viewing:
-Web casts and DVD’s
Visual:
-3-D project on topic of choice
-Plotting information on map (cities/major landmarks/location of
pyramids/tombs)
-Design Cartouche with Pharaoh or Queen’s name.
(Individual)

6. Language Arts Components
Viewing
Webcasts
DVD: 7 Wonders of Ancient Egypt
Language Arts Components
Reading
Reading Books: Mummies in the Morning / Mummies and Pyramids
Reading information on the Internet
Listening
Listening to story read aloud
Listening to experts/archaeologists on webcasts
Listening to group members
Listening to presentations
Visually Representing
Plotting information on map
Design cartouche with Pharaoh or Queens name
3-D project on topic of choice
Writing
s to expert guide
Daily travel log entries
Diary: A Day in the Life of _____
Hieroglyphic writing
Writing project
Speaking
Communicating with members of a group
Oral presentation of chosen topic

7. Modifications for VE/ LEP language learners and General Education Students
This project is specifically geared towards LEP students. Differentiated instruction of the six Language Arts
Group and Individual Projects where students are able to:
explore their topic of interest
use the language arts for meaningful purposes
demonstrate their learning in authentic ways.
Other methods mentioned in the text to adapt instruction that are demonstrated in our WebQuest assignment to meet the needs of every student are:
Text Sets
Grouping patterns
Visuals
Background Knowledge
Oral Language
Computers
Monitoring
Tompkins, G. (2005). Language Arts: Patterns of Practice , 6th Edition.
Saddle River, New Jersey: Pearson Education, Inc. Instruction is beneficial for LEP, VE, and General Education students.
Choices

8. Materials Maps of Africa and Egypt Books
Discovery Classics: 7 Wonders of Ancient Egypt DVD
Computers

9. Bulletin Board Idea The bulletin board includes: Mission Travel Logs
A Map of Egypt for students to identify landmarks and plot pyramids
A Teacher’s Clip Board where questions and instructions are posted for the student
Index cards where students write their questions to an expert and the answers they received for all to see
A timeline of Pharaohs and Dynasties

10. Evaluation/Assessment
Observation of students
Worksheets
Oral presentation and 3-D artifact

11. References
-Brandenberg, A. (2004). Mummies Made In Egypt. New York: Harper Collins Publishers.
-Crosher, J. (1992). Ancient Egypt. New York: Penguin Group.
-Griffey, H. (1998). Secrets of the Mummies. New York: DK Publishing, Inc.
-Moses, B. (2001). An Egyptian Tomb. New York: Steck-Vaughn Publishers.
-Osbourne, M.P. (1993). Mummies in the Morning. New York: Random House.
-Osborne, M.P. (1998). Mummies and Pyramids. New York: Random House.
-Reynolds, J. (2004). A-Z Egypt. New York: Scholastic Inc.
-Shuter, J. (2001). People Who Made History in Ancient Egypt. New York: Steck Vaughn Publishers.
-Thomson, R. (1995). The Egyptians. Chicago, Illinois: Children’s Press.

12. Annotated Bibliography
-Brandenberg, A. (2004). Mummies Made In Egypt. New York: Harper Collins Publishers.
This book contains the process that Egyptians take to prepare and wrap their dead to last forever.
-Crosher, J. (1992). Ancient Egypt. New York: Penguin Group.
This book describes life in the early days of Egypt.
-Griffey, H. (1998). Secrets of the Mummies. New York: DK Publishing, Inc.
This book discusses the Egyptian preservation of dead bodies and stories associated with Mummies.
-Moses, B. (2001). An Egyptian Tomb. New York: Steck-Vaughn Publishers.
This book describes the amazing life and beliefs of the ancient Egyptians through the mysterious treasures found in the tombs.

13. Annotated Bibliography [cont.]
-Osbourne, M.P. (1993). Mummies in the Morning. New York: Random House.
Jack and Annie are transported to ancient Egypt where they meet a long dead queen who needs their help.
-Osborne, M.P. (1998). Mummies and Pyramids. New York: Random House.
Join Jack and Annie as they research the world of mummies and pyramids and learn facts about them.
-Shuter, J. (2001). People Who Made History in Ancient Egypt. New York: Steck Vaughn Publishers.
This book contains life stories about ancient Egyptians.
-Thomson, R. (1995). The Egyptians. Chicago, Illinois: Children’s Press.
This book contains activities, crafts, and a history of Egypt.

14. Rubric Mummies and Pyramids Name: _________________________________
Exceptional
Satisfactory
Unsatisfactory
Teamwork-Responsibility: Knows and completes assigned tasks
Kept a clear record of most project requirements and deadlines. Made list of the work group members needed to do to meet the project requirements. Completed individual tasks on time.
Kept a record of most project requirements and deadlines. Did not know or complete some of the tasks assigned by the team.
Did not keep a record of project requirements or deadlines. Did not know or complete most of the tasks assigned by the team.
Organization-Overview: Ready for class work
Finished assignments on time. Came prepared with paper, pencil, notes, and trade books. Most work was done on time. Monitored progress frequently. Completed all required tasks on schedule.
Most assignments finished on time. Usually had paper, pencil, notes, or trade books. Some work was not done on time.
Rarely finished assignments on time. Often did not have paper, pencil, notes, or trade books. Did not use time well. Little or no work was done on time.
Content-Creativity: Unique delivery
Used student-created materials as well as existing material from other sources. Student devised a creative way to design or deliver the project.
Information was factual but showed little student interpretation. Project based primarily on sample work. Student added one or more original ideas.
Project was built from a template, designed only as prescribed, or was based entirely on sample work.
Media-Variety of Types: Media types may include: print, audio, video, visual, Internet, experts, primary sources
Used at least three different forms of media to convey information.
Used two forms of media to convey information.
Used only one form of media to convey information.
Rubric Adapted from MyT4L Rubric

15. Self Assessment Mummies and Pyramids
Name:_________________________________
Self Assessment
I know what needs to be done and when it is due. I will do what is necessary to help my team meet our goal.
I have my work done and I have all of my materials.
My project delivers information in creative, interesting ways.
My project uses more than one type of media to convey information.
MyT4L Rubric