8
Number of Words: 1,473 LESSON 19 TEACHER’S GUIDE Life in Ancient Egypt by Joan McElroy Fountas-Pinnell Level U Nonfiction Selection Summary Located along the vital Nile River, a ribbon of life flowing through a hot, dry land, Egypt’s 5,100-year history is filled with wonder. In ancient days, Egypt had a strong economy and religious beliefs that incorporated gods and the pharaoh. Egypt’s magnificent works of architecture and art remain today as reminders of life in ancient Egypt. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30887-6 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Nonfiction Text Structure • Paragraphs ranging in length from two to eight lines • Chapters organized by topic • Third-person narrator Content • Ancient Egyptian family life • Religious beliefs and practices in ancient Egypt • Pharaohs and their accomplishments Themes and Ideas • Today’s Egypt contains buildings and other reminders of ancient times. • Wealthy people often have privileges and benefits poor people do not have. • Rivers are important to civilizations. Language and Literary Features • Metaphor: The Nile River is a ribbon of life flowing through a hot, dry land. • Descriptive language Sentence Complexity • Simple and complex sentences • Sequencing words order some sentences: first, next Vocabulary • Cultural terms, some of which may be unfamiliar, such as pharaoh, nobles, priestess, cosmic order Words • Some multisyllable words, which may be challenging, such as inevitably, luxury, absolute, irrigation Illustrations • Authentic photos and illustrations with captions Book and Print Features • Twelve pages of text, easy-to-read chapter headings, and illustrations on most pages • Table of contents © 2006. Fountas, I.C. & Pinnell, G.S.Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. 6_308876_BL_VRTG_L19_lifeinancientegypt.indd 1 11/5/09 10:06:32 PM

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Number of Words: 1,473

L E S S O N 1 9 T E A C H E R ’ S G U I D E

Life in Ancient Egyptby Joan McElroy

Fountas-Pinnell Level UNonfictionSelection SummaryLocated along the vital Nile River, a ribbon of life fl owing through a hot, dry land, Egypt’s 5,100-year history is fi lled with wonder. In ancient days, Egypt had a strong economy and religious beliefs that incorporated gods and the pharaoh. Egypt’s magnifi cent works of architecture and art remain today as reminders of life in ancient Egypt.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30887-6 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Nonfi ction

Text Structure • Paragraphs ranging in length from two to eight lines • Chapters organized by topic• Third-person narrator

Content • Ancient Egyptian family life • Religious beliefs and practices in ancient Egypt• Pharaohs and their accomplishments

Themes and Ideas • Today’s Egypt contains buildings and other reminders of ancient times.• Wealthy people often have privileges and benefi ts poor people do not have.• Rivers are important to civilizations.

Language and Literary Features

• Metaphor: The Nile River is a ribbon of life fl owing through a hot, dry land. • Descriptive language

Sentence Complexity • Simple and complex sentences• Sequencing words order some sentences: fi rst, next

Vocabulary • Cultural terms, some of which may be unfamiliar, such as pharaoh, nobles, priestess, cosmic order

Words • Some multisyllable words, which may be challenging, such as inevitably, luxury, absolute, irrigation

Illustrations • Authentic photos and illustrations with captionsBook and Print Features • Twelve pages of text, easy-to-read chapter headings, and illustrations on most pages

• Table of contents© 2006. Fountas, I.C. & Pinnell, G.S.Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

ceremonial – very elaborate or formal, p. 6

depicted – shown in another form, such as in a painting or sculpture, p. 11

divine – godly, holy, sacred, p. 9emerge – become known, come

into view or existence, p. 13

erected – built or raised in an upright, vertical position, p. 10

fragments – smaller pieces that broke off from something, p. 11

mission – a group of people sent to perform a certain task or accomplish a specifi c goal, p. 5

pondered – thought about or considered carefully, p. 14

prosperity – wealth or success, p. 9

supportive – helpful, of assistance, p. 6

Life in Ancient Egypt by Joan McElroy

Build BackgroundHelp students use their knowledge of Egypt and the Nile River to visualize the selection. Build interest by asking a question such as the following: Would you have liked to live in the days of the pharaohs, pyramids, and mummies? Read the title and author and talk about the cover illustration. Note the table of contents. Explain that ancient Egypt had its beginnings 5,100 years ago when King Menes united many kingdoms into one country.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Pages 5–7: Tell students Egyptian trade missions traveled across the Mediterranean. Point out the pictures on these pages and have students read the captions. Suggested language: Captions can give clues about information in the text. What does the caption on page 7 tell you?

Page 9: Have students read the fi rst paragraph. Ask: Why do you think ancient Egyptians saw the pharaoh as divine?

Pages 10–11: Read the captions and fi rst sentence on page 10. As many as 100,000 Egyptians worked for 20 years and erected the pyramids pictured on page 11. Why do you think the pharaohs built the pyramids?

Page 14: Point out the chapter heading and read the caption. Explain that the chapters divide the big topic of life in ancient Egypt into smaller, easily understood topics, or ideas that can be pondered through discussion or refl ection.

Now go back to the beginning of the selection and read to fi nd out more about life, ancient Egyptian style!

2 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy as they read, and to fi nd ways to fi gure out parts in the text that are confusing.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: How did the pharaohs of ancient Egypt rule their country? Do you think the pharaohs were fair rulers? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• King Menes united Egypt 5,100 years ago.

• Pharaohs, considered divine, had absolute rule of their subjects.

• Pyramids and temples were erected as monuments to pharaohs.

• Wealthy people sometimes have more privileges than poor people.

• Some government leaders control all parts of their subjects’ lives.

• Buildings and artifacts remind people today of ancient civilizations.

• The photos help the reader visualize the culture and the region, making it seem more real.

• The information about mummies adds interest to the text and shows how advanced the ancient Egyptian culture was.

• The author includes lots of details about pharaohs because they were so important in shaping life in ancient Egypt.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to work in partners, and choose a passage from the text to

read aloud. Remind them to stress the proper words in a sentence to convey meaning.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many English words are formed from Latin root words, prefi xes, and suffi xes. For example, the word divine (page 9) is very similar to its Latin root, divinus. Both words mean “of a god or godly.” Other English words in the text that look similar to their Latin roots include missions (page 5) and the Latin missionem (“the act of sending”) and prosperity (page 9) and the Latin prosperitatem (“good fortune”).

3 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 19.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: mission)

Reading Nonfi ctionNonfiction Features: Tables of Contents and Signal Words Remind students that nonfi ction has many features to help readers fi nd and understand important information. Tables of contents and signal words are two of these features. Explain that a table of contents can list many chapter headings, as in this book, or just a few. A table of contents lists the topics covered in the book. Reading the table of contents before reading a nonfi ction book is a good way to preview what the book is about before reading the main text. Ask students to choose one chapter heading from the table of contents and write a new heading that still fi ts the contents of the chapter.

Signal words are another important source of information. Some signal words tell time order; that is, they help the reader fi gure out the order in which events in the text take place. Often, these words begin sentences. Have students look again at the text on page 8. Ask students to identify the four signal words on this page (fi rst, then, next, fi nally). Then have students write four additional signal words that authors use to tell time order.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• Which words on page 10 help readers to understand the meaning of the word

erecting?

• On page 9, why is the fi rst paragraph important to the book?

• From information in the selection, the reader can conclude that life in ancient Egypt was

___________________________________________________________________.

4 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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Target VocabularyFill in the outer circles of the Web with words that relate tothe Target Vocabulary word. Fill in the blanks in the example sentences with the Target Vocabulary word and a word from the Web. Then make a Web and write example sentences for two of the remaining Target Vocabulary words.

fragmentsdivinemissiondepicted

ponderedsupportiveprosperity

ceremonialerectedemerge

Vocabulary

erected:built

building constructed

Example Sentences:

The skyscraper was last year.

Where will the be erected?

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 19B L A C K L I N E M A S T E R 1 9 . 1

Grade 6, Unit 4: Treasures of the Ancient World

Life in Ancient EgyptTarget Vocabulary

Name Date

3

bridge put up

offi ce building

erected

Possible responses shown.

19.01_6_246260RNLEAN_Target Voca3 3 12/31/09 10:50:51 AM

Confirming Pages

English Language DevelopmentReading Support Pair beginning and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Or have beginning speakers read the captions.

Cultural Support The word treaty on page 13 refers to an important written agreement, usually between two or more nations. Signing a treaty is often a way to end a war.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who united Egypt into one country?

Speaker 2: King Menes

Speaker 1: Who was the most powerful person in ancient Egypt?

Speaker 2: the pharaoh

Speaker 1: Why could only the wealthy Egyptians afford furniture?

Speaker 2: Only wealthy Egyptians could afford furniture because trees were scarce, making wood costly.

Speaker 1: Why did ancient Egyptians preserve bodies?

Speaker 2: Ancient Egyptians believed bodies had to be preserved so their souls could return to them.

Speaker 1: What does artwork inside tombs and temples reveal about ancient Egypt?

Speaker 2: Paintings and carvings inside tombs and temples illustrated myths of the gods in which people believed. They also showed scenes from the lives of the pharaohs and nobles. Also, the size of people depicted in the artwork showed their status in Egyptian society.

5 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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Name Date

Life in Ancient EgyptThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 4, the narrator says: “Egypt’s ruler was called the pharaoh. He was the most powerful person in the country.” What powers did the pharaoh have? How much power do you think the ruler of a country should have? Why?

6 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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Target VocabularyFill in the outer circles of the Web with words that relate tothe Target Vocabulary word. Fill in the blanks in the example sentences with the Target Vocabulary word and a word from the Web. Then make a Web and write example sentences for two of the remaining Target Vocabulary words.

fragmentsdivinemissiondepicted

ponderedsupportiveprosperity

ceremonialerectedemerge

Vocabulary

erected:built

building constructed

Example Sentences:

The skyscraper was last year.

Where will the be erected?

Lesson 19B L A C K L I N E M A S T E R 1 9 . 1

Life in Ancient EgyptTarget Vocabulary

Name Date

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1414270

Student Date Lesson 19

B L A C K L I N E M A S T E R 1 9 . 2 3

Life in Ancient EgyptRunning Record Form

Life in Ancient Egypt • LEVEL U

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

The Nile River is a ribbon of life flowing through a hot, dry

land. The river played a crucial role in ancient Egypt. It created

fertile land in the middle of a desert.

Inevitably, the Nile would flood every year. When it did, it

watered the land. It also left a layer of rich, dark mud along the

banks. This soil was ideal for growing grain. People settled

close to the Nile River. It was their only source of water for

farming, drinking, cooking, and washing.

Egyptians also traded goods all along the river.

Comments: Accuracy Rate (# words read

correctly/94 × 100)

%

Total Self- Corrections

8 Lesson 19: Life in Ancient EgyptGrade 6© Houghton Mifflin Harcourt Publishing Company

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