Title – A Writer’s Workshop Lesson

about King Tut’s Tomb

By – Jennifer

Primary Subject – Language Arts

Secondary Subjects – Social Studies

Grade Level – 6th

Ancient Egypt Unit

Five 50-minute class periods

Writer’s Workshop

Instructional Strategies

Direct Instruction, Interactive Discussion, Narrative Writing, Recording Events

Specific Lesson Objectives

After writing journal entries from Howard Carter’s point of view, students will be able to state the major events leading to and during the discovery of Tutankhamen’s tomb. Students will also be able to correctly format a journal entry.

Materials

Paper

Pencils


The Tomb of the Boy King

by John Frank

Chart paper

Markers

Crayons

Colored pencils

Computers

Step-By-Step Procedure

Anticipatory Set
• Ask, “Who are some famous explorers? What motivates explorers to leave their homes to explore unknown lands or attempt certain feats?”
  
• Explorers of the past and the present share some of the same characteristics.
  
• Ask students to list the qualitative/characteristics that are important. After you have a list on the board, rank the qualities/characteristics as to their importance.

Objectives of Lesson

After reading

The Tomb of the Boy King

, students will be able to apply the knowledge they have gained to their writing. They will write fictional journals documenting the journey of Howard Carter.

Step-By-Step

• Read aloud the Prologue and Chapter 1.
  
• Tell students explorers often kept records of their thoughts, observations, and details of events from their lives. They also often kept illustrations as records in their journals.
  
• Ask, “Why would explorers keep a journal?”
  
• ***Quickly discuss the format for a journal entry*** As a whole class, write a journal entry from the point of view of Howard Carter. Be sure to include events from the book, feelings Carter may have been experiencing, predictions of events to come, observations, etc.
  
• Read Chapter 2. Brainstorm possible starters for a journal entry on the board and have students begin writing their own entry
  
• Read Chapter 3. Again brainstorm with the students and have them start writing their own entry.
  
• Continue doing this until the last chapter.
  
• For the last chapter, discuss possible ways that Howard Carter might have concluded his journal. Help students come up with ideas.
  
• Journals should be at least two paragraphs long and illustrated in full color.
  
• When students have finished writing, they need to proofread their journal entries.
  
• After proofreading, students need to type their entries on the computer (one entry per page to leave room for illustrations).
  
• Once again, students need to proofread their journals.
  
• On their final copies, have students complete their illustrations. When they are finished, students need to hand in their journals to be bound in a class journal and published.

  Closure

• To add closure to the activity, read
  
  The Tomb of the Boyd King
  
  one more time. As you read, have student think about their journal entries and how well they do or do not fit with the book.
  
• Meet to conference with individual students about their final copies.

Correctives/Enrichments

Correctives

For students who have trouble hearing, have them seated closer to you. If some students have a hard time paying attention or sitting still that long, have them “Saddle Up (turn their chair backwards and sit in it incorrectly; good tool for attentive listening). For any student who is struggling, provide as much one-on-one support as possible.

Enrichments

For any student who gets done quickly or finds the assignment easy, encourage them to write more. Ask them questions about where they can add something, another detail, etc. to improve their piece. Have them find the everyday words and replace them with good vivid words. As always, any student who finishes early may also help another student who is struggling with ideas, etc.

E-Mail

Jennifer

!