S T U D E N T G U I D E
Animal mummies were a message direct to the gods
What do archaeological findings reveal about the importance of animals in the lives and deaths of the ancient Egyptians?
View this lesson at ThinkCERCA
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Table of Contents
Vocabulary Building
Direct Instruction Guide
STEP 1: Connect
STEP 2: Read
STEP 3: Engage with the Text
STEP 4: Summarize
STEP 5: Build an Argument
STEP 6: Create your CERCA
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Optional Extensions
Definition | Facts and Characteristics___ |
Examples | Non-examples___ |
Vocabulary Word:�
necropolis
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V O C A B U L A R Y B U I L D I N G
Frayer Model �
The Frayer Model helps you learn vocabulary from different angles.�
Frayer Model
Read the Overview and click “Vocabulary” for this lesson at learn.thinkcerca.com.
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Thinking Like a Historian
How do historians find out about the past? | Historians learn about the past by... |
What types of questions do historians ask about the past? | Historians ask questions about… |
Why is “thinking like a historian” a valuable skill? | The value of learning to “think like a historian” is... |
Take notes on the lesson using the organizer below:
Watch the Direct Instruction lesson at learn.thinkcerca.com
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Thinking Like a Historian (continued)
Summarize and Reflect
In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.
Record your summary here:
S T E P 1 : C O N N E C T
Finding Your Purpose for Learning
When you've finished reading the overview, answer the following questions in the space below:
What more would you like to learn about life in Ancient Egypt? What would you like to know about how Ancient Egyptians incorporated animals into their rituals,?
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Read the Topic Overview provided at learn.thinkcerca.com
S T E P 1 : C O N N E C T
Think-Pair-Share
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S T E P 2 : R E A D
Pause and Reflect
When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.
Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.
Record “Pause and Reflect” answers here:
Record discussion reflections here:
Read the text for this lesson at learn.thinkcerca.com
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S T E P 2 : R E A D
Test Prep Strategy: Error Analysis
Reflect on any multiple choice questions that you got wrong. Taking this step will allow you to avoid making the same mistakes when you see similar questions in the future.
Item | Why was your answer incorrect? What was the cause of the error? | What made the correct answer right? |
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Refer to the reading and multiple choice questions for this lesson at learn.thinkcerca.com.
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S T E P 3 : E N G A G E W I T H T H E T E X T
Highlight and Annotate
In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.
The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.
Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.
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S T E P 4 : S U M M A R I Z E
Write a Summary
Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.
Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.
Your summary should:
Return to learn.thinkcerca.com to complete Step 4: Summarize.
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S T E P 5 : B U I L D A N A R G U M E N T
Collaborate: Share your Argument Builder
When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.
What do archaeological findings reveal about the importance of animals in the lives and deaths of the ancient Egyptians? | |
Share Your Argument | Listen and Record Others |
1. | |
2. | |
3. | |
Complete Step 5 to begin building your argument at learn.thinkcerca.com
S T E P 6 : C R E A T E Y O U R C E R C A
Peer Editing Activity
Complete Step 6 to create your CERCA at learn.thinkcerca.com
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S T E P 6 : C R E A T E Y O U R C E R C A
Writing Reflection
Before you submit your final CERCA, write a brief reflection describing your experience.
An area for growth for me on this piece or in my writing in general is…
The strongest areas of this piece of writing are…
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Through self-assessment and/or peer editing, I learned…
Optional Extensions
The following activities can be used as optional extensions to this lesson.
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O P T I O N A L E X T E N S I O N : R E S E A R C H A C T I V I T Y
Ancient Egyptian World, New Discoveries
Background
Scientists have known for generations that ancient Egyptians created the practice of mummification to preserve the body of a deceased person, as well as that of any other animal or human companions within a tomb. However, new discoveries are constantly emerging that allow scientists, archeologists, and historians to adapt old theories and develop new ones about how the ancient Egyptians lived and died.
With this activity, research the latest ancient Egyptian archeological discoveries and the technologies that enabled them. What more can these new discoveries teach you about the ways that ancient Egyptians lived and died?
Materials Needed
Research
Use the following questions to launch your research:
Share
Create a slideshow presentation with images and videos demonstrating the findings you researched and technologies that enabled them. With adult permission, share it with your peers and the ThinkCERCA team by using the hashtag #SparkCourageousThinking!
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts
As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.
Approaches | Example |
Questions about the author | Is the author an authority on this topic? What was the author’s motivation in writing this piece? |
Questions about the audience, purpose, and occasion of the text | Why was this article written? Why was it published at this time? |
Questions about civics, economics, geography, and history | What can artifacts tell us about belief systems of the past? |
Questions about concepts and ideas | How do new theories compliment or dispute prior understandings about history? |
Questions about self and community reflections | How can artifacts help us make connections between the social, political, and economic characteristics of past civilizations? |
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts (continued)
Use the table below to record questions about the text you read.
Approaches | Questions |
Questions about the author | |
Questions about the audience, purpose, and occasion of the text | |
Questions about civics, economics, geography, and history | |
Questions about concepts and ideas | |
Self and Community Reflections | |
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