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Ancient Egypt: Letters from the Past

Grade 6English5 days

In this 6th-grade English project, students become historians crafting formal and informal letters to share their understanding of Ancient Egypt. They'll research daily life, social classes, and beliefs, adapting their tone and language to engage different audiences, such as museum curators and friends. The project culminates in a portfolio showcasing their letters, research notes, and reflections on their writing process, demonstrating their ability to communicate historical information effectively and creatively.

Ancient EgyptFormal LetterInformal LetterDescriptive LanguageAudience AdaptationHistorical ResearchTone

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as historians, use formal and informal letters to share our understanding of daily life, social classes, and beliefs in Ancient Egypt, while adapting our tone to engage different audiences and create a specific mood?

Essential Questions

Supporting questions that break down major concepts.

How does the tone of a letter change based on the audience?
What are the key elements of a formal letter?
What are the key elements of an informal letter?
How can descriptive language help create mood in writing?
How can I effectively summarize information about ancient Egypt?
What were the most significant aspects of daily life in Ancient Egypt?
What were the roles and responsibilities of different social classes in Ancient Egypt?
How did ancient Egyptians express their beliefs through art, architecture, and writing?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Research and summarize information about daily life, social classes, and beliefs in Ancient Egypt.
Understand and apply the key elements of formal and informal letters.
Adapt tone and language to suit different audiences and purposes.
Use descriptive language and figurative language to create a specific mood in writing.
Effectively communicate historical information in an engaging and informative manner.

Common Core Standards

CCSS.ELA-LITERACY.WHST.6.2

Primary

Write informative/explanatory texts, including the narration of historical events, that examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: The project requires students to research and write about ancient Egypt, conveying information through formal and informal letters.

CCSS.ELA-LITERACY.WHST.6.1

Secondary

Write arguments to support claims with clear reasons and relevant evidence.Reason: While not the primary focus, students may need to argue for the significance or interpretation of certain aspects of ancient Egyptian life or beliefs in their letters.

CCSS.ELA-LITERACY.SL.6.4

Supporting

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Reason: Students will share their research, so presenting findings clearly is relevant.

CCSS.ELA-LITERACY.W.6.3

Secondary

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Reason: The informal letter could involve narrative elements describing a day in the life of someone in Ancient Egypt.

Teacher Input

Primary

Summarize spoken information using structured notesReason: Directly addresses the research and note-taking aspect of the project.

Teacher Input

Primary

Write directed responses (informal and formal letters) using formal structures and relevant details.Reason: Core skill developed through the letter-writing activity.

Teacher Input

Primary

Create mood and tone through detailed descriptions and figurative language.Reason: Focuses on enhancing writing quality and engaging the audience.

Entry Events

Events that will be used to introduce the project to students

Ancient Egypt Social Media Takeover

The class is tasked with creating a social media campaign to promote a (fictional) upcoming exhibit on ancient Egypt. Students must research different aspects of Egyptian life and culture, then craft both formal (press release) and informal (social media posts, memes) content to engage different audiences and highlight the exhibit's key attractions.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Tone Detective: Audience Adaptation

Students analyze different texts to understand how tone and language change based on the intended audience. They will then practice adapting their own writing to suit different audiences.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read sample formal and informal letters, identifying differences in tone, language, and structure.

2. Discuss how word choice, sentence structure, and overall style contribute to the tone of each letter.

3. Rewrite short paragraphs, adapting them for different audiences (e.g., a museum curator vs. a friend).

Final Product

What students will submit as the final product of the activityA portfolio of rewritten paragraphs demonstrating the ability to adapt tone and language for different audiences.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Adapt tone and language to suit different audiences and purposes. Aligns with standard: Write directed responses (informal and formal letters) using formal structures and relevant details. CCSS.ELA-LITERACY.W.6.3 (effective technique)

Activity 2

Formal Letter Workshop: Press Release Creation

Students learn the key elements of a formal letter and apply this knowledge to create a press release for the Ancient Egypt exhibit.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the structure and conventions of a formal letter (e.g., salutation, closing, formal tone).

2. Brainstorm key information about the Ancient Egypt exhibit to include in the press release.

3. Draft a formal press release, ensuring accuracy, clarity, and a professional tone.

Final Product

What students will submit as the final product of the activityA well-structured formal press release announcing the Ancient Egypt exhibit, ready for distribution.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Understand and apply the key elements of formal and informal letters. Aligns with standard: Write directed responses (informal and formal letters) using formal structures and relevant details. CCSS.ELA-LITERACY.WHST.6.2 (organization of information)

Activity 3

Informal Letter Adventure: A Day in Ancient Egypt

Students will step into the shoes of someone living in Ancient Egypt and write an informal letter describing their daily life, creating a specific mood through descriptive language.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a persona from Ancient Egypt (e.g., farmer, scribe, pharaoh) and research their daily life.

2. Imagine a typical day in their life, focusing on sensory details and emotions.

3. Write an informal letter to a friend or family member, describing this day using vivid language and figurative language to create a specific mood (e.g., excitement, mystery, tranquility).

Final Product

What students will submit as the final product of the activityAn engaging informal letter vividly describing a day in the life of someone in Ancient Egypt, showcasing descriptive writing and figurative language.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goals: Understand and apply the key elements of formal and informal letters. Use descriptive language and figurative language to create a specific mood in writing. Aligns with standard: Create mood and tone through detailed descriptions and figurative language. CCSS.ELA-LITERACY.W.6.3 (relevant descriptive details)

Activity 4

Exhibition Promotion: Final Letter Portfolio

Students will refine their formal and informal letters. They will write a reflection piece that explains their choices for tone, language, and content, as well as how they adapted their writing to engage different audiences and create a specific mood.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Revise and edit both the formal press release and informal letter based on feedback and self-reflection.

2. Compile all work into a final portfolio, including research notes, drafts, and final letters.

3. Write a reflection piece explaining the choices made in each letter and why.

Final Product

What students will submit as the final product of the activityA complete letter portfolio including the formal press release, informal letter, research notes, drafts, and a reflection piece explaining the writing process and choices made.

Alignment

How this activity aligns with the learning objectives & standardsAddresses all learning goals: Research and summarize information about daily life, social classes, and beliefs in Ancient Egypt. Understand and apply the key elements of formal and informal letters. Adapt tone and language to suit different audiences and purposes. Use descriptive language and figurative language to create a specific mood in writing. Effectively communicate historical information in an engaging and informative manner. Aligns with standard: Write directed responses (informal and formal letters) using formal structures and relevant details. Create mood and tone through detailed descriptions and figurative language. CCSS.ELA-LITERACY.SL.6.4 (presenting findings clearly).

Activity 5

Research Expedition: Unearthing Ancient Egypt

Students embark on a research journey to gather information about daily life, social classes, and beliefs in Ancient Egypt. They will use structured notes to summarize their findings.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Explore various resources such as books, articles, and documentaries to gather information about Ancient Egypt.

2. Focus on specific aspects like daily life, social classes, and religious beliefs.

3. Use a structured note-taking template (e.g., Cornell Notes) to record key information and sources.

Final Product

What students will submit as the final product of the activityA comprehensive set of structured notes summarizing research findings on Ancient Egypt.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Research and summarize information about daily life, social classes, and beliefs in Ancient Egypt. Aligns with standard: Summarize spoken information using structured notes. CCSS.ELA-LITERACY.WHST.6.2 (selection and organization of relevant content)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ancient Egypt Letter Portfolio Rubric

Category 1

Research & Information

Demonstrates effective research and accurate summarization of information about Ancient Egypt.

Criterion 1

Information Accuracy

Presents accurate and detailed information about Ancient Egypt, demonstrating a strong understanding of the topic.

Exemplary

4 Points

Information is consistently accurate, insightful, and goes beyond basic facts to include nuanced details and connections. Demonstrates a comprehensive understanding of Ancient Egypt.

Proficient

3 Points

Information is accurate and relevant, providing a solid overview of Ancient Egypt. Demonstrates a good understanding of the topic.

Developing

2 Points

Information contains some inaccuracies or lacks detail. Demonstrates a basic understanding of Ancient Egypt.

Beginning

1 Points

Information is largely inaccurate, incomplete, or irrelevant. Demonstrates a limited understanding of Ancient Egypt.

Criterion 2

Note-Taking

Effectively utilizes structured notes to organize and summarize research findings.

Exemplary

4 Points

Structured notes are comprehensive, well-organized, and demonstrate effective summarization skills. Key information is easily accessible and clearly presented.

Proficient

3 Points

Structured notes are organized and summarize key information effectively. The note-taking method is consistently applied.

Developing

2 Points

Structured notes are present but may lack organization or detail. Summarization is inconsistent.

Beginning

1 Points

Structured notes are minimal, disorganized, or missing key information. Demonstrates limited note-taking skills.

Category 2

Formal Letter (Press Release)

Demonstrates understanding of formal letter conventions and effectively communicates information in a professional tone.

Criterion 1

Structure & Conventions

Adheres to the proper structure and conventions of a formal letter (e.g., salutation, closing, professional tone).

Exemplary

4 Points

The formal letter flawlessly adheres to all conventions of a press release, demonstrating a sophisticated understanding of formal writing. Format enhances clarity and professionalism.

Proficient

3 Points

The formal letter adheres to the essential conventions of a press release and is formatted appropriately.

Developing

2 Points

The formal letter contains some structural errors or deviates from expected conventions. Formatting may be inconsistent.

Beginning

1 Points

The formal letter lacks many of the essential conventions and structural elements of a press release. Formatting is minimal or inappropriate.

Criterion 2

Clarity & Tone

Communicates information clearly and concisely, maintaining a professional and objective tone.

Exemplary

4 Points

The press release is exceptionally clear, concise, and persuasive. Tone is consistently professional and engaging, capturing the reader's interest.

Proficient

3 Points

The press release communicates information clearly and concisely, maintaining a professional tone throughout.

Developing

2 Points

The press release contains some unclear or ambiguous language. Tone may occasionally be inappropriate or inconsistent.

Beginning

1 Points

The press release is difficult to understand due to unclear language, grammatical errors, or an inappropriate tone.

Category 3

Informal Letter (Ancient Egypt)

Demonstrates understanding of informal letter conventions and uses descriptive language to create mood.

Criterion 1

Voice & Persona

Effectively adopts the voice and persona of someone living in Ancient Egypt, creating a believable and engaging narrative.

Exemplary

4 Points

The letter masterfully embodies the voice and perspective of a person living in Ancient Egypt. The persona is authentic, consistent, and richly detailed, immersing the reader in the experience.

Proficient

3 Points

The letter effectively adopts the voice and perspective of someone living in Ancient Egypt, creating a generally believable narrative.

Developing

2 Points

The letter attempts to adopt the voice and perspective of someone living in Ancient Egypt, but the persona may be inconsistent or unconvincing.

Beginning

1 Points

The letter fails to adopt a clear voice or perspective related to Ancient Egypt. The narrative lacks authenticity and engagement.

Criterion 2

Descriptive Language & Mood

Uses vivid and descriptive language, including figurative language, to create a specific mood and bring the setting to life.

Exemplary

4 Points

The letter is rich with sensory details and figurative language that vividly evokes a specific mood and transports the reader to Ancient Egypt. The descriptions are original, evocative, and contribute significantly to the narrative's impact.

Proficient

3 Points

The letter uses descriptive language and figurative language effectively to create a specific mood and bring the setting of Ancient Egypt to life.

Developing

2 Points

The letter includes some descriptive language, but it may be generic or lack detail. The mood is not consistently created or sustained.

Beginning

1 Points

The letter lacks descriptive language and fails to create a specific mood. The setting is not clearly established.

Category 4

Reflection & Self-Assessment

Demonstrates thoughtful reflection on the writing process and provides insightful explanations of choices made.

Criterion 1

Explanation of Choices

Provides clear and well-reasoned explanations for the choices made in each letter, including tone, language, and content.

Exemplary

4 Points

The reflection demonstrates a deep understanding of the writing process and provides insightful, well-reasoned explanations for all choices made. The student demonstrates a metacognitive awareness of their strengths and areas for growth.

Proficient

3 Points

The reflection provides clear explanations for the choices made in each letter, demonstrating a solid understanding of the writing process.

Developing

2 Points

The reflection provides some explanations for the choices made, but they may be superficial or lack detail.

Beginning

1 Points

The reflection is minimal or fails to explain the choices made in the letters. Demonstrates a limited understanding of the writing process.

Criterion 2

Audience & Purpose

Articulates how the tone, language, and content were adapted to engage different audiences and fulfill specific purposes.

Exemplary

4 Points

The reflection expertly analyzes the impact of tone, language, and content on different audiences. Demonstrates a sophisticated understanding of rhetorical strategies and audience engagement.

Proficient

3 Points

The reflection explains how the tone, language, and content were adapted to engage different audiences and fulfill specific purposes.

Developing

2 Points

The reflection identifies some ways in which the tone, language, or content were adapted for different audiences, but the explanations may be incomplete or generalized.

Beginning

1 Points

The reflection does not address how the tone, language, or content were adapted for different audiences or purposes.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did your understanding of tone and audience evolve throughout this project? Give specific examples from your formal and informal letters to illustrate your points.

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Question 2

In what ways did the research process influence your final formal and informal letters?

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Question 3

To what extent did you succeed in creating a specific mood through descriptive and figurative language in your informal letter? What specific techniques did you use, and how effective were they?

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Question 4

Which aspect of Ancient Egyptian life did you find most fascinating to research and write about, and why? How did you incorporate this fascination into your letters?

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Question 5

How confident do you feel in your ability to adapt your writing style for different audiences and purposes after completing this project?

Scale

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