Lesson 1: Discovering The Tomb
Resource Details:
Two pictures of Howard Carter discovering Tutankhamen on the 4th November 1922. Teaching Ideas: Present the following images to the children. Discuss in pairs first what they think is going on each picture. List some questions they may have eg. who are the two men? Where are they? Write a newspaper article which is to accompany these two pictures in a British newspaper dated at the time of the discovery. Inform the children that they should try to answer the questions they had earlier when discussing the two photos and put them in their newspaper articles. Share the success criteria for this task and for producing a good newspaper article with the children eg. eye-catching heading, paragraphing, etc. The lesson could end with a peer- assessed designed worksheet to enable the children to give feedback on each others work. Likewise the teacher could also give the children valuable advice for improving their work but also praising them on their efforts in creating the articles. Curriculum Linkage: English and History |
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Lesson 2: Reactions to Carter's Discovery
Resource Details: An podcast (Audioboo) that I created of Howard Coward being interviewed after his discovery of King Tut's tomb.
Teaching Ideas: Inform the children that they will will be listening to a podcast of Howard Cater being interviewed by a reporter at the time of the dicovery for the beginning of the lesson.
Predict firstly what they think will be said in pairs. Compose a few questions the interviewer may ask Carter and then create a few possible answers or comments Cater may give bearing in mind that a remarable discovery and historic event has just occured.
Listen to the podcast and review it with regard to the conversion you thought would have occured.
Engage in a whole-class dialogue based on questions the teacher will ask, "Was it much different to what you thought it would have been?", "What detail did it include that you might not have included?" or oppositely "what detail did you include that it didn't mention?" "Did you learn anything new from the poscast?" etc.
Create a 'Group Improvisation' now in groups of what you imagined the scene outide of the tomb would have looked like when Howard Carter and his team emerged with the treasures and findings of Tutankhamen. Once the children have been given a few moments to create the scene the teacher will shout 'Still Image' sand they must freeze into a sort of picture of the scene.
Use their knowledge of what is going in the scene by speaking out some thoughts of the character they are potraying once the tecaher lays their hand softly on their shoulder, one person at a time ('Thought Tracking'). Once the teacher has done this with a few children each one seperately they will stop their still image by 'melting' to the ground.
Design a 'Caracter On The Wall' of Howard Cater writing in words to describe how he felt after the discovery.
Share with the class all of the describing words they have written down and to conclude the lesson they will listen back over the podcsat one more time before drawing the lesson to a close.
Curriculum Linkage: Drama and History
Teaching Ideas: Inform the children that they will will be listening to a podcast of Howard Cater being interviewed by a reporter at the time of the dicovery for the beginning of the lesson.
Predict firstly what they think will be said in pairs. Compose a few questions the interviewer may ask Carter and then create a few possible answers or comments Cater may give bearing in mind that a remarable discovery and historic event has just occured.
Listen to the podcast and review it with regard to the conversion you thought would have occured.
Engage in a whole-class dialogue based on questions the teacher will ask, "Was it much different to what you thought it would have been?", "What detail did it include that you might not have included?" or oppositely "what detail did you include that it didn't mention?" "Did you learn anything new from the poscast?" etc.
Create a 'Group Improvisation' now in groups of what you imagined the scene outide of the tomb would have looked like when Howard Carter and his team emerged with the treasures and findings of Tutankhamen. Once the children have been given a few moments to create the scene the teacher will shout 'Still Image' sand they must freeze into a sort of picture of the scene.
Use their knowledge of what is going in the scene by speaking out some thoughts of the character they are potraying once the tecaher lays their hand softly on their shoulder, one person at a time ('Thought Tracking'). Once the teacher has done this with a few children each one seperately they will stop their still image by 'melting' to the ground.
Design a 'Caracter On The Wall' of Howard Cater writing in words to describe how he felt after the discovery.
Share with the class all of the describing words they have written down and to conclude the lesson they will listen back over the podcsat one more time before drawing the lesson to a close.
Curriculum Linkage: Drama and History
Lesson 3: The Story of The Young King
Resource Details: A storybook with both pictures and some key information on the life of Tutankhamen that I created to be read and evaluated by the childern.
Teaching Ideas: Read the story presented in this Storybird observing the style or way the tecaher has written the story and the choice of pictures used.
Engage in a whole class disucssion about what the children felt was good about this story eg. "I liked the way it presented some factual information to us but at the same time gave us views of the child or narrator in the story" and of course what was not so good and could be improved on eg. "I would have changed some of the images ..instead i would have put in a picture of......" etc.
Reflect in groups of three, what important new information they learnt about the life of King Tut and whether anything surprised them.
Inform the childern that they will be drafting a story like the one above in their copies, written as though they were King Tut on the day of his carrnation to the throne.
Explain to the children to include how he was felling, mention some of the people he encountered on that day, the setting, refer to tastes and smells or any other senses etc.
Review how to write a good narrative if needed.
Write out a plan first of what details they want to include in the their story, making sure the children have thought through the story including the opening, middle and conclusion before they may start writing their narrative story.
Complete a self-assessment checklist so they review their work once they are finished, looking in particular at possible spelling mistakes with the help of a dictionary, grammar, sentence structure etc. and make any necessary changes that are needed.
Share their stories with other members of the class by swaping copies and reading the work of their peers in the class.
Curriculum Linkage: English and History
Teaching Ideas: Read the story presented in this Storybird observing the style or way the tecaher has written the story and the choice of pictures used.
Engage in a whole class disucssion about what the children felt was good about this story eg. "I liked the way it presented some factual information to us but at the same time gave us views of the child or narrator in the story" and of course what was not so good and could be improved on eg. "I would have changed some of the images ..instead i would have put in a picture of......" etc.
Reflect in groups of three, what important new information they learnt about the life of King Tut and whether anything surprised them.
Inform the childern that they will be drafting a story like the one above in their copies, written as though they were King Tut on the day of his carrnation to the throne.
Explain to the children to include how he was felling, mention some of the people he encountered on that day, the setting, refer to tastes and smells or any other senses etc.
Review how to write a good narrative if needed.
Write out a plan first of what details they want to include in the their story, making sure the children have thought through the story including the opening, middle and conclusion before they may start writing their narrative story.
Complete a self-assessment checklist so they review their work once they are finished, looking in particular at possible spelling mistakes with the help of a dictionary, grammar, sentence structure etc. and make any necessary changes that are needed.
Share their stories with other members of the class by swaping copies and reading the work of their peers in the class.
Curriculum Linkage: English and History