UNIT X UNIT 2 | 81 Instructional Routine: Media p. Txxxvii The Egyptian Pyramids This short animated film is the story of an archeologist and his discovery. Viewing Strategy: Make Inferences • Discuss the strategy Review how to make inferences. Note that there is no dialogue in the film. Students need to infer what’s happening using contextual clues. Ask: What did you learn about the Great Pyramids of Giza? Where are they situated? Why are they a world wonder? Why are they a mystery? • Build vocabulary Use the vocabulary routine to introduce the Useful Vocabulary. You could write the vocabulary on cards that students could match with their meanings. Before Viewing Activate prior knowledge Read and clarify familiar terms in the questions. ANSWERS 1. Camels can carry people long distances in hot, dry climates. They don’t need water very often. 2. Sample answer: Ancient Egypt was an advanced civilization with fascinating architecture, a unique writing system, and advanced technology for irrigating the land. 3. The Great Pyramids of Giza are in Egypt. 4. An archeologist looks for artifacts to learn about civilizations from the past. During Viewing View for specific information Read the questions aloud. Remind students to look for answers to the questions as they watch the video closely. Once students are able to retell the events, have them work in pairs to answer the questions. ANSWERS Sample answers: 1. A remote that opened the pyramid. 2. a sphinx; 3. The camel eats the remote and changes the settings of the doorway. After Viewing Show comprehension Have students work in pairs to answer the questions. ANSWERS Sample answers: 1. ancient Egyptian letters or words 2. to explore/to discover what was inside 3. I think he found a mummy. Practice Book p. 44 Assessment Program Unit Test pp. 31–38 Proficiency Assessment: End-of-Unit Exam EXPLORE AND LEARN PRACTICE COMMUNICATE FORMATIVE ASSESSMENT Talk and write: The Egyptian Pyramids Summarize the events of the video. What lesson do you think the archeologist learned? Why is dialogue not always necessary in videos? DIFFERENTIATED INSTRUCTION Scaffold Have students watch the video again while you provide language to describe the events. Pause at strategic points and explain using the Useful Vocabulary. Amplify Tell students to write a sequel to the story. Remind students to include characters and a setting, and to make sure the problem and solution are clear. Give students a chance to present their stories to classmates once they are complete. Before Viewing This video is a story about an archeologist and his camel. Discuss the questions. 1. Why are camels good animals to live in the desert? 2. What do you know about ancient Egypt? 3. What famous ancient structures are in Egypt? 4. What is an archeologist’s job? During Viewing Watch the video. Look for answers to these questions. 1. What does the archeologist discover? 2. What is beneath the pyramid? 3. How does the archeologist get trapped inside? After Viewing Answer the questions. 1. There are hieroglyphics on the ancient remote control. Can you infer the meaning of the hieroglyphics? 2. Why do you think the archeologist went inside the structure? 3. What do you think happened to the archeologist inside the structure? USEFUL VOCABULARY beneath brush camel desert discover hieroglyphics ladder pyramids remote control the Sphinx VIEWING STRATEGY Make Inferences When there is no dialogue in a video, you can make inferences, or guesses, about what is happening. The Egyptian Pyramids UNIT 2 81 CONNECT TO Media UNIT 2 / CONNECT TO MEDIA
RkJQdWJsaXNoZXIy MjUyNzA0NQ==