6th Grade Writing Through Mummification
Overview: Through the writing process students will learn about the
6W2a: Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast and
cause/effect; include formatting, graphics, and multimedia when useful to aiding
6W2b: Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
6W2c: Use appropriate transitions to clarify the relationships among ideas and
6Rl1: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
6Rl2: Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions and
6Rl3: Analyze in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text.
Suggested Student Objectives
*Read, compare and contrast the mummification and the embalming process.
*Write responses to informational text.
*Write and answer questions about informational text, and share with classmates.
*Using graphic organizers and summaries students will write an informational text
on the mummification process, using proper transitions.
*Students will practice their note taking skills.
*Use computers to play a game reinforcing what they have learned.
1. Begin by asking if anyone can tell the class what a mummy is. Mummy-a
naturally or chemically preserved body of a person or animal. Normally when
a person dies, the skin and other soft tissues decay, or break down, leaving
only the bones behind. The process of mummification includes drying the
body very quickly, so decay-causing bacteria can’t grow, and soft tissue and
(Questions to think about and discuss at the end of the unit.)
2. How are mummies made?
3. Why are mummies important today?
Group Activity: Pair students, using two students per computer have them go to
www.asdk12.org/depts./socialstudies/online/AncientCiv.asp under Ancient Egypt
click on, ” You wouldn’t want to be an Egyptian Mummy!” Have students read
each section together and write down three questions and the answer to each
question for each section. Divide students in two groups and play a game where
each group asks the other group the questions they have written down, points
are given for correct answers.
Informational text: Mummies in the Morning by Mary Pope Osborne
Classroom Discussion: Teacher reads a few chapters in Mummies in the Morning
everyday and with the help of the students come up with a topic sentence and
create a summary for each chapter. Teacher models, then scaffolds, then later
in the book students write topic sentence and summary on their own.
Multi-Media: Each student needs their own computer go to
Students will play a game that walks them through the mummification process.
They will have hands on experience at the mummification process. Students will
fill out a sequential order graphic organizer and list the steps in the
Visitor: Invite a mortician to come to the class and talk to the students about
embalming. Having already taught note taking have students take notes while
the mortician is talking and afterward have students using their notes, topic
sentences, and sequential order graphic organizer create a venn diagram
comparing and contrasting the differences and similarities of the embalming
process and the mummification process.
Student Essay: Instruct the students, using their notes and graphic organizer,
to write an informative essay describing the mummification process. Remind
them they need a topic sentence, transitions, and they need to include every
step in the process. They will need to write, revise, edit, and publish their
Use Six-Traits Grading Rubric to grade essay.
Questions and Answers /30
Topic Sentence/Summary /60
Sequential Order Graphic Organizer /50
Venn Diagram /60