The Egypt Game, by Zilpha Keatley Snyder by plu17302


									                     The Egypt Game, by Zilpha Keatley Snyder
                                 Reading Comprehension

Grade: 6
Time: 3 group meetings of about 30 minutes each

Overview: As a group, students will practice comprehension skills. They will lead
discussions and engage in activities to develop their understanding of the text. The
students will read the novel in three parts. After each part, the reading group will
convene to discuss the events of the book.

       -     to enhance vocabulary
       -     to develop interest in Egypt
       -     to apply vocabulary terms associated content material
       -     to engage in meaningful study and discussion
       -     to practice study techniques
       -     to practice reading comprehension

National Academic Standards:

Pennsylvania State Academic Standards:
      1.1.5 A Establish the purpose for reading a type of text before reading
      1.1.5 D Identify basic ideas and facts in text using strategies and information
              from other sources to make predictions about text.
      1.1.5 5 Identify, understand the meaning of and use correctly key vocabulary from
              various subject areas.
      1.1.8 B Identify and use common organizational structures and graphic features to
              comprehend information.
      1.3.8 A Read and understand works of literature.
      1.3.5 B Compare the use of literary elements within and among texts including
              characters, setting, plot, them and point of view.
      1.5.5 B Write using well-developed content appropriate for the topic.
      1.6.8 A Listen to others
      1.6.8 D Contribute to discussions
      1.6.8 E Participate in small and large group discussions and presentations.

Bethlehem Academic Standards:
       M.LA.1.b The student reads and comprehends materials to develop understanding
             and expertise and produces written or oral work that restates or
             summarizes information, relates new information to prior knowledge and
             experience, extends ideas or makes connects to related topics or
       M. LA. 3 b The student participates in group meetings
       M. LA. 4 b The student analyzes and subsequently revises work to clarify it or
             make it more effective in communicating the intended message or thought.
Copy of The Egypt Game for each student and teacher.

              Teaching Procedure / Guiding Questions/ and Assignments:

Meeting 1:
1. Hand out the books
2. Preview the book.
   What do you think this book is about?
   Who is on the front page? What do you think they are doing?
   Does this book have any pictures? Can you make a story about the pictures?
3. Have the students read the back cover.
   Can you make a prediction of what is going to happen in the story?
   Who is the story about?
   Where does it take place?
4. Have the students write down their predictions in their notebook.
5. Read the first chapter allied as a class.
6. Have students read to page 104, for next class and be prepared to answer the
   following questions. Teacher writes the questions on the board.
   Who are the main characters?
   Who are the secondary characters?
   Where does the story take place?
   Summarize the reading section into a paragraph or two?

Meeting 2:
1. Have students take out the book and their responses to the questions.
2. Write down four specific questions about the reading on the board.
   What was the object in the A-Z store that April liked?
   What did April buy at the store when she was home alone?
   Name one of the two gods that the girls made an altar for?
   Extra Credit: Who was the other god that received an altar at “The Egypt Game”?

   Explain to the students that this is a pop quiz to check if the students had read. While
   they answer the questions check to see if questions were completed.

3. Start discussion.
       - What did you think of the book?
       - Where does the author get her ideas to write?
       - Who are the main characters?
       - Who are the secondary characters?
       - Describe April. Can you find an example from the book? Can you refer us to
           a page number?
       - Describe Melanie.
       -   What does April believe?
       -   Why is the second and third chapters called “Enter …. Melanie, Marshall, and
           April”? What is the author trying to do?
      - Why are Melanie and April nervous at the end of the summer?
      - What is the Egypt Game? Where can you find that in the book?
      - On page 53, some sixth grade boys were teasing April, and Melanie thought
           of it as a good thing. Why? What does she mean when she says “It was
           teasing, maybe, but not the kind you use on outsiders.”?
      - Do you think Melanie is a good friend? Why?
      - What do you think about April’s comment on page 58?
      - What do you think of the Egypt Game? Would you play? Why? Do oyu
           think it is dangerous?
      - What did Nefertiti stand for?
      - Describe Elizabeth.
      - Why can’t they play the Egypt Game anymore? Is that fair?
      - What do you think they will do? Write down your prediction in your copy
           book as “a ticket out of class”.
4. Assign the rest of the book for homework and ask the students to bring a list of 6
   events that occur during the rest of the book for the next meeting.

Meeting 3:
1. Ask students to bring their copy notebooks, the novel, and a pen to the literature
2. Ask students to get out a loose leaf and a pen. Teacher poses the following questions
    on the board.
        - State one question the Egyptians ask the oracle.
        - What two people join the Egypt game?
        - Wrote the answers to the first two questions?
        - Who was convicted in the end for murdering the children?
        - Who was the community hero?
  Have students answer the questions to check if the students did their reading
assignment. Teacher surveys the room to check if they completed the assignment to list
the events of the book.
3. Collect all answers.
4. Start discussion: “Last week, I led the discussion. This week I want you guys to lead
    the discussion for a few minutes and then we will do a small activity.”
        - Will each of you write down three questions about the reading. Each question
            must be different. Choose from the list on the board to start your questions.
        - On the board write: What is…, Who is……, How come . . . , Why did . .. . .,
            What does ____________________ mean?, Why did the author put
            _____________ in the story? When . . .
5. Allow students 3 minutes to make questions.
6. Have a student start discussion and pick on their peers to answer questions or to start
    a new discussion lead.
7. Teacher interjects only to add more depth or to correct answers, but phrases all
    responses in a question format.
8. Teacher assigns three students to a different activity to sum up the novel.

   Time Line: Make a time line on the board of the sequence of events of the book. Be
   prepared to explain it and describe how the events are linked in a cause and effect

   Motto Maker: For each primary and secondary character, make a phrase that a reader
   could imagine the character saying. Do not share with your peers which character
   would say what. When we discuss the activities, have the group members guess
   which characters are they and explain why.

   Fortune Teller: Pick a character from the book and describe their lifestyle thirty years
   later. Use evidence from the book to describe them. Don’t reveal who your character
   is. Be prepared to present it to the group and have your peers guess the character.

   Illustrator: Draw a picture on the board of a specific important event in the novel.
   Have your classmates guess what event it is. Be prepared to explain why this event is
   important or significant.

9. Teacher allows the small groups 5 minutes to work on their activity.
10. Teacher allows 2 minutes for each group to present their work.
Closure: (15 min)
11. Teacher collects novels and asks students to take 10 minutes to write a response
    paragraph to the novel. The response piece should include if they enjoyed the book
    and why. It should also state specific parts of the book that was their most favorite or
    most uninteresting and why. It should have a topic sentence and be written in
    paragraph form with complete sentences.
12. Teacher writes the checklist of requirements on the board.
13. If the students cannot finish the writing assignment in class, they may finish it for

1. Two pop quizzes worth one point per question.
2. Five points awarded for completion of each homework and participation at each
3. 10 Points awarded based on the checklist for the concluding response.
All points are factored into the reading grade.

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