LeFrak Class of the Month Essay ContestMUMMIESGRADE 6Literacy and Social Studies ActivitiesACTIVITY OVERVIEWThis activity, which is aligned to the Common Core StateStandards (CCSS) for English Language Arts and the New YorkState Social Studies Elementary Standards, introduces studentsto the process of mummification in ancient Egyptian andPeruvian societies.This activity has two components:1. A T THE MUSEUM, students will read and engage with exhibition texts(including printed text, digital and physical/hands-on interactives, videos, andmodels). This information will help them complete the post-visit writing task.2. BACK IN THE CLASSROOM, students will complete a CCSS-alignedexplanatory writing task about mummies of Egypt and Peru.Common Core State StandardsW.6.2: Write informative/explanatory texts toexamine a topic and convey ideas and informationclearly.New York State Social StudiesElementary StandardsStandard 2: World History Key Idea 2.1: The study of world historyrequires an understanding of world cultures andcivilizations, including an analysis ofimportant ideas, social and cultural values,beliefs, and traditions.Materials in this packet include:For Teachers Activity Overview (p. 1-2) Answers to the student worksheets (p. 3-7) Essay scoring rubric (p. 8-9)For Students Student worksheets (p. 10-14) Student entry sheet (p. 15-19)1.DURING YOUR VISITAt the Museum, students will observe specimens and engage with texts (including printed text, digital interactives, videos, andmodels). The information they’ll gather from these sources will help them complete the post-visit writing task.Preparation for Museum Visit Review the educator’s guide to see how themes in the exhibition connect to your curriculum and to get an advance look at whatyour students will encounter. (Guide is downloadable at amnh.org/mummies-for-educators) Familiarize yourself with the student worksheets (p. 13-14) and the map of the exhibition.Important Information about the Mummies Exhibition In keeping with the sensitive nature of displaying human remains, the exhibition’s atmosphere is somber and the lighting is dim. Photography is prohibited. Accompanying labels are often positioned above the display cases. Titles of the scans and mummies do not always match, but the scans go with the mummies they are closest to.Suggestions for Facilitating the Museum Visit Explain the goal of the Museum visit: to observe specimens, to engage with texts (including printed text, digital interactives, videos, and models), and to gather information that will help them complete the post-visit writing task. Review the worksheet. Clarify what information students should collect. Have students explore the exhibition in pairs, with each student completing his or her own student worksheet. Encourage student pairs to ask you or their peers for help locating information. Tell students they may not share information withother pairs, but may point each other to places where information needed to complete the worksheet can be found.1
LeFrak Class of the Month Essay ContestMUMMIES2. BACK IN THE CLASSROOMStudents will use what they have learned from the visit to the Museum tocomplete a CCSS-aligned explanatory writing task about mummies.Preparation Plan how you will explain the student writing task, on the first page of thestudent entry sheet (p. 15), to students.Instructions Review the writing task and rubric with students. Explain that they will use itwhile composing, and also to evaluate and revise what they have written.Suggestions for Facilitating Writing Task Before they begin to write, have students use the writing task to frame adiscussion around the information that they gathered at the Museum. They canwork in pairs, small groups, or as a class, and can compare their findings.GRADE 6Supports for Diverse LearnersThis resource has been designed to engageall learners with the principles of UniversalDesign for Learning in mind. It representsinformation in multiple ways and offers multipleways for your students to engage with contentas they read about, discuss, view, and writeabout scientific concepts. Different parts ofthe experience (e.g. reading texts, or locatinginformation in the Museum) may challengeindividual students. However, the arc of learningis designed to offer varied opportunities tolearn. We suggest that all learners experienceeach activity, even if challenging. If any studentshave an Individualized Education Program (IEP),consult it for additional accommodations ormodifications. Referring to the writing prompt, have students underline or highlight all relevant passages and information from the notes takenat the Museum. Instruct each student to write down any useful information gathered by their peers. Students should write their essays individually. Have students self-assess and revise their work using the essay scoring rubric. You may choose to create a student friendlyself-assessment checklist based on column four of the essay scoring rubric.2
LeFrak Class of the Month Essay ContestMUMMIESStudent Worksheet: Page 1Name:GRADE 6ANSWER KEYWelcome to the Mummies exhibition! Today, you will come face-to-face with real mummies.Mummies are remains of humans and other animals that have been preserved for thousands ofyears. You’ll encounter mummies from the ancient cultures of Peru and Egypt. You’ll observe whatthe mummies look like on the outside, and discover what scientific imaging, like CT scans and X-rays,reveal about what mummies look like on the inside. You will also describe objects that were buriedwith the mummies in two cultures. Finally, you will see how the two cultures buried their mummies.NOTE: Location numbers refer to the map in the Mummies Educator’s GuidePERU (amnh.org/mummies-for-educators)(The information to answer this question and the1. The Practice of Mummification in Peru following question can be found at stop 2a.)Find the Peru map and read about mummification in Peru. Then answer the following questions.When did Peruvians start mummifying their dead? over 7,000 years ago (5000 BC)Why did Peruvians mummify their dead? Sample Answer: In ancient Peru mummification allowed theliving to remember and remain connected with the dead. Some people kept mummies in their homes orbrought them to festivals. Others brought offerings of food or drink to their loved ones’ graves.2. Peruvian Mummy Bundles and Burial ObjectsIn the Peru section, pick a mummy bundle and a burial object to observe. Be sure to pick mummybundles with scientific scans, like CT scans and X-rays, that reveal what these mummy bundles looklike on the inside.Draw a Peruvian mummy and label your drawing.NOTE: All Peruvian mummies are found in sections 2a-2f.Name: See below.When was it made?See below.Where was it found?Students will find theinformation for this questionand the questions above onthe top of the glass cases thatcontain the mummies.3
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6ANSWER KEYDescribe the outside of the mummy bundle and what materials were used to make it.Answers may vary.What does the scan show about who is inside the mummy bundle?Many mummies have images of scans next to their cases. See section 2b for a touch-screeninteractive with more information about many of the mummies.Draw and label a Peruvian burial object that was wrapped witha mummy.NOTE: All Peruvian mummies are found in sections 2a-2f.Object Name:See below.When was it made?See below.Where was it found?Students will find theinformation for this questionand the questions above onthe top of the glass cases thatcontain the mummies.4
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6Describe the object. What was it used for? What is it made from?Anwers will vary depending on the object chosen.Why were objects wrapped with the dead?Answers may vary but should include: Many objects included in the bundles were linked of mummiesin ancient Egypt and PeruAttempts to includesocial studies contentin explanations,but understandingof the significanceof mummies inancient Egyptand Peru is weak;content is irrelevant,inappropriate, orinaccurateConsistent andeffective use of preciseand domain-specificlanguageSome or ineffective useof precise and domainspecific languageLittle use of preciseand domain-specificlanguageNo use of preciseand domain-specificlanguageUses labeled illustrationsand captions of Egyptianand Peruvian mummiesand objects to effectivelycommunicate relevantinformationUses labeled illustrationsand captions of Egyptianand Peruvian mummiesand objects to sufficientlycommunicate relevantinformationInconsistent use ofllustrations and captionsof Egyptian and Peruvianmummies and objectsNo illustrations orIllustrations do notcontain any labels orcaptions8
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6ESSAY SCORING RUBRIC: TEACHER sNeedsAdditionalSupport4321Includes a relevantopening sectionthat introduces thesignificance of mummiesof ancient Egypt andPeru.Includes a sufficientopening section on thesignificanc of mummiesof ancient Egypt andPeru.Includes an openingsection that is insufficiantor irrelevantDoes not include anintroductionIncludes relevant, highlydetailed examples toaddress the writingpromptIncludes sufficientexamples to address thewriting promptIncludes examples, butnot sufficient to fullyaddress the promptDoes not include anyexamplesProvides a concludingsection that follows fromand effectively supportsthe information orexplanation presentedProvides a concludingsection that follows fromand sufficently supportsthe information orexplanation presentedProvides a concludingsection that mostlysupports the informationor explanation presentedProvides a concludingsection that doesnot supportsthe informationor explanationpresented ORprovides noconcluding sectionDemonstrates andmaintains a welldeveloped commandof standard Englishconventions andcohesion, with fewerrors; response includeslanguage and toneconsistently appropriateto the purpose andspecific requirements ofthe promptDemonstrates acommand of standardEnglish conventionsand cohesion, withfew errors; responseincludes language andtone appropriate to thepurpose and specificrequirements of thepromptDemonstrates an unevencommand of standardEnglish conventions andcohesion; uses languageand tone with someinaccurate, inappropriate,or uneven featuresAttempts todemonstratestandard Englishconventions, butlacks cohesion andcontrol of grammar,usage, and mechanics9
LeFrak Class of the Month Essay ContestMUMMIESStudent Worksheet: Page 1GRADE 6Name:Welcome to the Mummies exhibition! Today, you will come face-to-face with real mummies.Mummies are remains of humans and other animals that have been preserved for thousands ofyears. You’ll encounter mummies from the ancient cultures of Peru and Egypt. You’ll observe whatthe mummies look like on the outside, and discover what scientific imaging, like CT scans and X-rays,reveal about what mummies look like on the inside. You will also describe objects that were buriedwith the mummies in two cultures. Finally, you will see how the two cultures buried their mummies.PERU1. The Practice of Mummification in PeruFind the Peru map and read about mummification in Peru. Then answer the following questions.When did Peruvians start mummifying their dead?Why did Peruvians mummify their dead?2. Peruvian Mummy Bundles and Burial ObjectsIn the Peru section, pick a mummy bundle and a burial object to observe. Be sure to pick mummybundles with scientific scans, like CT scans and X-rays, that reveal what these mummy bundles looklike on the inside.Draw a Peruvian mummy and label your drawing.Name:When was it made?Where was it found?10
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6Describe the outside of the mummy bundle and what materials were used to make it.What does the scan show about who is inside the mummy bundle?Draw and label a Peruvian burial object that was wrapped witha mummy.Object Name:When was it made?Where was it found?11
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6Describe the object. What was it used for? What is it made from?Why were objects wrapped with the dead?3. Pit Burial Diorama & “Drinks for the Dead” CaseDescribe where Peruvians buried their mummies and what was buried with them.How were the mummies cared for over time?12
LeFrak Class of the Month Essay ContestMUMMIESGRADE 6EGYPT4. The Practice of Mummification in EgyptFind the Egypt map and read about mummification in Egypt. Then answer these questions.When did Egyptians start mummifying their dead?Why did Egyptians mummify their dead?5. Egyptian Mummies and Burial ObjectsIn the Egypt section, pick a mummy and a burial object to observe. Be sure to pick a dynasticmummy with scientific imaging that reveals what the mummy looks like on the inside. Choose an Egyptian mummy of a human. Draw and label it.Name:When was it made?Where was it found?What does the CT scan or X-ray show about this mummy?13
LeFrak Class of the Month Essay ContestMUMMIESChoose an Egyptian burial object. Draw and label it.GRADE 6Object Name:When was it made?Where was it found?Describe the object. What was it used for? What is it made from?What does this object tell us about mummification in Egypt?6. Egyptian Tomb Burial DioramaDescribe how the tombs where Egyptians buried their mummies were constructed.What objects are included in the tomb? What do they tell us about the ancient Egyptians’ beliefsabout the afterlife?14
LeFrak Class of the Month Essay ContestMUMMIESFirst Name:GRADE 6Last Initial:Student Entry Sheet - Page 1During your visit to the Mummies exhibition, you learned that the people of ancient Peru and ancientEgypt mummified and honored their dead in different ways. Write an essay in which you compare andcontrast the significance of mummies in these two cultures. Support your writing with captioned illustrationsof mummies and objects from each culture.15
LeFrak Class of the Month Essay ContestMUMMIESFirst Name:GRADE 6Last Initial:Student Entry Sheet - Page 216
LeFrak Class of the Month Essay ContestMUMMIESFirst Name:GRADE 6Last Initial:Student Entry Sheet - Page 317
LeFrak Class of the Month Essay ContestMUMMIESFirst Name:GRADE 6Last Initial:Student Entry Sheet - Page 4PERUIllustrationCaption:IllustrationCaption:18
LeFrak Class of the Month Essay ContestMUMMIESFirst Name:GRADE 6Last Initial:Student Entry Sheet - Page 4EGYPTIllustrationCaption:IllustrationCaption:19
6 EGYPT 4. The Practice of Mummification in Egypt Find the Egypt map and read about mummification in Egypt. Then answer these questions. When did Egyptians start mummifying their dead? Why did Egyptians mummify their dead? 5. Egyptian Mummies and Burial Objects In the Egypt section, pick a mu
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
Part VII. LIteracy 509 Chapter 16. A Primer on Literacy Assessment 511 Language Disorders and Literacy Problems 512 Emergent Literacy 514 Emergent Literacy Skill Acquisition 516 Assessment of Emergent Literacy Skills 520 Assessment of Reading and Writing 528 Integrated Language and Literacy Skill Assessment 536 Chapter Summary 537
health literacy is complex and fluid. Research in this area has focused largely on 'functional health literacy', which reflects basic reading and writing skills [25, 26]. Two other dimensions of health literacy have received in-creasing attention in recent decades: interactive and crit-ical health literacy. Interactive health literacy refers to
Keywords: Health literacy, Digital literacy, eHealth literacy, Self-rated health, Nursing students, HLQ, eHLQ, eHLA . self-reported capability to navigate and act in the health-care sector. In 2013, the World Health Organization (WHO) re-ported a positive correlation between self-rated health (SRH) and HL [25]. SRH is a reliable indicator of .
Learning Pathways in Literacy P a g e 2 Early Literacy Pathways 2 Learning Pathways in Literacy A comprehensive document on Early Literacy Development: From Foundational Communication to Advanced Thinking, Reading and Writing Why we created this document The Early Literacy Pathway was created to support educators, caregivers and
One of the remarkable frameworks that sheds light upon new media literacy was developed by Chen et al. (2011), Based on two continuums: functional media literacy to critical media literacy; and consuming media literacy to prosuming media literacy, new dimensions of media
I. Literacy for the 21st Century 5 Literacy for the 21st Century / New Ways of Learning 6 What a Difference a Century Makes! 8 Why Media Literacy is Important 9 Questioning the Media 10 II. The CML MediaLit Kit 11A Framework for Learning and Teaching in a Media Age Media Literacy: From Theory to Practice to Implementation 12
at the local grocery store. You can have information out about the adult literacy program, family literacy program, daycare, Aboriginal Head Start program, Friendship Centre and any other organization that is involved in literacy. Talk to people about why literacy is important. Tell them about the literacy programs happening in your community.