Mummies and Pyramids

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Mummies and Pyramids By Will Osborne and Mary
Pope Osborne
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ancient chunk very old The students saw ancient
dinosaur bones at the museum.
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historians base word ending people who study
or write about history The historians traveled to
Egypt to study the countrys culture.
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nation chunk country Pharaohs ruled the nation
of Egypt.
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wealthy base word ending having a lot of
money Wealthy Egyptians has large houses and
servants to cook for them.
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jackal chunk a wild dog A jackal is one type of
animal that lived in ancient Egypt.
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worshiped base word ending loved and
honored The ancient Egyptians worshiped many gods
and goddesses.
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temples chunk buildings for worship The people
went to the temples to pray.
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sacred chunk deserving of respect and
honor Egyptians believed the statues of their
gods and goddesses were sacred and prayed to them
often.
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SQRRRL- used to make sure you understand the main
ideas and details Survey Question Read
and Restate Review Learn
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• Team Talk-Day One
• What is the main idea of the section titled
  Floods and Farming?
• Floodwaters destroyed the farmers land.
• Flooding of the Nile was important to farming.
• Floodwater dumped a layer of mud along the sides
  of the river.
• Farmers planted seeds in the rich, fertile soil
  along the Nile.
• How did you decide what the main ideas were in
  the sections you read?
• Why was the black mud important to the farmers?
• What did King Menes do that made him important to
  the great Egyptian nation?

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PARTNER READING Read pages 18-23 aloud with
your partner
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Team Talk Extender Why was the flooding of the
Nile important to farming? If the Nile had not
flooded, how would that have affected the ancient
Egyptian civilization? Use information from the
text to support your answer.
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Adventures in Writing Your schools magazine,
Tell About It, has asked you to share all the
information you know about a topic that is
interesting to you. Write a paragraph informing
the school about your topic. Make sure you tell
what the topic of your paragraph is. Include at
least three facts about the topic. Use details
to tell more information about the facts. Make
sure you put your ideas into sentences.
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• Heres what youre A.I.W. needs
• A topic sentence that tells what you are
  writing about
• At least three facts about the topic
• Details that tell more about the facts
• Your ideas should be in complete sentences.

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A.I.W. Example Graphic Organizer Australia- 1.
Unique animals- -emu -kangaroo -koala 2. An
island continent- -northwest of New Zealand 3.
Various types of land- -grasslands -desert -mounta
ins -beaches
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Two Minute Edit- Day Two Jack and annie are
learned all about ashent egypt? (5)
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• Team Talk- Day Two
• Describe how the ancient Egyptians dressed. Why
  did they wear loose-fitting clothes?
• List two things you learned from this section
  that you did not know before.
• Which sentence tells what the section titled
  Children and Family Life was mainly about?
• Children wore their hair in sidelocks.
• Children and parents had a close relationship.
• Children and adults played board games.
• Children often lived with their parents until
  they were married.
• Why did you chose this answer?

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Partner Reading Read pages 28-33 aloud with
your partner.
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Team Talk Extender What can Egyptologists
learn about life in ancient Egypt from the
pictures they find? Use examples in the text to
help support your answer.
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Two Minute Edit- Day Three egyptian childs had
a close relationship with they parents! (5)
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• Team Talk-Day Three
• Which detail below supports the main idea
  Egyptians pictured their gods and goddesses in
  several different ways?
• Some looked like animals and some looked like
  humans.
• The gods and goddesses watched over everything.
• Temples were built to honor and respect the gods
  and goddesses.
• Priests at the temples cared for the statues.
• How did ancient Egyptians feel about their gods
  and goddesses? Use clues from the text to
  support your answer.
• 3. The illustrations on pages 38 and 39 show
  many objects in the shapes of animals. How were
  these objects used by the ancient Egyptians?

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Partner Reading-Day Three Read pages 38-42
aloud with your partner.
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Team Talk Extender- Day Three Ancient
Egyptians made jewelry in the shape of animals,
like hippos, jackals, and lions. How is our
jewelry similar? How is it different? What
might be the reasons for this?
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Two Minute Edit- Day Four
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• Team Talk-Day Four
• Which sentence tells a main idea in the passage?
• Ra sailed across the sky every day in the golden
  hour.
• The Egyptians served statues meals and washed and
  dressed them.
• Mummies were buried in tombs.
• The ancient Egyptians worshiped many gods and
  goddesses.
• How was Ra sometimes shown? What did the
  Egyptians believe about Ra?
• How were the Egyptian beliefs about Ra and Isis
  different?

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Partner Reading- Day Four Read pages 46-49
aloud with your partner.
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Team Talk Extender- Day Four What did the
authors have to know before they wrote this
section? Use information from the text to
support your answer.
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Mummies and Pyramids week 2
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charms base word ending small decorative
objects worn on necklace or bracelet Lucy wore
two gold charms on her necklace.
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ceremony chunk a sequence of steps that are
performed as a tradition Frank was the ring
bearer in his cousins wedding ceremony.
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linen chunk smooth, strong cloth or
yarn Mummies were wrapped in linen strips.
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scrolls base word ending rolls of paper used
for writing The treasure maps were written on
scrolls and buried under the tree.
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chamber chunk a small room The mummy was
hidden in a secret chamber.
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tomb blend a grave, burial chamber Many
treasures were hidden in King Tuts tomb.
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musicians chunk people who play, write, or sing
music with skill The musicians played festive
music at the party.
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tourists base word ending people who travel
for pleasure The tourists took photographs of
the ancient city of Pompeii.
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Another Type of Mummy What do you picture in
your mind when you hear the word Mummy? You
probably picture a dried up, old body wrapped in
cloth found in a tomb in Egypt. Try picturing a
person in a block of ice. Most people would
never think of a mummy as a frozen, stiff body in
a block of ice. However, these bodies are
mummies too. Ice mummies form when snow or ice
covers the body. The freezing temperatures keep
the body from decaying. Who were these people
frozen in ice? No one really knows who these
mummies were or where they came from. A lot of
guesswork is involved. Experts believe that,
unlike Egyptian mummies, ice mummies were made by
accident.
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• Team Talk- Day One
• How did mummy cases change over time?
• Why did ancient Egyptians wrap magic charms in
  the mummys linen strips?
• What are pages 60-61 mainly about? Explain how
  you know.

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Partner Reading-Day One Read pages 59-63
aloud with your partner.
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Team Talk- Day One Extender Think about how the
ancient Egyptians made mummies. If you lived in
ancient Egypt, would you have wanted to be a
mummy maker? Why or why not? Use information
from the text to support your answer.
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Adventures in Writing Mrs. Harrison had written
a letter to your book review club. She is
looking for a book about ancient Egypt that would
be helpful and interesting to her 4th graders.
Write a letter persuading Mrs. Harrison to use
the book Mummies and Pyramids by Will Osborne and
Mary Pope Osborne. Make sure that you tell at
least three reasons that this book would be a
good choice. When giving your reasons, you might
decide to share some of the things you learned
from the book, what you thought was interesting,
or anything else that you liked about the book.
Use details to support your reasons. Make sure
you put your ideas into complete sentences.
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• Be sure to include these things in your A.I.W.
• A topic sentence that tells the teacher to use
  the book
• At least three reasons the teacher should use the
  book
• Details to support the reasons
• Your ideas are in complete sentences
• 5. The parts of a letter (date, greeting, body,
  closing, and signature)

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• Sample A.I.W. Graphic Organizer
• You should use the book Mummies and Pyramids in
  your class.
• We learned about gods and goddesses.
• -Thoth -Isis
• Hieroglyphic writing was cool.
• -written in pictures -some pictures do not match
  objects
• Definitions are listed in the side of the page.
• -easier to understand

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Two Minute Edit-Day Two Mummy cases were made
in too different styles one was rectangular.
The other was actually shaped like the mummie.
(5)
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• Team Talk-Day Two
• Write a sentence that tells the main idea of page
  73. Explain how you figured this out. Include
  any clues or details the author gave in the text.
• Describe the Book of the Dead. What does it tell
  you about ancient Egyptian beliefs?
• 3. Why did ancient Egyptians bury prayers,
  magic spells, and maps of the underworld with the
  mummies?

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Partner Reading-Day Two Read pages 68-74 aloud
with your partner.
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Team Talk Extender-Day Two Look at the
illustrations on pages 68 and 69. What
information can you learn about ancient Egyptian
life from looking at the pictures?
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Two Minute Edit- Day Three egyptian funerils
were like big paredes Some families even paid
peoples to mourn for the dead. (5)
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• Team Talk- Day Three
• Why did farmers help build pyramids?
• Pages 80-81 are about building pyramids. Write a
  sentence telling the big idea that you think the
  author wanted you to get from reading this.
• Describe the Great sphinx.

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Partner Reading-Day Three Read pages 80-93
aloud with your partner.
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Team Talk Extender-Day Three Compare and
contrast the mastabas to the pyramids that were
built later. How were they alike? How were they
different? Explain how they changed.
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Two Minute Edit- Day Four The piramids were
builded by mistake Imhotep built the first
pyramid it was a step piramid (7)
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• Team Talk Day Four
• Write a sentence that tells the main idea of the
  section titled The Valley of the Kings.
  Explain how you decided what the main idea was in
  this section.
• Were the ancient Egyptians successful in keeping
  the treasures safe? Use information from the
  text to support your answer.
• Which was not included in the text as a way to
  keep treasure safe?
• secret chambers
• fake passages
• trap doors
• guards

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Partner Reading-Day Four Read pages 90-95
aloud with your partner.
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Team Talk Extender-Day Four Think about the
actions of the Tomb Robbers. How do their
actions affect you and others who want to learn
about ancient Egypt?