Using historical narratives to teach history – the lesson sequence

The proposed cover for my soon to be released book. Lots of short stories and teaching/learning activities.
The proposed cover for my soon to be released book. Lots of short stories and teaching/learning activities.
Lesson sequence Activities
Introduce Ancient Egypt – timeline and basic facts about the society…  (two to three lessons) Timeline of Ancient Egypt (Old, Middle and New Kingdoms)

Key features of religion, rule and government, conflict with other societies.

Read story: LITTLE HATSEPSHUT; discuss content Discuss how the story makes use of contextual information from the time to give the story credibility.
Introduce task; 2 options

1. To write a short story (500 – 1000 words) set in Ancient Egypt which makes use of everyday life features of this society.

2. Write a report of a feature of everyday life featured or used in the story Little Hatshepsut.

Read and discuss the chapter – The role of research in crafting stories.

Clearly define assessment task options. Note key content description:

Discuss role of research in story creation. Note that this is also relevant to task option 2.

Brainstorm early ideas – what can I write about?

Research task (two lesson allocation) Consider these questions: What was life like back in ancient Egypt? How was it different to modern times? What will be the key conflict in my story? What everyday features of life in ancient Egypt can I use?
Examine how writers establish and use setting?

Define your story’s possible setting.

Discuss setting in Little Hatshepsut; how is it established, where in the story and what is the purpose? [Use other fiction examples if needed. EG Pharaoh by Jackie French. (See this site.)]

When is your story set? Where is it set? Who is in this setting?

Discuss techniques for writing effective description.

SID: (Strong verbs, Imagery, Details)

Look at examples of description in Little Hatshepsut, and other examples.

Use the SID model to discuss.

Creating characters (action, thought, dialogue… what others think and how they react to character) Look at examples of character creation in Little Hatshepsut, and other examples.
Research follow up (one to two lessons) Refine story idea settings, description, character; check facts. Is this relevant to Ancient Egypt.
Beginnings and endings Define key role of story openings and endings(closings)

Look at examples in Little Hatshepsut, and other stories (can refer to popular films and stories from outside history to have students engage with ideas).

Write first draft. Plan and write first draft: Is the following obvious?

Setting (credible Egyptian context

Character (main character, other characters)

Peer edit Develop peer editing sheet to test that students have crated credible settings, characters, conflict

Teacher may offer to offer diagnostic feedback on first or second draft.

Re-write
Submit Assess
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