Lesson Plan - Papyrus (mainstream)
For teachers of students who are learning English as a second
language, students who are academically challenged, or students in grades
below 5/6, there is a version of this lesson (called Lesson Plan Basic
- Papyrus). The material is written at a much lower readability level
with assignments appropriate for this level. It may be found here.
Contents of this lesson plan:
1. Student's information sheet
2. Student's assignments
3. Teacher's notes
(Why
not let your students work with authentic papyrus imported from Egypt?)
4. Assessment rubric
1. Student's information sheet
Papyrus
Papyrus was the main writing surface used by
the Egyptians. It was invented very early on in Egypt's history. Examples have survived
from the 1st Dynasty (3100-2890 B.C.E.) and it was used
continuously until the 11th century C.E.
Papyrus
was also used in the ancient civilizations of Kush, Greece
and Rome.
How was papyrus made?
Papyrus was made from
a reed like plant that grew in the marshes of the river Nile.
The plant grew to a height of about 10 feet.
When harvested,
the hard outer fibers were peeled away and the core was
sliced into strips. The strips were soaked in water. This removed
most of the sugar content.
After soaking, the strips were pounded and the water
drained away. The strips were then placed side by side,
overlapping slightly.
A second set of strips was then
placed at right angles to the first, again overlapping
slightly. They were again pounded and left to dry
under a heavy weight. Enough sugar remained in the strips to
seal them together.
Finally,
the surface was polished to a smooth finish by
rubbing with a stone or block of wood. The surface was then
ready for writing with paint or ink. |
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2. Student's
assignments
Assignment 1
On the handout "Papyrus" there is a description
of how papyrus was made together with diagrams.
Study the description and diagrams carefully and then write a set of
instructions explaining how to make papyrus.The information below on instructions will
help you. |
Instructions
Instructions tell us how to make something
or how to do something. If they are to be understood easily,
they need to be written in small steps, stage by stage.
They need to be straightforward and as simple as possible, and it helps
if each step is numbered.
It also helps if diagrams are included.
Instructions are usually organized into three parts.
1. A statement of the subject of the instructions
e.g. "How to make papyrus".
2. A list of materials, equipment
or ingredients that are needed.
3. Step by step instructions on what
to do.
Writing instructions involves the use of verbs
in the imperative mood (commands).Here are some examples.Instead
of writing "Papyrus was made from a
reed like plant that grew in the marshes of the river Nile," you
would write "Gather papyrus reeds from the marshes."
Instead of writing "The core was then sliced into strips," you
would write "Slice the core into strips." |
| Assignment 2
Research
Carry out research to find out what else the Ancient Egyptians made
from the papyrus plant.
Create a list and see if you can illustrate each item.
Assignment
3
Compare and contrast
The Mesopotamians had a script called
cuneiform and wrote on tablets of clay. The Egyptians
had a script called hieroglyphics and wrote on papyrus.
Spend a little time imagining yourself
using both systems.
Think about the advantages and disadvantages
of both.
Decide which you think was the better system
of the two.
Write an argument to support your choice.
Remember to support your choice with a selection
of reasons and evidence.
Include reasons that were relevant to those
ancient people using the two systems.
Include reasons that are relevant to people
who study those cultures today.
End your assignment with a summing up of
your case. |
3. Teacher's Notes
The purpose of this lesson is to:
- give students an understanding of the main writing material
of the ancient world;
- provide an opportunity to carry out research;
- compare and contrast the writing systems of Egypt
and Mesopotamia;
- work in the genre of writing instructions and
using verbs in the imperative mood;
- work in the genre of writing from a point of
view and supporting it with evidence.
- Spend some time as a class working through the information
on papyrus.
- Discuss the information using the opportunity
to recall what the class learned about writing
in Mesopotamia. This will prepare students for
the assignments on papyrus.
- Bring out in discussion how, although the resultant
writing medium was quite different (namely papyrus
and clay tablets), both societies achieved the
same goal; they both used, in a very successful
way, a raw material that was abundantly available.
- If possible have students examine and handle
authentic papyrus from Egypt. WER
can supply schools with papyrus. These have
outlines on them allowing the students to paint
within the guidelines to produce an attractive
piece of artwork (blank papyrus is also available).
This activity gives them experience of working
in much the same way as the Ancient Egyptians where
some of the artists were trained to draw the outlines
and others to provide the color.
Assignments on Papyrus (teacher's notes)In
these assignments students develop:
a) Historical and geographic literacy;
b) Language skills;
c) Critical thinking skills;
d) Basic study skills.
a) Students increase their historical knowledge by understanding
papyrus - its purpose, method of production and place in history.In
comparing Egypt and Mesopotamia in the context of writing materials,
they are able to see how these two societies make full use of the
freely available raw materials to develop successful writing materials.
In the one case the papyrus reed which grew extensively in the marshes
of the Nile; in the other, clay which was freely available to the
people of the land between the two rivers.
b) Students have the opportunity to work in the genre of writing instructions
and using verbs in the imperative mood. They also learn how to structure
a set of instructions.
Students have the opportunity to work in the genre of writing from
a particular point of view and supporting it with evidence. They achieve
this by bringing together what they learned studying Mesopotamia with
what they learned studying Egypt.
c) Critical thinking skills are called upon in order to compare and
contrast the experiences of Egypt and Mesopotamia.
d) The activities in this assignment call for the skills of research
on the use of the papyrus plant in Ancient Egypt.
(possible answers: Papyrus was lashed together to make canoes and rafts.
It was woven into mats, baskets and sandals and the fibers were twisted
together to make rope).
4. Assessment Rubric
Evidence of the following skills and knowledge should be looked for in the student's completed assignments.
Assessment Rubric for Assignment 1
The student's
set of instructions:
- are easily understood;
- are written in correct chronological order;
- are written with the verbs consistently in the
imperative mood;
- reflect a clear understanding of papyrus and
how it is made;
- include clear diagrams that further clarify the
written instructions.
Assessment Rubric for Assignment 2
The
student's report:
- contains at least three uses for the papyrus plant,
other than as a writing medium;
- reflects evidence of efficient research techniques;
- contains illustrations that enhance the written
report.
Assessment Rubric for Assignment 3
The student's written argument:
- is clear and well reasoned in supporting one or
other of the systems;
- is supported throughout with reasons and evidence;
- contains support that relates to the user (for
example, it was easy to produce, it was easier
to write on and so on);
- contains support that relates to present day
archaeologists (for example, it is a far more durable
material and so on);
- draws upon the ability to compare and contrast
in order to support the viewpoint;
- is well structured, with an opening statement
setting out the viewpoint of the writer, and a
conclusion that contains a summing up of the argument;
- reflects the student's understanding of both
systems.
Details on papyrus available at: http://members.cox.net/waldorfedu/waldorfeduPages/Papyrus.html
Order form at: http://members.cox.net/waldorfedu/waldorfeduPages/OrderP.html
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