96 Early World Civilizations: Supplemental Guide 5 | People of the Nile
Note: Introducing the Read-Aloud and Extensions may have
activity options which exceed the time allocated for that part of
the lesson. To remain within the time periods allocated for each
portion of the lesson, you will need to make conscious choices
about which activities to include based on the needs of your
students.Exercise Materials Details
Introducing the Read-Aloud (10 minutes)
Where Are We? Map of Mesopotamia and Ancient
Egypt; brown and blue crayons;
world map or globeYou may wish to have students locate
Egypt on their own map.
Have students shade in the area of Egypt
in brown and trace over the line for the
Nile River in blue.
Making Predictions About the
Read-AloudImage Card 7; Timeline from
Lesson 4As you tell students that people were
also living in Egypt at the same time
people were living in Mesopotamia, you
may wish to point this out on the timeline.
Write “Ancient Egypt” or place Image
Card 7 on the timeline in the Ancient
Times section.
Image 5A-6: Ipi and Meret on the
banks of the NileIdentify Rensi (REN-see), Ipi (IP-pea), and
Meret (MER-et).
Vocabular y Preview:
Egyptians, Floodingimages of ancient Egyptians
images of the Nile River flooding
and flooding in general
Purpose for Listening Response Card 2 You may wish to give students Response
Card 2 (Ancient Egypt) at this time. Have
students find the image of an Egyptian
sailing on a boat in a canal.
Presenting the Read-Aloud (15 minutes)
People of the Nile images of the Nile River Show students real photos of the Nile
River so that students can get a sense of
the setting of this read-aloud.
examples/samples of crops grown
along the Nile RiverYou may wish to bring in examples/
samples of food products made from
wheat and barley, lentils, radishes,
lettuce, parsley, dates, and figs.
You may also wish to bring in examples
or images of papyrus. Papyrus was used
to make boats and paper.