Grade 1 - Early world Civilizations

Early World Civilizations: Supplemental Guide 9 | The Sphinx 163

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; world map or globe

You may wish to have students locate

Egypt on their own map.

Making Predictions About the
Read-Aloud

Ask review questions first. Then tell

students that Setna and Ahweru will see

the Great Pyramid and another famous

Egyptian building.

Timeline of Egyptian pharaohs You may wish to begin a timeline to help

students keep track of the pharaohs they

hear about in this read-aloud: Djoser,

Khufu, and Khafre. Continue to use this

timeline for the lessons on Hatshepsut

and Tutankhamen.

Vocabular y Preview: Base,
Sphinx

Image 9A-2: Workers pulling

stones and additional images of

pyramids

Show students pictures of pyramids,

and have them identify the base of the

pyramids.

Image 9A-5: Setna and Ahweru

looking at the Sphinx and/or

additional images and videos of

the Sphinx

Show students additional images and

videos of the Sphinx.

Purpose for Listening Response Card 2 Invite students to point to the image that
refers to the main topic of today’s read-
aloud.

Presenting the Read-Aloud (15 minutes)

The Sphinx Additional images and videos of
the Great Pyramid and the Sphinx

Students may be interested in seeing

additional images of these famous

Egyptian structures. (See Notes to

Te ache r for a web resource that has an

interactive “walk about” for the Great

Pyramid and the Sphinx.)

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Visible

 Complete Remainder of the Lesson Later in the Day