Exploring Egyptian Settings

Overview

Duration: 60 minutes
Class: Year 4 (ages 8-9)
Class Size: 18 students
Unit: Exploring Egyptian Settings (Lesson 1 of 10)
Lesson Title: Introduction to Egyptian Settings
Focus: Understanding the concept of setting in literature through the lens of Ancient Egypt’s historical and cultural context.

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National Curriculum Links

English - Key Stage 2 (Years 3 and 4)

Reading - Comprehension

• Understand what they read, in books they can read independently, by:
  • Identifying main ideas drawn from more than one paragraph and summarising these (PoS: English 6)
  • Discussing words and phrases that capture the reader’s interest and imagination (PoS: English 7)
• Develop positive attitudes to reading and understanding of what they read by:
  • Talking about books they have read and expressing preferences (PoS: English 1)

Writing - Composition

• Plan their writing by:
  • Discussing writing similar to that which they are planning to write to understand and learn from its structure, vocabulary, and grammar (PoS: English 10)

Literacy and Language Skills

• Develop vocabulary through context (PoS: English 7, 8)
• Understand and describe settings, characters, and plots (PoS: English 8)

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Learning Objectives

By the end of the lesson, pupils will be able to:

• LO1: Explain what a ‘setting’ is in a story and why it is important.
• LO2: Identify key elements of the Ancient Egyptian setting described in chosen book passages.
• LO3: Use new vocabulary related to Ancient Egypt and settings confidently in discussions.
• LO4: Make simple inferences about the setting from the text, using evidence.

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Resources Needed

• Copies of 'The Story of Tutankhamun' (pages 32-38) – one per pupil/pair
• Whiteboard and markers
• Sticky notes (two colours per pupil)
• Large world map and visual images of Ancient Egypt (pyramids, Nile, clothing, artefacts)
• Vocabulary word bank (Egyptian setting terms) displayed visibly
• Worksheet: “Setting Detective” for text work
• Interactive quiz (optional, for plenary)

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Lesson Breakdown

1. Engage (10 minutes)

• Begin with a brief, captivating story-telling introduction: “Imagine living 3,000 years ago, near the Nile, among pyramids and pharaohs.”
• Show images of Ancient Egypt and point to Egypt on the world map—link to children’s prior geography knowledge.
• Ask: “What do you think a story’s setting is? Why do we need it?” Collect initial ideas on whiteboard.
• Define ‘setting’ clearly: where and when a story happens, including weather, landscape, time, culture.

2. Explore (15 minutes)

• Distribute the selected text excerpts (pages 32-38 of The Story of Tutankhamun). Read aloud (teacher or volunteer pupils).
• Model skimming to find setting clues: Look for nouns/adjectives describing place, time, people, and atmosphere.
• Introduce a “Setting Detective” worksheet where pupils mark or underline words/phrases about setting.
• Pupils work in pairs to complete the task, helping each other discuss word meanings, referring to the vocabulary bank for support.

3. Explain (10 minutes)

• Class discussion: Collect findings from pairs.
• Create a mind map on the whiteboard with ‘Ancient Egyptian Setting’ in the centre.
• Add branches with key elements: geography (Nile, desert), buildings (pyramids, tombs), people (pharaohs, priests), objects (ankhs, jewellery).
• Discuss how these setting details help us picture the story’s world and understand why events happen as they do.

4. Elaborate (15 minutes)

• Activity: “Setting in Action”
• Pupils choose one setting element from the mind map and write 2-3 sentences imagining they are in Ancient Egypt.
• Encourage use of descriptive words from the vocabulary bank and incorporating senses (sight, sound, smell).
• Share some sentences with the class to promote confidence and reinforce vocabulary.
• Extension for more able pupils: Suggest adding a question or thought about their imagined setting.

5. Evaluate (10 minutes)

• Plenary quiz (interactive if possible):
  • What is a setting?
  • Name three key elements of the Egyptian setting from the text.
  • Why is setting important in stories?
• Use sticky notes for responses: Green for “I feel confident,” orange for “I’d like to know more.”
• Teacher collects notes to inform next lesson’s differentiation.

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Assessment & Feedback

Formative Assessment:

• Observation during paired reading and discussion
• Review “Setting Detective” worksheets
• Monitor sentence-writing activity for vocabulary and concept application
• Plenary quiz responses and confidence sticky notes

Success Criteria:

• Pupils identify setting elements accurately from text.
• Use of relevant vocabulary in spoken and written forms.
• Demonstrate understanding of setting’s role in a narrative.

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Differentiation

• Support: Pair less confident readers with stronger peers; use vocabulary bank and pictures for support; reading aloud chunks together.
• Challenge: Encourage extended descriptive sentences including figurative language or feelings; invite pupils to predict how the setting might affect plot.

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Cross-Curricular Links

• History: Introduction to Ancient Egyptian culture and lifestyle.
• Geography: Locating Egypt, discussing physical geography (Nile, desert).
• Art: Later lessons can involve visual arts linked to Egyptian motifs.

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Reflection for Teachers

• Note which pupils required extra support or showed particular interest in setting details.
• Reflect on engagement with cultural context and vocabulary acquisition.
• Plan for incorporating multi-sensory approaches next lessons (e.g. music, artefacts) to deepen understanding.

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This lesson sets the foundation for the unit by combining literary analysis with an immersive historical context, delivering engaging, curriculum-aligned content that develops crucial reading comprehension and interpretative skills in an authentic way.