Pyramids and Hieroglyphs

Overview

Lesson 4 of 10 in “The Story of Humanity” introduces Ancient Egypt using shared storytelling for both Year 1 and Year 5. Students create mini pyramids, discuss how pyramids connected to beliefs and power, and explore the purpose of hieroglyphs.

Learning intentions

• Students will retell key details from a brief story about Ancient Egypt and pyramids.
• Students will identify and explain at least two important features of Egyptian civilization (pyramids and hieroglyphs).
• Students will communicate learning through a drawing/craft and a short oral or written response.
• Students will build vocabulary by using words from the lesson in complete sentences (with support as needed).

Success criteria

• I can describe what a pyramid is and why Ancient Egyptians built it (in my own words).
• I can explain what hieroglyphs are used for (recording information or telling stories/ideas).
• I can add relevant details to my response (not just one sentence).
• I can listen to a partner and contribute during class discussion.

Curriculum links

• Reading: cite evidence from a text to support a claim or explanation
• Writing: use narrative and informative elements appropriate to the task
• Speaking and listening: participate in discussions and respond to peers
• Language: use grade-appropriate grammar and vocabulary to express ideas

Lesson structure (240 minutes)

1. 0–20: Warm-up story (shared)

• Teacher reads a short, teacher-made “Egypt in a Day” story focusing on pyramids and scribes writing with hieroglyphs. Pause for quick questions (“What do you think they believed?”).
• Year 1 focuses on naming characters/places and recalling 2–3 events; Year 5 records 2 key details.

2. 20–60: Story retell stations (pair-supported)

• Year 1: do a picture-sequence retell (3 cards: river travel, pyramid building, writing symbols). Child speaks 1 sentence per card with sentence frames.
• Year 5: complete a short guided retell in complete sentences (intro detail + 2 evidence details + closing statement).
• Teacher circulates, prompts with “Tell me how you know.”

3. 60–105: Mini pyramid build (hands-on)

• Students create a mini pyramid using paper, blocks, or modeling clay. Measure/compare lengths informally (e.g., “Which side is longer?”).
• Year 1: focus on steps and describing the shape (“It has 4 sides/points up”).
• Year 5: add a brief explanation: “How might the pyramid have represented belief, community organization, or power?”

4. 105–135: Hieroglyphs discovery discussion

• Show printed symbol cards (teacher-made) and explain: hieroglyphs are symbols used to communicate (names, events, ideas). Demonstrate how one symbol can stand for a sound or meaning.
• Class discussion: “What problem would writing solve?” “Why might people want records?”
• Year 1: match 2–3 symbols to simple meanings (e.g., “friend,” “river,” “sun”).
• Year 5: choose 2 symbols and write a 2–3 sentence explanation of how symbols communicate.

5. 135–185: Create “Egypt scrolls” (writing/art)

• Year 1: make a mini “scroll” strip with a drawing of a pyramid and 2 hieroglyphs; child dictates or writes 1–2 simple sentences using a frame (“A pyramid is…” “Hieroglyphs help…”).
• Year 5: produce an informative paragraph: topic sentence about pyramids + evidence/detail about beliefs or governance + closing sentence about why hieroglyphs matter.
• Teacher models one example, then students work independently with support.

6. 185–220: Share and feedback (structured)

• Each student presents to the other student (no large group). Use sentence stems:
• Year 1: “I noticed…”, “My idea is…”
• Year 5: “My evidence is…”, “A detail I added is…”
• Teacher provides one “Glow” (success) and one “Grow” (next step).

7. 220–240: Exit ticket wrap-up

• Year 1 exit: draw-and-tell—one quick pyramid drawing plus one spoken sentence.
• Year 5 exit: write one claim (“Hieroglyphs were important because…”) and add one supporting detail from the story/discussion.

Resources

• Teacher-made Ancient Egypt short story (audio or read-aloud text)
• Picture sequence cards (3 steps) for retell
• Mini pyramid materials (paper, tape, craft sticks, clay, or blocks)
• Printed hieroglyph symbol cards with simple teacher labels
• Sentence frames (Year 1 and Year 5 versions)
• Drawing paper, “scroll” paper strips, crayons/markers
• Optional: world map card (Egypt labeled) for a 1-minute orientation
• Timer or visual schedule cards for the 240-minute session

Assessment

• Oral retell check: whether Year 1 includes 2–3 accurate events and Year 5 includes 2+ evidence details.
• Written/informative accuracy: pyramid and hieroglyph explanations align with lesson story/discussion.
• Participation: students respond to prompts and use at least one target word in a complete sentence.

Differentiation

• Support for Year 1: sentence frames, picture sequencing, word banks with traceable words, and extra wait time for answers.
• Support for Year 5: sentence starters for the informative paragraph and a checklist of required parts (topic + two details + closing).
• Extension for advanced Year 5: add a “Cause and effect” sentence (e.g., “Because people needed records, hieroglyphs…”) or compare pyramids to another monument shape from prior lessons.
• EAL/SEN: allow oral responses, reduce writing load (Year 1: dictate while teacher scribes), and offer visual supports (icons for “because,” “important,” “pyramid,” “write/record”).