Lesson plan based on Mummy Case
Find out about key attributes, characteristics, and roles of ancient Egyptian gods and goddesses by writing and presenting aloud a letter or poem asking them to welcome and Egyptian to the afterlife.
Skills and Focus: Research, Online Research, Writing
Subject Area: English Language Arts
Thematic Connection: The Afterlife, Myths and Legends
Grade Level: Middle School
Time Needed: Two 50-minute class periods
Objectives
• Work in groups of two or three to research one of the six Egyptian gods and goddesses of the afterlife.
• Recognize images of this god or goddess according to his or her physical attributes.
• Understand the symbols associated with and the role played by that god or goddess in every Egyptian's journey from this world into the afterlife.
• Demonstrate understanding by writing a letter from the perspective of a contemporary of Paankhenamun that appeals on his behalf to one of the six gods or goddesses.
Instructional Materials Needed
Story: What Is On the Mummy Case?
Print Resources:
• Fisher, Leonard Everett. The Gods and Goddesses of Ancient Egypt. New York: Holiday House, 1997.
Online Resources:
http://members.aol.com/egyptart/mytho.html (click on "Glossary of Deities")
• Horus, Osiris, Anubis:
http://angelfire.com/ca/pye/gods.html
• Horus, Osiris, Isis:
http://touregypt.net/gods1.htm
• For fun or extra credit, try the Egypt Word Search at:
Activity
Step 1: Before watching the story What Is on This Mummy Case?, divide students into groups of two or three and assign each group to one of the following gods or goddesses of the afterlife: Anubis, Horus, Osiris, Sons of Horus, Isis, and Nephthys. Students should take notes about their respective god or goddess as they watch the story.
Step 2: Using the resources suggested in the Instructional Materials Needed section, students should research their deities. They should find out the following information about their god or goddess:
• How can this god or goddess be recognized? Does he or she have any distinguishing physical features?
• What was the role of this god or goddess in an Egyptian's journey to the afterlife? (Consider how this god or goddess would have been helpful to Paankenamun, the man in the mummy case.)
• What symbols or attributes are associated with this god or goddess?
• What is the significance of the god's or goddess's name?
Step 3: Using the information gathered via research, the small groups of students will write a short letter, poem, or prayer to their respective god or goddess from the perspective of an ancient Egyptian on behalf of Paankhenamun. The answers to the above questions should be embedded within this document. Encourage students to imagine a personality for the god or goddess and for the individual writer.
Step 4: During a subsequent class period, students can present their letters to the entire class in a dramatic fashion, with one student playing the role of the god or goddess (demonstrating the attributes, role, and personality researched the day before), another the writer. If there is a third student in the group, he or she can play Paankhenamun, using the information contained in the stories.
Goals
This activity meets Illinois State Goal 2: Understand explicit and implicit meaning in literature representing individual, community, national, world, and historical perspectives.
This activity meets Illinois State Goal 3: Write to communicate for a variety of purposes.
This activity meets Illinois State Goal 4: Listen and speak effectively in a variety of situations.
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