Mrs. Rooney / The Egypt Game. The Egypt Gameby Zilpha Keatley Snyder. ABOUT THIS BOOK In The Egypt Game, April Hall, an insecure and lonely 1.
Melanie Ross. April and Melanie, who share an unusual interest in ancient Egypt, use their intellect and vivid imaginations to develop an elaborate game of "Egypt." Gradually, the game becomes more and more real, and frightening things begin to happen in the neighborhood. The children are faced with a soul- searching question: Has the game gone too far? Snyder develops a theme of unconditional friendship in the novel, demonstrating the unique ability of children to form communities that compensate for a lack of family structure and affection. Although April tries to hide her longing for the father she never knew, her hurt at her mother's neglect, and her insecurity in her new surroundings, she finds an extended family through the friendships of the Egypt group.
Full Lesson Plan Overview Completely Customizable! The Egypt Game lesson plan is downloadable in PDF and Word. The Word file is viewable with any PC or Mac and can be further adjusted if you want to mix questions around and/or.
Melanie Ross, a black eleven- year- old, accepts her friendship despite April's bragging, lying, strange manner of dress, and eccentric behavior. The deserted storage yard and shed behind the A- Z Antique and Curio Shop becomes the Land of Egypt for April and Melanie, who spend every available moment playing the Egypt game. Eventually other children are drawn into the game which culminates in the capture of a murderer.
A page for describing Characters: Prince of Egypt. Main Characters A Hebrew man who was found as a baby by Egyptians and grew alongside Rameses II. He …. The Egypt Game is a story about a group of diverse, imaginative children playing a game about Egypt. Like most of Snyder's books. Egypt's army is a mixture of light armored units, specific to northern Africa and elite infantry directly from Greece. By combining those two elements you get the army capable of fighting both in fields with heavy armored. The climax of the book occurs when they go back to the game site to retrieve Security, only to be surprised by the murderer. (Good scene!) The main conflict in the book is how April can find a new way to make her way in the. The main character of the series, who is obsessed with games. Funnily enough, his name means 'game' in Japanese. A bairn who grew up playing games by himself, Yugi later received the pieces of the ancient Egyptian artifact. Buy The Egypt Game for Home or School use. Buy Now. All Products backed by a 30 Day Money Back Guarantee!
Main Characters In The Egypt Game By Zilpha Keatley Snyder
The book has originality, and verve in plot, style, and characterization."- -"School Library Journal" starred review. J0. 02. 76. 5/J0. TEACHERS GUIDEABOUT THIS BOOKIn The Egypt Game, April Hall, an insecure and lonely 1. Melanie Ross. April and Melanie, who share an unusual interest in ancient Egypt, use their intellect and vivid imaginations to develop an elaborate game of "Egypt." Gradually, the game becomes more and more real, and frightening things begin to happen in the neighborhood. The children are faced with a soul- searching question: Has the game gone too far? The following book is also discussed in this guide: The Gypsy Game. The kids from The Egypt Game are back, and they're ready to play a new game- -Gypsies.
In The Gypsy Game, when April and Melanie present their new game to the gang they discover an intriguing fact: their friend Toby Alvillar claims to be "a real, live, authentic Gypsy." As the friends develop their new game, Toby becomes distant and strange. Then one day, Toby disappears and the group is on a search that leads them toward a new understanding of family and friendship. ABOUT THIS AUTHORRaised in California, in the country- -with no television and few movies to watch- -three- time Newbery Honor winner Zilpha Keatley Snyder filled her childhood with animals, games, and books. Among her earliest acquaintances were cows, goats, ducks, chickens, rabbits, dogs, cats, and horses. In fact, her family's animals were her closest friends, and a nearby library was a constant source of magic, adventure, and excitement for her.
And when she wasn't reading or playing with animals, Snyder made up games and stories to entertain herself. While Zilpha Keatley Snyder was growing up, interesting stories filled her household. Both of her parents spent a lot of time relating accounts of past events in their lives, so Snyder came by her storytelling instincts early. But unlike her parents, when Zilpha had something to tell, she had, as she says, "an irresistible urge to make it worth telling. And without the rich and rather lengthy past that my parents had to draw on, I was forced to rely on the one commodity of which I had an adequate supply- -imagination." Consequently, at the age of eight, Zilpha Keatley Snyder decided to become a writer. TEACHING IDEASPre- Reading Activity The Egypt Game and The Gypsy Game depict a special friendship that develops among six diverse characters. Ask students to write a journal entry about one of their friends who is most unlike them.
What makes their friendship special? Encourage them to share their writing with the class.
Thematic Connections. Friendship. In The Egypt Game, Melanie looks forward to meeting April. Ask students what Melanie's first impression is of April. How are the girls alike?
How are they different? In many friendships, one person emerges as the leader. Trace the friendship that develops between Melanie and April as they engage in the games of "Egypt" and "Gypsy." Which girl appears to be the leader?
Describe Ken and Toby's friendship. Why do Melanie and April include Ken, Toby, Marshall, and Elizabeth in their games? How can children from such different backgrounds become such good friends?
What do each of the six children gain from their friendship? How does the Professor become their friend? Abandonment. There are several characters who feel abandoned by friends and family. In The Egypt Game, April feels that her mother abandons her when she sends her to live with her grandmother. In The Gypsy Game, Toby's security is threatened when his maternal grandparents try to take him from his father.
Ask students to compare and contrast the way April and Toby deal with their feelings of insecurity and abandonment. Describe how each of the following characters may also feel abandoned: the Professor in The Egypt Game; Garbo in The Gypsy Game; Bruno, the dog in The Gypsy Game. Family and Relationships. Melanie, Marshall, and Ken are the only characters in the novels who live in a traditional family.
At what point does April begin to accept that she and her grandmother are a family in The Egypt Game? How does their relationship grow in The Gypsy Game? Ask students to make a special Mother's Day card that April might give to her grandmother.
A Sense of Community. The "Egypt" and "Gypsy" games provide the children with a sense of community and teamwork. How does the neighborhood surrounding the Casa Rosada rally behind the Professor? How do the children use their "Gypsy Game" to help Toby?
How does finding Toby lead the children toward serving the homeless in their community? Interdisciplinary Connections Language Arts.
Each participant in The Egypt Game chooses an Egyptian name and its hieroglyphic symbol. Send students to the library to research the gods and goddesses of ancient Egypt.
Have them select an Egyptian name for themselves, create its hieroglyphic symbol, and write a short paragraph telling why they selected their particular names. Make a class chart of the names and symbols.
Mysteries are solved in The Egypt Game and The Gypsy Game. At the end of The Egypt Game, April and Marshall's picture is in the newspaper along with a story about how Marshall helped the Professor save April.
Ask students to write the article that appears in the newspaper. Instruct them to include quotations from each of the children of "Egypt," various people from the neighborhood, and the Professor. Social Studies. April and her friends conduct research about Egyptians and Gypsies before engaging in their games. Ask the class to name other ancient cultures that they have studied, such as the Incas and Aztecs, and the ancient Babylonians, Chinese, and Greeks. Divide the class into groups, allowing each to select one culture to research the facts needed to create a new game. After the groups share their research with the class, ask which of the cultures researched would most likely interest April and Melanie and why. The Egypt Game, the children decide to perform an Egyptian "Ceremony for the Dead." They think they will mummify the bird.
Ask students to research the process of mummification. How can scientists determine the age of ancient mummies? Use Of Language In The Egypt Game, the children develop their own alphabet, much as the Egyptians had, in order to write secret messages to one another. Ask the class to develop a similar alphabet. Divide the class into small groups and ask them to use the alphabet to write a secret message that they would send to April, Melanie, and the other children of "Egypt." Encourage the groups to exchange their secret messages for translation. Teaching ideas prepared by Pat Scales, director of library services, The South Carolina Governor's School for Arts and Humanities, Greenville, South Carolina.
Cyber. Guideby. Kathy Haydenhttp: //www. Please forward your comments to the project director and/or the author of the Cyber. Guide. Introduction.
This supplemental unit to The Egypt Game by Zilpha Keatley Snyder was developed as part of the Schools of California Online Resources for Educators (SCORE) Project, funded by the California Technology Assistance Program (CTAP) and the California County Superintendents Educational Services Association (CCSESA). Disclaimer: The links here have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advisable that teachers review all links before introducing Cyber. Guides to students. This unit was designed to integrate sixth grade core literature with social studies, art, and technology including current online information resources.(Examples from Grade 6)To practice research and comprehension skills using technology as a tool [Writing Strategies Standard 1.
To deliver informative presentations that develop the topic with facts, details, examples, and explanations from multiple authoritative sources [Speaking Applications Standard 2. To write a research report. Writing Application 2. To demonstrate learning through visual and media displays[Listening and Speaking Strategies Standard 1. Overview. These activities may all be used or may stand alone and be non- sequential.
They can be used with a variety of formats: literature circle, whole class read aloud or independent reading. Students may use the Internet in pairs or groups rotating through a classroom computer station or the unit may be a whole class activity in a computer lab. Activity One should be used as the students begin the book, The Egypt Game. Activities. Twoand Three should be started after the introduction to antiques in The Professor's A- Z Antique Store (p.
Characteristic | Factions - Egypt - Total War: Rome II Game Guide. Egypt is in an extremely convenient starting position. From the south it borders only with Aethiopia, which is an easy target due to the lack of allies. There is Cyrenaica on the west - your only enemy. Since this faction is extremely weak, this is a convenient direction of the future expansion.
To the east you'll come across friendly Nabataea and to the south there is Seleucid Empire. This is your strongest enemy in the region and it was him that you'll be competing for influence in neighboring provinces. Egypt's army is a mixture of light armored units, specific to northern Africa and elite infantry directly from Greece. By combining those two elements you get the army capable of fighting both in fields with heavy armored legionaries, as well as face light armored nomads of Middle East. Well- trained fleet complements the land troops so you'll be able to easily attack any coastal country. Starting bonuses. Egypt is one of two diadochi kingdoms available in the game and therefore has bonuses specific for them: Alexander's Legacy: - 2.
Successor Conflicts: +1. Hellenic factions. In addition it has two more bonuses and one penalty, unique for Egypt: Ptolemaic Enlightenment: +1. Naval Prowess: +1 experience rank for Egyptian ship recruits. Foreign Dynasty: +2. The most important available units.
Nubian spearmen. Solid infantry with spears, capable to stop enemy attack for some time. Karian axemen. Shock infantry equipped with axes. Thanks to heavy weapons they are able to defeat heavy armored enemy units. It is best to use them as flanking units, since they are not very resistant to hits. Royal peltasts. Elite Greek warriors, available for Ptolemaic Egypt. When they are attacking an opponent they use javelins and then finish the job with swords. This is perfect flanking infantry.
Hellenic royal guard. Yet another elite Greek unit - this time equipped with pikes. Greatly armored and armed. When using phalanx formation they are able to defeat enemy with minimal own losses. Galatian royal guard.
Celtic mercenaries employed by Ptolemaic Pharaohs. These are the best shock troops available for Egypt - they easily cope with any armor. Egyptian archers. Average morale, average fire effectiveness, low price. They have shorter range than slingers but their arrows are more effective against armored targets. Camel spearmen. This is light cavalry, whose main objective is crushing enemy skirmishers. Thanks to possibility of trampling they can rapidly get rid of projectile units and flee before they got surrounded.
When fighting enemy cavalry they can be used as flanking units in order to frighten enemy horses. Camel archers. Mobile archers, invaluable during fights in the deserts. They constantly harass the enemy while staying out of range. Scythed chariots. Battle chariots used for destroying enemy light infantry units and breaking heavy infantry ranks. Just like other machines, they are vulnerable to cavalry attacks.
African elephants. War elephants units are used to trampling enemy heavy infantry. Always remember to send support after them, because lonely elephants are an easy target for enemy projectile units.