BCES+Documentation

The Egyptian unit, which included our entire school (K-5 approx. 615 students) started March 1st in the Art room and was then tied in to homeroom classes, social studies classes, Gym, Music, and Library classes. This unit lasted until the End of April. The students are still excited about Egypt and often offer information they have recently learned on the subject. Every student used journaling. These journals traveled from the Art room to their homerooms and then home and back again. This offered the students the opportunity to share any information with their families, siblings and peers. We took five minutes of each Art class and shared our new information with each other. The students also used a Learning Wall outside the classroom as an Annex to the Art room. We also produced a timeline that ran around the perimeter of our school. While the initial timeline was hung by Sherrie' and Angie, the students quickly joined in adding any Egyptian art they produced or research they gathered from the internet. Several students brought in Egyptian books from home, and a few students brought in artifacts and pictures of family members who have been to Egypt. The third grade students were the focus of the grant project. We concentrated on the Narrative Elements and inferencing. The students had to produce a written story being sure to include character, setting, and plot; although they were not to write an ending to the story. They exchanged papers with each other and wrote their partners ending using inferencing (using the clues in the story and their own knowledge). In the Art room the students created a visual narrative using a grid and Egyptian pictures to produce the main character of the story. The also used the "canon of proportions" to produce any supporting characters in their story. They were not to draw a solution in their visual narrative. The students then exchanged pictures and had to orally tell the story and use inferencing to come up with a logical ending. The students did really well and showed growth from the pre-test to the post-test and their knowledge was evident in the authentic assessment of orally describing the visual narrative.
 * [[image:egypt_bboard_2.JPG width="338" height="142" caption="Large Egyptian Map in Hall"]] || [[image:100_0186.JPG width="252" height="118" align="right" caption="Sample of Journals"]] || [[image:egypt_wall_2.JPG width="240" height="135" caption="Learning Wall"]] ||

Below are some great examples from our third grade classes: Our fourth grade went to the Mattress Factory for their field trip. They were very inspired and are presently brainstorming ideas to create an installation art piece for our foyer. They will have artists to create the project, as well as, journalists, videographers, and photographers to document the creative process. They will then share this with their families, neighbors, and friends at the unveiling.
 * [[image:100_0146.JPG width="240" height="195"]] || [[image:100_0147.JPG width="240" height="195"]] || [[image:100_0150.JPG width="261" height="199"]] ||

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