Beth+Center+Elementary+(BCSD)

BCES Documentation


 * An Egyptian Adventure in Reading and Art**

1. Title: Journey through Ancient Egypt 2. Subject/Course:
 * Subject - Ancient Egypt, an interdisciplinary lesson tying **reading** and **art** together.
 * The reading portion of the lesson will be facilitated by the general education classroom teacher.
 * The art portion of the lesson will be facilitated during the students scheduled weekly art class.

3. Standard/Eligible Content (alignments): shows the connection between standard, anchor, anchor descriptor, and/or eligible content and the curriculum framework > __Character__ (may also be called narrator, speaker, subject of a biography): > Identify, explain, interpret, compare, and/or describe character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text. > Identify, explain, interpret, compare, and/or describe the relationship between characters and other components of text. > __Setting:__ > Identify, explain, interpret, compare, and/or describe the setting (when or where a story or personal narrative takes place); > __Plot__ (may also be called action): > Identify, explain, interpret, compare, and/or describe elements of the plot (conflict/problem, sequence of events, cause and effect relationships in the plot, how the problem was solved). > __Note:__ Items may use the terms event or solution. Items will not use the word plot. Items will ask what happened first, next, last, etc.
 * **R3.B.1.1.1:**Identify, explain, interpret, compare, and/or describe components of fiction and literary nonfiction.

Assessment Anchor - M3.B.2: Apply appropriate techniques, tools and formulas to determine measurements. Anchor Descriptor - M3.B.2.1: Determine the measurement of objects with non-standard and standard units. Eligible Content - M3.B.2.1.1
 * **9.1.3.B:**Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
 * **9.1.3.C:** Recognize and use fundamental vocabulary within each of the arts forms.
 * **9.2.3.B:** Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
 * **9.2.3.E:** Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)
 * **9.4.3.D:**Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities (e.g., artist’s interpretation through the use of classical ballet of the American West in Agnes De Mille’s //Rodeo//).
 * **2.3.3.B:** Identify a measureable characteristic of an object, select an appropriate standard or nonstandard unit of measure and tool, and determine the measurement to specified level of accuracy.

4. Vocabulary: Tier 3 words; Character, setting, plot, non-fiction, fiction, inferencing, canon of proportions, visual narrative, hieroglyphics, line, grid, horizontal, vertical. 5. Objectives: The students will be able to identify the narrative elements in both fiction and non-fiction texts using prepared passages and worksheets on the subject of Egypt. The students will be able to create an ending to an incomplete passage by using inferencing. The students will be able to create a visual narrative using self-portraits done in the Egyptian style. They will use grids as the Egyptians did and knowledge they have gained through discussion and presentations to create a partial story (either fiction or non-fiction). The students will be able to use inferencing skills to create an ending to a partner's visual narrative. 6. Essential Question(s): Why //should// we study other countries and cultures? 7. Duration: The Reading portion will be one week long with daily text lessons. The art portion will begin earlier and will last approximately six weekly classes. 8. Materials: Several books on Egypt, worksheets, reproductions of Egyptian art, PowerPoint presentations, materials from the Carnegie Natural History Museum, paper, rulers, pencils, paint, sand, art resources for Egyptian ideal body type (Canon of Proportions), digital cameras. 9. Instructional Procedures: 10. Suggested Instructional Strategies: **KWL** was used during the pre-test portion of the lesson, the students will use **THINK PAIR SHARE** on a classroom scale (see above), students will also use graphic organizers and Venn diagrams. 11. Assessment: A pre-test was given to each student which included a KWL chart on knowledge of Egypt as well as questions on identifying and describing the narrative elements, and a definition of installation art. There will also be daily assessments, using a rubric, after the collection of each classes worksheets. This information will be used to adjust, reinforce, or move forward with the lesson. The final written assessment where the students will be able to identify the narrative elements and use their knowledge of inferencing, will also be assessed using a rubric. The art lesson will be assessed using a rubric and through monitoring, discussion, and peer critique throughout the lesson. 12. Related Materials & Resources: [|www.edhelper.com], [], [|www.egyptomania.org], [|www.touregypt.net], [|www.mnsu.edu/emuseum/prehistory/egypt/dailylife/dailylife.html] 13. Keywords: EGYPTIAN
 * Third Grade Performance
 * Big Idea(s)*: The students will use four subcategories of geography, everyday life, social hierarchy, gods/goddesses/afterlife.
 * Students must be able to decipher between fictional and non-fictional texts, including inferencing given daily reading requirements.
 * Concept(s)* Identify narrative elements in text, measure specified increments, communicate narrative skills through drawing, infer endings in both text and visual narratives.
 * Competencies* : Compile information from resource materials,identify narrative elements, make predictions and draw inferences and conclusions based on text and visual narratives, organize and present information drawn from research and text passages and present in writing (reading portion) or drawing (art portion), use math to create an accurate historical Egyptian drawing(s).
 * W:** students will discuss the Essential Question "Why should we studey other cultures and countries?" They will brainstorm and give examples to be written in their Egyptian journals.
 * H:** Students will work together as a class to create and Compare and Contrast chart of ancient Egyptians everyday lives to the student's lives. The students will also construct a Venn Diagram to list the fiction and non-fiction information in the four Big Ideas.
 * E:** The students will work independently to create a visual narrative that can be based on fiction or non-fiction. The students will also work independently to determine if their daily readings are fiction or non-fiction and be able to explain the narrative elements through questioning and writing.
 * R:** The students will be able to exhange their daily reading passages with a partner to do peer assessments. The students will critique each other's visual narrative through exchange with their table partners, focusing on the canon of proportions and the layout of the visual narrative.
 * E:** Through observation of the students and their peer critiques, we will decide if they need to revise or move forward with their visual narrative. The students daily readings, organizers and worksheets will build a comprehensive pciture of the students inferencing and identifying skills. There will be a summative assessment where the students can demonstrate and synthesize what they have learned.
 * T:** The students will use Egyptian journels in their art class and their general education class. They will be reviewed weekly and the students are encouraged to use them outside of the classroom with members of their family and community.
 * O:** The students will have a question of the week and will use their journals to write information from class, readings, television, family members, and peers. We will take the first five minutes of class to share any new knowledge that is gained by any member of the classroom. This will be a large version of Think, Pair, Share. The students will also have an Egyptian wall outside the art room and a timeline throughout the school to peak interests and provide topics for further research.


 * Big Ideas, Concepts, and Competencies will be automatically populated based on the standard and eligible content alignment if you choose to upload your lesson for vetting in the SAS portal. http://www.pdesas.org/module/content/pyb/