Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Julia Kalustian

BIG IDEA

Illuminating Diverse Perspectives

LESSON RATIONALE

This lesson is important because students will celebrate how diverse cultures recorded
history through traditions of art by creating their own Egyptian hieroglyphic panel.

READINESS
I. Goals/Objectives/Standard(s)
○ Goal(s): Students will be able to design a hieroglyphic panel influenced by
Ancient Egypt’s illustrations of stories & history of the past.
○ Objective(s):
○ Following the Egyptian hieroglyphics investigation, students will be
able to interpret representations of the past by discovering meaning
in art history.
○ By completing the creative project, students will be able to illustrate
how Ancient Egyptian art celebrates stories from Ancient Egypt’s
past.
○ At the conclusion of the lesson, students will be able to compare &
contrast how various cultures recorded history through their art
across time periods.
○ Standard(s): ​3VA:Pr6.1.3a​ Identify and explain how & where different
cultures record and illustrate stories and history of life through art.

II. Management Plan

Time: (1 Space Expectations Materials

hr)

Anticipatory 3 minutes Students Students will -Yearbook

Set gather at contribute to the
the front of grand conversation
the room. & be excellent
listeners.
 Lesson 12 minutes Students Students will recall -Read aloud
Presentation gather at the unit question & book
the front of cultures previously -Dry erase
the room. studied. Students markers
will be engaged -Supplement
throughout the read pictures
aloud. Students will
interact with
Egyptian
hieroglyphs.

Creative 40 minutes Students Students will create -Foil sheets

Project gather at a foil panel project -Pen
the depicting a story of -White
demonstrati an Ancient paper
on table. Egyptian Pharaoh. -Colored
Students Sharpies
work at -Liquid Glue
their tables. -Cardboard
-Outlines of
Ancient
Egyptian
Pharaohs

Closure 5 minutes Students Students will -White

gather at participate in the board
the front of closure discussion. -Dry erase
the room. markers
.
III. Anticipatory Set (3 min)
○ The teacher calls students to gather at the front of the room.
○ “Class, does anyone know what I’m holding? (The teacher holds up
her 3rd grade yearbook). Yes, this is a yearbook! Can anyone tell
me the purpose of a yearbook? (The teacher encourages response
from multiple students). That’s right, a yearbook is a way for us to
record our school history from the year. It is filled with photos of
each of us, our classes, & writing of what events our school
community held. This is helpful for the future, because we will be
able to reflect on these cherished memories of our past. If you can
believe it, this is my yearbook from way back when I was your age,
in 3rd grade! Let’s look through some of the photos & I can show
you what school was like when I was your age.” (The teacher
spends a couple of minutes going through her yearbook with the
 students, showing them how school in the past looks different from
their present).
IV. Purpose: “Today we are going to explore the art of Ancient Egypt. We are
currently learning about how different cultures created works of art to tell tales
over time. This is important because we can uncover the stories & history of the
Ancient Egyptians through their traditions of art.”

PLAN FOR INSTRUCTION

V. Adaptations
○ Exceptional needs students will be given support based on their IEP & 504
plans. These students will be granted extra time to complete the creative
project as seen fit. Students with ADHD will be able to move around the
room often in this lesson.
○ ELLs will be supported by having a copy of the labeled pictures of the unit
supplements translated in their primary language at their desk. If
comfortable doing so, they can share what art is unique to their native
country’s history while comparing & contrasting art history from diverse
cultures.
○ Students who are blind will use scented permanent markers, so they can
choose which color to use based on what they smell like instead of what
they look like.
○ Students who are visual/spatial learners & kinesthetic learners will be able
to succeed in this lesson as they create their art project.
○ If at any point of the lesson there is a need for reteaching, the teacher will
take a step back from the lesson and intervene with extended guided
practice, even if that means this lesson may take the course of multiple
days instead of just one.
VI. Lesson Presentation (12 min)
○ The teacher prompts the students to recall the purpose of the current unit
of study.
○ “Class, today we are going to continue our unit on art history.
Yearbooks are a way that we record pictures and stories of school
today. My yearbook recorded my past school life, just like how art
can record past history. Remember our question that we are
investigating throughout our whole art history unit is ‘Why study art
from the past?’ (The teacher writes the unit question on the board).
So far we have explored cave art (The teacher hangs the cave art
supplement pictures on the board) & Greek figure painting pottery
art. (The teacher hangs the Greek pottery art supplement pictures
 on the board). Can someone tell me why we might study art from
the past? (Teacher asks students to recall what they have learned
so far in this unit, prompting multiple students to give insight). Yes,
art history tells us about the lives of people of the past who lived
around the world! Art f​rom the past holds clues to life in the past. By
looking at a work of art, we can learn about the culture that made it.
We can compare artwork from different countries, which gives us
an insight to what life was like for different cultures. By looking at
the details of art from the past, we can rewind time and experience
what a time period different from our own was like. We begin to
learn what it was like to live a life that is very different from our own.
We have already learned the stories of the past from cave art,
Greek pottery art, & today we are going to discover the stories of
Egyptian art!”
○ The teacher reads the picture book ​“The Little Hippo: A Children's Book
Inspired by Egyptian Art”.
○ “Let’s read the story ‘The Little Hippo: A Children’s Book Inspired
by Egyptian Art’ to dive into the world of Ancient Egypt.” (The
teacher reads the book to the students, pausing to look at the
illustrations & what they illustrate to us about what Ancient Egyptian
life was like).
○ The teacher introduces Egyptian hieroglyphics to the students.
○ “A famous way Ancient Egyptians recorded stories & history was
through the art of hieroglyphics. (The teacher writes this word on
the board as well as hangs up the Egyptian hieroglyphics
supplement pictures on the board). These are symbols that
represent their very own alphabet! They give us a clue as to what it
was like for the Ancient Egyptians growing up during this time
period. Pharaohs would rule the land & a lot of Egyptian art tells us
stories about them. Let’s investigate more about these Egyptian
hieroglyphics.”
○ The teacher guides an investigation of Egyptian hieroglyphics, using this
website as a reference.
○ https://www.natgeokids.com/za/discover/history/egypt/hieroglyphics
-uncovered/
○ “Let’s learn some interesting facts about hieroglyphics & what
mysterious stories of the past they have hidden within them!” (The
teacher shows examples of Egyptian hieroglyphs, including where
they are found & what stories they tell. The teacher also answers
 any questions the students have & prompts them to offer any
information they may already know about Egyptian art).
○ Creative Project (40 min)
○ The teacher asks students to gather around the demonstration
table & demonstrates how to create their project step-by-step.
a) “Today we are going to create a “Metal Egyptian
Hieroglyphic” panel using a foil art technique. We are going
to focus on creating a hieroglyph of a pharaoh, similar to
stories of them in Ancient Egypt. To make our foil art the first
thing we want to do is draw a simple sketch of our pharaoh
using our white paper & pencil. I have copies of outlines of
Egyptian pharaohs for you to use as a reference. The key to
drawing your pharaoh is that you do not want to add a lot of
detail, but rather stick to simple outlines. Once you have
yours drawn, set aside your sketch for now. Next, you will
take a piece of foil, which is thicker than the type of foil you
use at home, & glue it onto a pre-cut panel of cardboard.
Outline the piece of cardboard with liquid glue & draw an “X”
in the center. Carefully place your foil over the glue on your
panel. Then, wrap the foil sheet around the edges & glue the
excess to the back of your cardboard panel. Once your foil is
successfully glued on & dried, take your sketch & place it on
top of your foil panel. They should be the same size as I
have pre-cut them both for you. Use your pencil to lightly
trace over every line of your hieroglyphic. This will transfer
the outline of your pharaoh onto the metal foil sheet. Make
sure you do not press too hard that it pokes holes into your
foil, but apply enough pressure so that it transfers your
design. Next, you will color your Egyptian pharaoh using
colored sharpies. You want to use multiple colors to fully
illustrate your hieroglyphic. The key here is to avoid coloring
in the outline that is pressed into the foil sheet, but rather
leave that as the original foil silver color. This gives it the
impression of an authentic Egyptian hieroglyphic, as Ancient
Egyptians use an engraving technique to engrave their
stories into stone. Once you are done illustrating your
pharaoh, it is time to finish your panel by adding a
background. Use your pencil to press in a new pattern into
the foil that surrounds your pharaoh. You may choose
stripes, checkers, polkadots, waves, the sky's the limit! Make
 sure you use the same foil art technique, so anything you
engrave into your foil you leave those lines blank as you
color in the background with your sharpies. Now you have
created a beautiful metal Egyptian hieroglyphic panel that
illuminates the stories of Ancient Egypt.”
○ The students work on their “Metal Egyptian Hieroglyphics” as the
teacher walks around assisting when needed, reminding students
the steps of the process, & answering any questions posed.
○ Closure (5 min)
○ The teacher asks students to gather at the front of the room.
a) “Now that we have created our “Metal Egyptian
Hieroglyphics” we are going to compare & contrast how
Ancient Egyptians told stories & history through art with the
two other cultures we have studied in our unit so far: Cave
paintings & Greek figure painting pottery. (The teacher
points to all 3 supplements hung up on the board & guides
students in a closing discussion on how each culture tells
stories & shares their history through their unique art forms).
VII. Check for Understanding
○ I will take note of the student’s ability to identify past stories & history
through various forms of art. I will make sure every student understands
that Ancient Egypt had a unique way of recording history through art:
hieroglyphics. I will assure the students feel confident with comparing &
contrasting art history from multiple cultures. I will guide my students when
creating their art project of a metal Egyptian hieroglyph. I will ensure that
students successfully complete the steps of creating a metal foil art
project. I will notice which students need extra help throughout the lesson
and talk them through what they are not comprehending and address the
class as a whole if it seems as though the students are not
comprehending a concept successfully.

VIII. Review learning outcomes / Closure

○ Allow students to share their created Egyptian hieroglyphic with the class.
The teacher should hang them up on a wall or display them in a display
case around the school along with the other art the students have created
from other cultures, countries, & time periods from this unit. At the
conclusion of this unit, the teacher should encourage parents to come into
school for an art show night, illuminating the diverse perspectives of art
across history & time.
PLAN FOR ASSESSMENT

Formative Assessment:
Anticipatory ● While completing the anticipatory set, I will assess students’
Set ability to recognize how we currently record school history
through the use of yearbooks, including photos & written
words.

Lesson ● During the lesson presentation, I will assess students’ ability to

Presentation identify the characteristics of Ancient Egyptian art through the
guided investigation.
● Throughout the creative project, I will assess students’ ability
to design a Metal Egyptian Hieroglyph based on the stories of
pharaohs from Ancient Egypt.

Check for ● During the closure, I will assess students’ ability to compare &
Understanding contrast diverse cultures’ methods of recording history through
& Closure art.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace this differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were students able to successfully complete their metal foil art in the time
allowed or should this project take place over multiple days?
8. Did all students understand that Ancient Egyptians used hieroglyphics to record
history & stories of their past?
9. Were all students able to create their own metal foil art using the proper care &
technique demonstrated to them?