Date: First Nine Weeks Grade: First Grade
Teacher Name: Karla Nobles Subject: Art
1. Topic-
Egyptian Hieroglyphics
 
2. Content-
Art History: Egyptian Hieroglyphics
Elements of Art: Line, shape, color
Vocabulary: hieroglyphics, line, shape, color
 
3. Goals: Aims/Outcomes-
I can/will:
1. "read" Egyptian Hieroglyphics.
2. I will observe how "writing" has changed over time.
3. I can find lines, shapes, and colors in examples of hieroglyphics.
4. I will use hieroglyphics sounds to write my whole name.
5. I will talk to my friends and my teacher about my art.
6. I will write a sentence about a friend's art and my own.

 
4. Objectives-
NCSCOS Art
1. 1.v.1.3- symbols are used for communication
2.1.v.1.4- elements of art
3. 1.cx.1.4- understand how art represents different cultures
4. 1.cx.2.1- the role of functional arts
5. 1.cx.2.2- recognize interdisciplinary connections
6. 1.cr.1.1- use correct terminology to express personal opinions about art.
 
5. Materials and Aids-
examples of original Egyptian hieroglyphics
hieroglyphic - abc translations
pencils
sentence strips
markers
practice paper
 
6. Procedures/Methods-

A. Introduction-

1. project examples of Egyptian Art
2. Ask What do you see? Let students tell what they see. When they infer ask, " what do you see that makes you say that?" Once they discover hieroglyphics move to "I wonder..."
3.Let students wonder about the use of the small symbols.
4. Review line, shape, space and color. Point out examples. Let students point out examples.
Ask them how the artists filled up their space.
5. Share the history.
6.Tell students they will make their own.
 

B. Development-

1. Share translation sheets with students.
2. Ask students to write their name by listing the letters in a vertical line.
3. Help students find the hieroglyphic sounds that match their letters.
 

C. Practice-

1. Students will practice drawing their names.
2. Students will use a sentence strip to draw their names. Help them balance their space.
 

D. Independent Practice-

1. Students will color and decorate their names.
 

E. Accommodations (Differentiated Instruction)-

1. Adjust length of strip if motor skills do not allow larger drawing.
2. Assist with writing sentences. Use the same fill in the blank template as Kindergarten for those who are not writing on grade level.
 

F. Checking for understanding-

1.Students will write a one sentence self assessment and a one sentence peer assessment that includes what they like and why they like it.
2. The teacher will review all pieces as they are complete to monitor progress over time.
3.
 

G. Closure-

1. Sharing and talking about the finished artwork.
2. Cleaning the work space.
 

This Lesson Plan is available at (www.teacherjet.com)