Teacher Page
Most of this lesson is completed on the webquest, but there are portions of this project that needed to be monitored by the teacher. If students finish an aspect of one of the projects early, there are many links to resources and other websites for them to do further research and to explore the subject more. Most importantly, here lists the questions for guided discussion, the supplies, and check points.
Days 1-5
Students will be getting acclimated with the webquest and being assigned jobs in the "Exploration" segment of the site based on their last name. Then they will be researching Ancient Egypt and what life would have been like if they lived in that time and performed a certain job every day.
Once this is completed they will be creating a storybook of how they would imagine life would be. Some of the students will not be permitted to write in the books due to their job and educational level assigned to them randomly through last name.
They may complete this early, but should be on this general timeline.
Students should have finished their storybooks by this time and are moving on to the "Afterlife" bags. Here, they will be using grocery store brown paper bags and designing them to reflect their names, interests, and things that are important to them that they would take in the tomb with them if they were in Ancient Egypt.
They are encouraged to write in hieroglyphics and draw on their bags, without using English to explain what is inside.
Students should be thinking about bringing in items from home for the sharing day. They can be representations of things that they would bring to the afterlife with them, or the actual items.
Days 6-8
Days 9-10
In the final days of the project, the students will be sharing their projects with the group and using guided questions on their "Wrap Up" page to talk about their experience with the project. They should touch base on each element of the assignment and how they felt. Students are permitted to ask questions and comment, but each individual student should have approximately 4 minutes of time to talk about the project and answer questions.
There are guided questions for the teacher below to prompt students with if they get nervous or rush through their time.
Lastly, please encourage them to listen to their peers because they are asked to write a 4 sentence reflection on the differences between their project experience and those of a classmate.
Materials
Storybook:
-Markers/pencils/pastels/crayons
-Plain white paper (2 sheets per student)
-Or colored paper/construction paper
-Stapler to fasten together paper
-String/Yarn
Tombstone/Afterlife Bag:
-Markers/pencils/pastels
-Brown Grocery Store Bag or Lunch Bag
-Objects from home
Rubric/Assessment/Evaluation:
Can be found Here
Adaptive Curriculum:
Checkpoints
Day 5-
Complete research and storybook
Day 8-
Complete afterlife bag and remind to bring in items for inside
Day 10-
Complete discussion and 4 sentence reflection
9.18.A: Know and use the elements and principles of each art form to create works in the arts and humanities.
Elements
Visual Arts: color, form/shapes, line, space, texture, value
Principles
Visual Arts: balance, contrast, emphasis/focal point, movementrhythm, proportion/scale, repetition, unity/harmony
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
Visual Arts: draw, communication, craft
9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.E: Communicate a unifying theme or point of view through the production of works in the arts.
9.1.8.F: Explain works of others within each art form through exhibition.
9.1.8.J: Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing, and exhibiting works in the arts or the works of others. Explain and demonstrate traditional and contemporary technologies.
9.2.8.A: Explain the historical, cultural, and social context of an individual work in the arts.
9.2.8.D: Analyze a work of art from its historical and cultural perspective.
9.2.8.E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.2.8F: Know and apply appropriate vocabulary used between social studies and the arts and humanities.
9.2.8.G: Relates works in the arts to geographic regions: Africa
Standards Met
Guided Questions for Discussion
Here lies some magical guided questions for teachers to reference and make fabulous discussion arise from.
1. How did you feel about being assigned a role, without being given the option of picking your job or working up to earn a high position?
2. If you were given a high ranking job, do you think that it was fair that you were given the option to write in your book while other students were not permitted to do so?
3. If you were given a low-level job, how did you feel that you were not given the chance to write in your book to better express how you felt?
4. How was experience researching your job?
5. Did you find it difficult or easy to describe a life in Egypt you have never experienced personally?
6. How were you able to express ideas without always using text in your storybook?
7. What did you put on your "Afterlife/Tombstone" bag?
8. Why did you chose to design your bag like this?
9. What items did you place inside of your bag, and why are they important to you?
10. How did you feel about the project overall and why do you feel this way?
11. What artistic mediums did you use to convey your story and why?
Grading
Teachers will be grading this assignment based on three elements.
Storybook & Afterlife Bag:
-Were they both completed on time?
-Were the students passionately working and not goofing off during class time?
-How creative and innovative were they with their mediums?
Did they bring in meaningful objects from home?
-Did they upload successfully to SnapFish?
Discussion:
-Did students participate in the discussion?
-Were they listening to their peers/asking questions?
Reflection:
-Did they reach the 4 sentence minimum requirement?
-Did they compare their experience with another student and give examples of how they were different?