SymbolsasLanguage:

Cartouche

Grade7

Hieroglyphs
RetrievedMarch1rst,2015fromwebsite:
https://lh3.googleusercontent.com/H54YOtjXtVMr_Xmr2yfqSn5uTOLojJeD5Eve6UTKVOdluI6CKKe_zFrWqztOWAv0MtvIMlPdaOtsk1r5yoN6aL0r6c6okgWdmLsv8rMQELo_nld
acnA

NinaGilden
03/12/15

IntroductoryInformation:
LessonTitle:SymbolsasLanguage:Cartouche
GradeLevel:7thGrade
ClassSize:20Students
LengthofClass:OneHour

LessonTopicorSummary:Inthislesson,studentswilllearnaboutwhatandwhere
cartoucheswerefoundinAncientEgypt.Usingimagesanddiscussion,studentswillexplore
andmakecomparisonsofcartouchesfoundinthetombsofimportantfiguresfromAncient
Egypt.Afterstudentshavebecomefamiliarwiththemeaningandusageofcartouches
throughteacherleddiscussion,studentswillbeaskedtocreatetheirowncartouchesoftheir
birthnameusingtheAncientEgyptianalphabetinhieroglyphs.

STAGE1:DESIREDRESULTS

A. ENDURINGUNDERSTANDING:
Studentswillunderstandthat:
Artistsrecordimportantculturalhistorythroughsymbols.
Artandlanguagearebothcommunicationvehiclesbywhichideasaretransmitted.
Drawingiscriticaltothedevelopmentoflanguageandnarrative.
Humanbeingscommunicateinmanyways:verballyandthroughwriting,visually,
musically,andmathematically.

B. ESSENTIALQUESTION:
Whatisasymbol?Whatisapattern?
Whatarethesignificantsymbolsandiconsofcivilizationsandcultures?
Whatdosymbolsandpatternsreveal?

C.
STATESTANDARDSADDRESSEDADDRESSED:
MASSACHUSETTSVISUALARTSFRAMEWORKS
1.
Methods,Materials,andTechniques.
Studentswilldemonstrateknowledgeofthe
methods,materials,andtechniquesuniquetothevisualarts.
3.
Observation,Abstraction,Invention,andExpression.
Studentswilldemonstrate
theirpowersofobservation,abstraction,invention,andexpressioninavarietyof
media,materials,andtechniques.
4.
Drafting,Revising,andExhibiting.
Studentswilldemonstrateknowledgeofthe
processesofcreatingandexhibitingtheirownartwork:drafts,critique,
selfassessment,refinement,andexhibitpreparation.
10.
InterdisciplinaryConnections.
Studentswillapplytheirknowledgeoftheartsto
thestudyofEnglishlanguagearts,foreignlanguages,health,historyandsocial
science,mathematics,andscienceandtechnology/engineering.


MASSACHUSETTSSOCIALSTUDIES/HISTORYFRAMEWORKS
7.30.LearningStandards:Egypt:AnAncientRiverCivilization,c.30001200BC/BCE:
DescribethepolytheisticreligionofancientEgyptwithrespecttobeliefsaboutdeath,
theafterlife,mummification,andtherolesofdifferentdeities.
7.31.Le
arningStandards:Egypt:AnAncientRiverCivilization,c.30001200BC/BCE:
SummarizeimportantachievementsofEgyptiancivilization(theagriculturalsystem
theinventionofacalendarmonumentalarchitectureandartsuchasthePyramids
andSphinxatGizahieroglyphicwritingtheinventionofpapyrus).

D. ACQUISITION/LEARNINGOBJECTIVES:
Thestudentswillexamineanddiscusstheusageofcartouches.
Thestudentswilltranslate,designanddecoratetheirowncartouche.
Thestudentswillbeabletosharetheirworkwiththeclass.
Thestudentswillrevealculturalknowledgethroughtheircreations.

STAGE2:ASSESSMENTEVIDENCE

A. PERFORMANCETASKORFINALPRODUCT:
ForthefinalproductstudentswillhavecreatedanddecoratedtheirownCartouches
using2Dmaterials.Studentswilldecoratethemusingfirstpencil,thenpermanent
marker,andlastlycoloredpencilsandcrayon.Usingfirstpenciltodraftouttheirname,
theywillthenmoveontousingpermanentmarkertooutlineeverything.After,theywill
usecoloredpencilsand/orcrayonstocolorintheirworkandmakeaborder(creatinga
pattern)aroundthepiece.Lastly,pickingupthewoodgrainofthetabletheywilluse
thesideofthecrayontocreatearubbingaroundthewholepiece.Thiswillgivethe
worksaninterestingtextureandgiveitamoreauthenticfeeling.


Cartouchemadeby2ndGradeStudentatMissionHillSchool.
PhototakenbyNinaGilden

B.
CONTINUUMOFASSESSMENTS:
Performancetasksandteacherassessmenttoolsthatwillserveasevidenceof
studentlearningwillinclude:priortotheactivitystudentswillshowtheirunderstanding
ofCartouchesthroughteacherguideddiscussion.Oncestudentshavebeguntowork
theteacherwillwalkaroundtheclassroomtoobservestudentsatwork.Theteacher
willalsobeavailabletoanswertoansweranyandallofstudentsquestions.

C.
CRITERIA:
Doestheirfinalproductdemonstratethatthestudentsunderstoodtheteachers
instructionduringthepresentationandexplanationoftheactivity?
Didthestudentsshowrespectfortheteacherandtheirclassmatesduringthe
presentationoftheassignment?
Didthestudentsshowenthusiasmfortheassignment?
Didthestudentsdemonstratetheirunderstandingofthevocabularyandexamples
usedbytheteacher?
DidthestudentsidentifytheusageofcartouchesinAncientEgypt?
Weretheyabletousethematerialsprovidedinauseful,experimentalandcreative
waytocommunicatetheirideasvisually?
Weretheyengagedintheirtaskduringthewholesession?
Didtheyhavefun?!


STAGE3:LEARNINGPLAN

A. MATERIALSANDEQUIPMENT:
HeavyDutyconstructionpaper
Pencils
Erasers
ColoredPencils
PermanentMarkers
Crayons
TwokindsofsheetsofthealphabetinHieroglyphs

B. VOCABULARYWITHDEFINITIONS:
Tomb:
PyramidswereburiedchamberswheretheAncientEgyptiansburiedtheKings
andQueens.
Hieroglyphs:
AncientEgyptiansusedsymbolsorpicturescalledhieroglyphstowrite.
Somerepresentedsoundsandothersentirewords.Theycouldberead
fromlefttoright,righttoleft,ortoptobottom.
Cartouche:
Acartoucheislikeanametag.AncientEgyptiansmadethemforhigh
rankingpeople.Theywerefoundontheoutsideofmummycases.
Sign:
Aletter,characterorsignusedinsteadofawordorgroupofwords.
Symbol:
Somethingthatstandsforsomethingelse.

C. VISUALIMAGERESOURCES
SomephotosweretakenbyNinaGildenattheMissionHillSchool.
AFTERTHENEWKINGDOMOFANCIENTEGYPT(After1075B.C.).(n.d.).
RetrievedMarch8,2015,from
http://factsanddetails.com/world/cat56/sub364/item1954.html
(n.d.).RetrievedMarch8,2015,from
https://lh3.googleusercontent.com/H54YOtjXtVMr_Xmr2yfqSn5uTOLojJeD5Eve6UTK
VOdluI6CKKe_zFrWqztOWAv0MtvIMlPdaOtsk1r5yoN6aL0r6c6okgWdmLsv8rMQELo
_nldacnA


MissionHillSchoolstudentworkingonhisCartouche.
PhototakenbyNinaGilden

D.
TEXT,MEDIAANDWEBRESOURCES:

Websites:
AncientEgypt.(n.d.).RetrievedMarch8,2015,from

http://www.ducksters.com/history/ancient_egyptian_hieroglyphics.php
DefinitionofsymbolMerriamWebster'sStudentDictionary.(n.d.).RetrievedMarch8,
2015,from
http://www.wordcentral.com/cgibin/student?symbol
Hello,.(n.d.).RetrievedMarch8,2015,from

http://www.kidzone.ws/cultures/egypt/hieroglyph.htm

SocialStudiesResources:
Guy,J.(1998).
Egyptianlife
.Hauppauge,NY:Barron'sEducationalSeries.
Hart,G.(1990).
AncientEgypt
.NewYork:Knopf:.
Ikram,S.(1998).
Mummiesandtombs
.Dokki,Cairo:HoopoeBooks.
Merrill,Y.(2002).
HandsonAncientPeopleActivitiesaboutMesopotamiaEgyptIslam
(Vol.I).China:KitsPublishing.
Stierlin,H.,&Stierlin,A.(1995).
Thepharaohs,masterbuilders
.Paris:Terrail.
Wilkinson,R.(1992).
ReadingEgyptianart:AhieroglyphicguidetoancientEgyptian
paintingandsculpture
.London:ThamesandHudson.

E.
TEACHERINSTRUCTION:
TheteacherwillbeginthelessonbyaskingstudentsquestionsaboutAncient
Egypt.
Theteacherwillintroducesomevocabularywordssuchastombandhieroglyphs
beforeexplainingwhatacartoucheis.
Theteacherwilldiscusswithstudentswhataresignsandsymbolsandhowevery
culturehastheirownformofsignsandsymbols.
Theteacherwilltalkaboutthesignsandsymbolsweseeeverydayoutsideoreven
onourclothing.
Theteacherwilldescribetheactivitybyshowingsomeexamplesofcartouchesand
tellthemthattodaytheywillbemakingtheirowncartoucheusingthehieroglyphic
alphabettowritetheirbirthname.Theteacherwillexplaintherestofthesteps.
Theteacherwillhavethebackoftheroomsetupwithallofthepropermaterials
necessary.
Oncestudentshavesatdownattheirtablestheywillbegintofindthehieroglyphsto
theirnameandmapouttheircartoucheinpencil.
Theteacherwillwalkaroundandcheckinonstudents.

Oncestudentshavecompletedtheircartouches,theteacherwillwrapupthelesson
withagroupdiscussion.
Studentswillsharetheirworkandtalkaboutiftheyhadanychallengesorwhatwas
funand/oreasyaboutit.
Theteacherwilldisplaythestudentsworkoutsidetheclassroom.

F.
QUESTIONSTOGENERATEDISCUSSION:
Whatisatomb?
WhatdidtheafterlifemeantotheAncientEgyptians?
Whataresignsandsymbols?
WhatareHieroglyphs?

G.
LEARNINGACTIVITY:
Afterdiscussiontheteacherwillexplaintheactivityfortheday.

Studentswillsitdownwheretherewillbeasheetprecutintheshapeofacartouche
foreachpersonandthenecessarymaterialsforthatday.
Studentswilltranslatetheirbirthnameintohieroglyphsusingthechartsgivenoutin
class.
Studentswilldesigntheircartouchebasedonthesymbols:
Step1:Studentswillbegintoworkontheircartouchesinpencil.
Step2:Studentswillthenoutlinepencilmarkswithpermanentmarker.
Step3:Studentswillthencolorintheirhieroglyphs.
Step4:Studentswilladdaborderaroundtheirnameandcreateapatternwithinit.
Oncethestudentshavecompletedtheircartouchestheywillsharewiththerestof
theclasstheircreationsandparticipateinagroupreflection.

H.
DIFFERENTIATION:

Forstudentswithspecialneedstheteacherwillhelpthemmapoutwhereeach
hieroglyphoftheirnamecango.Theteachercanalsomakedotsofthehieroglyphso
thatthestudentcanconnectthedots.Iwillalsoputouttwodifferenttypesofthe
HieroglyphicAlphabet:oneismorecomplextheotherbreaksdownthehieroglyphsin
simplerforms.