Art Lesson Plan
6th Grade
Katee Lane
Topic: Hieroglyphics
Materials:
 Bars of soap
 Plastic dinnerware
 World atlas, or map of Egypt
 Paper and pencils
 Name Translation instructions (introductory worksheet)
 Name Translation worksheet (practice worksheet)
 Student computers
Objectives- Students will research and understand the Egyptian practice of writing in hieroglyphics
and become aware that there are many different ancient writing systems.
Students will translate their names and common words from English into hieroglyphics.
SD Standard, Art- Standard 2: Students will understand the media, techniques and processes used in
the production of visual arts. Benchmark 2: Describe various techniques which give artwork
definition and detail.
 Understanding the Visual Arts In Relation to History and Cultures
SD Standard – Social Studies: 6.W.2.2. Students are able to identify the cultural contributions of the
River Valley Civilizations. (Examples: hieroglyphics, papyrus, mummification, architecture, pharaohs,
calendar, medicine)
Art Assessment- A basic rubric will be used to assess this project.
Excellent (4)
Good (3)
Average (2)
Needs
Improvement(1)
Creativity
Follows
directions
Accuracy in
translation
Science Assessment- Each student will be given a unique short sentence to translate using their
handout on the hieroglyphics alphabet. There will also be a short quiz involving facts from our
SMART Board lesson about Egypt and from the book Ancient Egypt, read during our anticipatory set.
Technology Integration- I have included a SMART Board lesson on ancient writing systems, as well as
a fun, engaging activity for the students to experiment with translating English words into
hieroglyphics through a SMART Board typewriter/translator.
 SMART Board Lesson/Activities - (Writing Systems of the Past) and (Hieroglyphics
Typewriter)
Anticipatory set- I will introduce the lesson by reading Ancient Egypt by Kathleen Deady. This book
will provide the students with background about Egypt, and their practice of hieroglyphics. Students
will then participate in the SMART Board typewriter activity, followed by the ‘‘Name Translating
Instructions’ worksheet to gain a better understanding of the process. I will then have them work
on the ‘Name Translating’ worksheet, which includes practice space to write their names. This will
help them become prepared for their soap carving project.
Purpose- Students will use an online translator to see common words in hieroglyphic characters.
Students will also be able to translate their names and short sentences from English into
hieroglyphics.
Vocabulary- hieroglyphics, Egypt, ancient, translate, translator, script, characters
Modeling- After I have checked each student’s practice attempts on their handout, I will show them
my bar of soap with Ms Lane carved into it. I will also show them how I used a little border, etc. to
add some creativity. I will then pass out the bars of soap and give each student a set of plastic
dinnerware. The students will be free to work at this time, and I will continue to visit with each
student.
Guided Practice- The students will all have a copy of the (Hieroglyphics Alphabet). This will serve as a
constant reference. I will also leave the SMART Board ‘Hieroglyphics Typewriter’ activity up for the
students to check their work.
Checking for Understanding- Throughout work time, I will continue to check with and visit with
students.
Management Plan- I will distribute handouts by passing them down rows. The students will need to
place them in the ‘completed’ basket located at my desk when finished. When participating in
SMART Board activities, I will have the students take turns. I will call out a symbol, and every student
whose name begins with that Egyptian symbol will take their turn, etc. With our main project, I will
have the helpers for the day pass out paper towels to keep our desks clean, as well as the plastic
dinnerware and soap. I will show my example before they begin. From there, I will periodically
check in with the students. When finished, students will throw away their paper towels and clean
their area. Following completion of the project, we will proceed to take pictures.
Adaptive Lesson Plan- Lisa is an ADHD student. I chose to design this lesson to keep students
moving and engaged. I incorporated technology, seat work, and a project where the Lisa can work
in any area of the classroom in order to keep her interested and active. I will maintain a close watch
on Lisa and continuously check on her to ensure she stays on task.
Closure- We will take pictures of the bars of soap for our class website. The students will be able to
hold up their bars of soap to show their classmates as I take each picture.