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Hieroglyphics

Hieroglyphics. Exploring the world of Ancient Egypt. By Vanezza Quevedo-Lorenzo. What are hieroglyphics?. Students will : understand that hieroglyphs can stand for an idea or sound associate the hieroglyphic alphabet with phonetic sounds understand the culture of Ancient Egyptians

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Hieroglyphics

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  1. Hieroglyphics Exploring the world of Ancient Egypt By Vanezza Quevedo-Lorenzo

  2. What are hieroglyphics? • Students will : • understand that hieroglyphs can stand for an idea or sound • associate the hieroglyphic alphabet with phonetic sounds • understand the culture of Ancient Egyptians • discuss the role of hieroglyphs in Ancient Egypt • learn how to decipher hieroglyphs • illustrate their own story using hieroglyphs • create original artwork using hieroglyphs

  3. TEKS • 110.2 English Language Arts and Reading, Kindergarten. • (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. • The student is expected to: • (A) recognize that print represents language and conveys meaning such as his/her own name and signs. • (B)  know that print moves left-to-right across the page and top-to- bottom (K-1); • (C)  understand that written words are separated by spaces (K-1); • (D)  know the difference between individual letters and printed words (K-1); • (G)  understand that spoken words are represented in written language by specific sequences of letters (K-1);

  4. TEKS • (7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The student is expected to: • (B)  understand that written words are composed of letters that represent sounds (K-1); and • (14)  Writing/spelling/penmanship. The student develops the foundations of writing. The student is expected to: • (A)  write his/her own name and other important words (K-1); • (B)  write each letter of the alphabet (hieroglyph) (K); • (C)  use phonological knowledge to map sounds to letters to write messages (K-1); • (D)  write messages that move left-to-right and top-to-bottom on the page (K-1); and • (E)  gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K).

  5. TEKS 117.5. Art, Grade 1. (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to: (B)  identify color, texture, form, line, and emphasis in nature and in the human-made environment. (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A)  invent images that combine a variety of colors, forms, and lines; (B)  place forms in orderly arrangement to create designs; and (C)  increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions. (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (C)  identify the use of art in everyday life.

  6. Individual Activities • Hieroglyph Name Plate • Ancient Egypt Booklet • Ancient Jewelry • Papyrus Scroll Drawings

  7. Whole Class Activities • Wall Relief Plaque • Egyptian Market Day • Dance to “Walk Like An Egyptian” • Use the internet to research Egypt • Read books about Ancient Egypt

  8. References • www.dia.org/education/egypt-teachers.htm • http://atozteacherstuff.com/Themes/Egypt/ • http://www.proteacher.com/090012.shtml • Ms. Frizzle’s Adventures: Ancient Egypt by Joana Cole • Senefer: A Young Genius in Old Egypt by Beatrice Lumpkin

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