Transcript Teacher Presentation: Building Identity Through Ancient

BUILDING IDENTITY:
WHAT MAKES ME WHO I AM AND
HOW AM I DIFFERENT WITHIN
OTHER CONTEXTS; HISTORICALLY,
CULTURALLY.
How are cultures different? What
are the similarities and differences
of cultures from the past and now?
Ms. Morales, Aynesworth Elementary, 6th grade
ART STANDARDS
1.1 Develop Visual Arts Knowledge and Vocabulary: Identify and describe all
the elements of art found in selected works of art (color, shape/form, line,
texture, space, value)
3.1 Role and development of the Visual Arts: Research and discuss the role of
the visual arts in selected time periods of history, using a variety of resources
(both print and electronic)
3.3 Diversity of the Visual Arts: Compare, in oral and written form,
representative images or designs from at least two selected cultures.
5.3 Create artwork containing visual metaphors that express the traditions and
myths of selected culture.
ELA COMMON CORE STANDARDS
1.RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text
2. RI6.7 Integrate information from different media with written words to develop understanding of a topic.
3. RI6.10 Read and demonstrate comprehension of 6th grade level nonfiction texts.
4. W6.4 Produce clear, coherent writing in which the development, organization, and style are appropriate
to the task, purpose, and audience.
5. W6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source, quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing
basic bibliographic information for sources.
6. SL6.1 Engage effectively in a range of collaborative discussions with diverse partners, building on
others’ ideas and expressing their own clearly.
7. L6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to
find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
INTEGRATED LEARNING OUTCOME
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In groups, students will create a culture flag that
represents one of the 3 ancient civilizations
(Mesopotamia, Ancient Egypt, or Ancient China) and
give a presentation on their culture flag.
Students will also write an essay that explains their
reasons for choosing what they chose to represent
that culture.
CREATIVE PROCESS:
IMAGINE/EXAMINE/PERCEIVE
What pieces of the project require students to examine the world, perceive artwork or
imagine something new.
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Students read various text about and watched several media clips on each
ancient civilization (Mesopotamia, Ancient Egypt, and Ancient China).
In their social studies notebook students had to create summaries or
artistic depictions of what they had learned.
CREATIVE PROCESS:
EXPLORE/EXPERIMENT/DEVELOP CRAFT
Which activities ask students to explore the content, experiment with ideas and
build new skills?
 The students worked in small groups to create a poster that described facts
about each of these cultures (Mesopotamia, Ancient Egypt, and Ancient
China). This included religion/beliefs, government,
inventions/achievements, farming techniques.
 Students studied a picture of a sarcophagus from Ancient Egypt focusing on
the detail and artwork that went into creating one. Then created their own
for a son or daughter of a pharaoh.
CREATIVE PROCESS:CREATE
What pieces of the project are devoted to students creating
their artwork?
*Students had to decide which symbols to use on their sarcophagus.
*The groups had to plan and decide which elements of the ancient civilization they
chose to incorporate on their culture flag.
CREATIVE PROCESS: REFLECT/ASSESS/REVISE
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Which activities ask students to reflect on their work, assess
their progress and revise their project?
Social Studies lessons---- students took cornell notes. At the end of their notes they
either did a summary or reflection.
Quick writes
As students began working on their sarcophagus, they would refer back to their text
or symbols sheet to make revisions.
As groups began (and still in progress) of working on the culture flag, they refered
back to their text or other books on their ancient civilization to revise drawing or add
drawings.
Use of rubric
CREATIVE PROCESS: TIME TO SHARE!

How will students share their work with others?
The groups will come up to present their culture flag for their civilization and explain
why they chose to incorporate the drawings to represent that ancient civilization.
(still in progress)
AUTHENTIC PERFORMANCE-BASED SUMMATIVE
ASSESSMENT
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Students created a culture flag of an ancient civilization (Mesopotamia,
Ancient Egypt, or Ancient China)
Groups will present their culture flag.
Written assignment
SUMMATIVE REFLECTION: STUDENT COMMENTS
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Add picture(s) with brief comments from
students reflecting on what they learned.
SUMMATIVE REFLECTION: TEACHER COMMENTS
What I loved!
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Students have done an excellent
job in working together and
creating such amazing art for their
culture flags.
Also they did a fantastic job on
creating the sarcophagus as well,
incorporating what they learned
about the types of lines.
I wonder if I….
Should’ve had students work
by themselves to create their
own culture flag.
THIS LESSON WAS THE RESULT OF THE
WORK DONE AT THE ARTS EVERY DAY
WORKSHOP OFFERED THROUGH THE
FRESNO COUNTY OFFICE OF EDUCATION.