Universal Design for Learning/ UDL Lesson Plan:

(Image Source: Unidentified, Mask, Smithsonian American Art Museum, Gift of John Gellatly, 1929.8.618.1.)

Title: Egyptian Art & Architecture

Submitted By: Jennifer Eazell for EDUC 507/MALT 607, Spring 2023

Grade Level: 6th Grade

Subject Area Focus: Main Features of Egyptian Art and Architecture
Course: Social Studies
Unit this lesson is part of: The ancient civilizations of Mesopotamia, Egypt, and Kush:
Egyptian art and architecture.
Estimated Number of Days to Complete: About 2 weeks.

Lesson Summary:
Students will utilize the textbook and virtual field trip evidence to analyze and discuss the main
features of three different pieces of art/architecture of the Egyptians, create an art piece/structure
of their own that embodies those qualities, and share it with the class for an opportunity for
group discussion and development of common themes/findings amongst the class.
A. Desired Results/Objectives:
1. Compelling Questions/Historical Question(s):

(Guide review/assessment; examine a big picture topic. Transferrable.)

o What are some of the defining features of Egyptians art and architecture?

2. Supporting Questions (Optional. Help guide answers to compelling questions.):

o What are some common fabrics or materials used Egyptian Art/Architecture?

o Are there any shared symbols or shapes that Egyptians used in their
art/architecture?
o Any paint colors or textures used commonly in their art or architecture?

3. Standards (National & State Content, C3, & Common Core):

o CCSM-SS.6.2.5: Students analyze the geographic, political, economic, religious,

and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
Discuss the main features of Egyptian art and architecture.

4. Objectives: By end of lesson students will...: (Measurable & aligned to learning plan and
activities.)
o Know...
 The specific types of art/architecture found in Egypt.
 The common features of art/architecture from ancient Egypt.
o Understand [that]... (Transferrable to other contexts. Statements.)
 Ancient civilizations such as Egypt were clever in their own time and
influenced many modern-day forms of art and architecture.
 Group work helps to gain diverse ideas and perspectives on a given topic,
and allows people to see something from another point of view that they
otherwise would not have noticed working on their own.
o Be able to Do... (Transferrable–long-term take-aways.)
 Search for specific art on a virtual tour
 Analyze and identify various shared characteristics among a group of
items.
 Use teamwork to create a piece of art/structure that embodies qualities
identified in the virtual tour and through analyzing ancient Egyptian
art/architecture.
 Plan ahead and collaborate in order to complete multiple components of
an assignment (organize and gather information/research, create a quality
piece of art/architecture, and deliver an in-depth presentation of the
finding/finished project).
 5. Universal Design for Learning: (How does lesson address these?)

REPRESENTATION ENGAGEMENT EXPRESSION

CULTURAL
- Options for engaging - Options for students to CONSIDERATIONS
- Options for presenting content
student interest demonstrate learning
R Cooperative
R Artifacts
work group
R Pictures R Written response
R Partner work
£ Graphic organizers £ Illustrated response
£ Manipulatives R Nature of content &
R Video clips R Oral response
£ Movement ethnicity and/or culture of
R Audio recordings R Model creation or
£ Debates students
R Lab construction
£ Role plays or £ Other ___________
£ Lecture £ Other
simulations
R Other: Virtual Field Trip ___________
£ Other
of Smithsonian Website
__________

Briefly describe your approach to each in columns here or in a narrative in “E” below:

CONTENT PROCESS PRODUCT CULTURAL

The content will be The lesson will take place in This 3-part
composed of textbook three parts: project allows
applicable information The final for cultural
and information gathered 1) Research Stage: Intended products of this diversity and
through research on a for information gathering 3-part expression
virtual (online) fieldtrip and analysis/interpretation assignment will because as a
through the Smithsonian of the information gathered. be a research group project it
website. Guidance will 2) Art Project: After document that pulls from
be given regarding what gathering key components the group turns diverse
page numbers to view of ancient Egyptian in, the model of perspectives and
within the textbook to architecture/art, the same ancient interpretations of
look up relevant work groups will create a Egyptian art in its research
information and specific model of Egyptian art or an art/architecture stage. It also
keywords will be artistic creation of their own that the teacher allows for
provided to assist in the that embodies the common will display in multisensory
information gathering components of Egyptian the class, and forms of
portion of the website. A art/architecture. the final poster academic
guiding question and 3) The Presentation and created as a expression:
supplemental questions Group Discussion: Each whole class that research-based
will be provided to aide group will present their notes the thinkers, artistic
students in what models to the class and common thinkers, hands-
information to gather. discusses the common features of on learners, an
Additionally, the teacher components of ancient ancient immersive
will provide a rubric for Egyptian art/architecture Egyptian learning
the presentation, a present in their projects. art/architecture. approach.

worksheet to help record
pertinent information, as
well as guidelines for the
project.
After the presentations, the
whole class will discuss and
identify the shared
characteristics of ancient
Egyptian art/architecture by
recording it as a class on a
large poster board near the
model displays of
everyone’s projects.

B. Assessment (Performance tasks & Other Evidence of learning):

 Pre-Assessment:
o Determine through a brief introduction what pre-existing knowledge students
know about the topic as well as what they know about the resources that we will
be using to establish an idea of how in-depth to go with the instruction portion of
the assignment. During the pre-lesson, you can determine what additional support
will be needed along the way. Also, monitoring groups through assessment during
the lesson can determine what guidance and intervention is needed along the way
as well.
 Formative Assessment:
o This 3-part assignment will allow the teacher to assess key components of group
work such as participation and collaboration, as well as to determine the quality of
and accuracy of information gathered within the project and presentation.
 Summative Assessment:
o These types of immersive, project-based assignments can assist in a broader range
of students acquiring information and critical thinking skills necessary for the
state test/benchmark testing.

C. Learning Plan (Detailed description of how lesson is taught.):

Lesson Introduction (How will you gain student interest and tap into prior knowledge?)

 During the introduction portion of the lesson, I will utilize graphics and visuals of
ancient art from different civilizations to demonstrate specific qualities and
analysis of images to gain an intrigue in the topic. I will also keep in observation
and a bit free flowing by asking questions like “what do you think this object is?
What do you think this object was used for?” to create some mystery, inquiry, and
intrigue surrounding the various artwork and pieces of architecture.

Learning Activities (How will you provide access to the content & engage learners?
What research-based strategies will support learning?) Include time frames for
activities.
  Day 1: Introduction, groups formed, and research gathering begins. Instructor will
provide relevant information on the project (appropriate websites, guiding
questions/worksheets, and page numbers for the textbook within google
classroom or on the board).
 Day 2-3: Research gathering continues as students pick three pieces of ancient
Egyptian art and architecture and identify the shared characteristics among them.
 Day 4: Students finish up the research gathering portion of the assignment and
begin the brainstorming possible art projects or structures to create based on the
qualities identified in the research.
 Day 5-8: Students will continue working on the creation of their art projects.
 Day 9-10: Students will compose a presentation that utilizes key information and
relevant images that support their reasons for creating their project the way that
they did and answer the question of what common characteristics are seen within
their art project/ancient Egyptian art or architecture.
 Day 11-12: Students will begin presenting their artwork/structures to the class.
After every student has gone, the teacher will engage the class in a final group
discussion where they will record as a class on a large poster board what the main
features of ancient Egyptian art/architecture are.

What does the teacher do? What does the student do?
 The teacher introduces the topic to the class, provides relevant materials (rubrics, guiding
questions, research worksheets, research website for virtual fieldtrip, art supplies of various kinds,
access to a computer, etc.), guidance along the way by monitoring and assisting groups as needed,
facilitating the group presentations, providing a timeline with clear expectations daily of what the
task at hand is in order to ensure groups finish in a timely manner, and administering of a closing
activity where the whole class engages in a group discussion and the teacher records the shared
information gathered regarding the main features of ancient Egyptian art/architecture.

Lesson Vocabulary
NOTE: Most of these keywords, specifically the “Brick” and “Mortar” words, will be defined in the introductory stage of the
lesson and posted within the classroom to aide in understanding and completion of the lesson. Other Disciplinary Words will be
explained throughout the lesson.

“Mortar” Words
Disciplinary “Brick” Words One-two Absolutely Other Disciplinary Words Many a) Possible
Two-four Absolutely necessary to necessary for unit-level terms most students should already know.
understand the essential question of assessment task and/or b) Topic-specific, less transferrable terms. OK to
the lesson. to understand actions define each time they come up.
of lesson.
 architecture  analyze  paintings
 art  identify  carved stone images
 ancient  characteristics  hieroglyphs
 Egyptian  features  pharaohs
 Civilization  utilitarian
 hieratic
  ceremonious
 chisels
 alloy
 pyramids
 abstract
 realistic
 aesthetic
 naturalistic
 symbols
 symbolism

D. Materials, Equipment, & Sources Used:

What primary source(s) is/are used? Full citation; online items required:

a) Virtual Fieldtrip Link: Search Keyword: "ancient Egypt". Smithsonian American Art
Museum. (n.d.). Retrieved February 20, 2023, from https://americanart.si.edu/search?
query=ancient+egypt
- This website is the link with which students will gather research within their
virtual art museum fieldtrip. They will search specifically for ancient Egyptian art
or architecture and identify common features amongst the artwork/structures.
b) School Textbook on Ancient Civilizations (provided by the school for each student)

What other curricular materials will you use to support this project?

 Art materials of various kinds/forms of media (construction paper of different colors,

modeling clay, paper clips, toothpicks, scissors, popsicle sticks, paint for various colors,
etc.). Materials should be available in the classroom for students. No students should be
buying anything, but they may bring school appropriate items from home if they so desire
(items must belong to them or be taken with permission knowing that they likely will not
be returned).
 Worksheet created by teacher with guiding questions to aide in research/information
gathering.
 List of website options for presentations: Google Slides, PowerPoint, etc.

E. Roles, Accommodations, & Differentiation Strategies:

 How will you meet the needs of diverse learners & remove barriers they might
encounter?
o The project in and of itself is intended to cater towards diverse learners. There are
components that engage the logical thinker (concrete academic research), the
linguistic or EL learner (opportunities for group discussion and collaboration
verbally), the visual or spatial learner (images and artifacts that can be observed
and analyzed visually through the virtual field trip), and bodily-kinetics learners
(hands-on learning through a creation of an Egyptian artwork/structure). The
group aspect of this project also for diverse learners to excel and learn through the
ability to complete portions of the project that they connect with the most/easiest
with. The immersive component of this assignment also allows for engagement of
diverse learners. Through the provision of a project-based assignment as opposed
to a typical lecture style of teaching, more students engage with and connect to
the material in a meaningful way, and hopefully create lasting content knowledge
through their active involvement in the subject matter.