Ancient Egypt
Marilyn Ortenzi ( novice ICT user)
Willingdon school

Ancient Egypt
Cycle 2


•to encourage story writing and drama to accompany this creative writing, focusing on the profiles and characteristics of hieroglyphics.

•to use word processing on on the AppleWorks computer program

•to use the digital camera

•to encourage group participation and the multiple intelligences intrinsic to this finished group story and the drama thereafter

•to “cut” and “paste” on the computer, transferring the “pics” from the hard drive modem onto my disc and then arranging then on pages in proportionate size and order to coincide with the group stories

Language arts:

In the context of a theoretic unit on Ancient Egypt, we divided our class into two groups of about twelve children each. The following activity took place n the middle of the unit, therefore the children had general knowledge about Ancient Egypt. the assignment was for each group to cooperatively write a story relating to Ancient Egypt. Before beginning the writing, we brain stormed, as a group, Egyptian words and expression so the stories would make “Egyptian sense”. Then, the children were divided into their groups. They sat in a circle. One child began with a sentence, and, going around the circle, each child added a sentence to the previous one thereby creating the story. This type of story-writing requires the children to practice their listening skills since if they do not listen to the other children, the story can not make sense. They also learn to work together and to respect each other’s ideas. As they were making up their story, the teacher quickly jotter down their ideas and sentences (there were two teachers). Then, each group voted for a title for their story. One chilÅd typed his or her group’s story on the computer, thereby practicing his or her word processing skills.


Each group decided on the three most important parts of their story. With these parts they acted out a “tableau” for each - a tableau is a static representation of the story’s part. The children used scarves and other materials o disguise themselves as the characters they were playing. We used digital cameras to take pictures of the tableaus.


•place pics right into the “pic” file of your own Apple Computer instead of in the school’s “Agfa Photowise” under “Images” of an often album. This averts another class’ pics being mixed in with yours.

•file under “DO ART” in sequential order of the stories.

•label the “pics” by student names (prevalent student in “pics”)


1) Maya:
Canadian Museum of CivilizationŒ.html

2) A teacher’s guide and a complete unit of study with activities at:

3), then click on egypt.


•Children can write legends in a group and then prevent the slide show to the class.

•The slide show can have varied backgrounds and borders to accentuate the theme.

•The text and “pics” can be printed and scanned and they can be mounter and bristle board for display.

•Students can alternate and narrate the story to the whole group. Each students’ part can be cut up to facilitate the narration.

•To accentuate the use of profile in hieroglyphics, a bright light can be shone (slide projector light) onto a screen or wall on which a piece of construction paper is taped. Students can then trace their own profiles and afterwards the rest of the class can guess each profile. Specifics can be written inside the profiles (favorite hobbies, colors, individual strengths).