![]() In the lesson plans the image is set the correct way. Having the tail at the top is much, much better for this exercise. I realized after that it is much less recognizable if you flip the image so that the tail is the first section students see. NOTE!!!!! In the video, the fish’s mouth is at the top of the paper, the first section I pull up. The video shows how I set up an upside-down drawing and a few tips on drawing what we see.Ĭycle 1 Week 3- Mayan Glyphs Ages 4-6 lesson planĬycle 1 Week 3- Mayan Glyphs Ages 7-9 lesson planĬycle 1 Week 3- Mayan Glyphs Ages 10-11 lesson plan Optional: Book on Mayan culture/glyphs or image of Mayan artĮach of the following lesson plans uses the same image for “chocolate”, but simplified versions for the younger ages. Print-out of Mayan glyph (see lesson plan) ![]() It’s super fun and interesting!ĭark colored folder (or 9×12 piece of black paper) This article and fabulous video talk about the Mayan language, and also decode the glyph for “chocolate”. The focus of the present paper is another, more controversial feature of Mayan glyphs: a set of ‘phonetic’ or syllabic units used in spelling Mayan words. In this way, scribes always had to be artists, and their word for “scribe” reflected this: t’zib means both artist and scribe! (This makes me think of modern-day calligraphy: the melding of written language and art).įor this week’s upside-down drawing, I used the Mayan symbol for chocolate. The images used in their writing are complex and in fact required artists to accomplish them.
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