Khamsa – Moroccan Good Luck Hands

Khamsa – Moroccan Good Luck Hands lesson plan

Good luck! Create a Moroccan good luck hand or Khamsa using Crayola® Washable Markers in fun, new ways.

  • 1.

    Khamsa’s are hand-shaped good luck charms. They originated in Morocco and have spread across a number of neighboring cultures. The word "khamsa" means five in Arabic, and refers to the five fingers in a hand. Organize a variety of text and electronic resources for students to view on this topic. Ask students, working in teams of two, to investigate Khamsa hands, jewelry and art.

  • 2.

    When research is complete, invite students to create a khamsa by tracing their hands with their fingers slightly spread apart on a piece of construction paper. Use scissors to cut out the hand shape.

  • 3.

    Using Crayola Colored Erasable Pencils, students lightly sketch a design on the hand. Remind students to be sure designs incorporates some traditional shapes and patterns.

  • 4.

    Students use a marker to trace over the design. Add interest to the project by using thick and thin marker lines. Make thick lines by drawing with the side of the marker and thin lines by drawing with the tip. Create different effects by drawing squiggly, jagged, wavy, or bumpy lines with the side of the marker.

  • 5.

    Students write a summary paragraph reflecting their learning about khamsa hands. Post writing with student hands on a classroom bulletin board.

Standards

  • LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of grade level text's complexity band independently and proficiently.
  • LA: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • LA: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.
  • VA: Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
  • VA: Describe and place a variety of art objects in historical and cultural contexts.

Adaptations

  • Working in teams, students investigate the diverse art of Morocco. Research traditional wood, ceramic, and textile arts.
  • Students explore how to count in Arabic. Practice counting to five and you have already learned khamsa!
  • Students sketch a world map and identify the location of Morocco. Find any significant landforms present in the country. What is the climate like? What economic factors are key to Morocco's progress?