![]() ![]() ![]() The teacher will use this as a jumping of point for further discussions into deciding which aspects of Japanese culture the students want to learn more about. The ideas from this book should help provide deeper background knowledge about Japan, the concept of childhood there, language, etiquette, and traditional arts through history, and more recently sports, festivals, art, and anime. The teacher will then have students discuss the types of homes, family structures, and school life of Japanese children characterized in the story. Students will then be asked to illustrate their favorite part of the story and save it in their Writers Workshop folder.ĭay 3: The teacher will read All About Japan: Stories, Songs, Crafts, and More, by Willamarie Moore (Tuttle Publishing, 2011). The teacher will create a graphic organizer on large butcher paper to have students compare and contrast Japanese and American cultures (this graphic organizer will be added to as students learn about each additional culture throughout this unit). The teacher will then discuss Japanese holidays, foods, toys, and seasonal festivals more in depth. The teacher will present photos of various commonplace Japanese items to see what students know and are familiar with.ĭay 2: The teacher will read Japanese Traditions: Rice Cakes, Cherry Blossoms, and Matsuri: A Year Of Japanese Festivities, by Setsu Broderick (Tuttle Publishing, 2010). The teacher will activate prior knowledge and assess what students already know about Japan and Japanese culture through the K-W-L chart. Materials: chart paper, lined paper, origami paper, water color paper, water color paints, markers, crayons, pencils, Writers Workshop folders, and various children’s books and literature (see each lesson for specifics)ģ.) Guided Practice/Independent Practice:ĭay 1: The teacher will engage students in the creation of a K-W-L (Know/Want to know/Learned) chart about Japan and Japanese history to see what the students all ready know/are familiar with, then ask what they want to know/learn about.The teacher will then present Japanese fairy tales to motivate a deeper cultural awareness and knowledge base about childhood in Japan throughout history. Overview: The teacher will introduce ancient and modern Japanese customs, traditions, values, and heritage through stories to build background and understanding.The students will be able to use/relate what they know about the American versions of each story to compare/contrast similarities and difference in the cultures. Purpose: The teacher will read fairy tales from Japan.Focus/Motivation: Students will be able to related to ancient and modern Japanese culture by learning about traditions, values, and heritage through authentic literature and fairy tales.§ Understand how people lived in earlier times and how their lives would be different today § Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that was the basis for the events Students understand that history relate to events, people, and places of other times Students compare and contrast the locations of people, places, and environments and describe their characteristics Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions History-Social Science Content Standards: Kindergarten Subject: History/Social Science/Social Studies Mini Unit 1: Learning About Japan Through Authentic Literature and Fairytales Although the standards are for Kindergarten, this hit could be tweaked/transformed for grades pre-school through 5th grade with different standards and projects integrated throughout. ![]() ![]() Within this unit are 3 Mini Units where students will learn about Japan and Japanese culture, China and Chinese culture, and South Korea and Korean culture through fairy tales, Cinderella stories, and traditional and modern literature. This is a Kindergarten Curriculum Project for Origins to 1800. ![]()
0 Comments
Leave a Reply. |