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TITLE Clarendon Alternative School Japanese Bilingual Bicultural Program: Curriculum Sampler. INSTITUTION San Francisco Unified School District, Calif. PUB DATE May 94 NOTE 95p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)
EDRS PRICE MFOI/PC04 Plus Postage. DESCRIPTORS *Bilingual Education Programs; Class Activities; *Course Content; *Cultural Awareness; Curriculum Design; Elementary Education; English (Second Language); Grammar; History Instruction; Instructional Materials; *Japanese; Lesson Plans; Native Language Instruction; Science Instruction; Second Language Instruction; *Second Languages; Vocabulary Development IDENTIFIERS Japanese People
ABSTRACT Sample lessons and instructional materials from a Japanese bilingual/bicultural elementary school program are presented. The lessons are designed to integrate Japanese language instruction with content instruction, using thematic units related to the core curriculum. The ten lessons are organized by target grade (K-5), and describe classroom procedures, additional instructional materials used, and group and individual activities, and may contain student worksheets, instructional aids, photographs of classroom activity, and/or samples of student work. Lesson topics include: a Japanese folk tale; creation of a big book in both English and Japanese; an experiment with air and water; telling time; a new year's celebration; use of origami to study the crayfish; a combination of mathematics concepts and history; haniwa clay sculpture; and description of past and present events through the study of poetry. (MSE)
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0 0 CURRICULUM SAMPLER
PREPARED BY THE STAFF OF THE
JAPANESE BILINGUAL BICULTURAL PROGRAM CLARENDON ALTERNATIVE SCHOOL 500 CLARENDON AVE. SAN FRANCISCO, CA 94131 PHONE (415)759-2796 FAX (415)759-2799
Principal, V. KANANI CHOY, ED.D.
@ Japanese Bilingual Bicultural Program May, 1994
3 TABLE OF CONTENTS
Introduction 1 KINDERGARTEN
Kintaro and His Friends- Rm 3 3 The Brown Bear. Brown Bear BIG Book Rm. 110 7 FIRST GRADE
Experimenting with Air and Water Rm. 102 18 Telling Time With Ladybug Rm 209 24 SECOND GRADE New Year Chart & Graph Rm. A. 30 Telling Time- Rm. 109 (grd. 2/3) 38 THIRD GRADE The American Crayfish Rm. B. 49 FOURTH GRADE The Westward Movement Rm. 206 (grd. 4/5) 57 Historical Haniwa Clay Sculpture- Rm. 207 (grd. 4/5) 66 FIFTH GRADE
Poems...Past and Present Rm 1 77
4 a.ARENDON ALTERNATIVE SCHOOL JAPANESE BILINGUAL BICULTURAL PROGRAM
CURRICULUM SAMPLER
Introduction The staff of the Clarendon Japanese Bilingual Bicultural Progam have prepared this curriculum sampler of thematic lessons that integrate Japanese instruction into the core curriculum. We want students to feel that all learning is connected to life in our surrounding community and to the real world outside the classroom. One way of strengthening this connection is to teach lessons that are related to a common theme or topic. Thematic units are often generated by special events or areas of study associated with a particular grade level. Teachers make lessons meaningful for students by connecting what is taught to life outside the classroom. A class may investigate several thematic units during the school year.
As the school year goes on, new lessons grow out of the old. Successful learners are able to ask themselves, "What do we know now that we didn't know when we started?" and "How can we use this new knowledge to learn something more difficult in an interesting way?"
In an effort to connect Japanese language learning to the quality instruction being provided for students, the senseis and teachers have created Japanese language lessons that are related to the thematic units being taught in the regular "core" curriculum. Effective teaching enables students to connect new knowledge to prior learning. Students who connect what they learn in Japanese to activities and events in their daily lives become successful learners.
It is very important for children to have an audience for their school work beyond their classroom teacher, in order to affirm that the work is important. It is also important for teachers and others who invest in and support the Clarendon Japanese Bilingual Bicultural Program to have an audience to affirm that the work we do is important. We invite anyone who is interested to become researchers with us in discovering more about successful learning and how it happens.
Sincerely,
V. Kanani Choy, Ed.D. Principal, Clarendon Elemtary School
1 5 English/Japanese Lesson Plan: Kintaro and His F riends
Room: 3 Grade:K Teacher: Mrs. Devi MacKay Sensei: Mrs. Ayako Hanaoka
The teacher has created an instructional unit integrating several curricular areas by designing activities based on the Japanese folktale "Kintaro".
1. Students have the story of "Kintaro" read to them in a large group. a. Health Food Compare basic diet of people past and present: vegetables, yasai -1,; soy beans, daizu te..Wr; rice, komeel); rice cake, mochi Cook and sample vegetables- potato, jagairno L..\b 100 t); sweet potato, satsumaimo"D* 1,\ t; carrots, ninjin Identify and name the vegetables Learn the shape, size and color of vegetables Taste vegetables --discuss good taste is I,LAN, bad taste
b. Antonyms Read the book Exactly the Opposites by: Jana Hoban Discuss opposites in the story "Kintaro"; high, takai low, hikui fltt,\; big, ooki )ct.LN; small, chiisai i.(.,\; strong, tsuyoi 32 \; weak, yowai til, etc. Have students create an opposites book.
c. Animals
Discuss and name the animals in the story; bear, kuma, < ; monkey, saru, fox, kitsune, A."Dta, badger, tanuki, tatt; squirrel, risu, 1.) t; deer, shika, tiffi; rabbit, usagi,
2. Bears a. Learn and name different kinds of bear; polar bear, grizzly bear, brown bear etc. b. Comparing our own stuffed teddy bears. Read the book Who Wants an Old Teddy Bear Bear Day --compare/contrast...students bring their personal . teddy bears to share with therest of the class.
Discuss size:big, ookii tittt,x;medium, chuugurai * 5 < t. small, chiisai
c. Bear Puppets Make bear puppetsout of oak tag Students create theirown stories about bears Students share their original"bear stories" with each other
3. Learn and singsongs: Kintaro's Song, Teddy Bear Song 4. Dramatize Kintaro(make *Kamishibai): Makea stage and retell Kintaro's story. *Kamishibai: traditionalJapanese story telling methodusing large colorful illustrationswith the words to thestory printed on the reverse side.
5. Participate ina "Sumo" wrestling match a. Discuss good sportsmanship b. Learn sports vocabulary ; win, kachi 111 ; won, katta ; Do your best, ganbatte
6. Have students makepatchwork quilt withparents. a. Choose scenes from Kintaro b. Transferscene from paper onto cloth
7. Create a bulletinboard display featuringart work of Kintaro and his friends.
7 4 PATTERN
-5- by Angela Gutierrez
6e...42r name isHana .
Dr. Z WIr Thy 4-riends rf . They played. IThey atso became, ' , r They ate. and Ikea-11114y fock \ 11:.p. end s... by Aya Sakuma
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BEST COPY AVAILABLE English/Japanese Lesson Plan: B ig Book o f "Brown Bear, Brown Bear"
Room:110 Grade:K Teachers: Ms. Gale Nakasone & Mrs. Sumako Morimoto Sensei: Mrs. Hiroko Konrai
The kindergarten children in Rooml 10 collectively made a BIG BOOK i n English and Japanese from the story, "Brown Bear, Brown Bear" by Bill Martin Jr. and Eric Carle.
Previous bilingual lessons in preparation for the BIG BOOK; 1. The children learned the colors and names of the animals by making graphs of their favorite colors and animals. 2. To reinforce the vocabulary words, games like Color Bingo were played. 3. Songs about colors and animals were taught.
Lesson: The children gather and listen to the story of "Brown Bear, Brown Bear" in English and Japanese. Sentence strips are used to do choral reading. The class i s then instructed to do the illustration for each of the pages of "Brown Bear, Brown Bear". The children are paired and work together to do just one page of the story. The story i s written on large construction paper with the text written bilingually. The children are very proud of their BIG BOOK and enjoy looking at i t and reading it. 1-4P
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Mitsuharu Hayashi Marie Yoshihara -8- 11 Hannah Spielman BEST COPY AVAILABLE 4
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UCC\1\ Brown Bear nyIL Brown Sear; Whth. Do You See?
< ).c_ _by Marfin Jr. Rdures by Rrn.lio, Kd3. Brown Beor <1:.s. 4, Brown Bean t-mot\ <1),sA. What do you see? tz: z en. I I See a redbird lookinat iv,. ei). (-) /7\ 5e./4.\1) -10- 13 2. Redbird, X, redbird, Whaf- do you see? cz t 40 400 1\044.,_ T t 0 1- A t 7- 9 e, .1see, ayellow duck looking a+ me \ /) t. \ Yellow duck, yellow duck, A Who+ do you see? tz _i_seeablue. horserookinciai me. tt.)R )at./kzo6a). Blue horse, ;) %) Ix,. blue. horse 'Who+ do you see ? (z do. Iseea*en fru( looking a me. ipkvt .4tkia60). &men -Pro3, J.ck 9ree.n-Pros,rl gi t"9 0/2 en Who+ do you sere? tz .1see a purple,ea+ lookin3 o+ nrqf t;12-1,c,5,,kklf)o;) ;,(zNten, -12- 15 REST COPY AVAILABLE (a Rirple. rat iaCt,X., pirple cat Vs/haf doyousee? Zea T see awhi+e do3 lookin3a+ me..r" I150 oita... Ark.n. Whife doq whi+e dolt 1.6,-N Whal- do you see? *Jr:oii--Csoo. <5k% tAll-E../0.-to6n Black si)eep 1" black sheep < tA--7 L" t Ads _Whai doyou see? ',4:(z-'7"'\6(r)- jcpcki*Q t---W(cktlf1° Isee a Bolafsh lookin3 1)e) en. 9 G-old-Pish X, A. oiold-Pish tcA-1.)/)or) Wha# doyou see? toc .171- en. R Isee,+eacher5 Iookinq a+me. ha-) -14 - 17 Teacher& k tr. X., teachers, -ekttl3(. What. do you see? roc(z ,-) WeSte10ecarkittAL%lcitem looking ai us. rfolioizetrz$5tx.ccne. Children, z t' 1: 6 .\7.),v-c,n children, ALA. tor. (t. rco:z h What. do you see? 18 -15- BEST COPY AVAILABLE 1<- We64e.a brown beary a redbird* APe t)ht <1. a y ow duck ablue. horse. a3en t3 Am C1 nd F SV,\C purple, ca 4. a whi+e, doq a black sheep Lnt% (1-)% -16- 19 a5old,cish and teachers lookinja4us. Thes what- we.see. 3c c r) 3;:x AtLif). 20 -17- English/Japanese Lesson Plan: Experimenting with A ir and Water Room: 102 Grade: 1 Teacher: Mrs. Char Mori Sensei:Mrs. Yoko Tanaka The teacher and sensei prepared a hands-on activity designedto provide experiences for students that would help them conceptualize the existence of air. During a class discussion the teacher introduced and demonstrated the fact that air can not beseen with the naked eye, but we can see its presence when we press on an inflated bag or a soft plastic bottle. We can also feel the air released the from the opening ofan inflated balloon. Students are then presented with the possibility of conducting various experiments that will help to illustrate the existence of air. The following Japanese vocabulary is introduced as a part of this lesson: kuuki < 5 air; mizu gi-t, water; shabondama LiAi1, soap bubble Lesson: Materials needed: tub of water strip of paper or ruler food coloring two clear plastic cups, drill a small hole in the bottom of one tape 1. Ask students, "What would happen i fyou put a clear plastic cup upside down into a pan of water?" Give them time to think andaccept different answers and record themon a piece of chart paper. Next, carry out the experiment by putting the cup into a tub of colored water. Compare observations to the predictions recordedon the chart paper. Have students discuss which prediction represents thecorrect answer. 2. Show students the second plasticcup with a tiny hole i n the bottom. Ask the class to predict what they think will happen. Discuss several possibilities and record students' predictionson chart paper. Ask -1 8- 21 students to pick the answer that matches their personal prediction and have them record this information on a work sheet. Next, carry out the experiment. Use a strip of paper or a ruler to measure the water level before and after the cup i s put into the water. Have students determine the correct answer by dicussing their observations and reviewing their predictions. Encourage them to explain and justify their answer. 3. Put a drop of liquid soap on the tiny hole of the secondcup. Ask them what they think might happen. Allow discussion, record predictions and then carry out the experiment. A bubble will form. Encourage students to think out loud and explain what they think has happened. 4.At the first grade level students are asked to record their reactions to each demonstration on a worksheet that i s prepared i n advance by the teacher and sensei. Possible answers are provided i n English and i n Japanese. Students are asked to write a simple sentence and draw a picture (or pictures) of the experiment. e d) 1:2-) 111V DPERDENT WITH AIRMDWIER 1481E: * ta4r) X k-4/1.a.L-5. Put an X by the correctanswer. t\;\11:Lr .7/-4.9)rj. 76\ 41.6 e-'2tnal/) What will happen whenyou put a cup upside down into the water? D-y7a)14,6\17- 14.07 The water goes into thecup. c?"/-4- /-711(9)7.14:1::/Z ii The water does notgo into the cup. 2. t: "\t sti314%- rd) 17 r ;tt\;ra -Lr altT'a) 7ti 4/1_ "")1) 0, What will happen when you put a cup (with a hole in the bottom)into water? The water willgo into the cup. The water will notgo into the cup. 071--4-"°) it;ti7vt;h.7,e, What will happen when you put soap on the hole, then put thecup into the water? I: S-)` t Nothing will happen. 117%, tcia) 11* ->A i, rz" r There will bea bubble from the hole. roc a NAME: 4. L"--)irkt Was this experiment fun? h't1L 1.7 \ r: It was fun. < Ts_-5\--) t:. It was not fun. ;)tt_, ;)%i.->rz Draw a picture and writea sentence about your favorite part of this experiment. r3 .1 4. wis tfqs meriment:.a) rJn? 1: 4as fun. t. .3;-4., , ft wal not 'on. 6`,1::. . 75,z, Li Y 1.. e - 7: ; S. y *. rare. 3° t;-.. A9eycCL ..iit..fre 1,-;! 4.ft. soteAtt about yr.r p3nt 25 rim s by Natsumi Makiyama BEST COPY AVAILABLE I Ea by Satoshi Kumakura 26 2 4. , .90)1."-)17A1: Ida jh (,/1/10/ ' //kA I NIS VOL enerir.ent rin? It was fun. V BMW WITH AIR RO *MR e 41.'1) C't/iv ..T-; L < SZI Li It das aot fuc. 41. Put 4n X by the correct answer. tsti ) Ii)1) ?)1-11.1.). 01...ire ir. e 4.1*: Iente.:Ce favcriti Dart tt"1 .0e.,rat I. e, What wIll happen when you put a cup upslde downJ...7° intu the water? fte Ir4.11,wstei 9.455 W.0 tht Lip. V1:Lt 1 r7.0) 13 %6 4 34 0. 2' .y7° Tie water dons not go !.4aa the y7Z1.,14U. cup. t What wIll happen when you put icup (withzi-t: 171. 4"13, = tz ;" '454: 14) - 744, hole In the bottom) Into weAtr? +My ElThe water414.11, will go ifti the cup. v7.0firl: 11:: i$ %% 1.? 14: 1,1 3. EiThe water will not !lc Into the cup. 'bet ll Appel! whenjou x7 sna: on the hole. then ./7'01.1,5tir.-.put the cup Into the it/174water? 40k-ntc,eTchtny ;r.e,';141:1.7willrci hat,L. "Pfro) .1)% (T cf> Lj 1:'er-2 will ae a b atle erre the hole. 3 ti ':".§.4- 1.*NrA. 6, 27 PFST COPY AVAIIEt1172f ABI by Christina Tamai English/Japanese Lesson Plan: Telling Time Wit h A Ladybug Room: 209 Grade:1 Teacher: Mrs. Anna Yamaguchi Sensei: Mrs. Hisako Luk The teacher and sensei have worked together at designing an instructional uni.t on telling time. The unit supports integrated instruction by incorporating lessons from several curricula areas. Literature i s integrated through the use of The Grouchy Ladybug by Eric Carle. The story i s read to the students in English by the classroom teacher. The sensei later reads the same story i n Japanese. Students also participate in related English language core curriculum activities in science, math, creative writing and role playing. In Japanese, students participate in a hands-on activity, making a ladybug clock out of tag board which they use later to study telling time. Directions and discussion are provided by the sensei in Japanese. The sensei does her best to speak only i n Japanese. Lesson 1. "Let's make a ladybug clock!" A II direction should be given i n Japanese: I ro o nutte kudasai. tatzt.a < I.,N (Please color them.) Kitte kudasai. < O. (Please cut them.) Japanese Lesson: 1. Students practice "telling time." 2. Students develop oral language proficiency by answering questions that require the use of vocabulary introduced in the lesson. 3. Ask students questions like, "What time do you get up?" (Nanji n i okimasuka. tidy I.'"I7-tt VriP. ) Ask students to dem- onstrate their answer by manipulating their tag board clocks. Next, have students read the time aloud i n Japanese. 4. Instruct students i n the use of basic Kanji used to write the numbers 1-12.(, =2, E., E. A, t. A, A, +, +=) 5. Students will calculate math problems using vocabulary introduced through this lesson. - 24 - 29 Examples of instructional dialogue: Ima nanji desuka? 47- PTI ii4Ttblo (What time isit now?) ____jidesu. 64-Ct. (It i s __o'clock.) han *.(half -30minutes), juugo-fun 15 .ff (15 minutes), fun/pun il.(minutes). N a n-j i ni okimasuka? 07114(zEt *1-751.(What time do you get up?) Nan-ji ni nemasuka? MI riilz4n1-ffio (What time do you go to bed?) Nan-ji ni gakkoo e ikimasuka? #11*(z*VV fit tt/P. (What time do you go to school?) N a n-ji ni gakkoo ga owarimasuka? fillt4rt, 9 *tblo (What time does school end?) Sample math problem: Gakkoo n i nanjikan imasuka? *eAtzfiquonoro-bl. (How long do you stay at school?) : .-.... ...... -.. -.... - . --- - . ....--- - ..-. .... -- .--- ..- -... - -.- .. - - . . - ..... -. .... -.. -.-- .... EH NE ...... -. . __... ._...... ____. ._...... E. ..E...... _ ...... _ , . , , . . . . , . . . I . ! I i I i I i -27- I ..... IIIIMILIIII _ TV ir*-.1111-4 IIIMIIIMOILI .--- .. _ ...... _...... --_ --_-...... _. -.., .. _ ...... _ . - ...... _.____.... A. ._...... it,ii., . . . . , _.. .. . . . . . . . .. , . , ...... , + . , . . © KIMONO -28- 34 by Jake Watters by Yuko Okuyama -29- AMI r English/Japanese Lesson Plan: New Year Chart and Graph Room:A Grade: 2 Teacher: Mr. Ron Kunisaki Sensei: Mrs. Taeko Morioka This is a lesson based on the Japanese New Year's (Ohoogatsu) celebration. The lesson includes cooking Ozooni (traditional Japanese New Year's soup), traditional Japanese games, and math using charts and bargraphs. Lesson 1(1 Hour) 1.Cut vegetables used for Ozoonisoup. 2. Memorize the names of vegetables in Japanese. (carrot,ninjin, (ziti 1:/v; Japanese radish, daikon tel, C. A"; goboo, Z:15; Japanese mushroom, shiitake1,01L-It ; spinach, hoorensoo tt 5 tlitri-5 ) 3. Cut red and white kamaboko lir..-..(fish cake). Lesson 2 (1 Hour) Organize the following six stations for the activities: 1. Mochi making: using a mochi maker, children get experiencemaking mochi 2.Inari zushi making 3.New Year's greeting card decorating (nengajoo *WM 4.Fukuwarai Game 5.Karuta Game 6. Sugoroku Game Lesson 3 (1 Hour) Use work sheet: Work Sheet #1,2 and3 1. Survey which vegetableyou like best in the soup. Circleyour favorite vegetable. 2. Survey which vegetableyou don't like in the soup. Draw a triangle to the vegetableyou dislike the most. 3. Circle your favorite station from the 6 choices. 4. Circle your favorite omochi from the 3 choices. (ozooni ; kinako ;nori) 5. Looking at the class chart, makeyour own chart. Lesson 4 (1 Hour) Use work sheet: Work Sheet #4 1. Make a bar graph, using chart. A. Learn how to draw bar graphs. B.Start from the largest number. C. One number is equal to one point on the graph. D. Understand the proper unit of measurement. 4. 10. BEST COPY AVAILABLE Our New Year's Celebration The children in room A used a "brain storming" activity to create this story for your reading pleasure. For our New Year's celebration, we signed up to bring nori, chicken broth and other things. In Japanese group, students peeled gobo, sliced kamaboko and cookie cut carrots. After- ward, we ate the leftover outer parts. The daikon was too spicy so I had to drink some water. A few people brought their kimonos. All of us got towear tags to put stamps on at the six different stations. The activities were: blindfold, karuta, board game with dice, decorate cards and make mochi and inari zushi. Many nice people came to help: Rika's d d, both of Aaron's parents, and the*moms of Eli, Emily, Annie, Kent, Alex, Shinya, Kanae, Masato and Aya Ito. The kids in kimonos went in the bathroom to change back into regular clothes. When they came back into class,everyone had gone out to play in the yard at lunch time. So they stayed in to clean the tables which were sticky and dirty from the party. But all that hard work in helping made them hungry again, so they had some more nori and ocha. 38 -32- Work Sheet #1 11.,A A tj: ( 8-f51z0tstP0 bt.:Utc.'505Alt, 8-V5 tyit. 8-f 5 IZ:041: ffitz(t,lz_Vu Gk. tc!LN ;Lk, 11541/v-f-5 8-f31:0)4/P0)1--8.tcr.AbliNlz.:()-Dtt*t..t; tzsDabla) .8 CNt.C4P t.,,t lg541.11/-5 Work Sheet #2 )I.A A tilict5f)I-D0/1-5- 6-DO-r-1)ttt5tt, (.,N6LN Wzbi, LYSISAitst)t, U.C-51.7.1,*Uft. Uct45ta---C, 7t-D 81)1,6bN-Dittolie ots. ti It li-J< U 00 la AilY G ct; 5 -i.< t) 0 - 00 _ f, i fp fz-: 0032 _ c: ._ --P f 6< 000 Work Sheet #3 )1.A A ZJi, ct: 5 L 5 7 07Alt, 8l.et-jbl-D/1-5--OLA, 3 LifoLN , 08"6"Sit:.*Utc. A1:08Lt)/÷.7:tlz. eti,ffiLYSII/utt .81,"C", Uct5IztiV.itz.-.. tiV.ict.5. -4-1.T.I.3t51.6 - . ... ot) .tc-L;_-_ .. Work Sheet #4 JL'-2A is. ( .t 5 - st)t-j< 0 4\271.u -ru-i< 9 taiuttrix 5-i< 9 1,1.% ft It Z.<4',61. 115ttfu-t 11 5 14 , . 14 - 13 12 , 12., I 11 11 10 10 ei S 7 7 G 5 5 4 3 2 2 , , 8 bl 1- 0 1) z ,_ 41: < A, tz: LI z: 11 l., t rt: 9 4., /)1 A" 1,` 11 5 0 < I' G G 5 tt. 1:: < fu A.. v I., \ ,k Iv ft -i 5 t 5 v < 1.) I . -36- 42 Work Sheet 04 JL, L. A k 5 81)1,6/P.01z:to) Li; litt'i< V / 2 IcA,GA, / 44 LItizuft,< I) taluttl;k 5" -J < V / U0A-.1t 2 m54-1.11,-t-5 ...... 251Z A.-. 3 T'Z .4. I . ... 0 , i 0i tt T 7.. 7 E) :.` :4; t fli !kitgi 7:..."---7-7,....- .17' t !.:.. 3'd14 2. 1 IL IHIMI111111 . 1 A0 VA n .' I )1 IIaII 0 tt. -4- 0 z, IQ tz: it' z: ( a I , tz, tr. < A, 5 /11 0 fg '3 0 ,ft 6 V b 7)1 -I < 1* I; e /L- < A, A, A, tj l., 0 th It 'I '5 t < -J 9 < ti . 1 43 English/Japanese LessonPlan: Telling Time Room:109 Gr:2/3 Teacher: Mrs. DeniseEbisuzaki Sensei: Mrs. TerukoKubota Description of theactivity: The second and third graders in Room 109have been studyingvarious types of graphs and telling time.In this activity studentsdiscuss what time they wake up in the morning and howthis informationcan be recorded on a VenDiagram. Bilingual lessons that were taught in preparationfor the lesson: 1. Students learned howto tell time inEnglish and in Japanese. 2. Students orally discussedtheir morning activitiesin both English and Japanese. 3.The students discussed the Ven Diagram andhow it can be used. Lesson: Construct a poster sized Ven Diagram, labelingeach of the threesections in Japanese using hiragana.Each circlerepresents a common wake-up time for students. The students,one at a time, are askedto apply a sticker to the area of the graph whichrepresents the time they wake in the morning up to come to school.Pattern sentencesare used to conduct a discussion after theVen Diagram graphis complete. ate < L: LtDU 1112-1 1 I 3) 8 Y evp-50t)U Lep.5t:12 TTRV4 051.\L 10 -r-A: 15 20 t.\-r-A: 25 k.\t,l2 t:L11):)2%;./v :30 t)l: ttkU-D..;:k/ot,e Uk .35 t,l: :40 :45 t.t-,U 50 cNt-A: :55 ot-A: -39- 4 5 I - -e- c- ,-Ni c, / ,C: 9:I; 941-.' tl- \ -41- 47 4,t) c(z AL'11-13\43 5; 7:oo Lt," -42- 48 ti.kl;CZd),.-ficl.k 6:o07)c` Too (, LI' (3: t5 (.: 49 " V', -43- (c. ?) (k 75\,. 7:oo L L AA; ( io\o ?:oo q:cc < (O:oo -45- 51 a r ,-- pa r-- 9-4 1-1"` (9 - --- 94'; " . '="1- 1,21" )41- -; I c_ 0-f T+1 1--i; 1 Cr) I I by Hilary Barnard 10:1 Kit UJ by Samantha Snook N fr-t' 941-1 Ica t.)-) I 4P);_lf(lk rz'<14,0 tczku'iz,1).13.115\. ifo ft, 6:00 3 < 0 0 ri:oo L s 1," TOO LSU 3;oc lL S:vo r(,) t l," 54 0 co 5 5 English/Japanese Lesson Plan: The American Crayfish Room: B Grade: 3 Teacher: Ms. Sarah Scott Sensei: Mrs. Tokuko Takeshita Description of activity: 1. Learn how to make an origami crayfish. 2. Use the origami crayfish as the basis of a collage picture of the actual crayfish habitat in the classroom. 3. a. (Advanced group) Do creative writing in poetry form in the designated area of the collage picture. The writing i s to convey feelings and observations of the children's experiences with the American crayfish. b. (Novice group) Students are asked to select words and phrases from the handout worksheets that relate to the collage picture they have created. They write the selected words and phrases i n the designated area of the collage picture. c. (Intermediate group) The students write original sentences or copy prepared sentences in the designated area of their collage picture. Bilingual lesson taught i n preparation for this lesson: English portion The teacher presents the FOSS Structure of Life moduleMeet the Crayfish (in English). Japanese portion 1.a. (Advanced group) Students read (in Japanese) selected segments from f4* 5 14 (Kagaku Rando), a children's science reference book. b. (Novice group) The sensei reads or paraphrases (in Japanese) selected segments from the Japanese reference book on the crayfish. c. (Intermediate group) Both the sensei and the students participate in reading out loud (in Japanese) segment-, of the Japanese reference book. 2. All three groups participate in a discussion of the material in the Japanese reference book and the FOSS Structure of Life module. New vocabulary words and simple expressions about the crayfish and its habitat are reinforced. 3. Intermediate and novice groupscomplete a worksheet using the new words and phrases about the crayfishand its habitat. Purpose of the Lesson: To incorporate Japanese languageand culture into a unit aboutcrayfish. The unit i s based on the FOSS Structureof Life module. Similar content i s taught i n Japanese using KagakuRando. The novice and intermediate groups learn Japanesevocabulary and sentence patternsabout the cray-fish and its habitat which they usein a writing exercise. The advanced group learns about Japanesepoetry and does a creative writing exercise about crayfish. All groupsdo an art project using origami. UMIZARIGANI (lobstm) 2. a < pleatslinesCrimp to along(long form tail dottednarrow C.rodGC.11[111.11.0in; 101(1. Unfold. Fold side a d to center 4orle .1c to cerit-1 7. afterFold pleating.lobster in thill 8. 4 !I a . 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ZA. .; s . . ^ :4" . zci::' to 1, -ior) 31=' a 0-... :::, ' -.1)'-to-. .;-i. .i.1 ( _tti t-:Ek -c k --e by Kentaro Yamada English/Japanese Lesson Plan: "The Westward Movement" Integrating Japanese Language and Culture into the Curriculum Room: 206 Grade: 4/5 Teacher: Mrs. Enid Yamamoto Sensei: Mrs. Ryoko Tadakuma "America Through the Years" has been the year-long theme of the grade 4/5 class in room 206 this year. Social Studies, Literature, Mathematics, Science, Language Arts, Music, and Japanese Language and Culture are integrated as much as possible focusing on this theme. For example, for our unit "The Westward Movement" we used the math replacement unit "Polyhedraville-An Investigation of Three Dimentional Geometry".I n it, the students pretended that they were pioneers on a wagon train going west, dreaming of the good life in Oregon and California. As the pioneers sat around the campfire after a long hard day on the trail they planned the town that they would build when they reached their destination. While designing and building the town, students explored a variety of mathematical concepts such as: * using two dimensional shapes to create thre dimensional figures * geometric vocabulary * finding the area of various polygons * working with a variety of tables and graphs * using computation in a meaningful manner To reinforce these concepts and to make the Japanese language and culture connection, the students folded and assembled various Polyhedra (cubes, tetrahedra, octahedra, etc.) using origami paper folding techniques. The students also participated in other origami activities such as folding flowers and animals while reviewing the Japanese vocabulary words for the colors and shapes i n the novice group. Other groups wrote sentences, stories, or poems using the theme of polygons and polyhedra according to their level. Japanese can be integrated into thisunit in otherways. The pioneers entertained one another around the campfireby singingsongs. We can learn songs thatthe pioneers sang such as "Oh, Susanna"and "Clernentine" in English andi n Japanese. Thepioneers also told campfire to stories around the amuse themselves. Storiessuch as "Thumbelina" Winkle" can be and "Rip Van compared and contrastedwith "Issun Boshi" Taro". The students and "Urashima illustrated thesestories incorporatingorigami and paper sculpture in their pictures. Japanese vocabularytaught in preparationfor this lesson: shikaku Elfti,square; sankaku 3.-:14,triangle;maru 1L,circle; nagashikaku A181$11/choohookei AA'ffrectangle; daenkei*1333Loval; hishigata*IL diamond shape;rokkakukei Afflif;, hexagon; hakkakukeiAffiff;, octagon; entoo IRE, cylinder;ensui MCcone , 1111' SI . . VP. . . . w Mo. 11P% gm . _ . . . . .... 11 - _ ...... ~. \. ,,..1 ( 70 -59- 41....1...... 1....10110 -60- 71 ttz too P f 1-6 taj+5 '647>3 tc tw" %4""? -61- - 7 2 ii .. .,::(Th - (1, r- d.6. ii co i;f41>14T11"ii-b -09- t4 i I ¶ _ rtY* 4. AST" AIL 4 4 4 4 4 1 4 4 4 worm/ mar Nar Nowlino t. Candace Fleming and Jennifer Knowles Anthony Gesek andMelissa Matsuda -64- 75 BEST COPYAVAILABLE st 4 --...... ,.- , -ftor .4I * ,. Ntm._ 1 Emi Watanabe and Erica Okamura BEST COPYAVAILABLE 76 -65- English/Japanese Lesson Plan: Historical HaniwaClay Sculpture Room: 207 Grade:4/5 Teacher: Ms. Lori Murakami Sensei:Mrs. Mamiko Lake Our 4th and 5th grade combination class studied the variousNative American tribes of North America, their history, andculture. As a social studies project, the students collected information onfood, shelter, clothing and art, the role of men and women, raising children,habitat, recreation, transportation, religion and other interestingfacts about North America Natives. For example, they learned howthe Native Americans used natural resources to weave baskets, how theyused Kachina dolls, how they made their pottery and how theycoexisted peacefully with animals. Japanese language and culture was integrated throughcomparing certain elements of Native American culture with the culture of theJapanese people during the Jomon and Yayoi period. The students learned about haniwa (ancient Japanese clayfigurines). Although Native American culture and Japanese culture are verydifferent, students were able to find similarities in how people lived. Forexample, Haniwa figures were created to represent many animal shapessuch as wild boars, hawks, ducks, chickens, dogs, horses, fish, etc.. Inthose days animals played an important role in peoples' daily lives. Animalsalso played an important role in the lives of Native Americans. Another similarity i s the Haniwa's simple design which paralleledthose found in Native American pottery. At the end of this lesson, students participated in a hands-onactivity, making Haniwa figures using clay. Students learned the potterytechnique of coil-making which was used by both the Japanese and Native Americans. The Haniwa Project consisted of three parts, 1) learnig the historyof Haniwa, 2) practicing new Japanese vocabulary in small groups, and 3) making a Haniwa sculpture. -66- 77 Lesson 1: Students learn about Haniwa, their history, origin, and meaning (in English and in Japanese). Preparation: Pictures of Haniwa, Kofun and Haniwa dolls. The teacher makes a large group presentation to the whole class in Japanese using pictures and realia. Later, the presentation i s repeated in English. Students are asked to give a brief presentation in front of the class in Japanese. This i s followed by a class discussion about Haniwa sculpture. Examples of dialogue: Haniwawa totemo furui desu. 40(1 LT' ttlxr1"0 (Haniwa i s very old.) Haniwawa hito ya doobutsu no katachi o shiteimasu. isvbliiitta)ffittt UTLN Vt. (Haniwas' shapes are like humans and animals.) Haniwawa nihon no kofun ni arimashita. 1321K0A411:: Wt. (Haniwa were found i n Kofun in Japan.) Kofunwa haka desu. ttallttO (kofun i s a tomb.) Kofunwa totemo ookii desu. tillit L-C ttt Wet. (Kofun i s very big.) Lesson 2: The class i s divided into three groups. Group 1: Learn the various shapes of Haniwa such as ie YX, house; uma horse; otokonohito NO)A, man; onnanohito Aci)A, woman; niwatori , chicken Korewa nan desuka. fPITtbl. What i s this? Korewa umano haniwa desu. Z"...t1,11 MOAMT"re This i s a Haniwa horse. Anatawa dono haniwaga sukidesuka. &01Entiti.14"rt75). Which Haniwa do you like? Students use pictures to quiz each other. Korewa nan desuka. Zttlt ti'AiTtbl. What i s this? Korewa ieno Haniwa desu. Ztta a(Diaeirrt. This i s a Haniwa house. Group 2: Students explain the history and shapes of Haniwa and Kofun using various adjectives in Japanese. Haniwawa nan desuka. *Ca gretipe What i s Haniwa? 78 -67- Haniwawa dokoni arimasuka. /MItIU "0-'7)%, Where canyou find Haniwa? Kofunwa nan desuka. tilltti.A./13ttle What is Kofun? Korewa ookikute chairoiHaniwa desu. z.41.11.8<"-CAtOgitaTto This Haniwa is big and brown. Using pictures of Haniwa,students will ask questions. Korewa nan no Haniwadesuka.L*1.lt {510ialtrtb%,What kind of Haniwa i s this? Haniwawa nande dekite imasuka. Alfalt 0117,-Ct "Ccxrrbl.,What i s Haniwa made of? Anatawa donna Haniwagasuki desuka. efutXtilUbitt-CTIP. What kind of Haniwa doyou like? Group 3: Students learnabout Haniwa and Japanesehistory in order to create an original story. The sensei will read an article on Haniwa in Japaneseand students will discuss the subject in Japanese. Students willask questions about Haniwa and express their opinions in Japanese.Students then chooseone Haniwa figureas a focus for creative writing. 1..:.sson 3: (whole class) Each student will select their favoriteHaniwa figurine and makea model using red clay. Preparation: Red clay,ropes, water, old newspaper,paper plates, pictures of Haniwa figurines 1(5 LI h ZICi 13'. I)3 Pf: rz 2 t ) ArsLfr, 0- H '161- . j -sp =t. 7 ) n N: 7/- t 1 7 AI d 7--; AZ' z Z I) tc4 i-GL, n3 _"-7'\ [4. it) I . t\ 1g, rkl'S\ 5 7)N'(F)1) V4.rj I)\ BEST COPY AVAILABLE 81 (2 I tli s t. 82 BEST COPY AVAILABLE - 7 1- El 4s a 2 HANIWA 414 Haniwa are hollowobjects made of are two kinds reddish, unbakedclay.There :cylindrical Haniwaand representational objects such Haniwa (modelsof as houses, animalsand men). The cyhndrical. Haniwa earliest type ofHaniwa was houses, shieldsand kinugasa were first made inthe Kinai area (an area currentlycoverng Nara, Kyoto and Osaka) inthe middle of the fourthcentury. Animal and human figureswere made toward of the fourthor early fifth century. the end A unified nationcentered in the Kinai area was establishedat third or thebeginning of the end of the fourth centuryfollowing the Yayoi During this time,huge tombs period. covered with tumuliwere built for In this Kofunperiod, it was the dignitaries. burial custom thatpeople with money were laid torest in magnificient power and tombs. Kofuntombs varied in plans with mostbeing round, ground square, or keyholeshapes. A good this is the tombof the Emperor example of Nintoku in Osaka.The tomb which hole shapewas build in the 5th has a key century. It was thebiggest tomb Hugh moundswere built on top of ihJapan. the tomb. Therewere almost 11000 on the tomb of theEmperor Nintoku. Haniwa igcz-b (M) Viloz,A,g4-5..E. ).5c\cg,,I4E.41-Gzeft-ctet-Itz_. 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IOW a 76 8 7 BEST COPY AVAILABLE English/Japanese Lesson Plan: Poems...Past and Present Room:1 Grade:5 Teacher: Mrs. Junko LowSensei: Mrs. Kyoko Mullins The 5th grade students i n room 1 wrote poems about past and present events in their lives. Bilingual lessons that were taught i n preparation for this lesson: 1. Reading poetry i n English and Japanese. 2.Presentation and group discussion of the concept "past and present" in English and Japanese. 3.Poetry writing (on a chosen topic) in groups of three. 4.Group oral presentations of original poems. Lesson: 1. Read poems from Wishes, Lies, and Dreams by: Kenneth Kock (Poems written by 4th and 5th graders in New York City). Poems:I used to but now 2.Review concept of "past and present" i n Japanese. 3.Students write poems "I used to but now " i n two sessions, Japanese & English. i e 71-4 (),10dify v-trb 9 ) Ik-k :42' IN P"`764--1- te4AA-e. paAd t'' -1-t c- 7" "Pri ttr" Irt) ki 1-6 try- er6 c-Cls - ('OS I wad iv .101. alm....ft. r,orrwms ....M.m. . +. - IIMIMI. ..mmaa 59 tri -78- Lets' wy-/te etrivi-pefriuth-614 Dec iL w-R. oat bald" Afoc4-Led_i2 vet Abo-3( 12-eal. IA) .1;'')-6`"?7` t t" !it befa-r-e_ 2 iww before ;now L 3_ .0" (40-rse 4- w 7 ..a.411M,IN hlr"11.11311T.T. 1/ -79- 90 iNn 44C1 N./ -c /-S. 4JCI f 0 . _ wo I I -80- 91 I Used To... But Now.. I USED TO BUT NOW I usedI used to beto beone short, year butold, now but Inow am Itall. am 11 years old. writebecaussk stories of all the different kinds of homework I have. I used to playwatch dot Sesame to dot on Street. the computer. Now I hardly Now watch I play anysolitaire T.V ator allI I used to belike in regular first grade, pencils, but butnow now I am I likein fifth lead grade. pencils. especiallywith regular those flowered by Madeline sheets. Le Engle) I usedI used to readto have Curious a bed George.with ION Now Datmations I read harder on it. Now books I have ( a bed I used to collect comics,cards, but but now now I collectI collect coins. video games. anymore.every week I used to wishget about I had a a dime little brotherfor allowance but I don't but nowreally I getwant a lotone more I used to collect Japanese cards, but now I collect money. midnightany other is soda. late. I usedI used to thinkto order that orange10 o' clock juice is on late the at airplane.night . Now Now I think I order that Coke or By WILLIE KING JR. lot I used to thinkget along writing with 100 my words sister was but nowa lot shebut nowgets Ion think my itsnerves very a montheasy. 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