Message from djones

[Anonymous]

Learning Modalities Level(s) of Taxonomy Emphasized
____ Music/Auditory __X _ Knowledge
_ __ Visual/Spatial _ X__ Comprehension
_ X__ Bodily/Kinesthetic _ X__ Application
_ X_ Verbal/Linguistic __X__ Analysis
_ __ Logical/Math _ X__ Synthesis
_ X_ Interpersonal __X__ Evaluation
__X_ Intrapersonal
____ Naturalist

Differentiated Learning Lesson? __X_ Yes (see Extension section) _____ No

Technology Used? __X_ Yes _____ No

Icons of Depth and Complexity? __X_ Yes _____ No
(Rules, Details, Perspective)

Thinking Maps? __X _ Yes _____ No

Materials/Equipment:
History Alive Books, instructional materials on projector, marker , poster paper, blank printer paper..
Literature Text, lined paper, handout materials

1. Overall Content Standard:

History/ Social Science:

Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Japan.
- Describe the significance of Japan’s proximity to China and Korea and the intellectual,
linguistic, religious, and philosophical influence of those countries on Japan.
- Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society
and family life during his reign.
- Describe the values, social customs, and traditions prescribed by the lord-vassal
system consisting of shogun, daimyo, and samurai and the lasting influence of the
warrior code in the twentieth century.
- Trace the development of distinctive forms of Japanese Buddhism.
- Study the ninth and tenth centuries’ golden age of literature, art, and drama and its
lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.
-Analyze the rise of a military society in the late twelfth century and the role of the
samurai in that society.

Technology: – An LCD projector will be used to demonstrate appropriate material and information to be used during lesson.

2. Lesson Sequence (Day 1):

A. Flexible Grouping of students for the lesson. (Pairs of 2, tables of 6)

B. Brief lecture/discussion on “What you know about Japan?” Use a Circle Map. Discuss.

C. Concentration on: Reading for Information, Summarizing Info, and Identifying Key info.
Read Chapter 22 as a class giving time for discussion and interactive notes between
sections.

D. Group Work: In a group based activity, students will work with partners to pull out
important information and answer prompts inside their Interactive notebooks.

E. Monitor student progress and give correctional/constructive input as necessary.

F. Assign Short Group Presentation: Assign each group of 4 students 2 sections to
immediately report on. Groups must summarize and explain why it’s important in two
minutes their section and present information to class.

G. Present and Review Illustrated Handbook Assignment.

H. Students will create an Illustrated handbook. Give students time to work on designing
handbook.

I. Monitor student progress and give correctional/constructive input as necessary.

3. Assessment: Understanding will be monitored via teacher observation during lesson. Constructive input/assessment will be provided as necessary.

English Language Arts:
- Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using
voice modulation, tone, and gestures expressively to enhance the meaning.
Analyze the influence of setting on the problem and its resolution.
-Define how tone or meaning is conveyed in poetry through word choice, figurative
language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
-Identify the speaker and recognize the difference between first- and third-person narration
(e.g., autobiography compared with biography).
-Identify and analyze features of themes conveyed through characters, actions, and images.
-Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a
variety of fictional and nonfictional texts.

Lesson Sequence (Day 2):

A. Brief lecture/ review on Poetry, terms, and styles.
B. Concentration on: Poetic Styles and Genres, CH 16
C. Read Author Examples in textbook , CH 16 (review)
D. Go over Investigating Poetry hand out and let students begin drafting ideas.
E. Monitor student progress and give correctional/constructive input as necessary.
F. Present: Students will share one Haiku they have written with the class.
G. Complete all Haiku and Epic Poems
H. Monitor student progress and give correctional/constructive input as necessary
.
. Assessment: Understanding will be monitored via teacher observation during lesson. Constructive input/assessment will be provided as necessary.

=:O