DRAFT Lesson Plan

[Anonymous]

Hi Wayne,
In your draft outline you state that this lesson plan addresses the following thematic standards of Culture, People, Places, Environment, Time, Continuity, and Change. There is no solid reference to these ideas in your draft. There is however, an outline for practicing calligraphy. I have two concerns: 1. you are trying to cover too many topics in your thematic standards 2. Your outline for teaching Chinese calligraphy is a duplication of part of the second day of my 3-day lesson plan which I have already completed. It is my suggestion that you focus on three areas of leadership that you can connect to the culture and people of China. Develop one area for each of the three days of detailed lesson plans that are required. (You could tie the discipline and creativity of Chinese calligraphy with leadership skills.)

Marlyn

[Anonymous]

Hi Dan and Arana,
Thanks for taking the tiem to review my lesson plan, and gave me some good suggestions, I will make some adjuestments with it and email back to you or post it to the forum.
Wayne

[Anonymous]

Marlyn,
Thanks for your suggestions, I will make some changes in the plan soon.
Wayne

[Anonymous]

Hi Tony,

I am so impressed by your lesson plan! The rationale is very clearly written, and I agree with you about the importance of combining literature and history in our history classrooms. Your day one plan will certainly grab the students' attention and interest them-- great video clips. I really like how you focused on what they know and what they will be learning here. I also like the idea of their designing a top ten for hw. The optional homework is also great, and thanks for providing that link-- what a great website. Thank you also for your day two links-- I think I may be able to use them at some point. I like your tie ins here between history and literature, especially that of court life and mono no aware. The homework assignment is also very creative. What I like most about day four is the students' opportunity to view and comment on each other's work. As 10th graders, they need to be able to develop and use this skill, and you have provided a fun way for them to do so. I like your day 5 tie ins to Zen, and I really like the samurai job ad asignment! Day 6 looks like a whole lot to cover in one day! I am sure it can be done, but it lacks the fun and variety of your other lessons. I have the same imbalance in my class-- great Japan unit, not as great Korea and Vietnam (our text even treats them as an afterthought!) I have no solution for you, but if you find one, please let me know!

I think this is an excellent lesson plan. Your students will learn a lot about Japan, and I am sure they will appreciate your creativity in planning. Thanks for sharing your great ideas with us! Good luck this year, and do keep in touch. --Robin

[Anonymous]

Ken,

How are you doing? Finally found time to do this now, even though yours has been up since 8/11, before we left USC! I admire your discipline, captain! Anyway, onto the evaluation…

Your rationale for the lessons is very convincing and the relevancy of the topic will definitely engage your Naval Science students. Your objectives and directions are clear. The lessons include a good mix of individual work, collaborative activities, lectures, and visuals to pique interest as well as to keep students engaged.
I like your opener for Day 1 about how “How do you know what you know.” The discussion on source reliability is an important one, especially in our age of information explosion with all kinds of information, rumors, and slanted editorials floating about on the web.

On your Day 2 Small Group Exercise, how are the students going to research the information assigned? Are you providing them with readings on the four topics? Or are they to research online? It doesn’t look like they have much time to read up on the topic and to prepare for the presentation. The topics are also very diverse. What does Commodore Perry arrival in Japan have to do with East Asian contributions to modern warfare? A narrower scope may be more focused and manageable for students. I like the additional discussion question comparing the current Chinese military build-up with Japan’s military buildup in advance of WWII. It’s a provocative intimation that will surely get students thinking about the possibilities…

Relevant opening discussion for Day 3. It seems a daunting task to lecture on all those topics in 20 min. Maybe a broad overview is what students need. But I’ve found the “narrow-and-deep” tends to work better than “broad-and-superficial” with students. I guess that’s the give-and-take and balance we have to deal with….

I like all your extension activities. Didn’t know about the Great White Fleet and read up on it…quite fascinating! And the more I learn about TR, the more I find him amazing…. Anyway, great and relevant lessons, I’d have loved to take your naval science class! Take care,

Tony
edited by tchan on 9/1/2011

[Anonymous]

Thanks, Robin, for your comments! That's always my problem...trying to do too much, feeling I'd shortchange them if I don't do everything! I've come to realize the "narrow-and-deep" works way better than the "broad-and-superficial." The students just cannot catch the ideas when they're rushed and done in broad strokes. I'll try to figure out that long Day 6...probably have to cut some activities from the other days. Thanks again and take care,

Tony

[Anonymous]

Hi all,

Please find my attached lesson plan. Please keep in mind that this is very rough and that I have not added the standards and objectives yet (I can't get my electronic copy of the standards open on my home computer). Any feedback is appreciated, not just by my two reviewers.

Thanks so much!

Kellie

[Anonymous]

Hi Marlyn.
Yes, it is from a Mac. I will contact Arana and see if she can help me. Thanks for letting me know. I am not that computer savvy. Sorry about that. Hopefully, you will be able to read it in the next day or two.
Dylis

[Anonymous]

Tony, I am impressed with your ambitious and thorough lesson plan. It is obvious that you have put a lot of thought into this lesson. It is very detailed, and will provide the students with food for thought. I must remember that you are working with AP students because as I first read through your lesson plan, I could not help but think, “How is he going to motivate his student to dig into this curriculum?”

I like your ample use of videos, websites, literature interpretations, and readings to provide a variety of sources of information to your students. Your lesson objectives are clearly stated but very ambitious. The websites and videos you referenced are excellent. I like starting day one with a familiarization of the area by the use of a map, and the discovery of the student’s knowledge of the region by True/False questionnaire and group participation. I believe strongly in using group participation as a learning strategy. I like the idea of having an understanding of the base of knowledge your students possess before you jump into the curriculum.

I think that the strength of your plan is the diversity of resources being applied and how they are being applied. This should keep the students active and engaged.

Good Luck!
edited by dlau on 9/2/2011
edited by dlau on 9/2/2011
edited by dlau on 9/2/2011
edited by dlau on 9/2/2011

[Anonymous]

Here's my lesson plan.

[Anonymous]

This is just now a place holder with a first draft of my lesson.

[Anonymous]

Hi Dylis,
My only question is: Can I come and be a student in your class when you teach this lesson? Seriously, your lesson plan captured my attention from the very beginning.
The warm up activity regarding the skills, knowledge, and values that they believe should be taught to American soldiers is very relevant in today’s world and helps connect the past with the present.

The purpose and direction of your lesson progresses in an informative, interesting way and the interactive portions will keep the students engaged.

The note taking is quite extensive covering a wide range of ideas. Showing the Youtube video to reinforce the lesson should work very well. My high school students seem to be very attentive during short videos. The sample haiku by samurai poet Matsuo Basho is every expressive making it easy to understand the style of poetry. The tea ceremony is a great way to bring the lesson to a close. I am sure your students will remember the ceremony long after they leave your class.

Dylis, it was such a pleasure to meet you and share ideas during the workshop.
Best wishes for the very best school year ever.
Marlyn

[Anonymous]

Hi Kellie,
Your plan is well organized and provides thoughtful interaction between students.
On day one closure you ask students to rate the open door policy. I’m not sure this fits your lesson; but could be turned in to a group project to create a rating scale and turn it into an Excel graph. Then at the end of the lesson compare again. Political cartoons always create interest. I know that time is always such a big factor but it would be great to have students make an original political cartoon based of this period. For your day two Closure you ask students to write down 3 things they learned. This is a great way to help students clarify and condense information to main points. You are well on your way to a dynamic three days of teaching.

I wish you the very best in your new school.
Marlyn

[Anonymous]

Hi Joe,

Your lesson didn't attach.

[Anonymous]

Hi Kellie,

This is a an interesting topic. You have a lot of good strategies to encourage the students to be independent thinkers. I will do my best to offer suggestions without having the standard or objectives. I noticed that the 2nd day had 90 minutes allotted, so I wasn't sure if that was a typo. It might be cool to have a slide showing items being traded at the beginning of the lesson. Or, if there was a way to role play the Open Door policy and its impact.

The main things that you could add to the lesson are any example worksheets, the political cartoon, and the PowerPoint. It would be beneficial to include an example of what the kids might notice or learn from the political cartoon.This would allow another teacher to more easily utilize your lesson plan. I was wondering about how you would have the students rate the significance of the Open Door policy (is this on a handout) and since it's a Closure item how you control that it's only based on their knowledge of vocab, etc. On the "Activities," you have the students create guiding questions and then share with the class. A step before and in between might be to offer an example guiding question to students and for the teacher to spot check each pair of students to see what they came up. Will your day two lesson include the discussion of the Boxer Rebellion as I only see it mentioned under activities? I really like the Day 3 Activity where students write a letter from another POV. The only other suggestion that I could think of would be to add accommodations for any EL or SPED students that might struggle to read. Hope this helps... Very nice lesson!

Catherine

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