samurai final project
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TRANSCRIPT
Cynthia Colon-Pena
Prof: mark gura
Class: edse 604
Lesson Plan Title: The Samurai: Not only warriors
Grade: 6th grade
Subject(s): Social Studies, Art, Poetry, Technology, research
skills, charts and graphs
Goals: Students will investigate and learn about the ancient
samurai as well as their love of the arts.
Objectives: Students will create 5 Haiku’s and present the one
agreed upon within their group in the format of their choosing
from the list provided.
Timeline: lesson along with Project will be completed in a two
week time period
Materials and Resources: internet, crayons, markers, water
colors, paints, brushes, scrolls of paper, Japanese and
Samurai stickers, printer, fabric, yarn, glue, thread. Kwl
research chart, haiku rubric, kimono, Japanese music, overhead
projector, tea pots (or coffee pots), hot water, tea bags,
coffee cups, mats, napkins.
use of the computer lab in the media center to research their
topic and produce the haiku’s in kerpoof.com. use the
classroom to complete the project
vocabulary: samurai- member of the warrior class
Clan- a group of people with common characteristics,
aims, or interests
Daimyo- feudal landowners that the samurai served
Haiku- form of japanese poetry
bushido- the way of the warrior
shogun- war lord
Soan- tea house
tatami- straw mat
Student Product/Performance--Students will be broken up into
groups of 3 and will present haiku’s either in a format listed
below or a format of their choosing:
Art: a haiku folder, scroll, poster, etc.
A Dance or drama using either themselves or puppets to
show the meaning of their Haiku’s.
Technology: A powerpoint presentation with Japanese
artwork in the background.
All products or performances will be presented during a three
day modified Japanese tea ceremony.
Standards: ela 1e listening and reading, ela 4e listening and
speaking, ss1e, ss2e, mst 2e, mst 7e strategies, mst 5e
computer technology, art 1e visual arts, art 2e visual arts,
ela 2e listening and reading, speaking and writing, art 1e
theater, visual arts, art 2e music, art 3e visual arts, art 4e
theater, art 4e visual arts.
Real World Connection: students will learn to work in a
collaborative setting and learn about cultures other than
their own. They will also Learn that haiku’s are still very
much written today and that the tea ceremony is still
practiced today-- both as an art form.
Procedure: Introduction/Motivation:
Day 1 (morning): I will be dressed in a traditional kimono
with traditional Japanese music playing in the background when
the students come in. Instead of chairs in front of their
desks students will be seated on a tatami. There will be an
overhead showing a powerpoint presentation. The first slide
will show a large picture of a Samurai Warrior. I will Ask
students if they know who or what this person is. I will Have
them write the answers down in their kwl research chart (1).
under the “what I know” column. Encourage students to share
responses in a class discussion (1). I will then go over the
vocabulary words that they may come across during their
assignments that will be given in detail after explaining the
vocabulary words. Students will then be Broken up into groups
of three. Explain to students their individual assignments
within the group and that after recess they are to return to
class to gather their kwl research charts and will then be
heading straight to the computer lab to do research on the
samurai. (I will choose which two students will be recorders
and which one will be the internet researcher (students
assignments given based on academic level)). “Explain to the
class that the “What I Learned” column will be
completed by conducting Internet research with their partners.
keeping track of the websites they have visited and what they
learned in those websites. Collect papers to assess responses
and compile a master list that will be handed out to each
student on day 2) (1). While in the computer lab I will have
students start off their research with:
http://www.timewarptrio.com/adventures/samurai/
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Day 2: hand out master list to each student. Encourage
students to share something that was researched that is
written on the master list (1). I will then go on to give a
brief historical overview of the samurai.
Brief historical overview: “The Samurai rose out of the
continuing battles for land among three main clans: the
Minamoto, the Fujiwara and the Taira. The Samurai eventually
became a class unto themselves between the 9th and 12th
centuries A.D. …Some of them were related to the ruling class.
Others were hired men. They gave complete loyalty to their
Daimyo (feudal landowners) and received
land and position in return. Each Daimyo used his Samurai to
protect his land and to expand his power and rights to more
land.” (7)
ask “In looking at your master list can anyone tell me some of
the things the samurai liked to do during times of peace/ what
their hobbies were when they were not at war?” after responses
are given Focus will be given to Haiku. Give out “what is a
haiku” handout (2)
and give the groups 10 minutes to read it over and discuss it
amongst eachother. Demonstrate on board with two pre-prepared
haiku in the traditional form (one should be from basho a
samurai who lived from 1644-1694. He “is credited for creating
Haiku as we know it today” (2). And two variations of haiku.
Have groups attempt to write one traditional haiku and one
variation of their own.
Day 3 and 4: Students will create 5 haiku’s either in the
traditional format, a variation (with a theme other than a
season) or a mixture of both. Students will begin to write
their haiku’s in class in their notebooks with their group.
Day 5 (morning): groups will choose which haiku they will be
presenting to the class and in what format.
Day 5 (afternoon): groups will be going to the computer lab to
transfer the haiku they have chosen to present to the class to
the kerpoof website so they can be printed out. Explain to
students that when they are at the kerpoof website They will
click on “make a story” and choose the cover of mount fuji.
Day 6, 7: students will work on presentation.
Day 8: briefly explain to students what a japanese tea
ceremony is and how It was used by the samurai. Also explain
that this ceremony will be for the purpose of viewing and
discussing their understanding of their classmates’ work.
three groups of three will present per day.
Each group will decide who will pour the hot water into the
tea cups for their group on the day of the ceremony. A list
will be Passed around of what needs to be brought in for the
ceremony. students will write their name under the item(s)
they will be bringing. Review sheet and make sure each
student’s name is on the list.
Day 9 and 10: Students will continue to work on their
presentation. I will be going around answering any questions.
(for those who finish early, have them View, online the PBS
Documentary Empires: Japan: Memoirs of a Secret Empire in
class. “This is an excellent media source to learn about the
renaissance period of Japan as told by different people of the
era; the Shogun, the Samurai, the Geisha, the poet, the
peasant and the westerner.” For the purpose of this lesson the
class will only be viewing the portion entitled The Way of the
Samurai. (1)
day 11 (morning) : have students set up the classroom for the
tea ceremony/presentations which will take place in the
afternoon. For those that have chosen to present their haiku’s
in the form of art, their pieces will be hung around the
classroom to be read by classmates. I will be dressed in a
Kimono.
There will be two groups per table (6 students). They will be
sitting on tatami each with a tea cup with a tea bag already
inside and a sweet. Two Tea pots with hot water will be placed
on the tables. In front of them they will also have a small
pad and pencil with which they can take notes during
presentations and readings. When instructed by me, the
assigned students will pour the water into each cup.
Performances and powerpoint presentations will be viewed first
as to give students the opportunity to drink their tea.
Following will be the
walk around the classroom with their pads and pencils to read
the haikus that have been hung up, discuss with classmates,
and take notes.
Day 12 and 13: continue presentations.
Day 13: collect all pads and compile a masterlist for each
group of what was written about their presentation to be
handed out to their group.
Assessment: completed projects, participation in the tea
ceremony for the purpose of presenting the completed haiku,
notes taken in pads.
Modifications/accommodations for students with special needs:
esl students Will be able to write and present their haiku’s
in
their native language.(2)
KWL RESEARCH CHART
TOPIC WHAT DO I KNOW?
WHAT DO I WANT TO FIND OUT?
WHAT DID I LEARN?
WHAT WAS MY
RESOURCE?
www.scholastic.com
Resources
1. Who Were the Samurai? By Cate Sanazarohttp://www2.s
cholastic.
com/browse/lessonplan.jsp?id=114
2. What is Haiku? By Cate Sanazaro
http://www2.scholastic.com/browse/lessonplan.jsp?id
=115
3.Be the Poet. By Cate Sanazaro
http://www2.scholastic.com/browse/lessonplan.jsp?id=116
4. Japan: Memoirs of a Secret Empire/ The Way of the S
amurai
http://www.youtube.com/watch?v=VmJwBV_iJRQ
5. Japanese Tea Ceremony: A Critique for Screens and
Scrolls. By Michelle Harrell
http://www.learnnc.org/lp/pages/3527
6. Lesson Plan--The Tea Culture.
http://www.pardeehome.org/TeaCulture_Module.pdf
7. A Brief History of the samurai
http://edtech.suhsd.k12.ca.us/inprogress/act/dfickett/japan
/iaido_samurai.html
8. Art and the samurai
http://victorian.fortunecity.com/duchamp/410/
tea.html