2. Cynthia Colon-Pena Prof: mark gura Class: edse 604 Lesson Plan Title : The Samurai: Not only warriors Grade : 6 th 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.

3. 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

4. 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.

5. 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

6. 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/

7. 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)

8. 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.

9. 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

10. 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

11. 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)

12. KWL RESEARCH CHART www.scholastic.com WHAT WAS MY RESOURCE? WHAT DID I LEARN? WHAT DO I WANT TO FIND OUT? WHAT DO I KNOW? TOPIC