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TITLE Clarendon Alternative School Japanese BilingualBicultural Program: Curriculum Sampler.
INSTITUTION San Francisco Unified School District, Calif.PUB DATE May 94NOTE 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; CurriculumDesign; Elementary Education; English (SecondLanguage); Grammar; History Instruction;Instructional Materials; *Japanese; Lesson Plans;Native Language Instruction; Science Instruction;Second Language Instruction; *Second Languages;Vocabulary Development
IDENTIFIERS Japanese People
ABSTRACTSample lessons and instructional materials from a
Japanese bilingual/bicultural elementary school program arepresented. The lessons are designed to integrate Japanese languageinstruction with content instruction, using thematic units related tothe core curriculum. The ten lessons are organized by target grade(K-5), and describe classroom procedures, additional instructionalmaterials used, and group and individual activities, and may containstudent worksheets, instructional aids, photographs of classroomactivity, and/or samples of student work. Lesson topics include: aJapanese folk tale; creation of a big book in both English andJapanese; an experiment with air and water; telling time; a newyear's celebration; use of origami to study the crayfish; acombination of mathematics concepts and history; haniwa claysculpture; and description of past and present events through thestudy of poetry. (MSE)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made *
from the original document.***********************************************************************
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CURRICULUM SAMPLERPREPARED BY THE STAFF OF THE
JAPANESE BILINGUAL BICULTURAL PROGRAMCLARENDON 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 ProgramMay, 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 SCHOOLJAPANESE BILINGUAL BICULTURAL PROGRAM
CURRICULUM SAMPLER
Introduction
The staff of the Clarendon Japanese Bilingual Bicultural Progam haveprepared this curriculum sampler of thematic lessons that integrate Japaneseinstruction into the core curriculum. We want students to feel that alllearning is connected to life in our surrounding community and to the realworld outside the classroom. One way of strengthening this connection is toteach lessons that are related to a common theme or topic. Thematic unitsare often generated by special events or areas of study associated with aparticular grade level. Teachers make lessons meaningful for students byconnecting what is taught to life outside the classroom. A class mayinvestigate several thematic units during the school year.
As the school year goes on, new lessons grow out of the old. Successfullearners are able to ask themselves, "What do we know now that we didn'tknow when we started?" and "How can we use this new knowledge to learnsomething more difficult in an interesting way?"
In an effort to connect Japanese language learning to the qualityinstruction being provided for students, the senseis and teachers have createdJapanese language lessons that are related to the thematic units being taughtin the regular "core" curriculum. Effective teaching enables students toconnect new knowledge to prior learning. Students who connect what theylearn in Japanese to activities and events in their daily lives become successfullearners.
It is very important for children to have an audience for their schoolwork beyond their classroom teacher, in order to affirm that the work isimportant. It is also important for teachers and others who invest in andsupport the Clarendon Japanese Bilingual Bicultural Program to have anaudience to affirm that the work we do is important. We invite anyone who isinterested to become researchers with us in discovering more about successfullearning and how it happens.
Sincerely,
V. Kanani Choy, Ed.D.Principal, Clarendon Elem tary 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 integratingseveral curricular areas by designing activities based on the Japanesefolktale "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, kome el); rice cake,mochiCook and sample vegetables - potato, jagairno L..\b 100 t);sweet potato, satsumaimo "D* 1,\ t; carrots, ninjinIdentify and name the vegetablesLearn the shape, size and color of vegetablesTaste vegetables --discuss good taste is I, LAN, bad taste
b. AntonymsRead the book Exactly the Opposites by: Jana HobanDiscuss opposites in the story "Kintaro"; high, takai low,hikui fltt,\; big, ooki )ct.LN; small, chiisai i.(.,\; strong, tsuyoi32 \; weak, yowai til, etc.Have students create an opposites book.
c. AnimalsDiscuss 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. Bearsa. 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 the rest of the class.Discuss size:big, ookii tittt,x; medium, chuugurai * 5 < t.
small, chiisai
c. Bear PuppetsMake bear puppets out of oak tagStudents create their own stories about bearsStudents share their original "bear stories" with each other
3. Learn and sing songs: Kintaro's Song, Teddy Bear Song4. Dramatize Kintaro (make *Kamishibai): Make a stage and retell
Kintaro's story.*Kamishibai: traditional Japanese story telling method usinglarge colorful illustrations with the words to the story printedon the reverse side.
5. Participate in a "Sumo" wrestling matcha. Discuss good sportsmanshipb. Learn sports vocabulary ; win, kachi 111 ; won, katta ;
Do your best, ganbatte
6. Have students make patchwork quilt with parents.a. Choose scenes from Kintarob. Transfer scene from paper onto cloth
7. Create a bulletin board display featuring art work of Kintaro and hisfriends.
74
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English/Japanese Lesson Plan: B ig Book o f "Brown Bear, Brown Bear"
Room:110 Grade:K Teachers: Ms. Gale Nakasone & Mrs. Sumako MorimotoSensei: Mrs. Hiroko Konrai
The kindergarten children in Rooml 10 collectively made a BIG BOOK i nEnglish and Japanese from the story, "Brown Bear, Brown Bear" by BillMartin 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" inEnglish and Japanese. Sentence strips are used to do choral reading. Theclass 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 todo just one page of the story. The story i s written on large constructionpaper with the text written bilingually. The children are very proud oftheir BIG BOOK and enjoy looking at i t and reading it.
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English/Japanese Lesson Plan: Experimenting with A i r and Water
Room: 102 Grade: 1 Teacher: Mrs. Char Mori Sensei:Mrs. Yoko Tanaka
The teacher and sensei prepared a hands-on activity designed to provideexperiences for students that would help them conceptualize theexistence of air. During a class discussion the teacher introduced anddemonstrated the fact that air can not be seen with the naked eye, but wecan see its presence when we press on an inflated bag or a soft plasticbottle. We can also feel the air released the from the opening of an
inflated balloon. Students are then presented with the possibility ofconducting various experiments that will help to illustrate the existenceof air.
The following Japanese vocabulary i s introduced as a part of this lesson:
kuuki < 5 air; mizu gi-t, water; shabondama LiAi1, soap bubble
Lesson:
Materials needed:tub of waterstrip of paper or rulerfood coloringtwo clear plastic cups, drill a small hole in the bottom of onetape
1. Ask students, "What would happen i f you put a clear plastic cupupside down into a pan of water?" Give them time to think and acceptdifferent answers and record them on a piece of chart paper. Next,carry out the experiment by putting the cup into a tub of coloredwater. Compare observations to the predictions recorded on the chartpaper. Have students discuss which prediction represents the correctanswer.
2. Show students the second plastic cup with a tiny hole i n the bottom.Ask the class to predict what they think will happen. Discuss severalpossibilities and record students' predictions on chart paper. Ask
-1 8-21
students to pick the answer that matches their personal prediction andhave them record this information on a work sheet. Next, carry out theexperiment. Use a strip of paper or a ruler to measure the water levelbefore and after the cup i s put into the water. Have studentsdetermine the correct answer by dicussing their observations andreviewing their predictions. Encourage them to explain and justifytheir answer.
3. Put a drop of liquid soap on the tiny hole of the second cup. Askthem what they think might happen. Allow discussion, recordpredictions and then carry out the experiment. A bubble will form.Encourage students to think out loud and explain what they think hashappened.
4. At the first grade level students are asked to record theirreactions to each demonstration on a worksheet that i s prepared i nadvance by the teacher and sensei. Possible answers are provided i nEnglish and i n Japanese. Students are asked to write a simplesentence and draw a picture (or pictures) of the experiment.
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The water will not go into the cup.
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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 aninstructional uni.t on telling time. The unit supports integratedinstruction by incorporating lessons from several curricula areas.Literature i s integrated through the use of The Grouchy Ladybug by EricCarle. The story i s read to the students in English by the classroomteacher. The sensei later reads the same story i n Japanese. Students alsoparticipate in related English language core curriculum activities inscience, math, creative writing and role playing. In Japanese, studentsparticipate in a hands-on activity, making a ladybug clock out of tagboard which they use later to study telling time. Directions anddiscussion are provided by the sensei in Japanese. The sensei does herbest to speak only i n Japanese.
Lesson 1. "Let's make a ladybug clock!"A I I 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 thelesson.
3. Ask students questions like, "What time do you get up?" (Nanjin 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 thenumbers 1-12.(, =2, E., E. A, t. A, A, +,+=)
5. Students will calculate math problems using vocabularyintroduced 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 1 5 .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 timedo 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 youstay at school?)
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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'ssoup), traditional Japanese games, and math using charts and bar graphs.
Lesson 1 (1 Hour)1 . Cut vegetables used for Ozooni soup.2. Memorize the names of vegetables in Japanese. (carrot, ninjin,
(ziti 1:/v; Japanese radish, daikon tel, C. A"; goboo, Z:15; Japanesemushroom, shiitake1,01L-It ; spinach, hoorensoo tt 5 tlitri-5 )
3. Cut red and white kamaboko lir..-..(fish cake).
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Organize the following six stations for the activities:1 . Mochi making: using a mochi maker, children get experience making
mochi2. Inari zushi making3. New Year's greeting card decorating (nengajoo *WM4. Fukuwarai Game5. Karuta Game6. Sugoroku Game
Lesson 3 (1 Hour) Use work sheet: Work Sheet #1,2 and 3
1. Survey which vegetable you like best in the soup.Circle your favorite vegetable.
2. Survey which vegetable you don't like in the soup.Draw a triangle to the vegetable you 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, make your own chart.
Lesson 4 (1 Hour) Use work sheet: Work Sheet #41. 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.
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Our New Year's CelebrationThe 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 to wear
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
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English/Japanese Lesson Plan: Telling Time
Room:109 Gr:2/3 Teacher: Mrs. Denise EbisuzakiSensei: Mrs. Teruko Kubota
Description of the activity:The second and third graders in Room 109 have been studying varioustypes of graphs and telling time. In this activity students discusswhat time they wake up in the morning and how this information can berecorded on a Ven Diagram.
Bilingual lessons that were taught in preparation for the lesson :
1. Students learned how to tell time in English and in Japanese.
2. Students orally discussed their morning activities in bothEnglish and Japanese.
3. The students discussed the Ven Diagram and how it can be used.
Lesson:
Construct a poster sized Ven Diagram, labeling each of the three sectionsin Japanese using hiragana. Each circle represents a common wake-uptime for students. The students, one at a time, are asked to apply asticker to the area of the graph which represents the time they wake upin the morning to come to school. Pattern sentences are used to conducta discussion after the Ven Diagram graph is complete.
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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 feelingsand observations of the children's experiences with the Americancrayfish.
b. (Novice group) Students are asked to select words and phrases fromthe handout worksheets that relate to the collage picture they havecreated. They write the selected words and phrases i n the designated areaof the collage picture.
c. (Intermediate group) The students write original sentences or copyprepared sentences in the designated area of their collage picture.
Bilingual lesson taught i n preparation for this lesson:
English portionThe teacher presents the FOSS Structure of Life module Meet the
Crayfish (in English).
Japanese portion1.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. Newvocabulary words and simple expressions about the crayfish and itshabitat are reinforced.
3. Intermediate and novice groups complete a worksheet using the new
words and phrases about the crayfish and its habitat.
Purpose of the Lesson:To incorporate Japanese language and culture into a unit about crayfish.
The unit i s based on the FOSS Structure of Life module. Similar content
i s taught i n Japanese using Kagaku Rando. The novice and intermediate
groups learn Japanese vocabulary and sentence patterns about the
cray-fish and its habitat which they use in a writing exercise.The advanced group learns about Japanese poetry and does a creative
writing exercise about crayfish. All groups do an art project using
origami.
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English/Japanese Lesson Plan: "The Westward Movement"Integrating Japanese Language and Culture into the Curriculum
Room: 206 Grade: 4/5 Teacher: Mrs. Enid YamamotoSensei: Mrs. Ryoko Tadakuma
"America Through the Years" has been the year-long theme of the grade4/5 class in room 206 this year. Social Studies, Literature, Mathematics,Science, Language Arts, Music, and Japanese Language and Culture areintegrated as much as possible focusing on this theme.
For example, for our unit "The Westward Movement" we used the mathreplacement unit "Polyhedraville-An Investigation of Three DimentionalGeometry". I n it, the students pretended that they were pioneers on awagon train going west, dreaming of the good life in Oregon andCalifornia. As the pioneers sat around the campfire after a long hard dayon the trail they planned the town that they would build when theyreached their destination. While designing and building the town,students explored a variety of mathematical concepts such as:
* using two dimensional shapes to create thre dimensionalfigures* 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 andculture connection, the students folded and assembled various Polyhedra(cubes, tetrahedra, octahedra, etc.) using origami paper foldingtechniques.
The students also participated in other origami activities such as foldingflowers and animals while reviewing the Japanese vocabulary words forthe colors and shapes i n the novice group. Other groups wrote sentences,stories, or poems using the theme of polygons and polyhedra according totheir level.
Japanese can be integrated into this unit in other ways. The pioneersentertained one another around the campfire by singing songs. We canlearn songs that the pioneers sang such as "Oh, Susanna" and "Clernentine"in English and i n Japanese. The pioneers also told stories around thecampfire to amuse themselves. Stories such as "Thumbelina" and "Rip VanWinkle" can be compared and contrasted with "Issun Boshi" and "UrashimaTaro". The students illustrated these stories incorporating origami andpaper sculpture i n their pictures.
Japanese vocabulary taught in preparation for this lesson:shikaku Elfti,square; sankaku 3.-:14,triangle; maru 1L,circle; nagashikakuA181$11/choohookei AA'ffrectangle; daenkei *1333Loval; hishigata *ILdiamond shape; rokkakukei Afflif;, hexagon; hakkakukei Affiff;, octagon;entoo IRE, cylinder; ensui MC cone
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English/Japanese Lesson Plan: Historical Haniwa Clay Sculpture
Room: 207 Grade:4/5 Teacher: Ms. Lori Murakami Sensei: Mrs. Mamiko Lake
Our 4th and 5th grade combination class studied the various NativeAmerican tribes of North America, their history, and culture. As a socialstudies project, the students collected information on food, shelter,clothing and art, the role of men and women, raising children, habitat,recreation, transportation, religion and other interesting facts aboutNorth America Natives. For example, they learned how the NativeAmericans used natural resources to weave baskets, how they used
Kachina dolls, how they made their pottery and how they coexistedpeacefully with animals.Japanese language and culture was integrated through comparing certainelements of Native American culture with the culture of the Japanese
people during the Jomon and Yayoi period.
The students learned about haniwa (ancient Japanese clay figurines).Although Native American culture and Japanese culture are very different,students were able to find similarities in how people lived. For example,
Haniwa figures were created to represent many animal shapes such as
wild boars, hawks, ducks, chickens, dogs, horses, fish, etc.. In those daysanimals played an important role in peoples' daily lives. Animals alsoplayed an important role in the lives of Native Americans. Anothersimilarity i s the Haniwa's simple design which paralleled those found in
Native American pottery.
At the end of this lesson, students participated in a hands-on activity,making Haniwa figures using clay. Students learned the pottery techniqueof coil-making which was used by both the Japanese and NativeAmericans.
The Haniwa Project consisted of three parts, 1) learnig the history ofHaniwa, 2) practicing new Japanese vocabulary in small groups, and3) making a Haniwa sculpture.
-66- 77
Lesson 1:Students learn about Haniwa, their history, origin, and meaning (in Englishand in Japanese).Preparation: Pictures of Haniwa, Kofun and Haniwa dolls.The teacher makes a large group presentation to the whole class inJapanese using pictures and realia. Later, the presentation i s repeated inEnglish. Students are asked to give a brief presentation in front of theclass in Japanese. This i s followed by a class discussion about Haniwasculpture.
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. ttall ttO (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; umahorse; otokonohito NO)A, man; onnanohito Aci)A, woman; niwatori ,
chickenKorewa 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). WhichHaniwa 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 Kofunusing various adjectives in Japanese.Haniwawa nan desuka. *Ca gretipe What i s Haniwa?
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Kofunwa nan desuka. tillt ti.A./13ttle What i s Kofun?Korewa ookikute chairoi Haniwa desu. z.41.11.8<"-CAtOgitaTtoThis Haniwa i s big and brown.
Using pictures of Haniwa, students will ask questions.Korewa nan no Haniwa desuka.L*1.lt {510ialtrtb%, What kind of Haniwai s this?Haniwawa nande dekite imasuka. Alfalt 0117,-Ct "Ccxrrbl., What i s Haniwamade of?
Anatawa donna Haniwaga suki desuka. efutXtilUbitt-CTIP. Whatkind of Haniwa do you like?
Group 3: Students learn about Haniwa and Japanese history in order tocreate an original story.The sensei will read an article on Haniwa in Japanese and students willdiscuss the subject in Japanese. Students will ask questions aboutHaniwa and express their opinions in Japanese. Students then choose oneHaniwa figure as a focus for creative writing.
1..:.sson 3: (whole class)Each student will select their favorite Haniwa figurine and make a modelusing red clay.Preparation: Red clay, ropes, water, old newspaper, paper plates, picturesof Haniwa figurines
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Haniwa are hollow objects made of reddish, unbaked clay. Thereare two kinds : cylindrical Haniwa and representational Haniwa (models ofobjects such as houses, animals and men). The earliest type of Haniwa wascyhndrical. Haniwa houses, shields and kinugasa were first made in the Kinaiarea (an area currently coverng Nara, Kyoto and Osaka) in the middleof the fourth century. Animal and human figures were made toward the endof the fourth or early fifth century.
A unified nation centered in the Kinai area was established at end of thethird or the beginning of the fourth century following the Yayoi period.During this time, huge tombs covered with tumuli were built for dignitaries.In this Kofun period, it was the burial custom that people with power andmoney were laid to rest in magnificient tombs. Kofun tombs varied in groundplans with most being round, square, or keyhole shapes. A good example ofthis is the tomb of the Emperor Nintoku in Osaka. The tomb which has a keyhole shape was build in the 5th century. It was the biggest tomb ihJapan.Hugh mounds were built on top of the tomb. There were almost 11000 Haniwaon the tomb of the Emperor Nintoku.
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English/Japanese Lesson Plan: Poems...Past and Present
Room:1 Grade:5 Teacher: Mrs. Junko Low Sensei: Mrs. Kyoko Mullins
The 5th grade students i n room 1 wrote poems about past and presentevents 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 now2. Review concept of "past and present" i n Japanese.3. Students write poems "I used to but now " i n two
sessions, Japanese & English.
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