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Japan

2 Graders
explore the Land
of the Rising Sun
nd

Description of Classroom:
2nd grade classroom
20 students
Students sit at desks in groups of five mixed ability teams. They are also divided into letter teams of T
(students who are academically advanced), E (students who are on the more advanced side of
average), A (students who are able to function well academically with slightly more explicit help or
slight modifications or accommodations, and M (students who require very explicit, one on one or
small group work in addition to accommodations and/or modifications)

Background:
We have, thus far, read The Way We Do It In Japan by Geneva Cobb and created our graphic
organizers that include the students names in Japanese lettering. At the end of the day, in our last class
time together, a lady from the local Japanese culture center visited us and helped us grow further in
our overall knowledge about the country and culture. This week, we will delve more deeply into
information about these areas. Students have independently researched topics before and have a solid
working knowledge of internet and printed sources. I have thus far been slowly releasing my direct
involvement in their research. We have moved from my direct modeling and full oversight in the
computer lab to my checking in as they work and answering questions as we go. In this lesson, I
release a little further and allow them to help one another and call on me when other students cannot
help them.
Students are also given weekend missions that deal with information we have covered or information
we are about to cover. This gives them an opportunity to mull over the topic and keep their heads in
the game over the weekend.

Content Objective(s):
SWBAT: Identify fact and opinion as demonstrated through KWL charts teams create
Research a given social studies topic as demonstrated in documented findings
Conduct research by locating, gathering, and organizing information
Present information orally or in writing.
Use technology resources for problem solving, communication, and illustration of thoughts
and ideas.

Language Objective(s):
SWBAT: describe facts about Japan

Nevada State Standards:


H1.2.5 Compare communities around the world with the local community.
G6.2.3 Identify traditions and customs that families practice.
C13.2.5 Describe traditional patriotic activities, holidays, or symbols from around the world.

C15.2.1 Identify sources of information

Key Vocabulary:
currency

language

religion

capital

population

island

facts

Best Practices: (put an X next to those that you address in your lesson)
Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated
Integration of Processes
Listening
Speaking
Reading
Writing

Scaffolding
Modeling
Guided practice
Independent practice
Verbal scaffolds
Procedural scaffolds
Application
Hands-on
Authentic (Meaningful)
Linked to objectives
Promotes engagement

Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment
Individual
Group
Written
Oral

Teaching Strategies:
Direct instruction
KWL
Peer tutoring
Small Group

Warm Up Activity:

Students are asked how their weekend missions went and are asked to raise their hand if they would like to
share what theyve learned (in the event that no one has anything to share, I will have bits of history,
current events, and the like to share)

Lesson Sequence:
The two students of the week will hand out KWL worksheets for individual students

Students will be given five minutes to individually write anything they know about Japan. The
teacher will clap (*Clap) and ask, students to individually move on to writing anything they want to
learn about Japan.
(*Clap) ask students will to share their knowledge or questions with their team with the caveat that
individual students may need to defend or correct their ideas.
(*Clap) ask students to share their ideas with the class. These class ideas will be noted on a class
KWL chart.
Teacher: We are going to try to learn even more about Japan today. You are all going to become
cultural researchers and will teach the class what you will learn through your research. I will give you
an example of what we are going to do today. (Teacher pulls a few sample questions about Japan and
goes to one of the websites offered to answer the questions.)
Youll remember, from previous research projects that there is a difference between fact, fiction, and
opinion. Can someone give me an example of each of these? (Students respond) Right, a fact can be
proven. If someone was born on a particular day, we can find that information in a birth certificate. If
a country such as Japan, uses a particular kind of money, we can find that out pretty easily as well,
yes? How would we find out, for sure what sort of money is used in Japan? (students respond)
Ive pulled up my website and am looking for facts that answer my questions here. I will be looking
for facts.
Letter team leaders are asked to gather worksheets that are specific to each letter team.
The teacher will then ask teams T and E to to go into the computer lab in the pod (just outside the
classroom) to research the questions on their worksheets using the websites listed on the worksheets.
Teams E and M are asked to use classroom resources to research their questions.
The teacher claps her hands again (in the doorway) and asks students to return to the classroom and
discuss their findings with their letter teams in order to confirm their answers are correct.
Each team is asked to share their findings and students are asked to add any knowledge gained in the
L column in their KWL chart. These findings are also added to the class KWL chart.
Students are then asked to turn to their assigned seats and share anything they found interesting in
their findings with their shoulder partners.
As the bell rings, students put their worksheets and KWL charts in their Japan graphic organizer and
sit quietly waiting for instructions for the next topic.

Accommodations:
The teacher will join team M in researching their topic, laying out books specific to the topic and guiding
when necessary. Team E will act as peer tutors when questions arise.
Students with phonological processing needs will go to a computer with verbal/audio assistance to complete
their research.

Supplementary Materials:
Index cards with websites: http://www.pbs.org/empires/japan/resources_6.html
http://ncta.osu.edu/lesson_on_jp.html
http://earthquake.usgs.gov/learn/kids/eqscience.php
http://www.japan-guide.com
Class library books: Baseball Saved Us by Ken Mochizuki
I Live in Tokyo by Mari Takabayashi
Little Sister by Kara Dalkey
The Magic Fan by Keith Baker
Passage to Freedom: The Sugihara Story by Ken Mochizuki

The Funny Little Woman by Arlene Mosel


Under the Cherry Blossom Tree by Allen Say
Chibi: A True Story from Japan by Julia Takaya and Barbara Brenner
Grandfathers Journey by Allen Say
How My Parents Learned to Eat by Ina Friedman
Sukis Kimono by Chieri Uegaki
Tea with Milk by Allen Say

Review/Assessment:
Teacher will observe students research methods and actions and will note if they are on task as well as if
they are differentiating between facts and unnecessary or non-factual information.
Each team will be assessed on the quality and depth of the answers to assigned questions.
Once graphic organizers are collected at the end of the day,
individual students will be assessed on the depth and quality of
their KWL charts as well on in their Introduction to Japan
worksheets (these will, of course, also be assessed according to
correct answers).

Reflection:
My concern in this sort lesson was in letting go. I looked forward to the opportunity to work in small
group with team M but worried about others staying on task when I was not completely there with them. I
carefully planned the weeks of release and used explicit instruction each time we researched a topic. We
reviewed procedures extensively each time yet my worry remained. I aligned the lesson closely with our
standards and carefully organized resources and supplies.
Near the end of the lesson, I realized that the combination of the management plan I had in place and the
great focus on team output for the class overall, ensured teams T, E, and A were on task and engaged.
Students were proud and excited to share their work and on my own assessment of each KWL chart, I was
made thoroughly aware of their full engagement in the lesson and in their growth towards responsibility and
ownership of their learning. I fully congratulated each team, each student, on their incredible work both
while researching and on the strengths of the products of their work. With that in mind, one major change I
will make when I do this sort of lesson in the future is to my own state of mind. While I did work with the
M team and saw their growth and engagement in research and in their knowledge of Japan, I, myself, was
not as engaged in their instruction as I should have been. I was so concerned about the other teams and
whether or not they were on task or visiting the proper websites. In future lessons, I will have greater faith
in my management plan and in my students growth, focusing on my engagement in the moment.
My own comfort level with technology was high going into this lesson. My comfort level with my students
use of technology was, however, very low. On reflection, my personal growth in the area of technology was
in the area of my students ability to use the internet properly after careful scaffolding.

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