10th Grade Diversity Lesson Plan

Teacher: Mr. Stanley Koslowski

Date: 10/1/2018
Book: The Lone Samurai: The Life of Miyamoto Musashi
By: William Scott Wilson
Published: 2004
Grade Level: 10th Grade World History
Multicultural Themes
 Understanding Feudal Japan through the story of Miyamoto Musashi
 Contact with the multiple groups of people in Japan at the time
 Focusing on Samurai culture in Feudal Japan
 Discovering the legendary life of Miyamoto Musashi

Materials
 The book (The Lone Samurai: The Life of Miyamoto Musashi)
 The Map from page 12-13 (Handout given by teacher)
 Writing Materials (pencils, pens, markers, colored pencils)
 Sheets of white paper (for notes)
 Key Terms sheet (given by teacher)
 5 Critical Thinking Question Handout (given by teacher after
students read)

Standards
CCR.ELA- Literacy. RH.1.2- Cite specific textual evidence to support
analysis of primary and secondary sources, attending to such features as the
date and origin of the information.

CCR.ELA-Literacy. RH.3.2- Analyze in detail a series of events described in

a text; determine whether earlier events caused later ones or simply preceded
them.

CCR.ELA-Literacy. RH.4.2- Determine the meaning of words and phrases as

they are used in a text, including vocabulary describing political, social, or
economic aspects of history/social studies.

Objectives
I. Students will be able to examine and break The Lone Samurai into
parts by identifying motives or causes while making inferences and to
find evidence to answer the critical thinking questions.
 II. The students will analyze the text and dissect the information in the text
to take part in the group discussion to make sure they achieve a 90%
accuracy of the text and questions with the text.
III. The students will exhibit their knowledge through the critical thinking
questions and the group activity.
IV. Their accuracy of knowledge will be determined through a group
discussion with the class and they will have to show they answered the
activity questions correctly, with 90% accuracy.

Procedure
1. Introduce: The Lone Samurai: The Life of Miyamoto Musashi by
William Scott Wilson. The ask the students, “What was Feudal Japan,
and what do you think about Samurai culture?”
2. Read: The first chapter of The Lone Samurai individually.
3. Discuss: I will pass out the 5 critical thinking question handout and test
the student’s knowledge of the first chapter of The Lone Samurai and
the vocabulary sheet I gave out.
 Question 1: At what age was Miyamoto’s first match and who was it with?
What term is this person referred to as?
 Question 2: What is hara-kiri and junshi? Why did samurais do these two
things?
 Question 3: Musashi embarked on the life of shugyosha. What does that
mean and what kind of lifestyle is that?
 Question 4: What tactic did Musashi use against the masters he fought, and
did it work? How did it work if so?
 Question 5: What was the kamayari? What did the poem about it say?

Activities
1. Students will individually use the map handout to track and write down
the journey of Musashi through the events of the first chapter. In this
activity they will use markers and colored pencils to show exactly
where these events took place on the map and show how much he
moved around because he embarked on the life of a shugyosha.
 2. Students will partner up and will be assigned key terms to show how
they are integrated into the life of Musashi and will present in front of
the class to make sure the class fully understands each term and
significance to Musashi.

Evaluation
 Students will break into groups of 5, compare answers to their assigned
question from the critical thinking questions to make sure they are all
right, and then share that answer with the class to make sure all
students have the correct answer. This is to ensure all student have
complete understanding of the questions. I will check for accuracy
while presenting and make sure they achieve 90% to pass the
assignment.