1. A rationale for the proposed unit

- I can use this unit during the Asian Pacific American Heritage Month celebrated in May in the United States. I will use these lessons to introduce Asian activities and content to my students. Students will need to be able to know about some history about where Asia is at, especially Japan, China, and South Korea. Students will be ready to learn some detailed information on the history of samurais vs. bushi, soji poems and cuju.

2. Skill and content objectives

Physical Education Standards

-Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction. (Sijo poems)

Appreciate physical games and activities reflecting diverse heritages. (Cuju, samurai vs bushi, soji poems)

English Language Arts Standards

- Ask questions that seek information not already discussed. (Cuju, samurai vs bushi)

- Engage the audience with appropriate verbal cues, facial expressions, and gestures. (Soji Poems)

- Use correct capitalization. (Soji Poems)

3. Detailed lesson plan

Day #1: Samurai vs. Bushi

• Lesson Objective: Students will be able to identify the difference between a Samurai and a Bushi.
• Materials: Playground area, white board, printed picture of bushi and samurai warrior outfits, and a projector with laptop.

• Class Activities:
  • Students will be introduced to the clothing of a samurai and a bushi.
  • Teacher will describe the meaning of a bushi (warrior gentleman) and a samurai (warrior servant) during the Heian period (794-1191) in Japan.
    • https://visit-kamakura-stores.com/cathandbook/glossarytable/glossary17.html
  • Teacher will show the students a video of a samurai.
    • https://www.history.com/topics/japan/samurai-and-bushido
  • Students will warm-up their bodies for physical activities through toe touches (10 seconds), 10 squats, 5 lunges per leg, one jogging lap, and 5 side lunges per leg.
  • Students will be assigned a team, samurai or bushi.
  • Students will be lined up against their opposing team and given a clue to decide who is chasing who past an end line.
  • Students will be given a clue about a warrior servant working for a master or a warrior gentleman working for the military.
  • After hearing the clue, whoever the clue is referring to, that is the person that will be chased towards their end line. If caught, they will need to do 10 arm circles.
  • There will be 3 rounds before switching their partner to play against another bushi or samurai.

Day #2: Soji Poems

• Lesson Objective: Students will be able to create and perform the movements in a soji poem.
• Materials: White board, dry erase marker
• Class Activities
  • Students will be introduced to a soji poem created by myself.
  • Students will be given the requirements needed in a soji poem.
    • 3 lines in length, averaging 14-16 syllables per line (for a poem total of 44-46 syllables).
    • Line 1 introduces the situation or theme of the poem.
    • Line 2 develops the theme with more detail or a “turn” in argument.
    • Line 3 presents a “twist” and conclusion.
      • https://www.writersdigest.com/whats-new/sijo-poetic-form
  • Students will be placed in groups of 3 to create a soji to be performed and told to the rest of the classroom.

Day #3: Cuju

• Lesson Objective: Students will be able to play a game of Cuju (Ancient Chinese soccer).
• Materials: 5 Volleyball nets with 2-foot diameter hole in the middle, balloon, laptop, projector, playground area
• Class Activities:
  • Students will be introduced to the sport of Cuju, an ancient sport played in China during the Song Dynasty (960-1279) and popularity starting to decrease during the Ming Dynasty (1368-1644).
  • Students will be shown a picture of what cuju players used to wear as well as 3 videos of how to play it.
    • https://www.youtube.com/watch?v=7s6znqM09AI
    • https://www.youtube.com/watch?v=le2e0pY0ekA
    • https://www.youtube.com/watch?v=qIVIEm-l5bQ
  • Students will then be split into groups of 3 and allowed to practice kicking or head-butting the balloon into the hole in the net.

4. A plan for assessing student achievement

• Day #1
• At the end of the lesson, students will be asked a few questions about a bushi or a samurai such as who would collect taxes for the government? Who would help their master in greeting people? Who were the police officers in ancient China?
• Students will be asked to describe in a sheet of paper who a bushi and a samurai are.
• Day #2
• At the end of the lesson, students will be asked the following:
  • Which requirements are needed in a soji poem?
  • Where do soji poems come from?
• Day #3
• At the end of the lesson, students will be asked the following:
  • what are the similarities between soccer and cuju.
  • When was cuju played?
  • What would cuju players wear while playing?