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Anonymoustvancuren- I agree with you about the professor providing interesting stories to bring into the classroom and her activity of creating samurai helmets. I too found this to be something I would like to do in collaboration with the art teacher. I would like to share the story and have students read it and create skits of alternate endings. I think that even with the most simple stories the rigor can be increased by having students think about possible ending changes, predictions, and adding a sequel. I can't take credit for these ideas, but I don't remember who mentioned the prediction part to short stories. I think this would be a great activity for the end of the unit activity and then the helmets and other props can be created for the purpose of their skits. I would actually really enjoy doing this assignment in the near future.
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AnonymousSession 11, I learned about the Heian period and the Kamakura period. Was not aware that 4 and 9 numbers are bad luck. Japanese do not like balance and prefer asymmetrical designs. Learned about the Fujiwara family who dominated the court during second half of the Heian period. Women during this time were writers and would use poems to increase their chances to get married. Poetry mainly had 31 syllables known as tanka. We also spoke about the Kamuakura period and looking at samurai costumes. Professor spoke about the legend of Momotaro the Peach boy. I especially like that the we were given lesson plan on this in the website. Since I am a visual art teacher I now plan on using the brief history of the legend and how to create a samurai hat as a sub lesson plan. In one hour I think kids would appreciate reading this story and creating a hat with newspaper. As a follow up I could also show them a short video but after reading the story and watching the short film on YouTube. The film does not do it justice.
AnonymousAs a history teacher, it is always enriching to find new ways to be able to collaborate with my English teacher, especially with the new common core standards. Professor Lynne Miyake's lecture was a great way to reflect on how to do this. I would love to collaborate with my English teacher when she focuses on literature and literary devices, and incorporate some of the stories she mentioned in the lecture. Also, as previous people have mentioned, I really appreciated how she gave concrete ideas on how to incorporate the information she was teaching into the classroom. Definitely super relevant and helpful! Ones that stood out to me were the Tale of Genji and the Tale of the Heike. [font=Arial]I liked how she compared the Tale of the Heike to Homer's The Iliad, which is another source I have students tackle when reading about Ancient Greece. So this would be a great comparison to have students do to make connections between units. Also, as an extension activity after reading these tales, I would want students to create their own tales, relating to their own lives, but somehow incorporating some of the themes they read about in these stories. [/font]
edited by jenniferlopez on 6/22/2016
AnonymousDuring the last week of school my students and I enjoyed reading the Story of the Peach Boy. I read the story to them then we made Samurai hats. This fit in perfectly because the art teacher had been having students make cootie catcher fortune tellers all week. They had been obsessed with folding paper. I'm not much for signing so some of my students helped me teach the Momotaro song.
AnonymousI was most impressed by the aspect of trade in Korea. In her lecture, Professor Jung-Kim mentioned that during the three kingdoms era, Syrian glass found in Silla shows evidence to the extend of trade during this time period. In teaching about early Korea, one of the themes I would bring up about this time period is on the extent of trade that occurred. The second idea that struck me as we discussed trade in Korea was the role of Buddhism in connecting such a wide are within the realm of commerce. This was particularly interesting to me because Buddhism is a philosophy that positions desire for material things as the root of suffering, yet it served as one of the mobilizing forces that propelled commerce. I would like to use this dynamic to have students compare instances in which religion was used as a tool to achieve various commercial, political, and social developments even when these were not aligned to the philosophy of the religion.
edited by nramon on 6/23/2016
AnonymousI was really interested in the “showing of power” part of the discussion today. During the Heian period, the rulers were expected to show their military power and skills, as well as a level of refinement in order to show they had the right to rule. As we enter the 21st century, I think a great question to pose to our students would be what shows “the right to rule” today? This could be a great topic of discussion, especially with the November elections, and then discussing whether the people running for office this fall show those characteristics (I would use presidential candidates, as well as other levels of government).
AnonymousLynne Miyake’s lecture was again very amazing and exceeded any expectations I could have had. There were quite a few things that I found to be very interesting. First of all I was surprised how large of an impact that women had. Secondly I was very happy with all of the ideas that Lynne Miyake gave us, I teach the Tale of Genji with my 7th graders and I was really impressed with everything she showed us. Next year i would love to do a project with my students where they read a section and come up with their own graphic novel. I know that would really get some of my students going and let them show their creative sides. I was also excited about the versions that are also available on Youtube, I like to be able to show videos as well I feel like it helps to engage students more.
AnonymousAs an Inclusion specialist, I collaborate closely with my English teacher and I am always finding ways to see how history and english can be intertwined. the history and english teacher that I collaborate and co-teach with have designed their curriculum to cross throughout the year. I really enjoyed reading the literature about the Peach boy as it brings about many themes and powerful message of alliances and working together as a team. Skills that are learned in English such as inferences, themes, annotating, and making connections are just of the few that can be practiced when reading literature. Additionally, after reading a literature passage, students can express what they learned through role play, propaganda poster, instagram shot, snapchat video, or comic strip. Allowing students to use avenues that they are most comfortable with to express there thoughts will bring about amazing products and investments from students.
AnonymousI really appreciate the reading list that composes several excerpts and websites. As a new teacher, it can be very difficult at times to find resources that relate to my content. It is always nice to have a compiled list of resources that can be found in one document. One that stood out to me was the creation of Haiku poems. I always loved the arts growing up and enjoyed writing Haiku poems. Learning more about how haiku poems came about and the history behind it is very intriguing. Additionally, I would just like to reiterate that the use of Google Classroom becomes even more handy with this list of reading and websites that are online. All of these documents and links can be uploaded on google classroom saving you time on copies and being more eco friendly. The following is a tutorial on google classroom if anyone is interested. This resources is especially useful for writing assignments as it becomes easier to grade and give feedback to students.
Google Classroom Tutorial:
cgaoPlease download and read the attachments below.
edited by cgao on 5/5/2016
AnonymousI wanted to respond to kluna's thoughts about language barriers and the “Golden Age of Literature” that only had 1,000 people whom were literate. As a special education teacher, many of my students come in at a 2nd and 3rd grade reading level in 6th grade and I share the same concerns as kluna expressed. It us really alarming to still see that today with the advancements in technology, we still encounter illiteracy. Unfortunately, this is even more prevalent in underprivileged communities that encounter social injustice. When collaborating with my History teacher, a way that we were able to differentiate for students was by pulling videos, visuals and reading in small groups so students would practice their fluency and comprehension while simultaneously have access to the content.