Menu
close
Home › Forums › Teaching About Asia Forums › Lesson Plans › tourist brochures
clay dube.
AnonymousLOS ANGELES UNIFIED SCHOOL DISTRICT
GENJI, MANGA AND JAPANESE CULTURE
DISCIPLINE: 7th Grade History and Art
Standard(s) Essential : 7th grade
7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Study the ninth and tenth centuries’ golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu’s Tale of Genji.
Art Standard: 1. Observe and Learn to Comprehend Big Idea (GLE)
2. Understanding works of art involves knowledge of historical and cultural
styles, genre, and artists over time
Supporting: a. Examine and articulate works of art that communicate significant cultural beliefs or sets of values
b. Investigate and discuss how exposure to various cultures and styles
influences feelings and emotions toward art forms
c. Interpret and demonstrate how works of art synthesize historical and
cultural meaning Big Idea (GLE)
3. WH7.7.1. Study the locations, landforms, and climates of Japanese economies, trade, and development of urban societies.
4. WH7.7.2. Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery.
Objective(s): Students will be able to consider Japanese art, analyze it and assess elements of Japanese culture that may have influenced our present-day civilization. They will also compare and contrast ideologies suggested through ancient art and those we currently hold.
Background/History: After considering Japanese art, quotes others have made regarding the Japanese civilization, and several illustrated texts I will share with them, we will discuss what students already know about Japan. They will already be aware of our upcoming studies as we will have previewed our semester syllabus and they will have been encouraged to conduct informal research in preparation for our unit. We will also sample Japanese music and other cultural elements via various links:
Vocabulary: Buddhism, Chinese Culture, Courtesan, Daimyo, Hand scroll, Kimono, Kyoto, Samurai, Shinto, Shogun, Stylized, Style, Woodblock print
Materials: lap top, overhead projector, speakers, quotes posted, pencils, paper, writing journals, art samples, maps and various other items related to Japanese culture.
Essential Question(s): 1. Looking at the art, what can you observe and what do you think we can learn, if anything, from it to help us to comprehend big Ideas related to Japanese and American culture (GLE)?
2. What does this art help us to understand about our knowledge of the historical and cultural styles, genre, and artists over time?
Supporting: a. When we examine articulate works of art, what significant cultural beliefs or sets of values are communicated?
b. How does exposure to various cultures and styles
influence our feelings and emotions toward art forms
c. How do works of art synthesize historical and
cultural meaning Big Idea (GLE)?
3. WH7.7.1. How does art help us to study the locations, landforms, and climates of Japanese economies, trade, and development of urban societies?
4. WH7.7.2. How does art help us to study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery?
RUBRIC: Students will be required to take between 5 to 10 notes during class discussion. 10 minutes prior to the end of class they will be required to reflect on the discussion, art, and their notes, etc. and write a short reflection and summary of what they believe to be the big overarching ideas we covered. Quotes and questions considered during class will still be posted on the walls and they may use them to formulate their ideas. They will also be asked to write a question that came up for them personally that they have not found an answer to yet. We will use these to seed the next discussion.
4: This student has at least 5 well-articulated notes that directly relate to the overarching questions posted, one summary that makes sense and is directly related to the notes with a good concluding statement that relates to the overarching questions, and question that is also directly related to our overall theme.
3: This student has at least 5 fairly well-articulated notes that relate to the overarching questions posted, one summary that makes sense and is related to the notes with a good concluding statement that relates to the overarching questions, and question that is also related to our overall theme.
2: This student has at least 5 notes that loosely relate to the overarching questions posted, one summary that makes sense and is loosely related to the notes with a good concluding statement that relates to the overarching questions, and question that is also loosely related to our overall theme.
1: This student has notes, one summary, a concluding statement and a question.
0: No response
Openng
Phase Student Engagement
( 10 minutes) View posted art work as you enter and consider the statements posted as we read them aloud. Choose one you would like most to discuss and be ready to explain your thoughts about it.
“The wood-carver can fashion …toys of the moment, to be glanced at in jest … But there is another kind of artist… striving to give real beauty to the things which men actually use … This maker of real things must not for a moment be confused with the maker of idle toys.”
― Murasaki Shikibu, The Tale of Genji
“It is indeed in many ways more comfortable to belong to that section of society whose action are not publicly canvassed and discussed”
― Murasaki Shikibu, The Tale of Genji
“One ought not to be unkind to a woman merely on account of her plainness, any more than one had a right to take liberties with her merely because she was handsome”
― Murasaki Shikibu, The Tale of Genji
“There are as many sorts of women as there are women.”
― Murasaki Shikibu, The Tale of Genji
Post its will be available to write responses and post them on corresponding quotes.
Exploring/Creating
Phase Aesthetic Exploration
( 20 minutes) Listen to the sounds of Japanese music as we analyze Japanese art and artifacts. Use the overarching questions to discuss the items on display. (Music is recorded on a Zip file I have downloaded.)
Quotes, art, and various other items will be displayed around the room. There will be a lap top station with a list of web pages students may visit. Simple web review sheets will be available for student use.
Demonstration
( 20 minutes, simultaneously with the aesthetic exploration) The instructor will conduct a ‘think aloud’ and take notes in response to the posted questions. Depending on the level of the class, the teacher may model 1 to 3 questions. Students will copy them as needed or think of their own or both.
Creative Expression
( 10 minutes) Students will be given time to illustrate in any way they choose their notes using the Japanese art as their inspiration. For homework they may elaborate on their work and return it for extra credit points. Later we will make our own mangas and draw on this activity for inspiration.
Reflection
Phase Reflection/Assessment
( 10 minutes)
10 minutes prior to the end of class they will be required to reflect on the discussion, art, and their notes, etc. and write a short reflection and summary of what they believe to be the big overarching ideas we covered. Quotes and questions considered during class will still be posted on the walls and they may use them to formulate their ideas. They will also be asked to write a question that came up for them personally that they have not found an answer to yet. We will use these to seed the next discussion.
Lesson 2
Objective(s): Students will be able to use prior knowledge and newly learned knowledge about Japanese culture to inform their understanding and ability to take 5 notes while reading selected sections of Chapter V. Murasaki from The Tale of Geji.
Link: Find pictures of many of the places mentioned in The Tale of Genji as well background information on the following link.
http://www.taleofgenji.org/seven_great_temples_nara.html" target="_blank" rel="nofollow">http://www.taleofgenji.org/seven_great_temples_nara.html
DAY TWO
Opening
Phase Student Engagement
( 5 minutes)
Art walk: visit each art works for a couple of minutes each. Choose one and stand in front of it.
Discuss with the other students at your art the elements you find interesting, confusing, conflicting, etc. As a group, come up with one statement, question, emotion, word, etc. for your choice.
Demonstration
(40 minutes) Read selected parts of chapter 5 of The Tale of Genji
Discuss reading using overarching questions and discuss ways to illustrate ideas in comic strip form.
Creative Expression
( as we read)
Students will illustrate elements of the reading either in ‘open mind’ fashion where many facets of story are combined into one scene or in comic strip design where plot elements are illustrated in sequence.
Reflection
Phase Reflection/Assessment
( 5 minutes)
Several students will share their illustrations and class will revisit 1 or 2 overarching questions to seed discussion.
Day 3
Openng
Phase Student Engagement
(5 minutes) Students will consider an anticipation guide making several statements and asking students to agree or disagree with each.
Exploring/Creating
Phase Aesthetic Exploration
( 10 minutes) On day 3 we will watch Genji Monogatari 5, an animated film from 1987, and discuss what we think are accurate examples and misrepresentations of Japanese culture.
Demonstration
( 20 minutes) During the movie and class discussion (referencing the overarching questions still posted and marked with prior observations, questions, comments, post its, etc.) the teacher will be sure to facilitate in such a way as to include each student. It is important that each student contributes observations and comments. Guided questions will be used to encourage more in depth analysis. Students will be given ample time to discuss and develop ideas among each other before they are asked to share with the group.
Creative Expression
( 10 minutes) Students will be given time to illustrate in any way they choose their notes using the Japanese art as their inspiration. For homework they may elaborate on their work and return it for extra credit points. Later we will make our own mangas and draw on this activity for inspiration.
Reflection
Phase Reflection/Assessment
( 5 minutes)
10 minutes prior to the end of class they will be required to reflect on the discussion, art, and their notes, etc. and write a short reflection and summary of what they believe to be the big overarching ideas we covered. On the written reflections, we will grade for ideas and concepts expressed per the rubric and choose one or two grammatical areas to address per the individual student’s abilities and goals.
Day 4
Opening
Phase Student Engagement
( 10 minutes)
Art walk: Various types of manga will be spread around the room and students will be asked to walk to each station and visit each briefly. They are to look for similarities and differences and note them for class discussion. Journals are available as needed.
As you go discuss with other students elements you find interesting, funny, confusing, conflicting, etc.
Demonstration
(10 minutes) Using “Graphically Speaking: Manga Versions of the Tale of Genji” by Lynne Miyake (Asian Languages and Literatures, Pomona College) we will discuss the types of manga and their influence on Japanese culture. We will refer to the following links:
http://pages.cs.wisc.edu/~ter/archive/LIT%20321/Readings/Wk%2011%20Miyake%20Graphically%20Speaking-Manga%20versions%20of%20Genji.pdf
http://www.international.ucla.edu/japan/news/article.asp?parentid=10674
Creative Expression
(5 min.)
Using the manga handout with descriptions of the 5 types of manga, students will categorize the graphic novels we have in class into their appropriate labeled bins.
Reflection
Phase Reflection/Assessment
(2 5 minutes)
For the remainder of this session and as many other sessions as are needed, students will be given ample time to design their own manga graphic comic strips illustrating a personal experience or creative narrative. Various comic strip templates will be available or students may design their own. Options are available at:
http://donnayoung.org/art/comics.htm
Manga Handout
According to Lynne Miyake (Asian Languages and Literatures, Pomona College) in her research study called “Graphically Speaking: Manga Versions of the Tale of Genji” manga can be divided into the informational type and the entertainment type. Manga can also be divided into 5 categories by the targeted audience. The five types are:
1. Shônen – Boy’s Manga (Pronounced Show-Nen) are for boys up to the age of 18 with a focus on action, sports, and romance from the point of view of the male protagonist.
2. Shônen Shôjo – Girl’s Manga (Pronounced Show-Joe) are for girls or young ladies up to about 18 years of age with a focus on romance from a young, female protagonist’s point of view.
3. Seinen – Men’s Manga (Pronounced Say-Nen) are generally speaking, adult comics targeted at men between the ages of 15 and 40.
4. Josei (or redikomi) – Women’s Manga (Pronounced Joe-Say) target adult women, and focus on themes of marital discontent, passionate love affairs, and a variety of issues important to Japanese women.
5. Kodomo – Children’s Manga (Pronounced Kow-Dow-Mow) is a catch-all category that includes “hobby, specialist, sports, erotic, and pornographic manga.
Directions: Use these descriptions to categorize the manga graphic novels we have in class into their appropriate bins.
Connections: Students are encouraged to bring in art, documentaries/movies, artifacts, stories, visitors, activities, etc. related to Japanese culture to share with our class.
If possible we would love to partake of real Japanese cuisine.
Extensions: Students may use any of these lessons as a jumping off place for research, project, or activity. They may present their findings on an aspect of Japanese culture they find fascinating or create a product incorporating aspects of or influences of Japanese art. They may also present a tableau, pantomime, or skit. Students should limit their presentations to 2 to 5 minutes and their written work to 200 words or less.
Differentiation: For the introductory portion of the lesson we will view art pieces hanging on the walls and read quotes aloud twice; once for overall understanding and again as students are asked to choose one to comment on. Students are allowed to make any comment they choose for their chosen quote and in response to any other comment. During the slide show presentation (http://www.taleofgenji.org/seven_great_temples_nara.html" target="_blank" rel="nofollow">http://www.taleofgenji.org/seven_great_temples_nara.html) and class discussion the teacher will be sure to facilitate the discussion in such a way as to include each student. It is important that each student contributes observations and comments. Guided questions will be used to encourage more in depth analysis. Students will be given ample time to discuss and develop ideas among each other before they are asked to share with the group. On the written reflections, we will grade for ideas and concepts expressed per the rubric and choose one or two grammatical areas to address per the individual student’s abilities and goals.
(CRRE): The teacher will create an accepting, affirmative, risk-free classroom environment in which the culture and language of each student is validated, valued, and respected and authentic accomplishments are regularly recognized. The teacher will infuse culturally relevant literature and instructional materials into academically rigorous curricula organized around concepts that students are expected to know deeply.
(EL): Students will be required to use question stems in their answers and comments, as well as, being constantly reminded to speak in complete sentences. Students will be encouraged and celebrated when they are successful in this regard. For more advanced students, they will either be expected to use compound sentences or even compound, complex sentences as appropriate per their individual needs.
(SpEd): Student accommodations/modifications will include alternate methods of assessment. Students may demonstrate understanding of key concepts by presenting on an aspect of Japanese culture they find fascinating or by creating a product incorporating aspects of or influences of Japanese culture. They may also present a tableau, pantomime, or skit. Students should limit their presentations to 2 to 5 minutes and their written work to 200 words or less.
RESOURCES / WEBSITE LINKS / ETC.
Invitation to World Literature is a production of WGBH Educational Foundation with Seftel Productions for Annenberg Media. Annenberg Foundation 2012. Watch The Tale of Genji a documentary about the legacy of the first novel at the link below.
http://www.learner.org/courses/worldlit/the-tale-of-genji/watch/
Our school has an account with an animation site which allows students to animate their own skits. It requires a login but is well worth it. The link is below:
http://goanimate4schools.com/school/lawrencem
Before engaging in this activity we will also share a world meal in advisory as suggested at http://wilderdom.com/games/descriptions/WorldMeal.html. To help illustrate the overabundance of food in the west and contrast what may have been a more realistic idea of the size of portions Japanese people may have eaten a thousand years ago.
Also prior to our Asian studies, we will role play with the idea of classes and social strata which was an important part of Japanese society. To do this we will play the game Bafa Bafa as suggested at: http://plato.acadiau.ca/courses/educ/reid/games/Game_descriptions/Bafa_Bafa_Draft1.html.
We can also experiment with games played with Flower cards: http://www.pagat.com/class/flower.html
For a bit of fun and vocabulary exposure check out a video game loosely based on The Tale of Genji, see
http://video.answers.com/genji-dotb-beach-level-walkthrough-126827789
Pacific Asia Museum’s Nature of the Beast web page allows students to create their own monster using the link below:
http://www.pacificasiamuseum.org/japanesepaintings/index.stm
Find pictures of many of the places mentioned in The Tale of Genji as well background information on the following link.
http://www.taleofgenji.org/seven_great_temples_nara.html" target="_blank" rel="nofollow">http://www.taleofgenji.org/seven_great_temples_nara.html
WEBSITE REVIEW SHEET Name_________________________
Date___________ Period_________
1. Name of Website:___________________________________________
_____________________________________________________________________________________
2. URL of the Website:__________________________________________
____________________________________________________________
3. Brief Summary of the Content of this Webpage (2-3 sentences)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Would you recommend it to others? (Circle one) Yes No
5. Please rate your overall opinion of the website. (Circle 1)
Worst..1..2..3..4..5..Best
Anonymous
AnonymousOops! I am sorry for posting my lesson plan here! I meant to post a reply to your lesson which I will do now. I am very much looking forward to working on this lesson with you. I know my 6th grade students will enjoy this experience.
AnonymousWhat a great lesson plan! I need to do this for next year for persuasive, thanks for sharing!!! Great, great plan!
AnonymousI love Tourism Brochures, I made my students do them this year with their country research reports. They are fun and they need to know a lot of information to get them done. 
Rob_Hugo@PortNWUSC US-China Institute UTLA Spring Seminar 2011
Lesson Plan about China
1. Rationale:
This will be used in Elective to consumer economics in grades 6-8. It covers Language Arts and Mathematics. Students will have minimum grade-level reading and math skills. If required, teacher will scaffold and modify the lesson for ESL/EL students and others with special needs.
2. Some of the California Standards addressed:
· 7.3 Student analyze the geographic, political, economic, religious, and social strucures of the civilizations of China in the Middle Ages. (7th grade)
· 7.3.5 Trace the historic influence of such discoveries as tea, the manufacgture of paper, woodblock printing, the compass, and gunpowder. (7th grade)
· 2.1 Structural Features of Information Materials: Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information. (6th grade)
· 25.0 Students use properties of number system to judge the validity of results, to justify each step of procedure, and to prove or disprove results, (8th grade)
3. Detailed lesson plan:
The students will create a ‘Tourist Brochure’ to market China to potential visitors. They will use reading, writing, math, art skills persuade people to visit the world’s largest populated country. The project could be spread over one to two weeks, depending on the students background and how detailed the project needs to be. It will be a student-led cooperative learning model, with the teacher as the facilitator. Following are suggested blocks.
· Students will work in groups of four and will be given the beginner’s kit. It will have information about different aspects of China like Geography, Games, People, Food, Economy, Science, Housing, Clothing, and Religion. Later, they will have to do independent research from sources like in the library, internet and the like. Suggested sites: China Tourist Attractions (http://www.gadventures.com/china), Top 10 China Tours 2012 (http://www.chinatourstailor.com/), China Touring Experts (http://www.sitatours.com/), China Travel Information (http://www.lonelyplanet.com/china), and CNTO – China National Tourist Office (http://www.cnto.org/).
· Each group member will pick one area like ‘geography’ to work on to contribute to that section of the brochure. The group as a whole will discuss and come to a consensus as to how the finished product will look like.
· The finished product will have at least four panels plus cover. It will have illustrations, preferably in color. The teacher will provide a rubric to the student which will be used to grade their peers. All the completed brochures are placed on the desks. Students take a ‘gallery walk’ around the classroom and grade the brochures. Sample of the Rubric:
Rubric for Projects
(Score between 1-5 points) Group#_______
Project: _____China_____
1. BROCHURE________
2. DESIGN____________
3. INFORMATIOIN____
COMMENTS:
Your Name/s_______________________
edited by Clay Dube on 8/3/2012
clay dubeI think the tourist brochures are a great idea. Please add the photos as attachments rather than copying them into the message area. That makes it easier for viewers to scroll through and open the ones they want.
You attach files by clicking on the "attach files" link below the add new post screen (see the picture I've attached, just click on it to open it).