Integrated Unit Template
Title: A Trip to Japan
Curriculum: Social Studies/International Studies
Grade Level Span: 2nd grade
Content Objectives:
KUDO’s Objectives – International Studies: Japan
K
U
DO
The student will know…
The student will
The student will do these activities to
understand…
demonstrate knowledge and understanding
*Cultures can be shaped by
*How different aspects of *The student will bring in a symbol of his
geography, food, religion,
a country (history,
or her own culture to share with the class.
history, the arts, education
geography, etc.) can
The student will explain how the symbol
and celebrations.
affect culture.
represents a part of his or her culture.
*The aspects of our country * The culture of the
*The students will take part in a cyber
that shape our culture.
United States is different
lesson that focuses on comparing the
*The aspects of Japan that
than the culture of Japan,
culture of the United States and that of
shape the Japanese culture.
but we also share
Japan.
similarities.
*Throughout the unit, the students will use
a variety of graphic organizers to compare
and contrast aspects of each culture.
*Students will write a “Day in the Life of a
Japanese Student” book, focusing on the
differences between a United States school
day and a Japanese school day.
*What a typical day in a
*A country’s culture will
*The students will take a “trip to Japan”
Japanese school would look shape the day to day life
and experience a Japanese school day.
like.
of the country’s citizens.
*They use what they know about Japan to
prepare for the trip and pack a suitcase with
necessary items for the trip.
Reading/Language Arts Objectives:
K
The student will know…
KUDO’s Objectives – Language Arts
U
The student will understand…
*Comparing/Contrasting means
finding what is similar and what is
different between two
objects/characters/ideas
*Identifying cause and effect means
discovering how one event can
make another event happen.
*What is a graphic organizer and
why do we use it?
*Non fiction texts are
organized differently than
fiction texts.
*Graphic organizers can help
us understand and think about
non fiction texts.
*Graphic organizers can help
us plan our expository writing.
* What elements make a piece of
*Information can be learned
DO
The student will do these
activities to demonstrate
knowledge and understanding
*Students will be exposed to a
variety of graphic organizers
through teacher modeling.
*Students will use graphic
organizers to activate prior
knowledge, explore content
vocabulary and make
connections.
*Students will use graphic
organizers to plan expository
writing.
*Students will read and listen
literature:
-expository/informational/
non fiction?
-traditional literature? (folktales)
-poetry? (haikus)
-contemporary literature?
* Non fiction texts have a main idea
and fiction texts have a theme.
LEARNING/TEACHING
ACTIVITIES
through both fiction and non
fiction texts.
* Literature can be a reflection
of a country’s culture.
*A culture’s literature may
share common themes based
upon a culture’s values and
beliefs.
NCTE/IRA
Standards Student
Performance
Indicators
to read alouds related to Japan.
This literature will reflect a
variety of genres.
*Students will identify main
ideas/themes through analyzing
details/events.
*Students will identify non
fiction text features using
informational books and
websites.
IRA Teacher
Competencies
(Program Portfolio
subcategory
addressed)
Frameworks
Standards
Science
Frameworks
OR
Math
Frameworks
OR
Social Studies
Frameworks
1. What is culture?
The teacher will ask the students
what they know about culture and
how they would define culture.
The class will create a web to
identify the different aspects of
culture.
The teacher will read, Suki’s
Kimono, and the class will discuss
how the kimono reflects Suki’s
culture. The teacher will show the
class a symbol of his/her culture
and explain how an item can
represent a person’s culture.
2. Students read a wide range of
literature from many periods in
many genres to build an
understanding of the many
dimensions (e.g., philosophical,
ethical, aesthetic) of human
experience.
1.4 Demonstrate knowledge
of the major components of
reading (phonemic
awareness, word
identification and phonics,
vocabulary and background
knowledge, fluency,
comprehension strategies,
9. Students develop an
and motivation) and how
understanding of and respect for
they are integrated in fluent
diversity in language use, patterns, reading.
and dialects across cultures, ethnic
groups, geographic regions, and
2.3 Use a wide range of
curriculum materials in
social roles.
effective reading instruction
12. Students use spoken, written, for learners at different
and visual language to accomplish stages of reading and writing
development and from
their own purposes (e.g., for
learning, enjoyment, persuasion,
different cultural and
and the exchange of information). linguistic backgrounds
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
4. Students adjust their use of
spoken, written, and visual
language (e.g., conventions, style,
vocabulary) to communicate
effectively with a variety of
audiences and for different
purposes.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
Examine family life
and cultures of
different peoples at
different times in
history.
Homework: The students will be
asked to bring in one item that
symbolizes their culture.
2. Culture quilt
The students will share their
personal symbols of culture.
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
The students will all create a quilt
square which showcases their
personal culture. The individual
5. Students employ a wide range
squares will be connected to
of strategies as they write and use
different writing process elements 3.1 Use a wide range of
create a “Classroom Culture
Examine family life
and cultures of
different peoples at
different times in
history.
Quilt” to be displayed in the
classroom.
CULTURE QUILT RUBRIC
3. Introduction of K-W-L
The teacher will explain to the
class that they will be traveling to
Japan. In order to prepare for the
trip the students must become
familiar with Japan and the
culture of its people. Today
begins our journey!
The class will create a large K-WL chart which will be displayed in
the classroom for use throughout
the unit.
In this lesson they will brainstorm
what they think they know about
Japanese culture and what they
wonder about Japanese culture.
The teacher will read aloud the
book, Welcome from Japan. The
students will revisit the K-W-L
and discuss: was any of our
previous knowledge correct? (K),
were any of our questions
answered? (W), can we add new
knowledge to our chart? (L).
Each student will be given a
travel journal. The teacher will
explain how many people use
journals when they travel to help
capture memories from their trip.
The students’ journals will be
bound notebooks (teacher made)
with pages that correspond to the
unit’s activities. There will also
be extra lined and blank pages in
the back of the journal for any
creative or reflective independent
writing or drawing about Japan
that the student may choose to do.
appropriately to communicate
with different audiences for a
variety of purposes.
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
7. Students conduct research on
informal classroom
issues and interests by generating
assessment strategies,
ideas and questions, and by posing
including technology-based
problems. They gather, evaluate,
assessment tools.
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
1. Students read a wide range of
1.3 Demonstrate knowledge
print and non-print texts to build
of language development
an understanding of texts, of
and reading acquisition and
themselves, and of the cultures of the variations related to
the United States and the world; to cultural and linguistic
acquire new information; to
diversity.
respond to the needs and demands
of society and the workplace; and 1.4 Demonstrate knowledge
for personal fulfillment. Among
of the major components of
these texts are fiction and
reading (phonemic
nonfiction, classic and
awareness, word
contemporary works.
identification and phonics,
vocabulary and background
knowledge, fluency,
3. Students apply a wide range of
comprehension strategies,
strategies to comprehend,
and motivation) and how
interpret, evaluate, and appreciate
they are integrated in fluent
texts. They draw on their prior
reading.
experience, their interactions with
other readers and writers, their
4.3 Model reading and
knowledge of word meaning and
writing enthusiastically as
of other texts, their word
valued lifelong activities.
identification strategies, and their
understanding of textual features
(e.g., sound-letter correspondence,
sentence structure, context,
graphics).
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
Define and identify
natural and human
characteristics of
places.
Understand the
elements of culture
and how they
change.
4. World Map
The students will be given a blank
world map. The teacher will have
the same displayed on the Smart
Board. The students will be asked
if they know about the names and
locations of oceans and
continents. The teacher will assist
the students until all continents
and oceans are labeled.
8. Students use a variety of
technological and information
resources (e.g., libraries,
databases, computer networks,
video) to gather and synthesize
information and to create and
communicate knowledge.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technology-based
assessment tools.
The teacher will show the
students a Google Map on the
Smart Board which displays
pictures to represent different
countries and cities around the
world (www.maps.google.com).
The students will create two pairs
of pictures for their map (each
pair will be identical): one
representing the U.S and one
representing Japan. They will
glue one of each country’s
picture to the corresponding
country and the other matching
pictures will be used in a map
key.
(Opportunity for enrichment:
Locate key cities on a Japanese
and United States map. Add these
cities to your world map. Draw
an appropriate picture symbol for
these cities. Make 2 identical
picture symbols. Use one on the
map and the other for a map key
feature).
5. Non fiction text features
The teacher will read aloud
selections from the books, Japan
and Look What Came from Japan.
Throughout the read aloud the
teacher will point out the types of
text features that are found in
non-fiction literature. The class
will find similarities within the
two books. The class will compile
a list of non-fiction text features
that will be displayed and referred
to throughout the Japan unit.
The class will break into
homogeneous groups of 3 or 4
6. Students apply knowledge of
language structure, language
conventions (e.g., spelling and
punctuation), media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
2.3 Use a wide range of
curriculum materials in
effective reading instruction
for learners at different
stages of reading and writing
development and from
different cultural and
linguistic backgrounds.
4.2 Use a large supply of
books, technology-based
information, and non-print
materials representing
Locate Earth’s
major physical and
human features
(including cities,
countries, bodies of
water, etc.)
Explain the
characteristics and
purposes of maps,
globes and other
geographical tools
and technologies.
Use maps, globes,
graphs, models,
computer pro-grams
and texts, as
appropriate.
multiple levels, broad
interests, and cultural and
linguistic backgrounds.
students based on their reading
level. Each group will be given a
non-fiction book at their
independent reading level (these
books do not necessarily need to
be about Japan). They will take
part in a text feature treasure hunt.
The groups will meet back to
share what they have found. The
teacher will ask the students about
how the text features helped them
to access and gain meaning from
the book.
The teacher will continue to bring
attention to the text features used
in upcoming non-fiction reading
material to prepare students for
the non-fiction books that they
will create.
6. Kanji Number Symbols
The teacher will read Little Bitty
Snake/Chisana Chisana Hebi,
written by Jorma Rodieck. The
students will be asked to identify
similarities and differences
between the English and Japanese
writing. The teacher will use the
Smart Board to introduce students
to the Kanji Number Book
activity, which will be completed
in math stations that week.
Kanji Number Book ActivityStudents will visit the website:
http://japanese.about.com/blkanji
1.htm
This website shows how to create
the numbers 1-5 using Kanji
symbols. The website also
provides background information
about each number.
(Opportunity for enrichment: Use
the website to research
background information on each
number. Include one fact about
the origin of each number for
each page of the number book).
At the end of the week, students
will share their books and discuss
new learning to add to the
classroom K-W-L chart.
1. Students read a wide range of
print and non-print texts to build
an understanding of texts, of
themselves, and of the cultures of
the United States and the world; to
acquire new information; to
respond to the needs and demands
of society and the workplace; and
for personal fulfillment. Among
these texts are fiction and
nonfiction, classic and
contemporary works.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices for learners at
5. Students employ a wide range differing stages of
of strategies as they write and use development and from
different writing process elements differing cultural and
appropriately to communicate
linguistic backgrounds.
with different audiences for a
variety of purposes.
8. Students use a variety of
technological and information
resources (e.g., libraries,
databases, computer networks,
video) to gather and synthesize
information and to create and
communicate knowledge.
Define and identify
natural and human
characteristics of
places.
7.Kimonos
The teacher will read,
Grandfather’s Journey, by Allen
Say. The teacher will ask students
what they notice about how the
characters’ type of clothing
changes depending on the where
the character is living.
The teacher will ask the students
if they can make any text to text
connections (Suki’s Kimono). The
class will have a discussion about
what they’ve learned about
kimonos from the two books.
1. Students read a wide range of
print and non-print texts to build
an understanding of texts, of
themselves, and of the cultures of
the United States and the world; to
acquire new information; to
respond to the needs and demands
of society and the workplace; and
for personal fulfillment. Among
these texts are fiction and
nonfiction, classic and
contemporary works.
Examine family life
and cultures of
different peoples at
different times in
history.
The students will use textured
paper and oil pastels to create
kimonos for paper body cutouts.
The students will write their
names in Japanese on the lapel.
*This lesson will be a
collaborative effort between the
art teacher and the classroom
teacher.
The students will add information
about kimonos to the classroom
K-W-L chart.
1. Students read a wide range of
8. Homes
The teacher will use the website,
http://webjapan.org/kidsweb/virtual/house/i
ndex.html, to introduce the
students to pictures and aspects of
traditional Japanese homes.
The students will use the website
to label a picture of a Japanese
room.
The students will create a Venn
Diagram to compare and contrast
traditional Japanese homes to
American homes.
Throughout the week, in literacy
stations, the students will visit the
same website. They will take a
virtual tour of a Japanese house
and take an online quiz as a
review of the information. The
students will write down 2 more
pieces of information that they
learned about Japanese homes in
print and non-print texts to build
an understanding of texts, of
themselves, and of the cultures of
the United States and the world; to
acquire new information; to
respond to the needs and demands
of society and the workplace; and
for personal fulfillment. Among
these texts are fiction and
nonfiction, classic and
contemporary works.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technology-based
assessment tools.
3.2 Place students along a
developmental continuum
and identify students’
proficiencies and
difficulties.
Define and identify
natural and human
characteristics of
places.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
Examine family life
and cultures of
different peoples at
different times in
history.
their travel journal.
At the end of the week, the
students will discuss their
findings and add their new
learning to the classroom
K-W-L chart.
9. Japanese Cuisine
The teacher will display a Google
map of Japan with picture images.
The teacher will bring the
students’ attention to the tea
plantations, rice fields and fishing
ports and pose the question: How
do you think a country’s land and
location affect the type of food
that is commonly eaten in that
country?
The students will be introduced to
common Japanese foods (rice,
vegetables, tea, sushi). They will
use their sense of sight, smell and
taste to describe these foods.
Their description of the foods will
be written in a senses double tchart graphic organizer.
New information about Japanese
foods and how location and land
affects a country’s traditional
meals will be added to the
classroom K-W-L.
10. Japanese Menu
Each student will design a
Japanese menu of 3 items that
they tasted yesterday using the
senses chart. (Opportunity for
enrichment: Students with high
math abilities can write the prices
of their items in yen, 1 dollar =
100 yen).
JAPANESE MENU RUBRIC
11. Celebrations
The teacher will read aloud from I
Live in Tokyo. The students will
5. Students employ a wide range
of strategies as they write and use
different writing process elements
appropriately to communicate
with different audiences for a
variety of purposes.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
1.3 Demonstrate knowledge
of language development
and reading acquisition and
the variations related to
cultural and linguistic
diversity.
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices for learners at
differing stages of
development and from
differing cultural and
linguistic backgrounds.
Explain ways in
which humans use
and interact with
environments
Identify locations of
various economic
activities and
understand how
physical and human
factors influence
them.
Describe how and
why physical and
human systems
function and
interact and the
consequences of
these interactions.
Describe some
goods, products and
ideas which were
exchanged as the
result of movement
[of people].
4. Students adjust their use of
spoken, written, and visual
language (e.g., conventions, style,
vocabulary) to communicate
effectively with a variety of
audiences and for different
purposes.
5. Students employ a wide range
of strategies as they write and use
different writing process elements
appropriately to communicate
with different audiences for a
variety of purposes.
6. Students apply knowledge of
language structure, language
conventions (e.g., spelling and
punctuation), media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
4. Students adjust their use of
spoken, written, and visual
language (e.g., conventions, style,
vocabulary) to communicate
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technology-based
assessment tools.
Describe some
goods, products and
ideas which were
exchanged as the
result of movement
[of people].
4.1 Use students’ interests,
reading abilities, and
backgrounds as foundations
for the reading and writing
Define and identify
natural and human
characteristics of
places.
choose a month and create a page
with a similar set up to the pages
in the book. They must include
pictures, labels and a written
description of the celebration for
that month. The pages will be
bound together to create a
classroom book titled, “I Live in
Connecticut”. Both books will be
displayed in the classroom
library. (Opportunity for
enrichment: Students can
research one new fact about the
celebration they chose to write
about using books and/or
websites. They can include that
fact on their page).
12. Non-fiction Writing
Students will have an opportunity
to take what they have learned
about non-fiction text features and
apply it to their own writing
projects.
effectively with a variety of
audiences and for different
purposes.
Students will create non-fiction
books about Japan. They will use
a topic/subtopic/detail web to
organize their ideas. The elements
of the project will be reviewed as
a whole class (using the rubric)
and the students will work on the
projects throughout the week
during Writing Workshop. During
this time the teacher can
conference with small groups or
individual students as needed.
5. Students employ a wide range
of strategies as they write and use
different writing process elements
appropriately to communicate
with different audiences for a
variety of purposes.
program.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
5. Students employ a wide range
of strategies as they write and use
different writing process elements
appropriately to communicate
with different audiences for a
variety of purposes.
Examine family life
and cultures of
different peoples at
different times in
history.
6. Students apply knowledge of
language structure, language
conventions (e.g., spelling and
punctuation), media techniques,
figurative language, and genre to
create, critique, and discuss print
and non-print texts.
4. Students adjust their use of
spoken, written, and visual
language (e.g., conventions, style,
vocabulary) to communicate
effectively with a variety of
audiences and for different
purposes.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
Define and identify
natural and human
characteristics of
places.
2.1 Use instructional
grouping options
(individual, small-group,
whole-class, and computer
based) as appropriate for
accomplishing given
purposes.
Define and identify
Examine family life
and cultures of
different peoples at
different times in
history.
NON-FICTION JAPAN BOOK
RUBRIC
13. Cyberlesson using Tea with
Milk
The students will take part in
before, during, and after reading
activities which center around the
similarities and differences in
American and Japanese culture.
TEA WITH MILK
CYBERLESSON
1. Students read a wide range of
print and non-print texts to build
an understanding of texts, of
themselves, and of the cultures of
the United States and the world; to
acquire new information; to
respond to the needs and demands
of society and the workplace; and
for personal fulfillment. Among
these texts are fiction and
nonfiction, classic and
contemporary works.
4.2 Use a large supply of
books, technology-based
information, and non-print
materials representing
multiple levels, broad
5.Students employ a wide range of interests, and cultural and
strategies as they write and use
linguistic backgrounds.
different writing process elements
appropriately to communicate
with different audiences for a
natural and human
characteristics of
places.
Examine family life
and cultures of
different peoples at
different times in
history.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
variety of purposes.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
14. Haikus
The students will be introduced to
writing haikus through a read
aloud of Haiku, by Patricia
Donegan. The students will bring
a clipboard, pencils and paper
outside to Bobcat’s Path (our
school’s outdoor leaning space)
for inspiration from nature.
15. Haiku Art
Students will be introduced to the
Japanese style of art and design in
this lesson using simple shapes
and design. They will create art
pieces to illustrate their haikus.
*This lesson will be a
collaborative effort between the
art teacher and the classroom
teacher.
8. Students use a variety of
technological and information
resources (e.g., libraries,
databases, computer networks,
video) to gather and synthesize
information and to create and
communicate knowledge.
5. Students employ a wide range
of strategies as they write and use
different writing process elements
appropriately to communicate
with different audiences for a
variety of purposes
1.4 Demonstrate knowledge
of the major components of
reading (phonemic
awareness, word
identification and phonics,
vocabulary and background
knowledge, fluency,
comprehension strategies,
and motivation) and how
they are integrated in fluent
reading.
4. Students adjust their use of
spoken, written, and visual
language (e.g., conventions, style,
vocabulary) to communicate
effectively with a variety of
audiences and for different
purposes.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
3.1 Use a wide range of
16. Japanese School Day – Final 7. Students conduct research on
issues and interests by generating assessment tools and
Preparations
ideas and questions, and by posing practices that range from
The teacher will read a selection
from A School like Mine, by DK
Publishing. The class will discuss
what a typical Japanese school
day will look like in order to
create an authentic trip to Japan.
The class will discuss ideas such
as:
What will we learn about?
What will the rules be?
What are the expectations for
behavior?
What should we have for lunch?
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technology-based
assessment tools.
Define and identify
natural and human
characteristics of
places.
Examine family life
and cultures of
different peoples at
different times in
history.
17. Packing our Suitcases
The students will brainstorm a list
of items that they will need to
pack for their trip to Japan, taking
into consideration the differences
in daily life and culture. They will
fill out a passport application,
make a suitcase (oak tag), and
draw or find (online) pictures to
cut out and pack in their suitcase
18. Trip to Japan
The students will take a “trip to
Japan”. They will act as Japanese
students in a Japanese school
following the rules and
expectations discussed and agreed
upon in Lesson 16.
18. Journal Reflection
The students will write a
reflection about their trip to Japan
in their travel journal.
7. Students conduct research on
issues and interests by generating
ideas and questions, and by posing
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
3.1 Use a wide range of
assessment tools and
practices that range from
individual and group
standardized tests to
individual and group
informal classroom
assessment strategies,
including technology-based
assessment tools.
Define and identify
natural and human
characteristics of
places.
Examine family life
and cultures of
different peoples at
different times in
history.
Define and identify
natural and human
characteristics of
places.
Examine family life
and cultures of
different peoples at
different times in
history.
7. Students conduct research on
4.3 Model reading and
issues and interests by generating writing enthusiastically as
ideas and questions, and by posing valued lifelong activities.
problems. They gather, evaluate,
and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts, people) to
communicate their discoveries in
ways that suit their purpose and
audience.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
Define and identify
natural and human
characteristics of
places.
Examine family life
and cultures of
different peoples at
different times in
history.
Recognize that
people develop
traditions that
transmit their
beliefs and ideals.
TOOLS AND RESOURCES:
Children’s texts used in this unit (annotated):
Harvey, Miles
Look What Came from Japan
Look What Came from Japan is a non-fiction book that focuses on both traditional and
contemporary aspects of Japanese culture. The reading level of this text makes it
appropriate for independent reading and research. This book will help students to see how
Japan has contributed to our lives and to the lives of others around the world. The text is
accompanied with bright, colorful pictures and photographs, making it inviting for young
readers.
Jorisch, Stephane & Uegaki, Chieri
Suki’s Kimono
In this contemporary fiction story, Suki wears her kimono, a gift from her obachan
(grandmother), to her first day of school. Throughout the story the reader learns how the
kimono reminds Suki of her special time spent with her grandmother who visits from
Japan. Suki wears her kimono with pride even though her classmates are dressed in jeans
and sweaters. This book is a great choice for introducing the idea of culture, and how one
item can symbolize a person’s culture.
Allen Say
Grandfather’s Journey
This book tells the story of a man who loved two countries – the United States and Japan.
At times throughout his life he longs for the other country and makes the journey across
the Pacific Ocean. Throughout the book the beautiful artwork illustrates the distinction
between the two countries, specifically the differences in clothing and landscapes. This
book captures the story of a family’s history throughout the changing decades. It can be
used as a springboard for countless classroom discussions based on culture, family,
tradition or history.
Allen Say
Tea with Milk
This book is about a girl, Masako, who strives to assimilate to a new culture when she
moves from San Francisco to Japan. This book lends itself to making text connections.
Students may have similar situations where they had to adjust to a new school, new
neighborhood or new country. They may also notice the similarities between
Grandfather’s Journey and Tea with Milk. Grandfather’s Journey is about Allen Say’s
grandfather and Tea with Milk is the story of his mother. This book is used as this unit’s
cyber lesson as a way to demonstrate the similarities and differences between American
and Japanese culture. It also helps students to understand the challenges an immigrant
faces as they try to identify with a new culture.
Takabayashi, Mari
I Live in Tokyo
This book is written from the perspective of a young girl who lives in Tokyo. There are
two pages dedicated to each month. For each month there is a description of a tradition,
holiday or celebration accompanied by bright watercolor illustrations. The layouts of the
pages differ from month to month. Some of the pages consist of one large illustration
with a short description, while other portray smaller pictures with labels. This book will
be used as a model for the students as they create their own, “I Live in Connecticut”,
pages to be used as a class book.
Other Children’s Texts Used in this unit:
Boast, Clare
DK Publishing
Donegan, Patricia
Fisher, Teresa
Rodieck, Jorma
Japan
A School Like Mine
Haiku
Welcome from Japan
Little Bitty Snake/Chisana Chisana Hebi,
Websites used in this unit:
Google maps
www.maps.google.com
This website is used to familiarize students with a world map and the position of the
United States and Japan in relation to various bodies of land and water. It allows students
to zoom in on specific countries and cities. You may also “explore an area”, which allows
photographs of a specific region to appear.
Kanji number writing
http://japanese.about.com/blkanji1.htm
This website will be used as a teaching tool during math stations. It gives step by step
instructions for writing Kanji symbols for the numbers one through five. It also gives
background information about the meaning behind the symbols and how they are used to
create other Japanese words.
Japan Kids Web
http://web-japan.org/kidsweb
This website will be used in two lessons. It will be used as a resource in a whole group
lesson to demonstrate the elements of a traditional Japanese home. The students will
revisit this site in literacy stations so that they can take a virtual tour of a Japanese home
and review the information with a short online quiz. It will also be used throughout the
cyber lesson to help students build background information about Japan.
San Francisco Student Writing
http://www.onlyinsanfrancisco.com/children_galleries/index.html
Students at a school in San Francisco created this website. They have drawn pictures of
different San Franciscan attractions. There are sound bytes attached to each picture that
all begin with, “Only in San Francisco can you…” This website will be used in the cyber
lesson to help students build background information about San Francisco, one of the
settings in Tea with Milk.
School Day with Kentaro
http://www.tjf.or.jp/shogakusei/kentaro/index_e.html
This website will be used in the cyber lesson to help students become familiar with a
Japanese school day. Kentaro, a Japanese student, narrates his typical school day through
photographs and short descriptions of his daily routines. This website also serves as a tool
to help students prepare for their “trip to Japan”.
Time for Kids
http://www.timeforkids.com/TFK/kids/hh/goplaces/main/0,28375,555016,00.html
This website is used in the cyber lesson. Students may choose to navigate this site as a
way to learn more about Japanese culture. This site has easy to use links with features
such as, “Sightseeing Guide” or “Day in the Life”.
Kanji Symbols
http://www.massmind.org/images/www/hobby_elec/e_japanese1_1.htm
This website is used in the cyber lesson. Students may choose to navigate this site as a
way to learn more about Kanji symbols used in Japanese writing. There are charts with
common Kanji symbols and their English translations.
ASSESSMENT
A good deal of the students’ work will be written in their, “travel journals”. The students
will create portfolios for their work throughout the unit. Travel journals and any
activities that include a rubric will become part of the portfolio. The student will choose
at least 2 other pieces of written work to add to their portfolio. The written work used for
assessment includes:

Travel Journals





A labeled world map with map key
Labeled Japanese room
Information about Japanese homes (from virtual tour)
Japanese food senses double t-chart to be used for menu
Cyber lesson activities: journal entry (before reading), packing list
(during reading), Venn diagram (after reading), helping a new student
writing piece (beyond reading). [See CYBERLESSON RUBRIC]
 Haikus and haiku artwork
 Reflection of the trip to Japan
 Any other writing or drawing that the students has done on their own
(back pages of journal)





Cultural item brought in to share
Culture quilt square [See CULTURE QUILT RUBRIC]
Kanji Number Book
Kimono Doll
Japanese Menu [See JAPANESE MENU RUBRIC]



I Live in Connecticut book page
Non-fiction Japan Book [See NON-FICTION JAPAN BOOK RUBRIC]
Suitcase with items packed for Japan trip
A final assessment rubric will be used to assess the students based on their portfolio.
Participation and contributions to class discussions and group work will be considered.
Personal investment during our “trip to Japan” will be considered as well.
[See JAPAN UNIT FINAL ASSESSMENT]
CREDITS (INCLUDING CONTACT INFORMATION) (Record the
names, websites of those who contributed to the development of this learning
activity)
The lessons in this unit were created independently. There were several people in the
RDG 589 class who gave me feedback and technological support for my cyberlesson:
Becky ________, Meg Zaba, Julie_______ and Jess ____________.
REFLECTION:
(What are the ah-ha’s/experiences you had in developing this unit. How might it
connect to your own teaching to enhance student learning?)
This is my first year teaching second grade and only my second year teaching in my
current district. I had been teaching in a district where the curriculum was formulaic and
scripted; planning units and lessons was easier, but there was the lack of creative freedom
that I was searching for. I am now teaching in a district with a curriculum that is “open
for interpretation”, especially when it comes to social studies. The district has given
teachers a list of objectives and suggested materials for the “Japan/International Studies”
unit. My second grade teammates explained that in the past, this unit has been a mix of
different lessons and activities with no scope and sequence. I wanted to create a unit with
lessons that built upon one another and matched the district objectives. Our school has
become well equipped with new technology; there are now Smart Boards and four
computers in every classroom. I wanted to incorporate those learning tools into this unit
as well. I know that in the past, technology was not used for this unit and there seemed to
be plenty of opportunities to do so.
The main objective for this unit, as designated by my district, is that the students
recognize the similarities and differences between the United States and Japan. To
incorporate that objective into my unit, I have designed lessons where students are
exposed to various aspects of Japanese culture. Throughout the unit, the students are
asked to compare and contrast those aspects of Japan’s culture to that of our culture. The
activities that I have designed involve a variety of learning tools, such as the Internet,
books of various genres and real life artifacts. The process and purpose of the activities
vary as well. The students create quilts, write non-fiction books and engage in internet
and literacy activities (i.e. cyber lesson, reading/math station activities). The variety of
learning materials and activities will help to engage and reach the needs of all students,
while providing them with a solid understanding of Japanese culture and how it compares
to our culture.
One of the benefits of this unit is the incorporation of technology into the lessons. My
hope is that the students become more advanced in their ability to navigate the Internet
independently. However, this may also be a challenge. Although our students begin
working in the computer lab in first grade, they are not usually exposed to the Internet
until third grade. Many of the online activities will be challenging for the students to
complete independently, and it will take a good deal of modeling and guided practice
until the students become more confident in their technological abilities.
My biggest ah-ha’s through working on this unit are that technology and rubrics are not
as scary as they seem. As mentioned above, the incorporation of technology was an
integral part of this unit. In the past, I have used technology sparingly in my classroom.
Although I know technology can serve as a great teaching tool, I have never been
confident in my abilities to utilize it effectively. After designing a cyber lesson and
activities that involve the Internet, I feel that I am ready to bring that method of teaching
into my daily (or at least weekly) teaching routine. My feelings about rubrics were
similar to that of technology; I knew it was good practice, but I lacked the confidence to
create that method of assessment. After creating rubrics for students’ self assessment and
a teacher rubric as a culminating assessment, I see that the idea of creating a rubric is
more difficult than the actual task. I have learned that with practice comes ease, and I
know that I will continue to use these new teaching and assessing tools in future units.
GRADING CRITERIA CHECKLIST
Objectives/Purposes (3 points)
articulates big understandings
articulates skills and strategies/performance objectives to be addressed.
(3 points)
Activities are tied to appropriate standards on grid.
NCTE/IRA Standards,
RDG DEPT. PROGRAM STANDARDS
CONTENT STANDARDS Science Frameworks OR Math Frameworks OR
Social Studies Frameworks
CHECKLIST FOR ACTIVITIES GRID (8 points)
1) Opportunities for student collaboration in varying grouping formats,
2) Activities that are engaging and build on multiple ways of learning, and
personal background experiences
3) An opportunity for student inquiry,
4) Include opportunities for differentiation
5) Is there a multicultural component? critical literacy component?
6) A variety of print and nonprint resources,
7) Integration of Reading, Writing, Listening, Speaking, Viewing and
Visually Representing
8) Opportunities for students to read/write in your selected content area of
focus.
9) Opportunities for students to cross from one media to another in their
study of this unit- i.e. moving from one genre to another, from one media
to another literacy to music, to art, to movement, to drama.
10) Integrates new literacies and technology
Assessment Component (3 points)
Rubric Development for activities: Demonstrates specific desired outcomes.
Annotated bibliography (2 points)
five related books are summarized with bibliographic inf.
personal responses to books
description of how the book will be used to support unit
Final reflection (3 points)
narrative including:
Brief overview of unit and previous history, if any
Convincing explanation of how it fits in curriculum and to intended
audience
Discussion of anticipated benefits and challenges
Ah-ha’s in the development of the project