Culture Through the
Developed
by
Lesson One: Introduction to Asia-map
identification
Standards:
· Use appropriate strategies before, during and after reading in order to construct meaning.
·
Establish and adjust purposes for reading.
Goal: Students will become
familiar with the geography of
Objective: Students will identify 10 countries in
Initiation: I will begin
this lesson by showing a power point presentation that describes the vastness
of
Materials: Map handout, pencil, crayons
Procedures:
1.
Students will be given a handout that contains a map of
2.
Students will identify 10 countries in
3. Students will identify the names of the people that inhabit the 10 countries they selected.
4. Students will use the internet to discover one fact about either the country or people they have selected.
5. Thirty minutes will be given to complete this assignment.
Assessment: Students will be given a point for each country (10), group of people (10), and fact (10) they record. Maximum credit is 30 points.
Closure: Each student will share one country, group of people for that country, and a fact to the entire class.
Modifications:
· Students that require more time to finish the assignment may do so as homework.
· Individual assistance will be provided as needed.
Supplemental Materials: Map
of
Web Sites:
·
Geographic-http://www.geographic.org/maps/asia_maps.html
·
Lonely Planet-
http://www.lonelyplanet.com/destinations/loc-asi.htm
·
National
Geographic- http://www.nationalgeographic.com/index.html
·
K-12
Asian Studies- http://www.askasia.org/
Lesson Two: Asian Poetry
Standards: Describe,
interpret, reflect on, analyze and evaluate text in order to extend
understanding and enjoyment. Discuss
author’s writing techniques, including tone.
Goal: Students will use their knowledge of the Asian culture to draw conclusions from a poem.
Objective: Students will read a poem as a small group and interpret the tone, meaning, and some background information about the poem and/or author.
Initiation: Students that completed the previous assignment as homework will report their findings to the class. I will read a poem aloud, describe the author’s nationality, the tone, meaning of poem, and a fact about the country that is discussed in the poem.
Materials: poem, paper, pencil, lesson one fact sheets
Procedures:
1. Students will break up into small groups of 3-4 students.
2. Each group will be given a poem to read together that includes the author’s name and nationality. Students must assign duties to each group member-recorder, reader, presenter, and fact finder. In groups of 3 all students will be fact finders.
3. Each group will read their poem aloud in their group; identify the country the author is from, and at least one fact about the country, nationality, or author that is relevant to the poem.
4. The presenter from each group will share the finding to the class.
Assessment: Ten points will be given for participation, identity of country, and fact(s). Maximum credit is thirty points.
Closure: Class discussion about the differences and similarities of the poetry and authors.
Modifications: Individual help as needed.
Supplemental Materials: Lesson one handouts.
Web Sites-
Lesson three: Finding an Author
Standards: Recognize that
readers and writers are influenced by individual, social, cultural and
historical contexts. Discuss how books they read influence what they think and
experience; and recognize and analyze an author’s values, themes and beliefs
included in many texts.
Goal: Students will work independently on a computer using the internet.
Objective: Students will locate an Asian author on the internet and research the author and his/her literature.
Initiation: Students will listen to an Asian song and describe their thoughts-Did they like it? What was it about? What type of music was it? Is a song literature?
Materials: computer, internet, library
Procedures:
1. Students will search the internet to locate an Asian-American author.
2. Once an author is selected, students will gather background information about the author including, not limited to: country of origin, school history, where the author lives now, titles of works, and personal interests.
3. Students will informally take notes on findings and select one piece of writing to read for future assignment.
4. Students will be given the entire period to complete this assignment (45 minutes).
Assessment: Credit for this assignment is based upon participation and note taking. Maximum credit is 20 points-10 for notes, 10 for participation.
Closure: Students will attempt to locate author’s work in the school library.
Modifications:
· Students may require two classes to complete this assignment.
· Students may need help locating the work they selected.
· I will research each selected work to make sure it is age appropriate.
Supplemental Materials: master list of authors and works
Web Sites:
·
About
·
Google
search- www.google.com
·
Asian
American Authors- http://www.indiana.edu/~reading/ieo/bibs/asianam.html
Lesson four: Reporting Asian point of views and
influences.
Standards: Recognize that readers and writers are influenced by individual, social, cultural and historical contexts. Discuss how books they read influence what they think and experience; and recognize and analyze an author’s values, themes and beliefs included in many texts.
Goal: Students will work independently to read their selected piece of literature and evaluate the author’s point of view and cultural influences they find in the text.
Objective: Students will compile a one to two page word document describing their findings.
Initiation: Discussion of common themes in Asian-American literature including racism and immigration using the blackboard to record notes for later reflection.
Materials: Microsoft word, student selected literature.
Procedures:
1. Students will independently read their selected literature. For those students that selected lengthy pieces, they may select one chapter or section to read.
2. Students will create a 1-2 page word document that analyses the author’s point of view, theme(s), influences, culture, and/or beliefs.
3. Students will be given forty minutes to complete this assignment. All students will watch the commercials during the last five minutes of class.
Assessment: A maximum of 100 points will be given for this assignment. Students must use proper spelling and grammar. One point will be deducted for each error. Twenty points for participation, twenty points for grammar and spelling, twenty points for length, and forty points for having at least four key elements.
Closure: At the end of the class I will play popular Asian commercials downloaded from the internet.
Modifications:
· Students that do not complete the assignment will be given additional class time to do so.
· Additional instruction on using Microsoft word and spell-check will be given as needed.
Supplemental Materials: class notes
Lesson five: Compiling Asian American Literature
Portfolios
Standards: Explore decisions and political and social issues
through literature. Recognize and appreciate that contemporary and classical
literature have shaped human thought. Explore multiple responses to literature.
Goal: Students will compile individual portfolios including all work from previous assignments.
Objective: To create a portfolio using any software program available (a list of choices will be provided). Students will use creativity to express their findings and work.
Initiation: Students will be shown an example of a superior portfolio and an example of a failing portfolio. Expectations will be discussed.
Materials: Computer, printer, art materials, and previous handouts and assignments.
Procedures:
1. Students will compile a portfolio including:
a.
A map of
b.
A list of every country in
c. A handwritten copy of assignment two-response to poetry (group activity)
d. A bibliography of at least five authors including the name of their piece and five websites the student found interesting during their research
e. Individual student word reports
f. Photos and clip art that is relevant to the topic
g. A title page that includes name, date, title of portfolio, and any form of artwork
Assessment: Students will be given three class periods to compile their portfolios. Maximum credit is 100 points- 30 points for creativity, 10 points for each item a-g.
Closure: The class will enjoy prepared Asian snacks.
Modifications:
· I may need to provide students with a grading rubric to ensure all requirements are met.
· Students may need additional help collecting photos and images.
· Some students may wish to work on the project at home or include additional resources from home.
Supplemental Materials: Encyclopedias, informative web sites, Microsoft wizard
Web Sites:
·
Photos of
·
Asian clip art- http://webclipart.about.com/od/msubasnaa/