Group: 2
Members: Lindsay, Sophia, Jenny, Jan

STEP ONE: LEARNING OBJECTIVES

Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.


We want students to know about the human condition- broad topic, narrowed... US/Japanese relations and how prejudice has evolved from 1940's to now. How did we go from demonizing the Japanese to wanting to send aid to them after the tsunami?

We want them to be able to answer:

How do you think the United States would have responded to this if it were another area of the world?
What are your experiences of Japanese culture currently? How does your generation percieve Japan? What sources have informed you about Japan, how do you gain knowledge about Japan?
WWII propoganda- shock value.
Who controls perceptions? Is it generational? How does the national media control how we view Japan?

What does it mean to put somethign on a blog? It is an expression of writing. What would expressions of writing been for the Japanese during other periods of duress?
Understand the meaning of personal blogging, and the meaning of expression through poetry

Haikus represent beauty, how does a tsunami represent beauty? What about their being being (powerful) forces of nature makes them appropriate for the haiku form?

Big discussion: How might have this been dealt with differently had been another country or another part of the world? What does this say about our current perceptions of Japan and Japanese people?

STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE

What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from **Kathy Schrock** , use Word's readability scorer, or **try this site** if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)

Name

URL of resource or name of database

One-sentence annotation

Did you accept or reject this resource?

Why?

Sample Sue
//http://abcnews.go.com/GMA/video/champion-gulf-11079809//
Good Morning America story about the oil spill
REJECT
He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.

OR

This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.

phukettsunami.blogspot.org

Accept
Authentic

www.google.com
Japanese WWII propoganda pictures
Maybe accept- probably reject
Conventient resource- but are they credible, they could been made up

memory.loc.gov
Images
Accept
Credible resource for authentic WWI images

NYtimes.com/2011/03/15/world/asia/15elderly.html?_r=1
Elderly Japanese people who survived Hiroshima a



jkts-english.blogspot.com
Japanese medical worker's story of Tsunami
Accept
Blogs should be approved by teachers before they are used

thegreenleaf.co.uk/hp/basho/00bashohaiku.htm
Real Japanese Haikus from Basho- a sophisticated Japanese poet
Accept
Can help students go from rudimentary writing to more complex haikus

globalgiving.org
Who is giving to Japan
Accept









































(Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)

STEP THREE: DESIGN THE LESSONS

What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?

Opening discussion:
What are your experiences of Japanese culture currently? How does your generation percieve Japan? What sources have informed you about Japan, how do you gain knowledge about Japan?

Introduce Basho

Haikus
-found poetry from blogs
-look at before and after pictures of tsunami
-look at pictures of WWII propoganda

Study articles of Japanese survivors of Nagasaki and Hiroshima and their current perspectives on the tsunami
Have students look at pictures and describe what they think is going on. Write a before and after haiku. Tweet them?
Draw connections between news about tsunami and the ways that literature connects to life
Assign one blog to them or have them find a blog of their own

STEP FOUR: THINK ABOUT ASSESSMENT
Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work and the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.

They have to write a response to us. What grabbed you emotionally? What made you think?
Did they find the blog, write their haiku, participate in class?
Give examples.
What is the purpose of the media in informing citizens about world events?
How are our perceptions and feelings about natural disasters shaped by the media, by our history, and by artistic expression?