I took the role of the classroom teacher and Brenda took the role of the school librarian. Together we are working on a plan for my upper level Japanese students. At this point in their learning, the students have mainly focused on language, with some culture where it became appropriate. Cultural aspects, such as; schools, homes, prefectures, etc. have been taught and discussed in class. The students know a lot about Japan, but history has not been focused on too much. So, the purpose of this lesson is to have the students research a little deeper into Japanese History and understand the various eras that made Japan what it is today.
With the help of Brenda, the school librarian, we will work on a lesson that helps students research on their own an era of their choice. Not only is this imperative in the project, but also teaching about plagarism. Unfortunately, students still don't understand that you can't just copy and paste from the internet. So, Brenda will help me by teaching my students about plagarism and why it's wrong. The students need to learn lesson, even though it may seem a bit too late, better late than never.
Now, with the project in mind, students will also need to compare this to something familiar to them, mainly American History. Or, if there are students from other backgrounds, they can compare to their other history. Learning about various cultures and history is the meaning of this lesson.
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Faye,
ReplyDeleteIt can be challenging to teach students about history while also helping them become responsible users of information. One way to help students take ownership over the research process is to create a bridge to scaffold what they already know to what they want to know or learn about. Make sure your lessons provide information about how you will scaffold students prior knowledge about the subject matter. Also, at this point you two should begin discussing how you will assess students' learning as the unit folds.
Prof. K.