Content Standards: H2.0.2 Use a calendar to distinguish among days, weeks, and months. E.ST.05.22 Explain the phases of the moon. E.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. E.ST.04.11 Identify the sun and moon as common objects in the sky. E.ST.04.21 Describe the orbit of the Earth around the sun as it deﬁnes a year. L.OL.E.1 Life Requirements- Organisms have basic needs. L.OL.04.15 Determine that plants require air, water, light, etc L.OL.04.16 Determine that animals require air, water, etc
Language functions and their friends (Standard 1: Communication Objectives) 1.1:Interpersonal Communication In lesson 1, students play a fun game of Tic-Tac-Toe that is meant to strengthen speaking and listening skills. In lesson 2, students re-enact the story while using props and reading lines from the story. In lesson 6, students (in groups of 7- 5 will be phases of the moon, 1 earth, 1 sun) will be able to mimic the revolution around the earth, the sun, and the causation of the different moon phases.
Language functions and their friends (Standard 1: Communication Objectives) 1.2: Interpretive Communication In lesson 2, students complete a worksheet that has them trace over the words of the book that narrates the story; students rearrange the story by putting the pictures of the story in chronological order on the computer In lesson 8, students will use speaking and listening skills on an activity where they must gather things in order to “survive” on the moon
Language functions and their friends (Standard 1: Communication Objectives) 1.3: Presentational Communication In lesson 4, students will engage in “Show What You Know,” which requires students to demonstrate the skills they have learned in class in front of their peers and the teacher. In lesson 9, students present materials on two different occasions that require students to use their FL skills in a form of a presentation—one is on how their month's moon cycle differs from the other and the other requires students to show the moon's cycle in a course of a year (along with the earth's revolution and the moon's revolution).
Culture objectives (Standard 2 and 4.2 Cultural Objectives + Cultural Comparisons) 2.1: Practices and Perspectives In lesson 3, students make tsukimi dango; students learn about the way that the Japanese make “bunny-like” tsukimi dango due to the Japanese myths about the creation of the moon. In lesson 4, students come to know and understand the Japanese practice of festival games (particularly Kagefumi In lesson 5, students come to know the way in which the Japanese believe the moon's phases are structured, why and in what ways the Japanese believe their was life on the moon, and many other facets of the Japanese culture.
Culture objectives (Standard 2 and 4.2 Cultural Objectives + Cultural Comparisons) 2.2: Products and Perspectives In lesson 3, students make their own tsuki dango using real ingredients; students learn about the products of the Tsukimi festival such as tsukimi dango, bunny versions of tsukimi dango, etc. In lesson 7, students will learn about culture-related products that relate to the moon (Sailor Moon, anime, music, etc.). In lesson 10, students learn about what products the Japanese use on the day of Tsukimi as forms of offerings.
Lesson 1-Dramatization-Objective: Students will experience the Japanese cultural event known as “Tsukimi” Lesson objective: Students will experi- Ence the Japanese cultural event known as “Tsukimi” Activities: students express what they feel Tsukimi is via art; complete a word search; students play and interact with a Tic-Tac-Toe game 先生 /Teacher 人形 /Puppet What's today's date? What! In 14 days, it is tsukimi! Yeah! Tsukimi is about the moon. At tsukimi, the moon is very bright. Also, at tsukimi, Japanese people honor the moon For giving them a good harvest. Today is August 1 st. Tsukimi? It's very bright? Why? I see. I want to honor the moon, too!
Lesson 2-Story-Lesson objective: Students will understand moon myths/legends through means of a short story that are related to Tsukimi Long ago, there lived a rabbit. The man became happy and made Mr. Rabbit into the moon. One day, Mr. Rabbit saw a man. The man was hungry. Mr. Rabbit collected dango and Therefore, just like a rabbit, the moon is white. brought the dango to the man.
Lesson 3-Gouin Series-Lesson objective: Students will be able to make Tsukimi dango New material: Gouin series; students learn the new vocab./grammar by viewing and participating they see how to make tsuki dango and make it themselves Activities: “One Minute Think and Share”- Students will talk to their partner about their experience making tsukimi dango; Students will make their own tsukimi dango “cook book”; Students will play “Survivor,” where students will act out the new vocabulary words and grammar
Lesson 4-Dialog-Lesson objective: Students will know traditional Tsukimi events New material: Activities: “Shadow Step”- Students will play the traditional game of the tsukimi festival; Tic-Tac-Toe; “Show What You Know” TeacherPuppet On tsukimi kids play a game. It's called Shadow- Step. You have to step on another person's shadow. Okay! Let's do it! What kind of game? I want to play Shadow- Step!
Lesson 5-Content-Related Songs- Lesson objective: Students will know the phases of the moon New moon, What are you doing? Why, why are you hiding? Crescent moon,Crescent moon, what are you doing? Why, why are you so small? Half moon, What are you doing? Why, why so mysterious? Quarter moon, What are you doing? Why, why so incomplete? Full moon, moon, What are you doing? Why, why are you so round?
Lesson 6-Lecture-Lesson objective: Students will know earth's revolution around the sun which causes moon phases The earth revolves around the sun. The moon revolves around the earth. The moon does not have its own light. Because the sun emits light, the moon reflects that light. Because the moon revolves around the earth, the moon reflects different amount of light.
Lesson 7-Dialog-Lesson objective: Students will know what the moon is made of. TeacherPuppet The moon is made up of many things. First, the moon is made of rock. Yes, but it has many craters, too. Big holes. The moon has dust as well. Hey, what is the moon made of? Like what? Tell me! The moon is just one big rock?! I like digging holes! It gets you dirty and dusty. I REALLY want to go to the moon!
Lesson 8 Lesson objective: Students will know the reasons humans/life cannot live on the moon. Opening routines and activities: Song, routine, review New material: Dramatization; 新しいことば：水、空気、息をつめる、～がいる、人間、草木 New Words: water, air, to breathe, to need~ (something), people (humans), plants Activities: Students pretend to build “homes” on the moon by grabbing the necessary “things” they would need to live there; “Show What You Know”; Four Corners Closing activities: Song; clean-up; culture-capsule; exit card
Lesson 9 Lesson objective: Students will know how many moon cycles there are in a year. Opening routines and activities: Song, routine, review New material: Listen-to-Learn Activities: Students will be given random months that have a particular moon cycle; kinesthetic movement (making the phases in a month); Bingo (Form. Assess.) Closing activities: song, clean-up, Culture capsule, exit card Invitations
Lesson 10-Gouin Series-Lesson objective: Students will be able to make tsukimi festival invitations. １．月の年月日を書く。 Fill in the days of the month. ２．月の変化を描く。 Fill in the phases of the moon. ３．月見のまつりにえんをなす。 Circle the date for the tsukimi festival. ４．色をたす。 Add color. ５．招待のカーバーを作る。 Make Invitation cover any way you wish.
Formative Assessments 1.) “Think and Write”- In lesson 3, students will write very simple sentences (inJapanese) about their time making tsukimi dango, about rice, and about tsukimi itself by means of a word box and trace-over sentences as templets. This formative assessment is meant to assess student writing skills. Students will need to apply what they have learned from the previous lessons in order to pick and write the correct words they wish to convey about their tsukimi experience. Students will use vocabulary words from lesson 3 and from previous lessons with the aide of an example sentence and a word bank. 2.) Matching Worksheet- Students will be given a worksheet (in lesson 6) that requires students to match the name for the moon phases (in Japanese—word bank will be given as well) to the picture of the moon phases. For example, a student will be given a worksheet where he/she will need to match 半月 or “half moon” to the picture that represents a half moon. This formative assessment measures students' Japanese reading skills and comprehension. 3.) Bingo games
Culminating Summative Assess. Tsukimi Invitations: Students will make tsukimi invitations as the culminating project for this unit. Within the tsukimi invitations, students will need to include components they have learned in class that pertain to the tsukimi festival (such as what it is, when it is, why the Japanese have this festival, etc.) and components they have learned about the moon (moon phases, revolution, etc.). This project will bring together the Language Standards and the Content Standards students have learned within this unit in a cohesive way. Students will need to present their tsuikimi invitations to the class (during lesson 10) and to their families (while at the tsukimi festival). This summative assessment assess two things: student speaking skills and student's knowledge of Japanese culture (in regards to the tsukimi festival). Students will hang their tsukimi invitations at school once they arrive to the tsukimi festival at school.
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