Embedded Files
July 3rd
Art Celebration Day
July 2nd
SPIRIT DAY
July 1st (short day - club day)
Students will have a chance to visit and get ready for Spirit Cup tomorrow.
June 30th
Students will get their exams and final projects to look over. The class will watch Mulan 2. As they are watching the movie, they will be called back to discuss their learning goals for the term.
June 29th (short period - exam day 3)
Students will have time to prepare for their math exam that they will write next.
June 26th
Students will write their Final Exam
Study time for the Final
June 25th
The class will have time to study for their Japan test tomorrow. The class will start by looking at what is going to be on the exam tomorrow and discussing how they can prepare for it. Once completed, the class will be able to study on their own or in small groups.
Let's Study about Ancient Japan
June 22nd - 24th
Students will work on their Final Project - they have till Wednesday to complete their project. No lates.
June 20th (open day - short day)
The class will do a introduction exercise on Japan and the Silk Road. (group work) To do the exercise students will be provided a map and an organizer. Next students will read and make notes about the Silk Road and Japan.
Goods traveling along the Silk Road.
June 18th - 19th
Students will have chance to work on their projects (Korean Inventions or the Final Project)
June 17th (club day - short day)
The class will be introduced to the Final Project. When finished, students can work on their project of choice. Please remember that the Korean invention slideshow is due Friday.
June 16th
The class will discuss the Success Criteria about the Japanese Social Hierarchy during Edo Japan. When finished, the class will discuss the videos that they watched. Who were the individuals? Their importance? The events.
When finished, students will have time to work on their Korean Invention Slideshows.
June 15th
The class will discuss the Success Criteria for the last activity on the Japanese Periods. The class will then discuss what they think the Japanese social class during the Tokugawa era looked like. Then the teacher will then show them a basic diagram of the structure. The class will discuss this and talk about two possible groups that aren't there. (Ronin, Burakumin or Eta) Why do you think they would not be included in the diagram? The class will discuss the diagram and come up with some jobs / responsibilities / characteristics of each group.
The class will take a more detailed look at the Japanese social classes with a short reading; Social Structure of Edo Japan. Students add details that they did not previously know about the classes. The class will then discuss the Warring States Period in Japan. What do you know? Who were the most famous individuals? The most famous battles?
We will then watch the first video of a series of videos to help them understand the period. While we are watching the videos, the class will practice taking notes together. Students then watch the other movies to complete the notes on the event. Make sure that you understand the people, places and events that occurred during the transition from the Warring States to the Edo Period.
June 12th (away on art field trip)
The class will be with Ms Mac in my room. You should be working on your essay (due tonight) or your slideshow (due next Wednesday). If you work hard, I may move the slideshow to Friday. Don't bother Ms. Mac as you have a lot to do. If Ms Mac says that you didn't work, the slideshow is due Wednesday. You control your own fate so work hard and be good.
June 11th
The class will be given the Japanese History Timeline organizer. They will be divided into three groups. Each student is given two historical time periods to scan. Students will then scan the Timeline reading of Japanese Historical Periods to find the social structure; diet; technological characteristics; cultural characteristics. When they have completed they will do a jigsaw teaching exercise where they teach the others in their group about their periods. When they have finished and showed the teacher, they can work on their Essay or Slideshow.
Jigsaw teams
Jigsaw teams
Team A - Reina O, Kyoka, Yeeun, Miyu, Ayaka, Yohei, Reina I, Junming, Laila, Kanoa
Team B - Sowa, Nuwanma, Sanika, Leia, Emiri, Jin, June, Noko, Kazuma, Hareta
June 10th (short day - club day)
The class will create Success Criteria for the activity the other day. The class will start to look at the Jomon Period in Japan's history. Together the class (to start) will use the Jomon Artifacts & Timeline worksheet reinforce and understand some basics about Jomon culture. After a few examples together, students will have to complete the rest on their own. When they are finished, the class will discuss what they have discovered. If there is time, students can work on one of their projects.
June 9th
The class will write their Unit #2 Korean Quiz.
June 8th
The class will take up the activities about the Japanese Creation Myth
Then the class will be introduced to the next assignment: Slide Show :Korean Inventions.
The class will then do an exercise on the Jomon Culture. If they have completed it, they can study for tomorrow's test or work on one of their projects.
June 5th
To start with the class will discuss Myths and the functions of myths in society. Students get into groups of two and are given one of the Japanese myths of creation. Students will need to modify the story to make it more entertaining. Students will practice their plays and then perform it. Next their groups will have to complete the reading activity. If finished, students can work on their project.
June 4th
The class will take a look at the Learning Skills and Success Criteria for yesterday's lesson.
The class will start by reviewing the three different types of maps: physical, political and thematic. The class will take a look at Japan Map and discuss what kind of map they believe it is. Discuss why they believe so. The class will review Political maps with the following notes: Political maps are ones that show governmental / human made divisions / boundaries of countries, provinces / prefectures, and cities. They usually include large bodies of water as well. Often different colours are used to help readers see where the different areas are.
The class will use the Japan Map to review B.O.L.T.S.S. Next they will answer the following questions using the map. What is the title? What can we infer what the purpose of this map is? What are the political / human made areas shown on the map? What does the legend show? What would be your next step in understanding this map?
When finished, students can work on their Essay.
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