For+teachers+(templete)

A WebQuest for 10/11th Grade (Japanese III) Designed by H. Sakuma sakumasensei@gmail.com ||
 * =Lesson Plan for teachers=
 * =Lesson Plan for teachers=
 * [|Introduction] | [|Learners] | [|Standards] | [|Process] | [|Resources] | [|Evaluation] | [|Conclusion] | [|Credits] | [|Student Page]

//Introduction//
クーパー先生の’手拭’に重心をおいた温泉道具の使い方を理解した後で、フィッシャー先生の温泉の後に着ると気持ちの良い服と紹介される浴衣を学んだ後 に、まとめるのがこの章です. ここでは温泉がなぜ良いのか、なぜ日本人は温泉に浸かるのかを理解した後で、高校生に温泉旅行を計画してもらいます. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.



//Learners//
日本語III/IVのレベルの生徒（すでに日本語I/IIから漢字の部首の意味を教えている）で、なぜ日本人は温泉に入るのか、どう選んでいるのか、の謎解きを し、必要な漢字を推測できるとが出来るくらいに'神経衰弱'ができる程度に、まず漢字のフラッシュカード、ゲームを通して、漢字に慣れさせます. Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.



//Curriculum Standards//
What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
 * Social Studies Standards Addressed**
 * Recognize the relationships among the various parts of a nation's cultural life.
 * Learn about the mythology, legends, values and beliefs of a people.



//Process//
DAY 1: Pre-Activity: カリフォルニアにも温泉がありますが、行ったことがありますか. 温泉と水の違いは何だと思いますか？<General Question Kanji Authentic Materialの提示 温泉の効用（Authentic mateirial)を見る前に日本語IIから教えている漢字の部首の復習をして、このレッスンで必要な漢字分析すした後、マッチング・ゲームでRecognition出来るまでに持っていく. の You can paste in the process description given to students on the student page and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.
 * Variations**



//Resources Needed//
Describe what's needed to implement this lesson. Some of the possibilities: If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. It would also be helpful to link the names of books suggested to Amazon or other online sources. Describe also the //human// resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
 * Class sets of books
 * E-mail accounts for all students
 * Specific software (how many copies?)
 * Specific hardware (what kind? How many?)
 * Specific reference material in the classroom or school library
 * Video or audio materials



//Evaluation//
How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson.



//Credits & References//
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration. Don't relist all the links you've already included. They're self-documenting. As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about. List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials. You might want to include the following statement: "We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add //Modified by (your name) on (date)//. If you do modify it, please let me know and provide the new URL." Last updated on (put date here). Based on a template from The WebQuest Page ||