Accomplished Practice 8 - Knowledge of Subject Matter

PREPROFESSIONAL: The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

Artifact 1

Stephanie Musser
Diversity EPI 0030
Instructor: Ms. Barbara Wright
Assignment: Incorporate multiple cultures a lesson plan

Lesson Title: Japanese Children’s Day (Kodomo no hi) - Carp/Koi Fish (Koinobori)

Area of study: Art

Instructor: Stephanie Musser

Grade Level: 4th

Duration of Instruction: 40 minutes, Variable
• introduce/discuss topic and show Power Point Presentation
• create Koinobori (carp streamers)

Brief Description
Students learn about Japanese holiday and the Japanese language, complete a hands-on activity and the symbology of the project.


Students will be able to:
• Define and say the word Koinobori. Bloom’s Taxonomy Level - Knowledge
• Students will identify different aspects of a national Japanese holiday. Bloom’s Taxonomy Level -
• Follow directions to complete Koinobori (carp streamers) project. Bloom’s Taxonomy Level – Synthesis

• Carp: A freshwater fish (Cyprinus carpio) of Europe and Asia
• Kite: a light structure or framework that is covered with cloth, plastic, or paper,
and is designed to be flown in the air/wind at the end of a long string.
• Kodonomo hi: Japanese Children’s Day; May 5 holiday that once only celebrated young boys but now
honors all children.
• Koinobori: Japanese word for Carp kites; traditionally flown in Japan to celebrate Children’s Day; made by drawing carp patterns on paper, cloth, or other nonwoven fabric and then allowed to flutter in the wind • Windsock: A tapered, open-ended sleeve that shows the direction of the wind
blowing through it.

State Academic Standards for this lesson:
Culture and Historical Connections: The student understands how visual languages and symbol through time and across cultures. (VA.C.1.2)

Rationale Statement: (State my reasons for teaching this lesson and my primary goals for learning. Include information about the learning styles or development levels of students. Tell how it links with process skills, Bloom’s Taxonomy, Gardner’s Theories, or with other disciplines. Explain why these methods support the content that I present.)

Materials & Resources
• Tell students that we will celebrate Kodomono-Hi within our classroom by making Koinobori.
• Review the symbolism and meaning about the carp streamers.
• Have students create their own individual carp streamer.

• Computer for Power Point Presentation about Japan’s Children’s Day
• printouts of carp
• Scissors
• Non-Toxic glue sticks.
• Kite string or twine
• Tape
• Stapler and staples (to be used by teacher only)
• Hole punches

Procedure/Lesson Plan:
• Greet the students in proper Japanese and an acceptable Japanese greeting, then have the students stand up bow and nod their head while saying the japanese word konnichi-wa. Give a brief discussion about what the word translated means and how a Japanese greeting is different from how we greet people in the United states; handshake, wave hello.

• Ask if any student has ever seen a windsock, and if so, where did they see it.
• Show presentation, which explains a brief history about the Japanese holiday Children’s Day and meaning of the word origami, and explains a brief history about origami
• Distribute the printout. Tell students that they are going to make a paper carp kite.
• Help students follow the step-by-step directions.

Researched by the teacher from the following web site resources:

Evaluation/Assessment (List Criteria for assessment of successful student performance - rubric or checklist)
Possible evaluation questions include:
• Completion of kite: Did student follow directions with little assitance?
• Understanding of Japanese Children’s Day, carp symbolism, and purpose of
carp kite
• Neatness of project: Did students trace template accurately? Did students cut
along traced lines? Did student draw and color carp details with care?
• Use of Materials and workspace: Did student use materials, such as scissors
and crayons, properly? Did student discard paper scraps? Did student put
away all art materials when project was completed?
• Can studens say Koinobori and what it means?
• Have students write about a special holiday they celebrate with their family and what kinds of food,
symbolic ornaments, or heirlooms they have.

Link to Artifact 2