Professional Documents
Culture Documents
Japanese Literature Lesson Plans Final
Japanese Literature Lesson Plans Final
Course Overview
This course will seek to develop a deeper student understanding and empathy for Japan and her people
through the lens of literature. As some of the depth and meaning can be lost in translation for English
readers the course will also identify key historical and cultural points associated with the literature. The
course will further focus on specific ideals and concepts that resonate with the Japanese experience. At
the beginning of the term, students will receive a survey identifying their knowledge of Japanese
literature, culture, and people. This will be done so that students may later reflect on the awareness
they have gained and the misinformation they have corrected.
Students will have two ongoing online assignments. The first will be a blog cataloging individual
student's reflection papers on the cultural and social impact and implications of the literature as it
relates to the Japanese experience. Students will be urged to review these reflection papers as the
course progresses to try and identify connections between the lessons as well as to the Japanese
experience as a whole. The second online assignment will be a poetry portfolio that will document
specific themes and structures practiced through the periods studied.
To accommodate the vast history of Japanese literature the course will be divided into lessons
historically focusing on specific authors and styles. The titles of each section are as follows:
I. Respect, Honor, and Diligence in Japan: Japanese Folktales
A. Urashimo Taro
B. Issun Bshi
C. Kasajiz
D. Momotaro
II. Perfection in Japan: Ancient Literature
A. Kaifuso
B. Man' Ysh
III. Emotions in Japan: The Heian Period
A. The Pillow Book
B. The Tale of Genji
C. The Diary of Murasaki Shikibu
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from
and supports the information or explanation presented.
CCS.LA.S&L.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCS.LA.S&L.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate. (See grades 1112 Language standards 1 and 3 on page 54 for specific
expectations.)
Language Standards
CCS.LA.LS.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Websters
Dictionary of English Usage, Garners Modern American Usage) as needed.
CCS.LA.LS.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
CCS.LA.LS.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Vary syntax for effect, consulting references (e.g., Tuftes Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of complex texts when reading.
CCS.LA.LS.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
CCS.LA.LS.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Overview
To introduce the idea of Connecting to Japan through Literature the course will begin with some
simple folktales. The students will then key in on ideals and morals associated with these folktales to
gain a better understanding of the cultural ideals that will later drive the literature of works from later
periods. This lesson will primarily use stories taken from Seki's Folktales of Japan as source material.
Resources
D. Belcher. (1984). Illustrated: A Look into Japan. Japan. JTB Publishing Inc. pp. 20-33, 90-92, and
104-105
K. Seki. (1956). Folktales of japan. Chicago, IL. University of Chicago Press
P. Varley. (2000). Japanese Culture. Honolulu, HI. University of Hawai'i Press. pp.8-12
Target Competency
Students will be able identify Japanese cultural ideals taken from through the reading of
Japanese Folktales: Urashimo Taro, Issun Bshi, Kasajizand Momotaro.
You will demonstrate your competence:
In a one page reflection paper
In a short quiz
Your performance will be successful when:
You can identify the themes associated with the four assigned folktale.
You can understand the social, historical, cultural and impact that these folktales have
had on Japan.
Learning Objectives:
Students will understand Japanese cultural ideals of: filial piety, obedience, and
diligence, and sacrifice
Understand cultural ideals associated with Buddhism and Shinto
Students will be able to identify Japanese cultural ideals found in folktales on their own
You will demonstrate your competence:
In class discussion
Finding a Japanese folktale of your own
A half page reflection on the folktale
Completion of a Japanese Folktale Summary worksheet
Your performance will be successful when:
You can identify themes within a folktale and give an analysis and examples of how it
resonates in Japan today.
Learning Objectives:
Understand specific cultural ideals in Japanese society
Understand how these cultural ideals guide Japanese society
Students will be able to compare and contrast cultural ideals found in western and Japanese
folktales
You will demonstrate your competence:
In class discussion
Finding a western folktale of your own
Compare findings on worksheets in groups
Participate in group presentation of conclusions
Completion of a Japanese Folktale Summary worksheet
Completion of Folktale Compare and Contrast worksheet
Your performance will be successful when:
You can identify themes present in western folktales and give analysis and examples of
how they resonate in the West today
You can identify how these themes compare to those of Japanese folktales.
Learning Objectives:
Demonstrate ability to compare and contrast Japanese and Western culture through the
lens of literature
Students will be able to recognize Japanese vocabulary that pertains to the structure, style,
aesthetic and content of the literature:
You will demonstrate your competence:
In a short quiz
Through use of vocabulary in your reflection papers
Your performance will be successful when:
You recognize and write the Romanized version of the characters
You can hear or see the Japanese word and write the English equivalent
You can recognize the important components of the Japanese characters
Learning Objectives:
a. Demonstrate ability to translate key vocabulary to an English equivalent
b. Demonstrate ability to read and recognize Japanese characters
c. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening
Learning Activities
_____1. Read Japanese folktales: Urashimo Taro, Issun Bshi, Kasajizand Momotaro.
_____2. Complete Japanese Folktale summary worksheet for each story
_____3. Complete Folktale compare and contrast worksheet
Assessment Activities
_____1. Quiz for Japanese folktales: Urashimo Taro, Issun Bshi, Kasajizand
Momotaro (including vocabulary)
_____2. Participation in group discussion of the Japanese folktales
_____3. Group presentation of folktale compare and contrast
_____4. Written reflection papers on folktales
Daimy
Shint
Bodhisattsva statue-
Kasajiz -
filial piety - (n) (a)
Assessment Activities
_____1. Lesson Test
_____2. Reflection paper: Ancient Japanese style and contemporary impact (1 page)
Quiz on Ancient Japanese style and contemporary impact
_____3. Participation in class discussion of Ancient Japanese style and contemporary impact
_____4. Poetry Portfolio Entry 1: 3 stanza independent waka
Poetry Portfolio Entry 2: 3 stanza Kaifuso (Chinese) style waka
Poetry Portfolio Entry 3: 3 stanza Man' Ysh (Japanese) style waka
Terms Used in Lesson
Tanka/Waka /
Haiku
Pivot words
D. Keene. (1955). Anthology of Japanese Literature: From the Earliest to the Mid-Nineteenth Century.
New York, NY. Grove Press. pp. 106-155.
D. Keene. (1955). Japanese Literature: An Introduction for Western Readers. New York, NY. Grove.
pp 22-36 and pp 70-87
P. Varley. (2000). Japanese Culture. Honolulu, HI. University of Hawai'i Press. pp.64-67
Target Competency
Students will compare the two literary works of the period read in class
You will demonstrate your competence:
In a test on the lesson
In a group discussion
In an in class group debate
Your performance will be successful when:
You can use textual evidence to support your groups argument
You can identify key differences in the styles of the two authors
You can identify specific facts detailing the significance of both works
You can provide relevant research to support your argument and analysis
Learning Objectives
Understand the literary impact, in Japan and internationally, of both works
Understand the factors for why many of the greatest Japanese works of the period were
written by females
Recognize specific historic and literary qualities relating to the literature of the period
Gain awareness of life in the Heian period
Build knowledge of Heian period literature and culture to make connections between
further periods and modern Japan.
Students will be able to identify important emotional aesthetic ideals of the Heian period
You will demonstrate your competence:
In a haiku based on the aesthetic of mono no aware for Poetry Portfolio
In a partnered renga (linked verse) for Poetry Portfolio
In a one page reflection paper
In a short quiz
In a group discussion
Your performance will be successful when:
You can identify occurrences of mono no aware in text
You can give analysis citing examples in text of the importance of emotional aesthetic
ideals during the Heian.
Learning Objectives:
Students can understand the how the aesthetic ideals of the Heian give insight into
emotion in Japan
Students can gain awareness aesthetic style of the Heian from the Renga (linked verse)
poetry and apply this knowledge to better understand the Japanese experience.
Students will compare and contrast Heian period courtship practices with modern western
courtship
You will demonstrate your competence:
By giving an oral presentation
In a Heian culture worksheet
By researching relevant cultural, literary, or personal examples in modern western
culture
By completing a Blogster collage utilizing examples from the text and modern images
In class discussion following presentations
Your performance will be successful when:
You can identify three similar and contrasting elements of courtship practices citing
examples in the text and from research.
You can infer how the social norms illustrated in Heian literature influenced the
Japanese norms today.
Learning Objectives:
Gain awareness of Heian period culture as told through the literature of the period
Analyze and gain cultural awareness how the social norms of the Heian and compare to
our culture today.
Understand the impact that these social norms have had on Japanese progressing to
modern times.
Students will be able to recognize Japanese vocabulary that pertains to the structure, style,
aesthetic and content of the literature:
You will demonstrate your competence:
In a short quiz
Through use of vocabulary in your reflection papers
Your performance will be successful when:
You recognize and write the Romanized version of the characters
You can hear or see the Japanese word and write the English equivalent
You can recognize the important components of the Japanese characters
Learning Objectives:
a. Demonstrate ability to translate key vocabulary to an English equivalent
b. Demonstrate ability to read and recognize Japanese characters
c. Recognize components parts (radicals) of the Japanese characters
Learning Activities
_____1. Read The Pillow Book, The Tale of Genji, and The Diary of Murasaki Shikibu
_____2. Read articles on authors Sei Shonagon and Murasaki Shikibu in Illustrated: Who's Who
of Japan.
_____3. Read excerpt on Heian period in Japanese Culture
_____4. Read excerpt on linked verse style from the Heian Period in Japanese Literature: An
Introduction for Western Readers
_____5. Complete Heian culture Worksheet
_____6. Independent research of The Pillow Book and The Tale of Genji
Students will be able to analyze excerpts from Tale of Heike and An Account of My Hut to
recognize specific cultural and religious concepts as well as historic events and figures
You will demonstrate your competence:
In a lesson test
In a one page reflection paper on the period and its impact on the modern Japanese
experience
In a Kamakura history/culture worksheet
In class discussion
Your performance will be successful when:
You can identify key historic figures and events associated with the Kamakura
You can offer analysis relating to the historic, cultural, or religious aspects of the period
with support from the texts of the period
Identify specific examples of impermanence from the text and
Learning Objectives:
a. Understand the historic, religious, and cultural significance of the period that guided
Japanese culture as a whole during this period
b. Demonstrate ability to read and recognize Japanese characters
c. Recognize components parts (radicals) of the Japanese characters
d. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening
Students will be able to recognize the concept of impermanence and occurrences of it in Japanese
poetry
You will demonstrate your competence:
In class discussion of Shinkokinshu
A lesson test
In a haiku for entry in your Poetry Portfolio
In a waka for entry in your poetry portfolio
In revising your independent poem for final submission into your Poetry Portfolio
Your performance will be successful when:
You can cite examples of the concept of impermanence in Japanese poetry
You can utilize key words and concepts in your own poetry to reflect the ideal of
impermanence
Learning Objectives:
Understand the impact of Japanese religious practices on literature
Understand the impact of Japanese historic events on Japanese literature
Relate concepts of impermanence to the modern Japanese experience
Learning Activities
_____1. Read Tale of Heike, An Account of My Hut, and Shokokinshu
_____2. Read excerpt on Zen in Illustrated: A Look into Japan
_____3. Read excerpt on Minamoto no Yoritomo and Shinran in Illustrated: Who's Who of
Japan.
_____4. Read excerpt detailing the Kamakura period in Japanese Culture
Lesson Test
Participation in group discussion of the Japanese folktales
One page reflection paper on the impact of impermanence on the Japanese experience
Poetry Portfolio Entry 7: 3 stanza Impermanence waka
Poetry Portfolio Entry 8: Impermanence haiku
Poetry Portfolio Entry 9: 3 stanza independent waka revised
muj (impermanence)
nembutsu (Buddhist prayer to Amida)
kamikaze (divine wind)
pp 32-38
D. Keene. (1988). The Pleasures of Japanese Literature. New York. Columbia University Press. pp.22
D. Keene. (1970). 20 Plays of the Noh Theater. New York. Columbia University Press. pp. xvi
K. Komparu. (1983). The Noh Theater: Principles and Perspectives. New York. John Weaterhill, Inc.
pp. 10-43
National Geographic Magazine (various issues selected by students) or other image source.
Target Competency:
Students will be able to differentiate between the four distinct styles of Japanese theater.
You will demonstrate your knowledge:
In two page group essay about one of the given styles
In a short group presentation of one of the styles
In a test based on the group presentations
In class discussion of presentations
Your performance will be successful when:
You can draw evidence from informational sources to support analysis, reflection, and
research
You can gather information from multiple print or digital sources and quote or
paraphrase the data of others while avoiding plagiarism
You can initiate and participate effectively in group discussions
Present information and findings conveying a clear perspective on the style of theater
and the Japanese experience
Learning Objectives:
Independent research one of the given styles
Understanding how each style of theater uniquely expresses the Japanese experience
Students will understand the basic construction of N theater as outlined by in The Noh Theater.
You will demonstrate your competence:
In worksheets analyzing a recorded N play
In group discussion of the N play
In group discussion on the N play and its relationship to the Japanese experience
In five short quizzes
Your performance will be successful when:
You can identify occurrences of the Three Stages of Beauty
You demonstrate understanding of the importance of the Five Cycle Theory
You demonstrate understanding of the relationship between the Five Cycle Theory and
the Five categories of N Plays in oral discussion and independently through written
worksheets
Learning Objectives:
Understand how the N theater reflects the Japanese ideals of restraint
Understand how the N theater relates the Japanese experience
Understand the construction of a N play
Understand how the depth of Three Stages of Beauty and how this dynamic reflects
on our understanding of Japan
Understand the significance of structure, character dynamics, dialogue and performance
of N plays
Students will understand and utilize the Renga or linked verse form used in the Three Poets
of Minase
You will demonstrate your competence:
In a short quiz
On a Kigo (seasonal words) worksheet
On a Renga structure worksheet
In your second Renga entry into your poetry portfolio
Your performance will be successful when
You can use Kigo (seasonal words) correctly
Your linked verse follows the specific guidelines that governed the Renga in the time of
The Three Poets of Minase
Learning Objectives:
Gain awareness of the stylistic peak of the Renga in Japanese poetry
Understand the importance of subject matter and its impact on the style in Japanese
poetry
Understand the strict guidelines that Japanese use to define renga
Understand the importance of these guidelines and how they raise the artistic expression
of the art form.
Learning Activities
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
_____7.
Assessment Activities
_____1.
_____2.
_____3.
_____4.
_____5.
_____6.
A. Impermanence Waka: Utilize any medium (literature, film, TV, News) and find a subject
relating to warfare to use as inspiration. Compose a three stanza waka relating your feeling
while experiencing this warfare while keeping with the ideals of impermanence
B. Impermanence Haiku: Use the same piece of media for inspiration and compose a one
stanza haiku to summarize your feeling
C. Independent Waka: Continuing your quest for perfection in Japanese poetry revise your
independent waka keeping the aesthetics from the previous two lessons while trying to add a
sense of impermanence through more precise language
IV. Muromachi Period Literature
A. Renga 2: In groups of three (or two if necessary) compose a renga utilizing the more strict
guidelines developed through the Muromachi Period. Each person will perform three
stanzas of the waka alternating each time for a total of nine stanzas. Members should also
vary the order of writers so that each may write the introductory haiku (first three lines, 5-75) and close of the waka (final 2 lines, 7-7)
B. Seasonal Waka: Choose any season of the year and compose a three stanza waka utilizing
specific kigo (seasonal words).
C. Independent Waka: To finish the quest for perfection in Japanese poetry revise your
independent waka one final time and paying special attention to specific kigo that could be
used as well as the guidelines used by the Renga authors of Minase.