Basic Classroom Plan Teacher: Shannon OGorman Student: Erin Carlin Location: Japan What age level/subject area

is the student? Erin is a college level student taking a few different types of classes. The class that I am her instructor for is Early History of Japan. Does gender make a difference? Although we are a modern and evolving society here in Japan, gender does play a role in how individuals are treated. I am glad that I have been given Erin as a student because I believe that having a female teacher for a female exchange student is very important. Some of the male teachers at our university may not have as much compassion for a female non-Japanese speaking student as I would. What cultural knowledge (for you) would be relevant? I believe that it is important for Erin to understand that some teacher/student relationships here in Japan might not be as informal as those in America. Erin comes from a university where teachers and students feel comfortable and open to talking to one another. Teachers at her university seem to be very flexible and willing to make accommodations for students. I am one of the younger professors at our university here in Japan and I am fortunate enough to have a similar relationship to my students as that of the relationship that Erin is used to. Erin needs to be aware that not many teachers in Japan will be like me. Many demand a very strict level of reverence. Some of the older teachers will expect students to never make eye contact with them as a sign of respect, and will expect students to only speak when spoken to. Does the content knowledge need to change? The content of this Japanese history course does not need to be drastically changed to accommodate Erin. I will take the time to simplify some of the material and make it interesting for Erin. The field trips that we plan to take will engage Erin and emerge her in the culture, despite the language barrier. The artifacts and architecture of the Japanese history is a textbook in it of themselves. What are some ideas you have for differentiation? We use a novel like text in this history course. I plan on looking into getting a translation of the text, or another text in English that addresses some of the same topics. It will be important for Erin to read these texts or any information on the history of japan in order for me to pass her in the course. Instead of giving Erin the essay tests that I would give my Japanese students, I will design some tests that incorporate pictures and the best English

translation possible. I will have these tests be multiple-choice for better clarity. What learning materials would be most effective? The book lists that I will compile for Erin will be key to her success in the course. If she follows along with the English readings I give her and correlates those readings to our regular Japanese power points, she will be just fine. Would you need to use different classroom management techniques? I dont think I will need to change my classroom management very drastically. The visual aids and field trips will engage Erin and help her to better understand the content of the course. The students in my class have been very open to having Erin in the classroom and we are all learning how to embrace our new English-speaking student. We can learn from her as she can learn from us. What are your learning expectations for the student? I expect Erin to relate the content of her English readings to the content that we will view in pictures and on our field trips. I will have the same expectations for Erin as I do for my other students; she will just be tested on the material in a different and more communicable way. Include a summery of a 25-minute lesson plan you would create for the student. Materials: - Text - Power-point pictures - Worksheet Lesson: - Erin will follow along just as the class is with my power-point presentation - Each power-point slide photo will have a correlating page in Erins text - This lesson will be on the types of weapons used in historical Japanese wars - The text will describe what each weapon was used for, when it was use, and who it was used by - After the lesson, Erin and the other students will complete a recall worksheet on the material - They will then self grade this worksheet ** This type of lesson and worksheet will be very relaxed and help Erin and the other students to be interested in the material **