Table of Contents:

• Activity 1 - What is an Island?
• Activity 2 - Making a Clay Volcano
• Activity 3 - Legend and Symbol Map of Japan
• Activity 4 - Role Playing With a Japanese Dollhouse
• Activity 5 - Japanese Roles, Responsibilities and the Extended Family
• Activity 6 - Having Fun With Chopsticks
• Activity 7 - Play Japanese Restaurant
• Activity 8 - Japanese Recipies
• Activity 9 - Japanese Tea Ceremony (Chanoyu)
• Activity 10 - Papier-mache Daruma
• Activity 11 - Doll Display/Festival
• Activity 12 - Making a Paper Carp Kite
• Activity 13 - Jan-Ken-Pon, Japanese Game
• Activity 14 - Field Trips, Guest Speakers, Classroom Exhibits
• Activity 15 - Slotted Sculpture from Tagboard
• Activity 16 - Making a Japanese Fan
• Activity 17 - Big Book of Before the Picnic by Yoriko Tsutsui
• Activity 18 - Wall Story of the Funny Little Woman
• Activity 19 - Japanese Drama
• Activity 20 - Haiku Poetry
• Activity 21 - Paper Cranes and the Art of Origami
• Activity 22 - Identification of Different Rice Varieties
• Activity 23 - Number Book With Japanese Characters
• Activity 24 - Pearl Classification
• Activity 25 - Counting With Pearls
• Activity 26 - Estimation Game With Pearls

Grade: K-1

Physical Geography
The learner will:

• Understand how the natural resources of a place are used.
• Recognize how maps and globes are used to promote an understanding of spatial relationships.
• Identify absolute and relative location.

Basic Needs
The learner will:

• Recognize that all people have the same basic needs though these needs may be met in different ways.
• Understand similarities and differences of people.
• Understand how human beings modify, or are modified by, their environments.

Festivals and Games The learner will:

• Understand how a positive sense of self is gained through awareness of ethnic heritage.
• Understand some of the cultural characteristics of a place.

Language Arts and Art
The learner will:

• Understand literature and the arts as an expression of culture.
• Understand some of the cultural characteristics of place.

Math The learner will:

• Count the elements in a set.
• Identify numerals 0-10.
• Match numerals to number of a set.
• Use estimation to measure volume.

Science The learner will:

• Observe and sort objects by size, color, texture, shape, etc.
• Recognize the unique environmental conditions necessary for growing rice.
• Understand the nature and potential usefulness of oysters.

Articles and Books

• Ashby, Gwynneth, Take a Trip to Japan. London: Franklin Watts Limited, 1980.
• Birmingham, Lucy, Japan (Children of the World). Milwaukee: Gareth Stevens Publishing, 1990.
• Comins, Jeremy, Slotted Sculpture from Cardboard. New York: Lothrop, Lee & Shepard Co., 1977.
• Davidson, Judith, Japan: Where East Meets West. Minneapolis: Dillon Press Inc., 1983.
• Edmonds, Ann C., Japan (Our Global Village). St. Louis, Missouri: Milliken Publishing Co., 1990.
• Elkin, Judith, A Family in Japan. Minneapolis: Lerner Publications Co., 1987.
• Greene, Carol, Japan(Enchantment of the World). Chicago: Childrens Press, 1983.
• Heukerott, Pamela Beth, "Paper Folding- The Algorithmic Way". The Arithmetic Teacher 35(5) (1988).
• Jacobsen, Karen, Japan (A New True Book). Chicago: Childrens Press, 1982.
• James, Ian, Inside Japan. New York: Franklin Watts, 1989.
• Johnson, Sylvia A., Rice. Minneapolis: Lerner Publications Co., 1985.
• Merrison, Lynne, Rice. Minneapolis: Carolrhoda Books, Inc., 1989.
• Murray, D. M. and Wong T. W., Noodle Words. Tokyo, Japan: Charles E. Tuttle Co., Inc., 1971.
• Murray, William D. and Rigney, Francis J., Paper Folding for Beginners. New York: Dover Publications Inc., 1960.
• Nakano, Dokuohtei, Easy Origami. New York: Viking Penguin, Inc., 1981.
• Parker, Steve, ed., Japan (People & Places). Morristown, NJ: Silver Burdett Press, 1988.
• Sakade, Florence, Origami, Japanese Paper-Folding. Rutland, Vermont, and Tokyo, Japan: Charles E. Tuttle Co., Inc., 1957.
• Tames, Richard, Journey Through Japan. Mahwah, NJ: Troll Associates, 1991.
• Tames, Richard, Passport to Japan. New York: Franklin Watts, 1988.
• White, Merry, "Japanese Home Life: East Meets West". Faces: A Magazine About People, VI(vii) (1990).

Video

• Phi Delta Kappa: Our School, Seasons and Festivities. The Asia Society.

• Bang, Molly, The Paper Crane. New York: Mulberry Books, 1985.
• Branley, Franklyn, Volcanoes. New York: Thomas Y. Crowell, 1985.
• Friedman, Ina R., How My Parents Learned to Eat. Boston: Houghton Mifflin Co., 1984.
• Higginson, William J., Wind in the Grass, A Collection of Haiku. New York: Simon & Schuster, 1991.
• Johnston, Tony, The Badger and the Magic Fan. New York: Putnam's Sons, 1990.
• Lambert, David, Volcanoes. London: Franklin Watts Ltd., 1985.
• Lauin, Anne, Perfect Crane. New York: Harper & Row, 1981.
• Mosel, Arlene, The Funny Little Woman. New York: E.P. Dutton and Co., Inc., 1971.
• Snyder, Dianne, The Boy of the Three-Year Nap. Boston: Houghton Mifflin Co., 1988.
• Takeshita, Fumiko, The Park Bench. New York: Kane/Miller Book Publishing, 1988.
• Tsutsui, Yoriko, Before the Picnic. New York: Philomel Books, 1987.
• Wiesniewski, David, The Warrior and the Wise Man. New York: Lothrop, Lee & Shepard Books, 1989.
• Yashima,Taro, Umbrella. New York: Penguin Boods,1958.

Physical Geography

This two-part activity teaches students that Japan consists of islands and shows them how islands are formed. The teacher will first demonstrate how volcanic eruptions created Japan. As a follow-up activity, the students can work at a center creating their own islands.

Millions of years ago great movements of the earth and volcanic eruptions created what we call Japan. Japan is made up of four major islands and many smaller ones. These islands are actually tops of very tall mountains with bases that reach down to the bottom of the sea.

• books on volcanoes, islands, Japan
• large, clear, plastic storage tub
• rocks of different sizes
• sand, soil
• peat moss, artificial turf
• miniature artificial trees
• twigs
• miniature models of Japanese homes (optional)
• goldfish and setup (optional)

1. Showing students a world map or globe, point out the land and the water. Ask the students if anyone knows what an island is. If not, tell the students that an island is a body of land surrounded entirely by water.
2. Tell students to try to find an island on the map or globe. If possible, have more than one map or globe so students can work in small groups.
3. Show students Florida. Ask them if they think that Florida is an island. Why not?
4. Show students Japan. Is Japan an island or islands? Why? At this point it might be helpful for students to trace a route with their fingers from Florida to Japan to give them a sense of direction and relationship between the two places.
5. Begin to tell students about Japan. How many islands are there? If the class has a map or globe depicting mountain regions steer the class to looking at and identifying the numerous mountains that comprise Japan. Show students pictures and books on land and island formation involving volcanoes and earthquakes.
6. With materials ready, tell the class they will see how Japan is actually the tops of mountains that rise out of the sea.
7. Begin the demonstration with the clear tub half full of water (less if necessary). (This activity should be practiced beforehand.) Explain to students that great volcanic eruptions occurred at the bottom of the ocean. As these occurred, mountains began forming on the ocean floor.
8. Begin putting clean rock (perhaps aquarium gravel) rising from the bottom of the tub. (Sand or dirt may make the water too cloudy for student observation). Explain that as lava pours out and cools, the tops of the volcanoes get closer to the surface of the ocean.
9. Keep demonstrating and discussing this process of mountain build-up. When the mound is above the water's surface, put on the final rock(s), moss, and miniature trees to show that the passage of time allowed for many things to grow.
10. At this point, sand and dirt may be added to fill in gaps and create a more realistic model. When things are settled, and if possible, prepare the water to add some small goldfish. Goldfish are a type of carp and a highly symbolized fish in Japan. Make sure there is some type of aeration system set up for the fish. Put setup in a secure place for the students to observe. A book on goldfish may be purchased for further explanation.
11. The next part of this activity is setting up a center which will allow two or three students to work at making their own islands and island environments. This could be done in a number of ways: another large, clear tub; a sand/water table; a dish tub; etc.... Have available: different sizes of rocks, sand moss or fake turf, miniature artificial trees, twigs, etc.. This will encourage students to further explore how an island is formed as well as giving them time to play.

Students will be impressed and amazed at their own pretend volcanoes. Students can see an actual chemical reaction take place when baking soda and vinegar bubble up out of their volcanoes.

A volcano is formed when hot, melted rock called magma pushes up through the earth's layers and bursts through the surface. The magma or melted rock that reaches the surface is called lava. The lava cools and becomes solid rock. In time, the erupting lava may build up to become a cone-shaped mountain. One famous volcano in Japan is Mt. Fuji. Japan contains 10 percent of the world's volcanoes.

• pictures, books, filmstrips on volcanoes (see references for some suggestions)
• map of Japan
• handful of clay for each student
• baking soda
• food coloring
• red vinegar
• Dixie cup for each student

1. Show pictures and/or read a book on volcanoes. Discuss this process.
2. Show students a map of Japan.
3. Find Mt. Fuji on the map.
4. Explain and demonstrate how to make a small pretend volcano out of clay.
5. Give each student a handful of clay. Have students mold it into a cone-like shape.
6. Each student is to make the center of the volcano by pushing his/her finger down the middle but not through to the bottom.
7. (Optional) If possible, have these fired in the kiln. The art teacher may be able to help out here.
8. Place a teaspoon or two of baking soda into each volcano's hole. Put a small amount of vinegar into a Dixie cup for each student and mix in a few drops of food coloring.
9. Ask students to pour the mixture into their volcanoes.
10. The mixture will bubble up and flow over the top.
11. Talk with the students about the chemical re-action that takes place.
12. This could be extended to a center activity with students practicing making their volcanoes "erupt" again.

This activity introduces students to a legend and its symbols using a map of Japan. The map will show crops, industry, and resources of Japan. The students can then become familiar with the legend symbols and see where in Japan food and other items are produced.

• copy of legend/symbol Japan map for each student
• overhead transparency of Japan legend map or enlarged version for group viewing
• large world map showing Japan

1. Orient students to where Japan is and where it is in relationship to the United States and to their homes using the large world map. This is a difficult concept for students at this age to understand but exposure will be beneficial to them.
2. Explain to the students that Japan is a country. Show the students the transparency on the overhead of the legend/symbol map or the enlarged version.
3. Ask the students what they see. What do they think the pictures are on the map? Write their answers on the chalkboard or, if space is available, on the overhead.
4. Explain to the students that these pictures are symbols of what Japan produces. The pictures (symbols) are placed to show where in the country the crops and resources are located.
5. Discuss the symbols and what they represent. Show the students the legend containing the symbols and their names.
6. Give to each student or small group of students a legend/symbol map of Japan.
7. Explain that they will be working to see how many of each symbol they can find.
8. As the students are counting they may record the number they find next to the picture on the legend or on another recording sheet that has been devised.
9. This activity lends itself to the teaching of various concepts. Feel free to create other opportunities for learning from this map exercise.

• The class may create a poster-sized version of this Japan legend/symbol map. Just make an enlarged outline of Japan and have students draw and color in the symbols.
• This activity would lend itself to graphing of the symbols. See how the numbers of each symbol compare to one another on a graph.

Students will love to play with this Japanese dollhouse. It will be especially meaningful if students are involved in the process of making and setting up the dollhouse.

Japan is a small country with a very large number of people. Land is expensive, and there is little extra space even for rich families.

• butcher paper
• two or more Japanese dolls
• small doll-size pillows
• cardboard box
• scrap fabric paint
• doll-size cups, teapot, bowls, chopsticks

1. Roll out enough butcher paper to go around a small rectangular table. Place the paper flat on the floor.
2. Have students paint a window or open sliding door on the butcher paper. When the paper is dry, students can paint an outdoor Japanese garden scene.
3. Tape butcher paper around the edge of a rectangular table. The paper should reach the floor.
4. Cut open a large doorway. This is where students can sit and play with the dollhouse.
5. Turn a cardboard box upside down to use as a small table. Paint or cover with fabric.
6. Place box in the center of the dollhouse. Put small pillows on each end of the box. Students can sit the dolls on the pillows to have a pretend Japanese meal.
7. Gather small doll-size cups, chopsticks, bowls, teapot, etc. to put inside the dollhouse.
8. Roll fabric scraps to use as futons.

Many Japanese values and beliefs are illustrated in folktales. This activity is based on a Japanese folktale concerning a very lazy boy and a frustrated mother. The concept of the extended family is depicted as well.

In Japan the extended family household is common even today. An extended family household may include grandparents, uncles, aunts, and other family members. Crowded and expensive conditions contribute to the continuance of the extended families. The elder family members perform certain functions like child-care, cooking, and taking care of other household needs. They are a very important part of many families in Japan.

• The Boy of the Three-Year Nap by Dianne Snyder
• large sheets of drawing paper
• pencils, crayons, markers

1. Read The Boy of the Three-Year Nap by Dianne Snyder.
2. Discuss and bring to light different values that emerge from this story:
   • the work ethic of the Japanese and the boy's laziness
   • the mothers frustration with her son
   • how others in the community noticed the problem
   • the boy's method of tricking the rich merchant
   • the mother following along with the boy's tricking
   • the mother ending up tricking the son into working
   • how the boy's attitude changed after marrying and becoming a father
   • the mother continuing to live with her son and his wife and children and how the house described earlier in the story was enlarged to accommodate them
3. Discuss with the students how decisions are made within the extended family.
4. Ask the students if any of them have their grandparents or other extended family members living with them. Since many of the students probably do not, talk about what it would be like if they did.
5. Have the students draw the shape of a large house on their paper (demonstrate and draw for them if necessary). The students then draw, inside the house, all family members plus the extended family members they have or would like to have living with them.
6. While each student is drawing write down a sentence or two of his/her own words about their new extended family: who is in the family, what it would be like, etc.. This is a good opportunity for a language experience activity.

The Japanese are as adept at using chopsticks as we are with forks. This activity will allow the students to have fun with chopsticks while developing more fine motor control in their hands. The literature used here will also look at two adults from different cultures dealing with the problem of not knowing how to eat, so to speak...

The Japanese enjoy using chopsticks made of wood so that the metallic taste of a fork is not present. Chopsticks are not difficult to use; they just require some patience and practice. First, the bottom chopstick is held so that it is pressed between the tip of the ring finger and the base of the thumb and index finger, supporting it with the middle finger. The top chopstick is held between the index finger and thumb. The top one moves up and down so that the far end taps the top of the bottom chopstick. The bottom chopstick does not move. Food is always cut into bite-sized pieces, making it easier to pick up with chopsticks.

• How My Parents Learned to Eat by Ina R. Friedman
• pair of chopsticks for each student (if these are not available then pencils or straws may be substituted)
• small items for students to pick up with their chopsticks: crumpled pieces of paper, small blocks, pieces of clay, etc.

• 1. Read How My Parents Learned to Eat by Ina R. Friedman. Discuss the two cultures' different eating habits. What did these two people have to deal with? How did they overcome this problem? This is a good example of cultural diversity.
• Explains and demonstrate how to use chopsticks. This may take some practice on the teacher's part.
• Pass out pairs of chopsticks and items to be picked up. Have students practice and have some fun.

• Set up a center with chopsticks and items to be picked up for students to have additional practice.
• Try having the students eat their lunches with chopsticks. Not much food may be eaten, but they'll have fun trying!

This is a good center activity to use following the chopsticks activity and, if possible, before visiting a Japanese restaurant.

• low table or covered cardboard box
• pillows for sitting
• chopsticks
• plates
• menus (try to get a restaurant to donate their old ones, or make some up)
• make-believe Japanese food made out of construction paper, tissue paper, etc. (optional)
• kimonos for waiters (optional)

1. Set up a play restaurant for students. There may be waiters and cooks also. The more authentic the items found, the greater the appeal.
2. Show students pictures of Japanese food, restaurants, etc. Explain that the Japanese generally still sit on pillows on the floor to eat.

Involve the students as much as possible when cooking in class. Many foods can be cut using butter knives, and students can learn a lot through measuring, combining, following directions, etc. A rebus-type class chart showing the recipe being prepared is recommended.

• 1 box of tempura batter
• shrimp or halibut steak (amount depends on class size)
• tempura or duck sauce
• wok or deep fat fryer
• vegetable oil

1. Make tempura batter according to directions on box.
2. Heat oil for frying.
3. Dip shrimp or halibut in batter and fry until golden brown.
4. Fried tempura may be dipped into sauce before eating.

• 1 cup Japanese or white rice
• 2 cups water
• 1 tsp. salt
• seaweed, cooked spinach, tuna, cinnamon (optional)

1. Cook rice, water and salt in a covered pit.
2. Steam rice until soft. Let cool.
3. Give each child a small bowl of water, paper towel, and a half-handful of cooled, cooked rice.
4. Wet hands to keep rice from sticking.
5. Form rice balls
6. Wrap rice with seaweed or spinach. Tuna may be put in the center. Cinnamon may be added for a desert rice ball. Or come up with other ideas to add flavor.
7. Eat with fingers.

• 3 or 4 cups cooked short grain rice
• fresh dried seaweed
• 1/2 cup vinegar
• 1/3 cup honey
• 1 1/2 tsp. salt

1. Combine vinegar, honey and salt in a stainless steel saucepan. Bring to a boil and remove from heat.
2. Combine rice and sauce while both are hot.
3. (Optional) Add chopped cooked carrots, peas, mushrooms, celery or cucumber.
4. Place a sheet of dried seaweed on waxed paper or a sushi mat.
5. Spread rice mixture firmly and evenly about 3/4" thick on the seaweed to within 1/2" of the edges.
6. Roll with or without adding on top: fish, scrambled egg, pickled ginger, or thinly sliced vegetables.
7. Hold paper or mat and roll seaweed and rice into a tight roll. Keep as tightly rolled as possible.
8. Cut rolls into 1" thick sections. It helps to dip knife in hot water before each slice.
9. These may be chilled and/or served with soy sauce.

Give students a true taste of Japanese culture in this traditional tea ceremony. Everyone will leave feeling rested and refreshed having experienced this tradition dating back to the 7th century.

This ancient practice blends together art, nature, and man. It is a time for silence, meditation, and rest when the mind can concentrate on harmony, respect, purity, and tranquillity.

• pottery tea bowl
• sweets: fresh cake or rice cake
• utensils: ladle, bamboo stirrer, spoon
• red silk napkin
• white linen cloth
• powdered green tea
• hot plate
• pot
• water
• cushions (optional)
• cups (one for each person)
• kimono for teacher (optional)

1. Arrange a large area in the classroom where all the students can gather on the floor. Cushions may be arranged for students and guests to sit upon.
2. Set up all materials used for the tea ceremony at the front of the group so that students can watch the process. You should have the water heating at this point.
3. To authenticate this ceremony even more wear a kimono.
4. Invite students and guests to come and sit upon the cushions.

• A less formal tea ceremony could be served on a bright red cloth outdoors on a nice day. A special treat to Japanese children, which could be included in this tea "picnic" is kanten or gelatin squares.

Small groups of students can work together to papier-mache and decorate a daruma (a variation of the American punching bag). In Japan, the daruma is thought to bring good health.

Shogatsu, New Year's Day, is the favorite holiday in Japan. Adults and children stay up until midnight on December 31st to hear the 108 chimes of the gong which, according to Buddhist belief, cleanse the soul and drive away evils of the past year. Families celebrate by decorating entrances to homes with fine trees, which denote hardiness and long life, and bamboo stems, which represent constancy and virtue. Other decorations include an orange, fern leaves for good fortune, and a small lobster tail which suggests old age because of its curved back.

• newspaper strips
• large round balloon
• wheat paste or liquid starch
• sandpaper
• glue
• flat rock
• tempera paint, fabric scraps, ribbon, yarn, buttons, etc.

1. Tear newspaper into strips.
2. Inflate balloon and knot the end.
3. Mix 1 cup flour to 2 cups water for a thick wheat paste or mix according to package directions.
4. Dip newspaper strips into mixture and apply to balloon. Smooth out any wrinkles.
5. Cover balloon with newspaper strips. Allow to dry overnight.
6. Add second layer of newspaper strips. Allow to again dry overnight.
7. When papier-mache is hard and dry, pop balloon.
8. Cut a hole large enough to fit the rock inside the daruma.
9. Coat the flat surface of the rock with glue. Set rock in the balloon at the bottom and allow to dry.
10. Patch the hole with newspaper and paste. Allow to dry completely.
11. Paint a face, arms, and clothing on the daruma. Fabric, yarn, ribbon, etc. may be used instead of or with the paint.

Students will really feel a part of the Japanese Doll Festival as they bring their own dolls from home to be displayed in the classroom.

Hina Matsuri, or Doll Festival, is celebrated on the third day of March. Originally this was a girls' festival but is now enjoyed by the whole family.

• three large-sized cardboard boxes
• three medium-sized cardboard boxes
• three small-sized cardboard boxes
• red fabric or tablecloth
• dolls, brought to school by students

1. Ask students to bring to school dolls which can be displayed in the classroom.
2. Build, out of different-sized cardboard boxes, a three-tiered shelf or stand. Place the largest boxes at the back followed by medium and small boxes.
3. Cover the boxes with a red tablecloth or red fabric. Use straight pins to hold the fabric in place.
4. Display all the dolls on the shelves.

• Make Orange Blossom Baskets to be served during the Doll Festival. Cut oranges in the shape of a basket. Carefully scoop out the inside fruit. Fill with orange-flavored gelatin and bits of fruit. Refrigerate until firm. The left-over fruit can be used for a fruit salad.

Students will enjoy making this carp kite in celebration of Japan's Children's Day. This also has been known as the Boys' Festival.

On the fifth day of May, the Boys' Festival or Iris Fete is celebrated. On this day a tall bamboo pole is erected in the front of homes where boys live. At the top of the pole are brightly colored cloth or paper streamers in the shape of a carp. One streamer flies for each boy in the family, the largest one being for the eldest and others ranging down in size for the youngest. Legend says the carp was chosen because of its energy, power, strength, and determination.

• butcher paper
• various colors of tempera paint
• scissors
• sequins, glitter (optional)
• tissue paper
• glue or staples
• wiggle eyes (optional)

1. Make tagboard fish patterns for students to trace around, or have two matching fish patterns pre-made.
2. Demonstrate for students how to make a carp kite:
   1. cut two matching fish shapes out of lightweight paper
   2. glue or staple around edges, leaving the mouth and tail ends open
   3. decorate one side of the carp with paint, sequins, glitter, wiggle eyes, tissue paper streamers from the tail, etc.; when dry, flip over and decorate the other side.
   4. attach a string to the mouth of the carp so that when the kite is pulled the wind will pass through the fish.

This traditional Japanese game has been gaining popularity in the United States among young children. It has been used as a way to break ties and to make decisions for allotting privileges. This game also helps to develop fine motor control and understanding of probability concepts.

In unison, two players shout "Jen-Ken-Pon", and on "Pon" both thrust out one hand with either an open hand (representing paper), a closed fist (representing a stone) or two extended fingers (representing scissors). Determining the winner is as follows: stone wins by breaking scissors; scissors win by cutting paper; and paper wins by enveloping the stone. If both players have the same hand motion, the game is quickly repeated until a decision is reached.

• Plan a trip to eat lunch at a Japanese restaurant. Children will sit on the floor and be able to experiment with chopsticks. Many restaurants are happy to give special group discounts and possible food demonstrations.
• Have the class visit a martial arts studio or have someone come to the classroom to give a demonstration.
• The art of making bonsai trees comes from Japan. Find someone, perhaps from a local tree nursery or gardening shop, to come in and talk about this. Set up an exhibit in the classroom with an actual bonsai tree.
• If any local Japanese plays are being performed, ask members of the cast to put on a demonstration for the class or school.
• Invite someone who has been to or has lived in Japan to speak about the culture.
• Visit nearby Japanese gardens.
• Display pictures, cooking utensils, dress and other items specific to Japanese culture.

After you read Umbrella by Taro Yashima, the students will make a tagboard version of Momo using the technique of slotted sculpturing.

Slotted sculpturing entails taking sheet material such as tagboard, designing a figure, and then slotting the cut pieces together to produce a sculpture that stands. This idea opens up many possibilities for projects in the classroom. A good resource book on this subject is Slotted Sculpture from Cardboard by Jeremy Comins.

• Umbrella by Taro Yashima
• tagboard, poster board, or cardboard
• patterns of Momo (see included pattern sheet), one for each student or each member of a small group
• scissors
• crayons, markers
• cocktail umbrellas

Teacher Preparation

• This activity may be done as a center, small group, or a whole class activity. The teacher will need to have the appropriate materials available.
• Prepare a slotted sculpture of Momo ahead of time.

1. Read Umbrella by Taro Yashima.
2. Talk about how Momo felt waiting to use the gifts her parents gave her... the anticipation, etc..
3. Tell the students they can make Momo always have her umbrella and boots on. They will be making a slotted sculpture. Explain what that is and show example.
4. Explain how they are to trace on tagboard from the patterns. Ask what color the boots are to be.
5. When the students have completed the figure, give them each a miniature umbrella to attach to Momo so she can always be happy and always walk on her own.

• Students may wish to make additional objects with slotted sculpturing such as Momo's house. They may use these to create a puppet play.
• Make up a center for slotted sculpturing. Students can channel their creativity into some wonderful projects.

Students will use paper plates to make beautiful Japanese fans. Fans can be painted or made more elaborate with sequins, feathers, glitter and ribbon.

Fans have been used in Japan since ancient times. They were once used as an indication of a person's rank in society or profession. Fans have a variety of uses: cooling off, decoration, dancing, and use in ceremonies.

• The Badger and the Magic Fan by Tony Johnston
• tongue depressors
• paper plates
• tempera paint, various colors
• optional: sequins, ribbon, glitter, feathers, etc.

1. Read The Badger and the Magic Fan by Tony Johnston. Ask the students if they would like to make their own "magic fan".
2. To make each fan, glue a tongue depressor to one of the plates, extending from the edge.
3. Glue or staple two paper plates together with the tongue depressor between them.
4. Decorate the paper plates with paint, ribbon, glitter, sequins, feathers, etc..

Students will relate to this book about a family getting ready to go on a picnic. Although the child in the story is younger than the students, they will be able to see similarities to their own lives. Students will see signs of traditional Japanese culture blended in the home of a modern, Westernized family.

• Before the Picnic by Yoriko Tsutsui
• large sheets of white construction paper
• pencils, crayons, markers, etc. necessary for illustrating

1. Read Before the Picnic by Yorido Tsutsui. Discuss the sequence of events with the students.
2. Ask the students if the story looks as though it could be here in the United States. Why? Gear discussion to how the clothing looks like ours; how the activities are similar to ours; etc..
3. Ask the students if they notice anything different in these pages (e.g., the food, utensils, shoes being left at the door, etc.).
4. The pictures appear to be of a Caucasian father and a Japanese mother. Discuss the apparent blend of the two cultures.
5. Tell the students they will be making a big book version of this book. The students will illustrate and the teacher will write out the text.
6. Group the students into small cooperative groups of two or three. Assign each group at least one page. The students are to understand they are to illustrate as similarly as possible to the book. This big book will then be a student-made reproduction of the original.
7. Cover and title pages will need to be made as well. Bind the completed book and read to the students. They will enjoy seeing their own work and comparing it to the original.

Students will work in small cooperative groups to construct a wall story about this humorous story of The Funny Little Woman by Arlene Mosel.

• The Funny Little Woman by Arlene Mosel
• butcher paper