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Lessonplan 1

Students will have a 60 minute Japanese lesson focused on reading, writing, and pronouncing hiragana characters. They will learn a new set of hiragana, practice writing and saying the words aloud. Their assignment will be to create a book, letter, or song to teach younger Japanese children about current issues in Japan by researching reliable sources online. Students will have class time to work on their assignments, with the option to work in groups if creating a song. Their work will be evaluated on understanding Japanese issues and creativity in presentation.

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121 views3 pages

Lessonplan 1

Students will have a 60 minute Japanese lesson focused on reading, writing, and pronouncing hiragana characters. They will learn a new set of hiragana, practice writing and saying the words aloud. Their assignment will be to create a book, letter, or song to teach younger Japanese children about current issues in Japan by researching reliable sources online. Students will have class time to work on their assignments, with the option to work in groups if creating a song. Their work will be evaluated on understanding Japanese issues and creativity in presentation.

Uploaded by

api-428390035
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan #1 (of 5)

Year Level/ Class Year 7 Date 13/08/2018


Learning Area/s Language- Japanese Time/duration 60 mins
Elements of the Achievement Standard targeted in this lesson

Students apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and
vocabulary, including double consonant and long vowel sounds and borrowed words.
Students read and write hiragana, including elongated vowels, double consonants and
contractions. They locate, analyse and summarise information from a range of spoken, written and
multimodal texts

Prior learning/knowledge (previous lessons, pre-testing information, assessment data)


N/A

Learning Area curriculum content involved in this lesson (curriculum codes and content descriptors)

Informing- Access, summarise and reorganise information obtained from a range of texts on a variety
of topics, and present it in different formats (ACLJAC166 - Scootle )
Informing- Present information about events, experiences or topics of shared interest, using modes of
presentation such as charts, diagrams or digital displays to suit different audiences and contexts
(ACLJAC167 - Scootle )
Creating- Analyse and respond to a range of imaginative texts, noticing cultural elements and
comparing with English-language texts created for similar audiences (ACLJAC168 - Scootle )
Creating- Create a range of spoken, written and multimodal texts that involve imaginary characters,
places and experiences to entertain others (ACLJAC169 - Scootle )

Other aspects of the 3D curriculum involved (General capabilities and Cross-curriculum priorities)
Comprehending texts through listening, reading and viewing
- using skills and strategies to access and interpret spoken, written, visual and multimodal texts
Visual Knowledge
- understanding how visual information contributes to the meanings created in learning area texts

Student diversity (differentiated approaches and/or levels of engagement)


N/A

Learning Intentions Success Criteria


(could use content descriptors as starting point) (could use the elaborations as a starting point)
Students will understand: Students will be able to:
 How to read, write, pronounce hiragana  Learn and speak some hiragana
characters characters
 That different and similar issues affect  Use the Internet to navigate and find
other cultures reliable sources in Japanese media

Sequence of teaching and learning tasks (with time allocation)

 10 mins- Introduce a new set of hiragana characters to the students. The learners will not
only read the words but also pronounce the words with the correct tone.
The students will learn how to read, pronounce and write hiragana words. I will also be using
different visual cues to help them remember how to write and speak. They are also expected
to write the words in a booklet that they would have received in the start of the course.

 10 mins- I will show the students who will be receiving their assignments. The main audience
will comprise of a group of ill individuals who are currently staying in Japanese hospitals.
Some ill individuals will be able to speak and explain why they are currently in hospital.
Hopefully, this will spur my students to become emotionally invested in this assignment.

 20 mins- The assignment sheet will be given out to each student. The requirements towards
finishing this task will include students researching about Japan’s current issues as students
will have to write a book, letter or song to help younger kids learn about issues in Japan.
I will play a variety of videos about some events that have affected Japan’s quality of life. I will
then teach students about the reliability of some sources and help them define what topic
they would like to research.

 20 mins- The students will be given the remaining amount of time to work on their
assignment. If they choose to write a song, they are able to work in groups.
Since this assignment involves a lot of creativity, they will be given some time in class to work
on their assignments. While students may lose some mark for independent work, they will be
given the opportunity to work together as it helps with grammar and word checking, offers
more creative ideas to write about and it appears more engaging if Japanese children want to
watch people sing.

Evaluation of learning and next steps Evaluation of teaching (pedagogy)

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