Assignment 1 Professional task stage 4 (3 lesson plans)

Secondary Curriculum 1 Languages

1714.1 Master of Teaching (Secondary)

Assignment 1:
Professional Task Stage 4 (3 lesson plans)

By
Zaynab Taha
18656435

Submit to Turnitin by 11.59pm, Thursday 13th August 2020

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Table of Contents
1. Lesson One 3

2. Lesson Two 7

3. Lesson Three 11

4. Justification 15

5. References 16

The task
a) Construct three sequenced and coherent lesson plans (each plan is for 60 minutes

duration) suitable for a stage 4 mandatory 100 hours (Year 7 or 8) class based on

the K-10 syllabus from your Language.

b) Prepare and include the full resources and scaffolds to be used in all three lessons.

c) Demonstrate across the three lessons appropriate and varied strategies to cater to

diverse learners and show how learning will be formatively assessed in these

lessons.

d) Include a range of tasks and relevant resources to develop literacy, numeracy and

ICT skills in your student learners.

e) Explain in 1000 words your choice of teaching and learning strategies. Explain how

your lessons support student attainment of relevant outcomes from all three

objectives from the syllabus. Discuss how your lessons provide for different and

diverse learners’ needs. Specifically include relevant citations to the models of

Languages pedagogy and key learning theories that have informed your choices.

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Reference using APA 6th Edition.

f) You must include translation of any Languages used (besides Japanese).

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 Assignment 1 Professional task stage 4 (3 lesson plans)

1. Lesson One

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Stage 4 (Year 8 ) Japanese Topic- Family and friends

Syllabus Outcomes
Communicating
Composing
A student:
› applies a range of linguistic structures to compose texts in Japanese, using a range of formats for different audiences LJA4-4C Related Life Skills outcome: LJALS-4C
 create bilingual texts and resources for the classroom, for example: (ACLJAC009)

Learning Intentions
By the end of the lesson I would like the students to be familiar with most of the vocabulary for friends and family members and use basic sentence
structures to introduce their family. Students should also be able to organize the new vocabulary and sentence structures in a way that is easy to refer to.

Prior learning
By this lesson students will have already been taught their numbers, hiragana and katakana.

Intercultural understanding
In this lesson students will understand the difference in addressing and the honorifics used for family members in the Japanese culture and what is
considered respectful and disrespectful. E.g: the use of お兄さん　and お姉さん　for older siblings is a more common way of addressing then than by the
English equivalent of using their names.
Script – for this lesson the focus kanji will be common ones used for family and friends. E.g 母、父、家、兄、友、

Vocabulary and structures

Words: 家族, お母さん、お父さん、友達、お兄さん、お姉さん、弟、妹、,おばあさん、おじいさん、おばさん、おじさん、いぬ、猫、とり, いとこ

Differentiation strategies: grouping method

Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
Gifted and talented students. Extended Kanji and vocabulary
Zaynab Taha
Disengaged students Group work 18656435
Visual learners Flash cards and visually appealing and easy to understand power point slides
 Assignment 1 Professional task stage 4 (3 lesson plans)

Timing Lesson Outcome Teaching and learning actions Resources Assessment Feedback
(mins) Stage

5min prepare Wait for students to settle down then start with traditional - Teacher Ensure
LJA4-1C Japanese greeting and marking the role. observation students
LJA4-5U have good
pronunciati
on as it will
be helpful
for them
later.
10min present LJA4-5U Teach the students the words for family using repetition and visual See resource 　 １
aid for the visual learners. underneath
10min Practic LJA4-1C Students will be but into pairs (this is essential for the students ICT (IPads or laptops) Teacher Ensure
e LJA4-4C disengaged students) choose a family of their liking e.g the observation and they are
LJA4-5U incredible, the Simpsons, and label the members of the family. wondering the labeling
Use of ICT will aid the students in bringing up an image to work room correctly.
with. This may assist the visual learners. Spend
extra time
with the
disengaged
students
15min Present LJA4-6U Teach the students the five Kanji using the website ICT (IPad or Laptops) Assess the quality Focus on
/practic https://app.kanjialive.com/ for the use of the of the kanji, how stroke
e While other students are focusing on the other kanji, assign extra website. clear it in to read order (kanji
kanji for the gifted students –　姉、族、達 See resource 　 ２ alive will
This stage of the lesson will also give students a chance to use ICT underneath be a great
assistance)
20min Produc LJA4-6U Students are to help create their Kanji and Vocabulary book that Example of book Ensure the book By allowing
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 Assignment 1 Professional task stage 4 (3 lesson plans)

Timing Lesson Outcome Teaching and learning actions Resources Assessment Feedback
(mins) Stage

e will help them note all the new kanji and vocabulary they learn. seen at the bottom is clear and easy the
Provide students to use, yet fun students to
with books and and creative. customize
creative resources their own
book they
will want
to use it
more and
bring out
their
creativity.
Adding
colour will
help
students
remember
more.

Lesson resources attached:

You must list all the resources that you have created or found in this space.
Ensure you attribute any images used on the resources you create.

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 Assignment 1 Professional task stage 4 (3 lesson plans)

1
2

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Lesson Two

Stage 4 (Year 8 ) Japanese Hobbies and interests

Syllabus Outcomes
Communicating
Accessing and Responding
Students:
› identifies main ideas in, and obtains information from texts LJA4-2C
› organises and responds to information and ideas in texts for different audiences LJA4-3C
 respond in English or Japanese to information and ideas in a variety of spoken, written and digital forms for specific contexts, for example: (ACLJAC005, ACLJAC006)

Learning Intentions
By the end of the lesson the students be able to say what their hobbies and interests are and what they like and ask someone what their hobbies are or what
they like.

Prior learning
By this lesson students would have been taught the vocabulary prior, as this lesson will focus more on sentence structure and speaking fluency. Students also
already know basics of asking questions from previous units taught (for example the use of か　and 何 from previous sentences such as お名前は何ですか。)

Intercultural understanding
Students will gain an understanding for hobbies done in Japan such as judo and karate

Script – script will be kanji that will help describe hobbies and likes. 見、食、好、買、行

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Vocabulary and structures

The structures that will be taught are しゅみは何ですか。私のしゅみは。。。です。

Differentiation strategies
Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
Gifted and talented students. Extended Kanji and vocabulary
Disengaged students Group work
Visual learners Flash cards and visually appealing and easy to understand power point slides

Timing Lesson Outcome Teaching and learning actions Resources Assessment Feedback
(mins) Stage

5min prepare LJA4-1C Wait for students to settle down then start with traditional - Focus on Ensure
LJA4-5U Japanese greeting and marking the role pronunciation students
have good
pronunciati
on as it will
be helpful
for them
later.
5min Prepare LJA4-5U Revise words learnt for hobbies and like and remind students to Power point slides Focus on
jot down any word they need into their kanji and vocabulary pronunciati
books. Using PowerPoint for the visual learners. on
Revise by repeating the words all together as a class.
5min prepare LJA4-1C Put students into groups (grouping gifted students and disengaged ICT Teacher observes
students together) and instruct them to use their ICT to find the and wonders
translation for any of their own like and hobbies that are not on from group to
the list. The use of group work and ICT will help the easily group

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Timing Lesson Outcome Teaching and learning actions Resources Assessment Feedback
(mins) Stage

disengaged students stay engaged.

15min Present LJA4-1C Keep the students in groups and teach the structures students will Power point
/practic LJA4-4C need to use to state their like and hobbies to ask about others likes
e LJA4-5U and hobbies using visual aid on the board. After explaining the
correct structure, keep the structure and examples up on the
board and encourage the students to practice using the sentences
in their groups. Teacher will then moves to each groups and
provide assistance when need. The gifted group will be
encouraged to use time words with their sentences （e.g 朝にコー
ヒーが好きです）
10min Present LJA4-6U Teach the students the five Kanji using the website ICT (IPad or Laptops) Assess the quality Focus on
/practic https://app.kanjialive.com/ for the use of the of the kanji, how stroke
e While other students are focusing on the other kanji, assign extra website. clear it in to read order (kanji
kanji for the gifted students –　書、読 alive will
This stage of the lesson will also give students a chance to use ICT. be a great
Students are also encouraged to write kanji in their vocab and assistance)
kanji book.
20min Produc LJA4-1C Students are all given a human bingo sheet which like and hobbies Human bingo sheet Observation Ensure
e LJA4- on the paper. Students are asked to go around the room and ask Prize students
3CLJA4-5U each other what their hobbies are. If another student answers are
with one of the answers on the sheet they can cross it out. First pronouncin
student that gets a full bingo sheet wins a prize. Of course all g correctly
questions asked and answers replied must be said in Japanese and using
using the structure we learnt. This will help students in being able the
to obtain information by asking questions in Japanese. grammar
correctly.

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Lesson resources attached:

You must list all the resources that you have created or found in this space.
Ensure you attribute any images used on the resources you create.

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

3. Lesson Three

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 Assignment 1 Professional task stage 4 (3 lesson plans)

Timing
Stage Lesson
4 (Year 8 ) Outcome Teaching and learning actions
Japanese Resources
Locations Assessment Feedback
(mins) Stage
Syllabus Outcomes
5 min prepare LJA4-1C Wait for students to settle down then start with traditional
Communicating
Interacting Japanese greeting and marking the role.
Outcome
5min Present LJA4-5U Using PowerPoint slides go through the propositions, encourage Power point slides pronouncia
A student: › uses Japanese to interact with others to exchange information, ideas and opinions, and make plans LJA4-1C
students to read the aloud with you. tion
 engage in collaborative activities that involve planning and making arrangements, for example: (ACLJAC002)
10min Practic Game- rearrange the classroom by having a small set of table in Open space Observe
Learning Intentions
e the middle. Tell the students to stand and be prepared to move in Tables
By the end of the lesson students should be able to describe the location of something using direction words
the direction called out. Teacher uses Japanese proportion words
just learnt (except for massugu and naka). Moving around and
playing a game will be a good method for the disengaged students.
Prior learning Seeing the students move in the direction of the word called will
Students have prior knowledge ofalso
hiragana and katakana
be beneficial for the visual learners. Once students have got
the hang of the words and act instinctively, move on to the next
part of the lesson.
Intercultural understanding
Students
10min will develop
Present a basic understanding
LJA4-1C of directions
Place the students andand
into pairs develop an intercultural
use PowerPoint slides understanding on the different
to teach PowerPoint slides grammatical
Observationstructure used when
and Focus on
comparing English and Japanese students the basic sentences for giving directions. Encourage the
LJA4-4C wandering pronunciati
LJA4-5U students to repeat the sentences to each other to practice fluency on and
Script – 右、左、上、下、前 and pronunciation. fluency
10min Present LJA4-6U Teach the students the five Kanji using the website ICT (IPad or Laptops) Assess the quality Focus on
/practic https://app.kanjialive.com/ for the use of the of the kanji, how stroke
Vocabularyeand structures While other students are focusing on the other kanji, assign extra website. clear it in to read order (kanji
左に曲がってください。まっすぐに行ってください。 kanji for the gifted students –　中 alive will
This stage of the lesson will also give students a chance to use ICT. be a great
Students are also encouraged to write kanji in their vocab and assistance)
Differentiation strategies
kanji book.
Which learning /physical needs are you differentiating for? How are you making learning accessible for students with these needs?
Gifted and talented students. Extended Kanji and vocabulary
Zaynab Taha
Disengaged students Group work 18656435
Visual learners Flash cards and visually appealing and easy to understand power point slides
 Assignment 1 Professional task stage 4 (3 lesson plans)

Timing Lesson Outcome Teaching and learning actions Resources Assessment Feedback
(mins) Stage

20min Produc LJA4-1C Game- move students to an open area or field. In the pairs Maps Observation and Ensure
e LJA4-3C assigned, give each pair a map and a blindfold (give gifted students Blindfold wandering students
LJA4-5U a different map compared to the other students). Assign each pair Prizes stick to the
with their own spacious area and tell one of the students to wear Open area map and
the blindfold. Place an item on the floor similarly to where the X is call out
located on the map. Students without the blindfold on are then to directions
call out directions for their partners to follow in Japanese. They correctly.
must use the turns instructed on the map. Group that reaches
item first get a prize, second get candy.

Lesson resources attached:

You must list all the resources that you have created or found in this space.
Ensure you attribute any images used on the resources you create.

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Zaynab Taha 18656435

 Assignment 1 Professional task stage 4 (3 lesson plans)

Map for gifted students

4. Explanation

Present a 1,000 word explanation, using recent research, of your pedagogical model and teaching and
learning choices for these lessons, demonstrating how these lesson plans connect to the syllabus can cater for
diverse learners.

Research has made it evident that an effective teaching pedagogy acknowledges there are many

students with different learning needs and that a single teaching style may not always meet the requirements of all students (Shwab et al, 2019). Therefore it is

the obligations of the teacher to create a teaching pedagogy that will differentiate for diverse learners, while also supporting relevant teaching outcomes

instructed by the syllabus. This reflection will discuss how the stage 4 lesson plans above meet these requirements while also using models of language

pedagogies, explicitly the prepare, present, practice, produces model (PPPP) to fixate the lesson plans to the learning of language, specifically Japanese.

When learning a foreign language, the ability to communicate using what you have learnt is essential, however it is common for students that learn language

within a classroom to suffer from foreign language communication disorder (FLCA) which can become a major detriment in their studies ( Guntzviller et al,

2016). Keeping this aspect of language learning in mind, the three lesson plans above heavily focuses on the different elements from the communicating

outcome of the syllabus. The first lessons focal point is composing specifically the content dot point ‘ create bilingual texts and resources for the classroom’

(NESA, 2017 p.85). Therefore the main aspect of lesson one is the creation of the Kanji and vocabulary book. The reason why the creation of the book is

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 Assignment 1 Professional task stage 4 (3 lesson plans)

combined with the topic family and friends is due to the topic being a more simple one, while also including a lot of vocabulary and kanji. Therefore it would

be a great topic to start the book, it is also a creative and enjoyable activity that will keep the students engaged which is statistically proven to further lower the

risk of classroom misbehaviour (Callow and Orlando, 2015). The second lesson focuses on assessing and responding with the topic being hobbies and

interests specifically the content dot point “respond in English or Japanese to information and ideas in a variety of spoken, written and digital forms for specific

contexts, for example” (NESA, 2017, p.82). In order to allow students to reach a stage that where students are comfortable to ask questions and gather

information on their own and respond to information and ideas in Japanese, scaffolding was used in this lesson (Forman, 2008). Students were taught the words

they will need first, than the structure and once the teacher believes they are comfortable in those two aspects, they are encouraged to go off on their own to

gather information using the bingo game. The third lesson focused on interacting and “engage in collaborative activities that involve planning and making

arrangements” (NESA, 2017 p.79). Similarly to lesson two, scaffolding was also used in this lesson to allow the students to reach a level in which they are

comfortable enough to use Japanese to interact with their peers in the direction game. Although the lessons also has influence from the other communicating

outcome and understanding, for example, understanding honorifics and intercultural understanding, the optimal focus is communicating.

The k-10 Japanese syllabus states that “Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to

teaching” (NESA 2017 p.6). In order to attain an inclusive lesson plan adjustments were made for three groups within this class, gifted students, disengaged

students and visual learners. Firstly the gifted students, it is important to understand that “gifted students need an appropriate level of challenge to keep them

fully engaged and to prevent them from feeling bored and unmotivated in class” (Yuen, 2018 p.37). It is hence the reason for the extra work the gifted students

are asked to complete within the lesson plan. The lesson plans are adjusted to give the students an opportunity to delve deeper into the content, without

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 Assignment 1 Professional task stage 4 (3 lesson plans)

increasing the difficulty to the extent of making them take more time than their peers to complete the tasks. Motivational issues are quite common with young

adolescents and it can cause issues such as misbehavior and lack of cooperation. Therefore adjustments need to made for these students, as according to

Glassers choice theory these students just need an environment that will “satisfy their basic needs for belonging, control, fun and freedom” (Glasser, 2010, cited

by Nobile et al, 2017, p.93). Therefore the common use of group work and the use of games were an adjustment made to the lesson plan to provide inclusion for

the students. Blaz (2016) states that creating a sense of responsibility and community with the students by using group work will motivate the students to do

well and keep them engaged. Visual learners can range from students with disabilities such as autism and dyslexia to students from low SES backgrounds

(Tabor, 2014), therefore it may be quite common to have visual learners within ones classrooms. To differentiate for these students the lesson plan frequently

includes pictures and colours for all the new vocabulary learnt to assist the students in retaining the information.

The language learning model used in the lesson plans are prepare, present practice, produce (PPPP). All the lessons begun with the teacher preparing the class

with the traditional greeting and if need be revision for things they have done that they may use this lesson, for example the vocabulary needed for lesson 2.

Following that the lesson plan went on to presenting the new content needed for the days lesson and giving the students time to practice the new content

whether with the whole class or in groups. Finally the three lessons would end with produce, where the students used either a game or an activity that will allow

them to use the new content they learnt on their own. Due to the class being composed with all beginner Japanese learners, the approach taken for these lesson

plans is a deductive approach (Cotter, 2020).

To conclude, the choice of teaching and learning strategies used in these lesson plans were to seen as an optimal method to deliver the content to the students

while also taking into consideration differentiation, the syllabus and the models of language pedagogies.

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5. References

Blaz, D. (2016). Differentiated instruction : A guide for world language teachers (Second ed., Eye on Education book).

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement for students from low socio-economic

backgrounds with implications for technology and literacy practices.  Pedagogies: An International Journal, 10(4), 618-638.

Cotter, T. (2020). Planning a grammar lesson. Retrieved 13 August 2020, from https://www.teachingenglish.org.uk/article/planning-a-grammar-lesson

De Nobile, J., & Lyons, Gordon, author. (2017). Positive learning environments (First ed.).

Directions. (2020). Retrieved 13 August 2020, from http://japaneseteachingideas.weebly.com/directions.html

Forman, R. (2008). Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand.  Linguistics and

Education, 19(4), 319-332.

Guntzviller, Lisa M, Yale, Robert N, & Jensen, Jakob D. (2016). Foreign Language Communication Anxiety Outside of a Classroom. Journal of Cross-

Cultural Psychology, 47(4), 605-625.

 Hobbies. (2020). Retrieved 13 August 2020, from http://japaneseteachingideas.weebly.com/hobbies.html

 Kanji alive Web Application. (2020). Retrieved 13 August 2020, from https://app.kanjialive.com/search

NSW Education Standard Authority (NESA). (2017). Japanese k-10 syllabus.

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Schwab, Susanne, Sharma, Umesh, & Hoffmann, Lisa. (2019). How inclusive are the teaching practices of my German, Maths and English teachers? –

psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices. International Journal of

Inclusive Education, 1-16.

Tabor, C. (2014). Calculator Programming Engages Visual and Kinesthetic Learners. The Mathematics Teacher, 107(8), 624-629.

Yuen, Mantak, Chan, Serene, Chan, Cheri, Fung, Dennis CL, Cheung, Wai Ming, Kwan, Tammy, & Leung, Frederick KS. (2018). Differentiation in key

learning areas for gifted students in regular classes. Gifted Education International, 34(1), 36-46.

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Zaynab Taha 18656435