Lesson Plan #5 (of 5)

Year Level/ Class Year 7 Date 20/08/2018

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 will use Japanese to interact with peers, the teacher and others to exchange information,
recount experiences and express opinions. They ask and respond to a range of questions using both
rehearsed and some spontaneous language. They apply appropriate word order in their spoken and
written language, varying the order of noun phrases without altering the meaning. They identify
words, phrases, prefixes, suffixes and titles that indicate different levels of formality. They recognise
values that are important in Japanese society, and how these are reflected through language and
behaviours. 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)
Socialising- Interact with others to share interests and experiences, exchange information and express
opinions and feelings (ACLJAC163 - Scootle )
Socialising- Engage in activities that involve collaboration, planning, organising, negotiating and
transacting (ACLJAC164 - Scootle )
Socialising- Interact in whole-class and small group activities that involve seeking information from
peers or the teacher, asking and responding to questions, making requests, and asking for and
providing clarification (ACLJAC165 - 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 )
Translating- Translate short texts such as signs, simple dialogues or phone conversations from
Japanese into English and vice versa, noticing when it is difficult to transfer meaning from one
language to the other (ACLJAC170 - Scootle )
Translating- Work collaboratively to design bilingual resources to convey information to the school
community (ACLJAC171 - Scootle )
Language variation and change- Explain variations in Japanese language use that reflect different
levels of formality, authority and status (ACLJAU178 - 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
Ethical understanding
- understanding ethical concepts and issues
Social awareness
- recognising others’ feelings and knowing how and when to assist others
Social awareness
- interact effectively and respectfully with a range of adults and peers
Recognising culture and developing respect
- identifying, observing, describing and analysing increasingly sophisticated characteristics of their
own identities and those of others

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 some kids in Japanese schools live in
hospitals
 Working together with other Japanese
students can help them improve their
vocabulary
 The different format people use to write
letters as opposed to stories
 The significance of origami and cherry
blossoms
 Apply traditional techniques to respect
other cultures
 Interact with Japanese students
 Work together in a collaborative setting
with Japanese students
 Do origami

Sequence of teaching and learning tasks (with time allocation)

 10 mins- Introduce a new set of hiragana characters to the students. Meanwhile, the
Japanese students can use this time to improve upon the English language.
The class will be split in order to prevent confusion with the different languages.
  5 mins- The students will join the same small groups they were in yesterday. They will then
be told to write letters for the ill. While half of the groups will be writing letters to hospital
patients in Japan as the other group will focus on Australian hospital patients.
The students will be assimilated into the same groups as it helps with their familiarity of
knowing people, which can help build their confidence.

 15 mins- The students will be working on their letters.

If groups manage to finish early, they have the option to do some origami while they wait.

 15 mins- The groups will switch. If they were working on Japanese letters, they will alternate
to Australian letters.
Similarly, if groups finish early, they can work on origami.

 5 mins- The students final activity students doing origami. More specifically, they will be
making a cherry blossom design.
In the end, I will be explaining why this flower is a famous Japanese symbol and teach my
students what it present. To summarise, it means to enjoy life as it is short.

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