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Japanese Assignment 2
Japanese Assignment 2
102087.88.89
Secondary Curriculum 1 Languages
1714.1 Master of Teaching (Secondary)
Assignment 2:
Portfolio
including unit of work, resources and extended response
by
Taylor Laporte
17790882
Unit plan
A unit of work you have developed for a stage 4 or 5 class using relevant outcomes, syllabus content, concepts and skills that is supportive of diverse learners and shows evidence of
differentiation and formative assessment.
Unit aim- Students are able to describe the layout of their home and neighbourhood/town, as well as that of a typical Japanese
home and neighbourhood/town. Given a map, students should be able to describe the layout of a house or town
Intercultural understanding – Students will research and understand the layout of a typical Japanese home and town
Script- 前、後ろ、寝室、近所、場所、住所
となり、はんたい、まえ、うしろ、いま、だいどころ、ふろば、しんしつ、うらにわ、げんかん、ろうか、ガレージ、トイレ、せんたく室、近
どのぐらい離れていますか?
先、キロメートル、メートル、右、左、にまがります、の中で、こうさてん、しんご、デパート、家、住所、colours, numbers
Importance of this learning – Students are likely to be asked about where they live when making friends using Japanese. This unit
will give them the skill to describe their home and town
Outcome 5.UL.2: A student selects, summarises and analyses information and ideas in written texts and responds appropriately.
Students learn about- • ways in which texts are formatted for particular purposes and effects
• ways in which texts are constructed for specific purposes
• ways of identifying relevant details when reading for specific information
Students learn to- • explore the way text content is developed and how ideas and information are sequenced, eg headings, paragraphing, introductory
sentences, topic shifts
• identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text
• make judgements about the relevance of detail in analysing text, eg extracting ideas and issues referred to in text
Outcome 5.UL.3: A student uses Japanese by incorporating diverse structures and features to express own ideas.
Students learn about- • the manipulation of structure, format and choice of vocabulary to achieve specific purposes
• responding to factual and open-ended questions
Assignment 2: Portfolio
Students learn to- • select and manipulate particular structures to achieve specific communication goals, e.g. use appropriate tense for recounting,
emotive language for effect, うみへ行きま した。たのしかったです。
• maintain an interaction by responding to and asking questions and sharing information
Outcome 5.UL.4: A student experiments with linguistic patterns and structures in Japanese to convey information and to express own ideas.
Students learn about- • resources available to enhance or promote independent learning
• the use of technology to express ideas and create own text.
Students learn to - • develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, word lists,
grammar references, authentic texts in print and online
• access websites to transfer and manipulate data to produce a specific text, eg multimedia presentation.
Outcome 5.MLC.2: A student uses linguistic resources to support the study and production of texts in Japanese.
Students learn about- • the importance of being aware of the choices that are made to convey precise meaning
• the effect of linguistic choices on intended meaning
• meaning conveyed in words
• the conventions of the writing system.
Students learn to- • evaluate the accuracy and appropriateness of structures when constructing and editing text
• make linguistic choices to enhance their intended meaning, drawing on a range of linguistic structures
• analyse ways in which words are constructed, eg how words are modified for different grammatical functions, or how particles
are used for grammatical effect, e.g. たのしい → たのしそう
• apply the conventions of the writing system, eg on/kun readings, okurigana, stroke number, order and direction.
Outcome 5.MBC.1: A student explores the interdependence of language and culture in a range of texts and contexts.
Students learn about- • cultural concepts and ways they are reflected in language and behaviour
• the value of developing respect for and appreciation of other cultures
• the contributions of diverse cultures to the local and global community
• etiquette and ethical behaviour associated with cross-cultural communication.
Students learn to- • identify and analyse ways in which culture is reflected in language use in diverse contexts
• discuss and compare the values and beliefs of diverse cultures
• reflect on attitudes and practices that differ from their own
• recognise appropriate intercultural behaviour in diverse settings.
Assignment 2: Portfolio
Assessment – Students will be given a 2-part assessment. In part 1, students will write 1-2 pages as a take home task describing
their home and neighbourhood, including a drawn map, to be handed in on the day of the listening test. In part 2, students listen to
a spoken text and label a given map based on information in the spoken text. This part will be undertaken in the classroom.
Tourism maps activity How far is it? Activity 15-point challenge, Edpuzzle Engagement with Asia,
Term
Integrated teaching, learning and assessment activities Resources Assessment Feedback
Week
interpret the maps and decide which vocabulary is relevant, before going students
Video showing the layout of a traditional Japanese home, students will note video
Teacher can check Instant
features and draw or write their interpretation of a Japanese home.
T2 W1 students’ drawings verbal
or writing feedback
actually complete
the work
Assignment 2: Portfolio
Students will individually complete worksheet in which students will interpret worksheet
blueprints of houses, maps of towns and translate vocabulary list words from
Teacher can collect Delayed
English to Japanese and Japanese to English. This will help students to
T2 W2 and mark written
practice vocabulary before completing more complex activities in the second
worksheet feedback
half of the unit. Questions can be scaffolded or extended in order to
Students will perform 15-point challenge on Padlet where they can perform Padlet
https://padlet.com
writing tasks, read and analyse videos and maps, or create a poster. Higher /taylorlaporte95/9z
Teacher will be Instant
xvco1zkdy8
order tasks will be worth more points, smaller, easier tasks will be available able to check verbal or
T2 W2
allowing for lower ability learners to engage with content. This will develop student responses written
students’ ICT ability, as they will need to post their answers, and ask questions posted in padlet feedback
Students are architects who have been asked to design a home to be built in Vocabulary Students will hand Delayed
T2 W3 Japan. They will need to draw the blueprint for their home, label it and sheets and in their task for written
provide a short paragraph in Japanese describing the home. This description worksheets marking feedback
Assignment 2: Portfolio
may include, colours, furniture, layout depending on the student’s ability used in earlier
loungeroom).
Listening Students
comprehension understanding of
T2 W3 through, play, pause and rewind the content at their own pace. The listening listening written
passage will then be gone through in detail as a class after the task is audio file comprehension feedback
https://drive.googl
completed. e.com/open?i
questions handed
d=0ByckR4BtX
Rk5bjZaS055Vj
in to the teacher at
VqVnc
the end of the
lesson
Assignment 2: Portfolio
How long will it take? Students will learn how to say ‘how long will it take?’ paper
Flashcards can be Instant
どのぐらいかかりますか? Students will make their own flash card for the
T2 W3 seen by the verbal
sentence, revise numbers in groups and practice responding to the question
teacher feedback
in small groups or pairs
How far is it? Students will be asked to research how to say how far is it? in Devices or
Kanji lesson- Students will practice writing the unit kanji (shown in page 2 of Stroke order Instant
this document) as a class, using stroke order diagrams and animations. Next, diagrams, Teacher will check written
T2 W4 students will compete in a race to write a line of each of the unit kanji to help animations each student’s and
work on their writing speed. Students will be disqualified if characters are work after the race verbal
Role play speaking/listening activity: Students will be given a town map and Town map
will work in pairs giving each other directions to certain places on the map.
The speaker giving directions should not expressly state the name of the place
they are directing the listener to. This will ensure the listener pays attention Students will
to all instructions and the listener may engage in the conversation using either decipher the
Instant
phrases such as どのぐらいかかりますか?、どのぐらい離れていますか? directions given to
T2 W4 verbal
In the review of numbers and directions in lesson 1, T1 W1 students should them or not, and
feedback
have re-familiarised themselves with how to say phrases such as 1 キロメート the teacher can
ル先,右に曲がります。As the given map will have a scale, students may also check this
worksheets and examples shown throughout the unit, particularly resources students in attempts because
students an idea
on what needs
assessment
Listening Practice- Students will pair off and tell each other about their home None
Students notes Instant
or neighbourhood. The listener must write down the features and layout of
T2 W5 should be reviewed verbal
the home or neighbourhood being described to them. The speaker may then
by the teacher feedback
mark the listeners notes for any missed information or spelling errors.
Listening part of summative assessment will be undertaken this lesson. assessment summative Delayed
T2 W5 Students will be allowed to make final edits to the writing part of their task assessment, written
assessment for submission by the end of the lesson teacher will collect feedback
Resources
Resources that you have created for the unit, including a digital learning resource that supports student learning and
develops their ICT skills (such as-google slides, i-movie, website) of a particular aspect of the unit.
Vocabulary list for Term 2 Week 2 – What is in your home? What is Near Your Home activity:
https://drive.google.com/open?id=0ByckR4BtXRk5c0RESk12VklmWlE
The Japan Foundation, S. (2017). Rooms of a Japanese House: 3 Hint Game | Classroom Resources - The Japan
Foundation, Sydney. Jpfsyd-classroomresources.com. Retrieved 4 October 2017, from http://jpfsyd-
classroomresources.com/r81.html
Extended response
In the planning of this unit, several integral theories were considered and implemented. These include Project Based
Learning, Inquiry Based Learning and Understanding by Design. This unit was also designed to allow as much Student-
(Wiggins & McTighe, 2008)’s work on Understanding by Design argues that when designing learning tasks, the focus
in mind should be a goal, several essential questions/concepts or a task such as an assessment task. As the assessment
task chosen for this unit is a writing and listening two-part task, several lessons within this unit focus on developing
student’s writing and listening skills. By taking lesson time to develop these skills as a means for students to
successfully reach their goal, which in this case is to undertake the assessment task, Understanding by Design is
implemented. These skill building lessons include the listening comprehension lesson in Term 2 Week 3, and the
writing practice lesson in Term 2 Week 5, along with the architect activity in Term 2 Week 3.
One of the key pedagogical concepts uncovered when considering where to begin the construction of this unit was
that rather than explicitly teaching the unit content, which would not necessarily promote deep understanding, it
would be more beneficial to the students to learn the content through the completion of a series of tasks designed to
create a deeper understanding of the lesson content. This is in line with the work of (Blumenfeld et al., 1991) and
(Krajcik & Blumenfeld, 2006) on Project Based Learning which states that students should investigate questions or
problems by creating artefacts, predicting, drawing conclusions and communicating their ideas. The 15-point challenge
for Term 2 Week 2 created in padlet is an example of this, as almost all tasks require students to use their knowledge
of Japanese words to create a poster, give directions, write a description or play a game. This way, students are not
only learning words, they are using them to create artifacts or solve a problem, namely not only how to give directions,
While designing learning tasks, it became clear that Project Based Learning could be used a part of Inquiry Based
Learning. (Edelson, Gordin & Pea, 1999) states that “Participation in inquiry can provide students with the opportunity
to achieve three interrelated learning objectives: the development of general inquiry abilities, the acquisition of
specific investigation skills, and the understanding of concepts and principles” and (Gormally, Brickman, Hallar &
Armstrong, 2009) suggest that students learn best when they are exposed to hands-on authentic tasks. When
comparing this to the understanding gleaned from (Blumenfeld et al., 1991) and (Krajcik & Blumenfeld, 2006)’s work
on Project Based Learning, which, as mentioned above, states that students should investigate questions or problems
by creating artefacts, predicting, drawing conclusions and communicating their ideas; it can be seen that by creating
tasks that are highly engaging and promote learning, Project Based and Inquiry Based learning can be simultaneously
implemented. Simultaneous implementation of these 2 theories has been achieved throughout the construction of
this unit by creating tasks which encourage problem solving and the creation of artefacts, such as the tourism map
activity in Term 2 Week 1, and the research task in Term 2 Week 3, where students research how best to say ‘how
long will it take?’ in Japanese. These tasks promote Inquiry and Project Based learning, as they are designed to allow
students to investigate a given question; for example, how would they say, ‘how long will it take?’ using Japanese, or
‘what words do we think are most important/useful in this tourist map?’. As well as this, these tasks allow students to
create a product that will aid them in their learning. In the tourist map activity, students will make their own vocabulary
list, and in the research tasks, students will make their own flash card for the phrase どのぐらいかかりますか?
On another hand, while these theories played a prevalent role in the building of this unit, both formative and
summative assessment have also played a pivotal role. As Understanding by Design suggests that one must focus on
a task or goal and build from that point, before the activities presented in this unit were created; the summative
assessment was created. Therefore, all tasks presented were made with the summative assessment in mind. As
mentioned earlier, it is for this reason that there are several tasks throughout the unit that allow students to build the
skills necessary to undertake the summative assessment. Ideas for formative assessment were implemented after the
construction of the tasks, with the concept in mind that students should receive as much feedback as possible to allow
for improvement. Throughout the unit, there is a mix of delayed and instant verbal and written feedback. For example,
the writing practice in Term 2 Week 5 has written feedback, as this task directly prepares students for the summative
assessment and will give students a fair idea of what marks they may expect in the summative assessment.
Assignment 2: Portfolio
Perhaps most importantly, when creating any task, lesson or unit, teachers must bear in mind that all students have
diverse learning needs, and as such, differentiation is of paramount importance. This is shown in the work of (Sousa &
Tomlinson, 2011). Differentiation has been achieved in different ways for each task presented in this unit. One example
of which is in the 15 -point challenge. Lower order tasks such as drawing a diagram of your house, or looking at a map
are included as easier tasks for students who may have learning difficulties or are struggling with the content. The
challenge also includes higher order writing tasks that require more complex thought and allow gifted and talented
students to extend their learning, such as to write a passage describing their favourite place, how to get there, and
why they like it. Differentiation is also evident in the architect activity in Term 2 Week 3, as students’ responses may
have different levels of detail in them depending on how well the student has engaged with the content of the previous
lessons in the unit. A high-level response may include rooms, furniture, directions to describe the layout of the home
and colours for wall paint or furniture, where a lower-level response may only list the rooms in the house. Each of
these is equally acceptable and allows the student to demonstrate their skill level.
Assignment 2: Portfolio
Edelson, D., Gordin, D., & Pea, R. (1999). Addressing the Challenges of Inquiry-Based Learning Through Technology
and Curriculum Design. Journal Of The Learning Sciences, 8(3-4), 391-450.
http://dx.doi.org/10.1080/10508406.1999.9672075
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science
Literacy Skills and Confidence. International Journal For The Scholarship Of Teaching And Learning, 3(2).
http://dx.doi.org/10.20429/ijsotl.2009.030216
Krajcik, J., & Blumenfeld, P. (2006). Project Based Learning. In The Cambridge Handbook of the Learning Sciences.
Sousa, D., & Tomlinson, C. (2011). Differentiation and the brain. Solution Tree Press.
Wiggins, G., & McTighe, J. (2008). Understanding by design (pp. 1-11). Alexandria, Va.: Association for Supervision
and Curriculum Development.