Lesson Plan #3 (of 5)

Year Level/ Class Year 7 Date 14/08/2018

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.
The will use Japanese to interact with peers, the teacher and others to exchange information, recount
experiences and express opinions.

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 )
Socialsing- 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 )
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

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
  How other peers feel and certain events  Go around the classroom and tell their
in their life story in Japanese
 The different and similar customs in  Understand Japanese traditions
Japan

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.

 5 mins- I will let each student review and add more work to their story they did yesterday.
Since this is near the beginning of the lesson, students should feel more motivated to add and
review their story.

 25 mins- The students will go around the classroom and tell their story to their peers.
Each student will have to tell their story in Japanese and translate it into English. The listener
will need to respond to certain questions in Japanese and talk to each other about how they
feel about their experiences. Hopefully, this should engage and evoke some form of emotion
to the story writer. Furthermore, students have the opportunity to reflect and provide
feedback with their stories.

 20 mins- Inform the students about the Japanese exchange students and teach them certain
customs to respect their culture.
To make sure that my students show great hospitality to other visitors, I will teach them
certain customs so that the guests feel more welcome. For instance, learning to bow or stand
up before class starts.

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