Lesson Plan #4 (of 5)

Year Level/ Class Year 7 Date 15/08/2018

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 share their reactions to intercultural experiences,
describing and explaining why some elements fit easily with their sense of their own identity while
others do not. 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 explain how
cultural values and ideas are embedded in all languages and how their own communicative behaviour
might be interpreted from other cultural perspectives.

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 )
Reflecting- Participate in intercultural interactions, identifying and comparing aspects of culture that
affect communication and noticing how own culture impacts on language use (ACLJAC172 - Scootle )
Reflecting- Consider how their own biography, including family origins, traditions, interests and
experiences, impacts on their sense of identity and ways of communicating (ACLJAC173 - Scootle )
Language variation and change- Explain variations in Japanese language use that reflect different
levels of formality, authority and status (ACLJAU178 - Scootle )
Role of language and culture- Understand that Japanese language and culture, like all languages and
cultures, are interrelated, both shaping and reflecting each other (ACLJAU180 - 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)
Students will understand:
 The correct cultural interactions to
properly respect different cultures
 How students in another school perceive
life and share experiences
 The different and similar customs in
Japan
(could use the elaborations as a starting point)
Students will be able to:
 Apply traditional techniques to respect
other cultures
 Interact with Japanese students
 Work together in a collaborative setting
with Japanese students

Sequence of teaching and learning tasks (with time allocation)

 5 mins- I will inform the students that the Japanese exchange students will be arriving
shortly and remind them how to behave appropriately.
Prior to the lesson, I will tell the other teacher to let their students wait outside for a few
minutes before I remind the students about the how to act.

 10 mins- The students in both classes will introduce each other and be assorted into smaller
groups.
By separating both classes into smaller groups, students will be able to interact more
frequently and build a greater relationship with peers.
  25 mins- The students will be able to work on their assignment with the help of other
Japanese students.
Since the exchange students have a greater insight on the issues in Japan, learning about their
livelihood or neighbouring cities can help provide students with more knowledge on what to
write.

 20 mins- The groups will be asked to make a poster about Japan and their interests in Japan
as opposed to the exchange students who will be writing about Australia.
Once completed, they will be placed around the classroom to reflect on in future classes.

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