Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 10 Time: Period one, 8:35 - 9:44 Students’ Prior Knowledge: Students will
Date: 15/05/2019 have learnt the first 30 katakana. Students
will be familiar with transforming high
Learning Area: Languages - Japanese frequency verbs into the てーForm and
begun to utilise the various functions of the
form, including the continuous form (ている).
Students will be able to express likes and
dislikes, and provide adjectival reasoning as
to why/why not using high frequency
adjectives.

Strand/Topic from the Australian Curriculum

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative behaviour Social understanding
✓
competence
✓
thinking competence

✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia ✓

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action
verb)

As a result of this lesson, students will be able to:

• Transform high frequency verbs into the てーform by competing in a game of around the world
• Recognise and reproduce target katakana through flashcard drill activities and repetitive writing
on a practice sheet
• Discuss ideas and personal opinions about Australian fast foods by describing popular foods
and restaurants using target vocabulary. Incorporate the inclusion and facilitation of EAL/D
student opinions about their own social and
cultural context and opinions on fast food, rather
than focusing only on Australia and Japan’s
relationship

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Teacher’s Prior Preparation/Organisation:
- Access to the te form song (https://
www.youtube.com/watch?v=Es9y7dTze4c&t=2s)
- Mini white boards (Formative assessment te-
form practice, including ている）
- Katakana flash cards (エ、セ、ソ、チ、テ、ヌ、
ノ、ハ、ヒ、マ、ミ、モ、レ、ロ、ワ）
- Katakana writing practice sheet
- Australian fast food worksheet
LESSON EVALUATION (to be completed AFTER
Provision for students at educational risk:
Students who are able to complete the fast food
worksheet quickly will be directed to practice
transforming previously learnt adjectives into
their negative forms
EAL/D students may be unfamiliar with popular Japanese or
Australian fast foods, and modifications should be made to
allow for these students to discuss their own cultures food
history. During the lesson, essential target vocabulary needs
to be sign posted by being drawn on the board and its
meaning explicitly mentioned to allow for students to
understand the meaning in English, Japanese and gives
them a chance to translate it into their own language or
the lesson) dialect

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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Time Take attendance and read daily messages Resources/
References
3 皆さんおはようございます。
minutes

5 Play the te-form song 1 time to refresh student memory of the

minutes grammar rules. Then play it again one more time and get the students
to sing or say the words aloud as well. Check for understanding: Youtube: te-form
song https://
What are the main rules for each verb group?
www.youtube.com/
10 watch?
minutes Formative assessment: Mini whiteboard around the world
activity. Distribute two whiteboards to two students. One student v=Es9y7dTze4c&t=2
stands behind the first student. Teacher to call out one verb; in s
Japanese (ます Form）or in english. Students are to transform the
verb into the te-form, and write in Japanese (hiragana or kanji) the
verb in its te-form on the whiteboards (focus is on ensuring that って Mini whiteboards
and いて, as well as exceptions are used properly). As students and white board
markers, *potential
progress, focus more on english to Japanese translation, as well as reward
including the ている form to provide for higher order thinking and to
demonstrate the functions of te-form. Winner with the most rounds to
receive a reward *(potentially)

*Prior to lesson, check to see where students are up to in terms of

katakana. If they haven’t learnt the next set of chapter 3 katakana,
15 Display country name powerpoint. Students to attempt to write in Students could be called to demonstrate
minutes katakana country names prior to being exposed to it. Focus: if they were able to reproduce their own
Countries that deviate from English (eg. ドイツ) and words that
country of origin before the presentation
manipulate the vowel sound (eg. フィンランド). Compare with
correct spelling: Are long sounds in correct places? Small ツ being Target Katakana
flashcards
utilised?

If students have not learnt target chapter 3 katakana, drill students

with flashcards (エ、セ、ソ、チ、テ、ヌ、ノ、ハ、ヒ、マ、ミ、モ、
レ、ロ、ワ). At first, whole class to answer, then call on specific
students to ensure all students are able to recognise.

10
minutes Distribute Katakana writing practice task worksheet. Students are to
practice writing katakana, focusing on stroke order and neatness.
With the help of Aya sensei, demonstrate correct stroke order and Katakana writing
help students writing. practice worksheet

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 It would perhaps be more appropriate to
use not only オーストラリア(Australia) as
Time
an example of discussing popular fast
foods, but also include vocabulary to
include student cultural context.
20 Introduce Topic 3: ファストフード with a class discussion
Minutes Focus questions: What do you consider fast food? オーストラリア
で一番好きなファストフードは何ですか。Write the kanji for ばん on
the white board (target kanji). Push for further information: どう
してですか。 Push for the use of adjectives.

Topic of health: target vocabulary - 体にいい、体によくない, ヘル

シーな、ヘルシーじゃない
Aya to demonstrate on whiteboard stroke order and meaning of 体 on
whiteboard. Australian fast food
worksheet
Distribute worksheet: Australian fast food. Students are to attempt to
write the name of the restaurant in katakana, describe if they like the I would modify this
food (辛い、おいしい、まずい etc) and write if they think it is worksheet to have a
(comparatively) healthy (体にいい・よくない・ヘルシーな・ヘルシー blank space for
students to select a
じゃない) using 体. Diagnostic assessment: Do students know how to fast food that they
change い and な type adjectives into the negative form? enjoyed in their own
い：い＞くないです。 cultural context, to
allow for
な：な＞じゃないです。
individualised
formation of opinion

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