Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 10 Time: Period 5 Students’ Prior Knowledge: Prior to chapter
Date: 24/05/2019 3, students will have learnt how to transform
high frequency verbs into the て form, and
Learning Area: Languages - Japanese how to express verbs in a continuous form
(ている). In Chapter 3, students have been
exposed to the notion of fast food and
health. Grammatically students have learnt
high frequency adjectives to express
opinions, and learnt target vocabulary to
express if food is (un)healthy or good/bad for
the body. Students will have learnt how to
transform adjectives into the past, negative
and negative past forms, as well as learnt
how to create sentences with adjectives
sharing common ideas and themes.

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

competence creative behaviour Social understanding
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:

• Explain grammatical rules by formatively assessing students with target focus sentences
• Comprehend intercultural opinions of fast food by translating diary written passages
• Translate and create complex sentences by completing a writing and reading exercise

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Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
Bring in item to toss to students to check for Provide a vocabulary list of (some) of the
understanding of what they’ve covered so far from unfamiliar vocabulary in the writing exercise to
myself prevent disengagement from the weaker
Print out iitomo activity book page 44 + 46 students. Stronger students who get to the final
Print out reading and writing activity worksheet question on the writing exercise will be directed
Iitomo student book page 42 to page 11 of the chapter book to begin learning
Target Kanji and Katakana cards (For Aya Sensei) grammar structure そうです to express how
Dictionaries something looks/appears, then use page 42 in
iittomo student book to practice the use of it
LESSON EVALUATION (to be completed AFTER the lesson)
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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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Resources/
References

10 Diagnostic assessment: Using another item to pass around,

minutes students will be individually and informally checked for understanding
of the grammar points covered so far. Prior to beginning checking
exercise, remind students of what has been taught (te form, Mini white board/ item
continuous form, adjective transformation and health related to pass around to give
vocabulary). Ask stronger students more difficult questions (一番好き attention to the speaker
なファストフードは何ですか。）Check for higher order thinking,
replace high frequency 好きな with another Na type adjective (一番ヘ
ルシーなファストフードは何ですか.) Ask weaker students questions
about transforming verbs into te form, transforming adjectives into
various forms, and continuous forms.

Check the home work task from last lesson. Students to read a Iitomo activity book
5 sentence at a time each, then go through answers. Students who page 47 homework
minutes have not completed the homework task will be the focus of answering
questions as the passage is read. I had very high expectations for my students for this homework activity. It was designed to
be a challenging introduction to get students to independently challenge themselves. This
would have perhaps been better as an extension activity rather than a diagnostic or
formative assessment. While it was scaffolded well with target vocabulary and relevant
literacy and grammar techniques, for EAL/D students with lower levels of literacy it would
20 be a challenge and would be better used as a formative assessment later on in the unit.
minutes Aya Sensei to take away two students away to focus on katakana, Aya Sensei, speaking
per 2 kanji and speaking assessment questions. Katakana focus to be on assessment target
students combination sounds (ウェ、ウィ etc). Kanji focus to be on the question pages, target
extension kanji characters (今、方、安）Speaking practice with focus kanji, katakana
flashcards
question’s, focusing on conversation.

Distribute reading comprehension worksheet from iitomo (pages

15 44+46) Students are to work individually to complete the questions Iitomo pages 44+46
minutes (either in workbook or on the page) After time is up, as a group student book pages
discuss the comprehension questions and identify within the passage To facilitate EAL/D students, I would modify this step
where the questions were answered. to make this collaborative or paired work, as the
social aspect of oracy with a partner would help with
contextualising the content and allow for confidence
to build. Care would need to be implemented in the
15 Distribute reading and writing worksheet. Students are to complete planning for student diversity group to ensure that
students with greater literacy skills are not acting in
minutes first the Japanese to English translation them visa versa. Assist lieu of myself as the teacher.
students as they work through the progressively difficult worksheet. Reading and writing
Students who complete the worksheet quicker will be directed to activity sheet. Page 11
page 11 of the printed chapter book to begin to use grammar of chapter 3 booklet,
structure “soudesu”. Remainder of the worksheet to be completed for page 42 of iitomo
homework. student book
I would remove this part of the lesson and create a task that would
allow for students to create their own profile and opinion on fast foods
in a blog format. They would be able to plan for it during the class,
then as homework create a blog post, or record themselves, or allow
for a more creative approach to applying the new grammar, especially
as they had already completed a comprehension activity during the
lesson. EAL/D students would have a more enjoyable and a more self
reflective process as they would have the chance to apply the
Japanese curriculum within the context of their own context and not
of the unfamiliar Australian context that the textbook and resources
have lended themselves to.

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