Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 10 Date: 14/06/19, 1:56-3:00pm
Learning Area: Languages - Japanese
Students’ Prior Knowledge: Students will be
familiar with the differences between
Japanese and Australian department stores
in terms of their floor plans. Students will be
able to ask which floor an item is, and how to
respond in 3 levels of politeness. Students
will know how to use various functions of I
and na type adjectives and are familiar with
the use of dakara.

Strand/Topic from the Australian Curriculum

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

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

Lesson Objectives
As a result of this lesson, students will be able to:
- Recall the floors of Japanese buildings by playing a ball toss activity
- Create complex sentences expressing personal opinions about shopping by using yes/no posters and
asking subjective questions
- Write a response to a question about their own personal shopping experiences and opinions by
responding to an email from a hypothetical host brother/sister

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

- https://www.youtube.com/watch?v=4VI1IehW-Yc - Students who struggle with speaking on the spot
Elevator girl will be able to use the mini whiteboards to help
- Item to toss around (pokemon soft toy) plan out their responses to avoid
- Mini Whiteboard sleeves disengagement. As it is last period of the day,
- Yes/No posters there are two kinesthetic activities planned to
- Whiteboard revitalise the students. Ensure that the
- Chapter 4 booklets whiteboard writing is followed using the structure
- Writing task outlined within the lesson plan so that those who
are hard of seeing will be able to read. Focus on
Janae, Giddeon and Eve to make sure that they
are producing their own written sentences and
not their own tangents.

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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:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

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Time: Prior to students entering the classroom, ensure that the laptop is
connected to HDMI to play the video

Hook activity: youtube video - Elevator girls https://

www.youtube.com/watch?v=4VI1IehW-Yc
What did you notice about the elevator girl? What about her speaking
https://
indicated she was a てんいん www.youtube.com/
5 watch?v=4VI1IehW-
minutes The man in the elevator said he wanted to go to the restaurant; How Yc As is a trending commonality
would you have asked in Japanese how to get there? What would
have been her response if she was replying in Japanese? What did you within my lessons is an
notice about her mannerisms and customs? Do we have these in Japan attempt to offer an
intercultural comparison and
and Australia.
insight into the differing
Diagnostic assessment: check for understanding for exceptions 一 worlds in which we find
階、三階、六階 and differences between Australian and Japanese ourselves. However,
depending on the unique
department stores needs of EAL/D students in
my class it would be an idea
Activity: Ball toss for floors. to validate the importance of
Students stand in a circle (include Aya sensei) other cultures in culturally
Rules of the game: 1. You cannot pass the ball to the person next to responsive practices by
you. incorporating seperate
10
nationalities.
Minutes 2. We are starting at BF1 and increasing. The first person says the Ball tossing item
first word (ちか一階）Then passes it to the next person。That
person must say ちか一階then一階（ちか一階 一階）And so on.
EAL/D students would perhaps
Change the parameters: Instead of the whole thing, say the last two need a little additional time and an
floors and the next one activity prior to this to refresh and
Say the last floor and the next two floors consolidate what was learnt in the
previous lesson. In addition, the
Main body activity one: から competitive nature, which
allowing stronger students to
Diagnostic assessment: Remember the phrase どうしてですか。 flourish serves to disinterest
We are asking for more information in response to someone else’s other students who tend to be
prompts. When we respond to this question, what do we need to put eliminated first. In this instance,
5 at the end of the sentence to make it a response, the “because” factor. two of the stronger competitors
minutes took longer than anticipated to
いAdjectives： drop the i, add からです。 finish as they were able to
なAdjectives：drop the na, add だからです overcome many different
variations of the game.
Example: どうしてコンビニで買い物をしますか。
どうしてサブウェイーでお昼ご飯を食べますか。

“thats all well and good, however this is a responsive answer, and
limits the scope of conversation during a conversation.”
We want to start moving away from just responding to questions
and actually taking initiative, and providing the extra information.
This structure will help improve your general speaking and writing
capabilities” (allude to speaking assessment).
This is a transferable skill that is invaluable for EAL/D students, as it teachers students
that social oracy is a reciprocative echange and that successful interactions and
utterances that serve to increase oral literacy and academic literacy are essential.

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 ReasonからConsequenceです
ReasonからActivityをVerbです
1. Can be negative, just ensure the endings are correct
2. Just using adjectives
3.どうしてバンバリフォラムで買い物をしますか。
4. どうしてケーマートで買い物をしませんでした It is essential that the way in which
か。 Japanese is comprehended is
reinforced as it differs significantly
Appendix 1 from English, and more than likely a
plethora of other languages. It is at
this point that a true emphasis
Time: should be placed on identifying the
Chalk and talk: ReasonからConsequenceです。
key words in the grammar structure
On the whiteboard, write up: Appendix 1 that will assist in students obtaining
Remember that when we translate Japanese, we have to go from back contextually relevant information
to front. The Consequence is the outcome. The reason is our opinion that lends itself to academic,
or thoughts. English and Japanese literacy.
10 Mini Whiteboard
minutes Give students 30 seconds to write the answers to the questions on the sleeves
mini whiteboard sleeves. Select each student to answer using the
target language (randomise the questions).

Attach posters with はい・いいえ at each side of the classroom. Ask

10 students a set of questions for their opinion. They must say the はい・いいえPosters
minutes answer in Japanese using ReasonからConsequenceです。Walk to
which side of the classroom they think it is and answer：
1. イントネットでよく買い物をしますか。
2. コンビニのお弁当を食べたいですか。
3. ブティックでおしゃれな服を買いたいですか。
4. ケーマートよりマイヤーの方がこうきゅうなですか。
Students may use the mini whiteboard sleeves to help with speaking

10 In groups of two, students will go with Aya sensei to work on their

minutes Aya Sensei, Chapter
Kanji for this module. Emphasis on not working on speaking 4 booklet
per assessment with Aya as they have had adequate time to work on it at
group
home and in class.

15
minutes
Students who are not working with Aya Sensei will be working on a
writing practice exercise.
“Your host brother/sister who is coming to stay with you in Bunbury Writing worksheet: 75
is very interested in shopping. They would like to know where you like 字And question
to go shopping, what you like to buy and the reasons why/why not. This element of the lesson
Respond to her email in ７５字” should be spent teaching the
conventions of Japanese
letter writing, as not only is
2 the idea of crafting an
Minutes Remind students that they have their speaking assessment next Friday antiquated method of
period 5, and that their number presentation is due on Wednesday! communication foreign to not
Check to see if they need any help with it, and that they know the only EAL/D students but also
consequences of failure to comply. mainstream students, but it
is also vastly different to how
it is done in English. EAL/D
students would be unable to
successfully meet the
literacy requirements !4 for this
task as they lack the prior
background information that
they need to contexualise the
activity.