Hiroko Karch LASA High school AISD Lesson 5 of 6

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The most amazing UTL 640 UTeacher on the planet (you): Kevin Pua
Subject Level and Proficiency Level: Japanese, Intermediate Low
Submitted Date / Time: 11/2/2020 Teach Date / Time:11/4/2020
Lesson Title: Explaining Reasoning in Japanese
Enduring Understanding:
•Being able to explain reasoning for doing something or event occurring is important in any language.
Essential Question:
•Can you give Reasoning for actions or events?
Guiding Questions:
•Can you construct basic sentences in Japanese?
•Can you use desu and masu form?
•Can you use kara to explain statements?
Lesson Objective (SWBAT using kid-friendly language):
SWBAT use kara to explain reasoning behind statements in Japanese.

Assessment: (How will you know that students have mastered the Essential Question? What will be the
measurable proof that each student will do to show that they’ve accomplished the Essential Question?)

Using Heads up strategy, I will put students in breakout rooms again to work together to answer 4 questions
with pictures for ex: (pic of student studying) どうしてがくせいが勉強していますか？明日テストがあります
から。　
I will visit each room after 5 min, and ask them orally the questions (1 per member)

I will also warn them that I will call on students randomly in the main room asking the same questions, so to
be ready

Resources / Materials (advance preparation needed for this lesson):

youtube video:
https://www.youtube.com/watch?v=dFl3QuAimQ0&ab_channel=JapaneseLanguageSchool-CotoAcademy
Peardeck
Breakout rooms
Peardeck draggable tool

Mode(s) of Communication addressed in this lesson (this should be completed last): (please highlight)
 Interpersonal x Interpretive x Presentational
Through: x Speaking x Listening x Reading x Writing IN THE TARGET LANGUAGE
TEKS / Can-Do Performance Standard(s) addressed:
 Students can express reasoning in L2
 Students can construct basic sentences in L2

Differentiation Strategies:  Content xProcess  Product
For:  GT  ADHD  Dyslexia x Hearing Impaired  504  SpEd students  .
•Breakout rooms to help manage the amount of students

•Peardeck is used to help maybe those who have trouble listening over video.

THE LESSON SEQUENCE TIME

BEGINNING
Mode:  Interpersonal x Interpretive  Presentational  IN THE TARGET LANGUAGE 3-5
Through:  Speaking x Listening  Reading x Writing  IN ENGLISH min.

Warm-Up (hook; engage; connect):

Routine: 今日は何月何日何曜日ですか？

Today, I want to take a break from te form and teach how to give reasoning in Japanese.

Coto Nami san does a good job of introducing this topic. 見ていきましょう
0:00 – 2:20

What exactly did she teach us?

Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ) Watching the video to introduce lesson topic and transition into lesson

Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):

The video does a good job explaining how kara is used, so using the example sentence in the
video on the next slide I will break down the sentences she used, and how to use kara again.

What is the teacher doing? What are the students doing?

Listening
Routine Taking notes
Setting up video
Showing video
Pausing at 2:20

(Please underline CFU’s)

Mode:  Interpersonal x Interpretive  Presentational  IN THE TARGET LANGUAGE TIME
Through:  Speaking x Listening  Reading  Writing  IN ENGLISH 7-8 min
ACTIVITY:
After hearing what the students gained from the video
Here, I’ll break down the sentence into smaller parts and explain why she replied this way to the
question.

Tonight,
Study,
Tomorrow
Test
Because

Go over another example

ここで、ねません。今、授業がありますから。
Break this one down as well

Check for understanding using peardeck

Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ): Breaking down the example in the video will help reinforce what they gained from the
video, and using a second example will enhance their understanding of the material.

Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
Using the check for understanding, I will transition into in class questions they have to answer by
themselves where I go in and review answers.

What is the teacher doing? What are the students doing?

Breaking down example sentence Listening
Introducing second example Taking notes
Checking for understanding Answering check for understanding
Answering questions Asking questions

(Please underline CFU’s)

MIDDLE TIME
Mode:  Interpersonal x Interpretive  Presentational  IN THE TARGET LANGUAGE 10
Through:  Speaking x Listening x Reading xWriting  IN ENGLISH min
ACTIVITY:

Here I will incorporate 3 pear deck questions where they have to create continuations/ reasonings
for statements I give them.　I will also go over their answers during class.
For example: picture,
Movie, あの映画をみません。（今、べんきょうしますから）
Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ?):

Students are answering these questions in order to give them practice and see what they are doing
wrong with the material before I put them in breakout rooms to work by themselves.

Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
After the 3rd final pear deck question, I will transition by giving them a 5 minute break. During which
I will set up breakout rooms.

What is the teacher doing? What are the students doing?

Answering questions
Reading question on slide Listening
Reviewing answers Taking notes
Correcting answers Taking a break
Setting up break out rooms

(Please underline CFU’s)

Mode: x Interpersonal  Interpretive  Presentational  IN THE TARGET LANGUAGE TIME
Through: x Speaking x Listening x Reading x Writing  IN ENGLISH 15-20
ACTIVITY: min

After they come back from their break, I will explain the instructions for the break out rooms

15 minutes
After 5 minutes I will visit to have each student produce a statement and reason to me for their
lesson assessment.

Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ):
The breakout rooms, are to test and assess whether they can use the structure orally.

Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will transition to the main room by closing all break rooms, and having 1 student per group
present their statement and reasoning

What is the teacher doing? What are the students doing?

Giving instructions Listening
Asking student to repeat instructions Producing
Sending to breakout rooms Asking questions
Visiting breakout rooms Answering the questions
Assessing Oral understanding Taking notes

(Please underline CFU’s)

END TIME
Mode:  Interpersonal  Interpretive x Presentational  IN THE TARGET LANGUAGE 5-10
Through: x Speaking x Listening  Reading  Writing  IN ENGLISH min
ACTIVITY:

In the main room, I will have 1 person from each group state a statement and reasoning. May be
more is we have time. This will be their exit ticket.

For their asynchronous assignment, I will record my voice saying a statement. I want them to type
out reasoning for the statement I give.
If they don’t like the statement, they record their own voice and create their own reasoning.

Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ?):
Their asynchronous assignment will allow them to practice the structure outside class and get them
thinking about the structure and Japanese in general outside class and in their daily lives.

Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):

What is the teacher doing? What are the students doing?

Taking notes
Explaining asynchronous Re-explaining instructions
Checking for understanding Asking questions.
Answering questions

(Please underline CFU’s)

**Be sure to link or attach ALL resources/materials used (ppts, handouts, websites, etc.) within the lesson**
 Remember that the brain remembers MOST what occurs first and last in the lesson cycle.

Agenda

Objective:
Essential Question:

(Activity Name) (Duration of time)

I.
II.
III.
IV.
V.