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Learning Area: Languages (non-alpha) Pathway 1A  

Year Level: 4 

Subjects: Japanese  

SACSA Learning Band: Primary Years 

Unit Length: 10 weeks   

 

The Inquiry Overview

 

This unit allows students to inquire into the part that clothing plays in culture, with particular focus being paid to the importance of the Kimono in Japanese culture. Students will discover the similarities and differences between clothing worn in Australia and Japan, and will develop an understanding of the Kimono's history and its part in the Japanese culture.  Students will be required to use their Japanese in a variety of ways throughout the unit, including listening to the teacher and their peers, reading Japanese words and characters in games and interactive activities, and writing their final assessment task. This task will also require students to use their speaking skills when they record a voice thread, which is one of the different aspects of ICT used throughout the unit. 

 

 
 

SACSA Essential Learnings

Resources

 

þ     Futures ]

 

þ     Identity ‚

 

þ     Interdependence ý

 

þ     Thinking q

 

þ     Communication —

 

·         Learners compare their own language and culture

        with the languages and cultures of others. 

·         Learners develop further their awareness and

        sensitivity towards others and their languages and

        cultures. 

·         Learners begin to see how individuals’, families’

        and communities’ use of language contributes to

        the national identity 

·         Learners explore how they respect differences

        between cultural groups 

·         Learners reflect on language use both in the target

        language and English 

·         Learners develop the ability to choose appropriate

        words and structures in the target language. 

·        Learners develop their basic understanding of the

        character writing system.  

 

 

·         Murdoch, K. (1998). Classroom Connections: Strategies for Integrated Learning. Eleanor Curtain, Melbourne

 

·         ‘Dressing Up (Japanese)’. Learning Object, The Learning Federation.

http://econtent.thelearningfederation.edu.au/ec/viewing/L1022/index.html 

 

·        A history of Kimono: Joman - Edo periods,
http://web.mit.edu/jpnet/kimono/index.html

 

·        Interactive Japanese games & songs,

http://www.genkienglish.net/genkijapan/menu.htm (great for learning/ revising hiragana and katakana)

 

·        Vocab Warm-up games: Bingo, Memory, and Shopping Trolley (made by the teacher)

 

·        Uegaki, C. (2003). Suki's Kimono. Kids Can Press, Toronto, Canada
  


 

STAGE 1 – Identify Desired Results

What is worthy of understanding?

 

Established Goals

 SACSA Framework Key Ideas

SACSA Framework Outcomes

 

Languages (non-alpha)

 

·        Students listen to and interact with others to make meaning and learn about the target language in the context of everyday experience.
T C KC1 KC2 relating to Outcome  2.1

 

·        Students view, read and interact with texts to interpret meaning in familiar contexts.
T C KC1 KC2 relating to Outcome  2.3

 

·         Students identify connections between cultural values and practices and language use. They recognise how relationships between individuals, families and communities contribute to forming identity in diverse cultural settings. Id In KC1 relating to Outcome 2.6 

 

Languages (non-alpha)

 

·         2.1  Recognises meaning in phrases and sentences and responds in routine classroom activities and social exchanges. In T C KC2 

 

·         2.3  Deciphers the meaning of words and phrases to identify key ideas. T C KC1 

 

·         2.6  Identifies cultural values expressed in social interactions and demonstrates awareness of diversity in cultural practices and values.
F Id In 

 

Enduring Understandings

Essential Questions

 

Students will understant that

 

·         Clothing plays an important part of culture

 

·        The Japanese Kimono has a long, valued and

        respected history 

 

·         Japanese children wear clothes just like children in

        Australia

 

·         There are many similarities (not just differences)

        between the Japanese and the Australian cultures,

        including the clothes that we wear

   

 

 

        1) What similarities and differences are there between

            clothes worn in Australia and Japan?

 

        2) What every-day clothes do Japanese children wear?

 

        3) Why is the Kimono important in Japanese culture?

 

    ·       When do Japanese people wear Kimonos?

    ·       Why do they wear Kimonos?

    ·       What is the history of the Kimono?

Knowledge

Skills

 

What students will KNOW

 

·       Japanese people do not wear Kimonos all the time

 

·       Japanese people continue to wear the Kimono to

       continue Japanese culture and traditions 

 

·       Different styles of Kimono are worn for different

       occasions 

 

·       Vocabulary for items of traditional Japanese clothing,

       school clothes, and ski clothes

 

            ·      Sentence types わたしのなまえは～です。
          これは～です。～で～をきます/きません。

 

What skills will they be able to DO

 

·         Interact and respond to classroom activities and

        routine phrases (e.g. ‘Good morning everyone’, ‘Sit

        down please’ etc.)

 

·         Interpret meaning and respond to words and

        phrases used in different texts (e.g. Learning

        Object and warm-up games)

 

·         Post a comment on a blog

 

·         Create a voice thread