Lesson Plan 1   

Stage of Inquiry for this lesson: Finding Out 

Lesson number on this stage: 1 of 2

Aim of this lesson: 

·         To introduce students to new vocabulary (for clothing), and sentence types: これは～です。(This is

       a ___ ) ～をきます。(To wear ___ ).

·         To engage students in an interactive activity where they are required to listen and interpret basic

       phrases to decipher the correct answer   

·         To introduce some similarities and differences between clothing worn in Japan and Australia 

Learning Area(s):   

Languages (non-alpha) Pathway 1A 

Specific SACSA Learning Outcome(s):  

    ·         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] 

Lesson Outcome:

            Students understand that:

            ·      Japanese people do not wear Kimono's all of the time

                    ·      Japanese children wear the same every-day clothes as children in Australia

                    ·      The Kimono and other traditional Japanese clothes are mainly worn to festive occasions to help

                 continue Japanese culture and tradition

Resources

                    ·      You Tube Video: How To Dress Yukata & Kimono

                    ·      Interactive Japanese games & songs: http://www.genkienglish.net/genkijapan/menu.htm                         

                    ·     Warm-up games: Bingo, memory & shopping trolley (made by the teacher)

Lesson Outline

Connect (5 mins)

            Students watch a YouTube video as a whole-class (How To Dress Yukata & Kimono) that shows how

            important the Kimono is in Japanese culture, as even putting on the Kimono is considered an art. This

            video will also help to create interest in the topic. http://au.youtube.com/watch?v=kCZtGi21ysM&NR=1

Activate (15 mins)

            Students engage in a rotation of warm-up games (small groups spend an allocated amount of time at

            one game and then move to the next), including: Bingo, Memory, Shopping trolley and interactive games

            on the computer (http://www.genkienglish.net/genkijapan/menu.htm ). These games provide an

            opportunity for students to learn new vocabulary for items of clothing, including every-day clothing and

            traditional Japanese garments. These games will be used as 'warm-up' activities at the start of every

            lesson to provide an opportunity for students to learn and revise the new vocabulary, and hiragana and

            katakana.

            Students will...        

            ·     play warm-up games in small groups

            ·     help each other learn new vocabulary, hiragana, and katakana

            Teacher will...

            ·   make observations

                    ·    assist students who need support with hiragana and katakana

Demonstrate (20 mins)

            Teacher runs through Learning Object ('Dressing Up: Japanese') on the SMART board and students take

            turns to touch one of the different items of clothing and read what it is in Japanese (demonstrating

            their knoweldge of hiragana & katakana). Teacher asks これはなんですか？(What is this?), and students

            respond これは～です。(This is a ___.) Once all students have had a chance to read one out loud, teacher

            moves on to the next section of the Learning Object. In this next section, the teacher says an item of

            clothing in Japanese and students take turns to select the correct item of clothing and move it onto the

            Japanese boy/girl (demonstrating their knowledge of different items of clothing in Japanese). This

            activity shows the different items of clothing that are worn for different occasions (school, skiiing, and

            lantern festival). Students are also introduced to the sentence type ～をきます。(To wear____.)

Consolidate (10 mins)

               Students discuss as a whole-class clothes that are worn for different occasions in Japan. Students also

            discuss any similarities or differences they have noticed between clothes worn in Australia and Japan.

            How is this connected to our inquiry? (Where are we at?) How does this get us closer to our outcomes

            for the unit? (What are we trying to achieve?).

Assessment

                    ·    Teacher makes observations and records anecdotal comments

Any special considerations or contingency plans           

                    ·    Vocabulary list to be provided with romaji support for struggling students (to help them participate

            in warm-up games and Learning Object), and another list without romaji support for those students

            confident with hiragana and katakana, or who are wanting a challenge. 

                    ·    Students are strategically placed in groups for the warm-up games, with a combination of abilities in

            each group, so that students can teach and learn from each other (this also eliminates any concerns of

            students being put in the ''struggling" or "dumb" group).

Self-Reflection

                    ·    Were students engaged in all the activities?

                    ·    Were the outcomes for the lesson achieved?

                    ·    What aspects of the lesson was I happy with?

                    ·    What aspects of the lesson could be improved for next time?