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Lesson Plan 2
Stage of Inquiry for this lesson: Taking Action
Lesson number on this stage: 1 of 1
Aim of this lesson:
· To introduce students to the process of making a voice thread · To have students create their own voice thread (Final assessment task)
Learning Area(s):
Languages (non-alpha) Pathway 1A
Specific SACSA Learning Outcome(s):
· 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 Lesson Outcome:
Students will: · create their own voice thread (Final assessment task) · demonstrate awareness of similarities and differences between clothes worn in Australian and Japan, and one aspect of the Kimono's history
Resources
· Warm-up games: Bingo, memory & shopping trolley (made by the teacher) · Interactive Japanese games & songs: http://www.genkienglish.net/genkijapan/menu.htm · Ed.VoiceThread website: http://ed.voicethread.com
Lesson Outline
Connect (5 mins)
Students engage in a rotation of warm-up games, 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 revise vocabulary learned in previous lessons and also practice hiragana and katakana. These games are fun and motivating for students and will engage students in the lesson.
Activate (15 mins)
Teacher demonstrates a voice thread that she has made, that includes pictures of different items of clothing that students have learnt throughout the unit. In the voice thread, the teacher's voice asks students これはなんですか？(What is this?). Students familiarise themselves with ed.voicethread by clicking on one of the pictures of clothing and recording their response in Japanese: これは～です。(This is a ___.).
Students will... · navigate their way through ed.voicethread.com · revise the vocabulary they have learned in previous lessons · practice leaving a recorded comment on the example voice thread
Teacher will... · demonstrate how students can access their individual accounts (using the class subscription) · assist students who need support
Demonstrate (20 mins)
Students work with the same partner as they did when they designed their own Kimono. Students open the shared voice thread that contains the scanned pictures of their Kimono's. Students click on the picture of their Kimono and record the script they have written that describes their Kimono (no longer than 2 minutes). By recording this voice thread, students demonstrate their awareness of diversity in cultures (differences and similarities between clothes worn in Australia and Japan) and the cultural values that exist in wearing the Kimono (understanding of the Kimono's history). Students also demonstrate their ability to communicate in Japanese (by reading their script, and speaking using the correct pronunciation), and successfully create a voice thread.
Consolidate (10 mins)
Students with their partner, share with another pair what they have learned by explaining the similarities and differences that they have included on their Kimono design and the part of the Kimono's history that inspired their design. Students then come together as a whole-class and teacher asks students: How is what you have learned 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 · Students' voice threads (describing their Kimono designs) will be assessed using the 'Final Assessment Marking Guide' and rubric given to students at the beginning of the unit.
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?
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