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UNIT/TOPIC DESCRIPTION:
The Learning Areas of Society & Environment, English and the Arts are integrated so the students will gain a
further develop their understanding of Japan through research, discussions and recording of relevant
information. They will gain knowledge of specific information about Japan, in particular the customs that
Japanese people have bought to Australia and the festivals Japanese people hold for children (Children’s
Days). The students will communicate their understandings through a Venn diagram of comparisons,
recording of findings during research, making crafts, cooking and creating an itinerary for a one week holiday
in Japan. The students will work as individuals, in groups and as a whole class developing their skills of
listening & speaking, reading & viewing and writing. This unit of work will be bought to a close by cooking
sushi and inviting the parents to come and see the work they have completed about Japan. The students will
use ICT’s for research, the Internet, computer / printer and software for publishing their itinerary. Assessment
strategies to be included are formative, summative, peer and self-assessment.
Community-based
learning
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Unit of Work - Japan
Society & Societies & 1. Students discuss and examine 2.7 - Describes the diversity of
Environment Cultures the cultural heritages of people in practices, customs and traditions of
Australian society and the way groups and
culture is passed on, maintained communities. [Id] [T] [C] [KC2]
and developed by families,
groups and communities. They
explain how cultural ideas and
practices affect us
all. [Id] [T] [C] [KC1] [KC2]
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Unit of Work - Japan
English Strategies 1. Students receive, share and 2.9 - Uses strategies for listening
(Listening & respond to a range of texts by attentively to ideas, information and
Speaking) employing several strategies for viewpoints in a range of spoken
listening attentively to ideas and texts.[Id] [T] [C] [KC6]
information, and drawing
conclusions. They communicate
ideas and information and
evaluate performance by
integrating several strategies for
speaking in different
contexts. [Id] [In] [C] [KC2]
Languages Communication 1. Students listen to, and interact 2.1 - Recognises meaning in
Pathway 1A with, others to make meaning phrases and sentences and
and learn about the target responds in routine classroom
language. They research, collect, activities and social
analyse and organise exchanges. [In] [T] [C] [KC2]
information, and share findings
with others. [T] [C] [KC1] [KC2]
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Unit of Work - Japan
Arts Arts Practice 1. Students explore 2.1 - Connects real and imagined
representations of real and experiences from the past, present
imagined experiences. They and future, when creating/re-creating
create, plan or shape new and/or arts works within each arts
existing arts works to express form. [F] [Id][KC1] [KC6]
ideas, feelings and events related
to personal, social and
environmental futures in local
and global communities.
[F] [Id] [T] [KC2] [KC3] [KC6]
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Unit of Work - Japan
S & E: 1 Through research the Read big book ‘Japan’ to class Big Book ‘Japan’
students will gain a While reading ask the students
greater understanding of questions about what they are learning, ie Online sites for
Japan; it’s culture and In Japan what do they…? research
festivals; why people Begin to compare differences between http://web-
would visit Japan for a Japan and Australia. Have a Venn japan.org/kidsweb/
holiday and what diagram displayed in the classroom that
Japanese people have can be added to http://www.activityvill
bought to Australia age.co.uk/japan_for_
Using the students ‘what I want to kids.htm
know’ list make a spreadsheet (data chart,
Appendix 1) for the students to complete http://www.amphi.co
Students complete on line research m/~psteffen/fmf/
about Japan, completing their
spreadsheets and adding to the class http://kids.nationalge
Venn diagram ographic.com/Places/
Find/Japan
1. Schooling in Japan
2. What food Japanese people eat and
how they eat it
3. What language Japanese people
speak
4. How Japanese people write
5. What Japanese people wear
6. How Japanese people get around
7. Population of Japan
8. Where is Japan, what is it’s capital city
9. What does the Japanese flag look
like?
10. What is Japanese culture?
11. What sports and games do Japanese
children play/watch?
12. Do Japanese people farm?
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Unit of Work - Japan
Completion of the class Observation Teacher 2.7 - Describes the Notes recorded on
Venn diagram diversity of teachers observation
practices, customs grid
and traditions of
Completion of their data Product Teacher groups and Data chart placed in
chart Analysis/Checklist communities. students portfolio
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Unit of Work - Japan
English 1 Listens critically to spoken Listen to stories / texts being read to Big books,
presentations from a them information texts,
variety of speakers, listens Listen to a TV program (possibly not) – picture books, novels,
attentively and observes. discusses new information about Japan in TV programs
Maintains eye contact, if program (possibly not)
culturally appropriate,
when listening to a
speaker.
English 2 Students will read and Reads and views various texts to gain Various texts – Big
view a range of texts to facts and information on Japan. The Books, Picture
gather relevant texts include: Books, TV programs,
information about Japan o Big Books Internet sites
o Picture Books
o TV programs
o Internet sites
English 3 Students locate and Finds relevant information about Japan Various texts – Big
critically view and read in various texts. The texts include Books, Picture
information online and in o Big Books Books, TV programs,
other texts that is relevant o Picture Books Internet
to their needs of finding o TV programs
out about Japan o Internet sites
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Unit of Work - Japan
Completion of data Product Teacher 2.3 - Reads and views Completed data
chart Analysis/Checklist a range of texts chart and checklist
Reflects containing familiar placed in student’s
understanding of topics and some portfolio
information in text unfamiliar text
structures and
language features, and
Contributes to Venn Observation Teacher identifies symbolic
diagram meaning and Notes recorded on
stereotypes. teachers
observation grid
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Unit of Work - Japan
Languages Students will use and Explicitly teach commonly used Find commonly use
1 understand simple Japanese words. Use these within the Japanese words, 1-
Japanese words within classroom and in context, good morning, 10
the classroom good afternoon, hello, goodbye, please
environment and thankyou, ie Greet students with
‘good morning’ in Japanese
Arts 1 Have two different art activities. One to be Find instructions and
completed each week. Carp Kite, Origami resources required to
make these
Teacher to briefly explain what students
will be making Instruction cards for
each
Reminder of rules with scissors etc
Resources for each
Have instruction cards for students to refer Paper
to Scissors
Cellophane
…
9
Unit of Work - Japan
Completes Y Chart with Product Analysis Student 2.4 - Composes a Completed Y Chart to
what they know and what range of texts that be placed in student’s
they want to know about include interrelated portfolios
Japan ideas and
information about
Contributes to Venn Observation Teacher familiar topics and Notes recorded on
diagram shows an teachers observation
awareness of grid
different audiences,
Creates Manga with Product Teacher purposes and Published Manga is
partner, uses appropriate Analysis/Checklist contexts. placed in student’s
language, text structure portfolio
and develops character
Students work Product Teacher 2.1 - Connects real Photo of product and
independently to make; Analysis/Checklist and imagined checklist placed in
Origami experiences from student’s portfolio
Carp kites the past, present
Self assessment Student and future, when Self assessment
Can explain how these creating/re-creating placed in student’s
arts/crafts relate to arts works within portfolio
Japanese people and each arts form.
where they are used
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Unit of Work - Japan
Topic/Issue Brainstorm
S&E
Eat Science
English Language Weather
Procedural writing Write Cook Japanese food
Exposition writing – Hats
brochure Do they ride bikes?
Entertain – Haiku, Manga How to use chopsticks
Reading & Viewing books, How many people live in
websites, brochures, Japan
television programs, What is the capital of Japan
articles Culture
What colours they have
Japanese flag
What they wear
Arts
Origami
Lanterns
Carp Kites
Calligraphy
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Unit of Work - Japan
Process of learning
Week 2
Lesson 1 (20 minutes)
Introduce the Unit of Work
Week 3
Reading & Comprehension for entire week
Students read Manga, do comprehension activities related to the Manga they read
Week 4
Reading & Comprehension for entire week
Students read Manga, do comprehension activities related to the Manga they read
Lesson 13 (1 hour)
Begin to discuss what else we need to find out to create an itinerary for their own one week holiday to Japan
that coincides with Children’s Day
Begin further research in books and online (if class computers are available) – provide different groups to
research different parts of the holiday (ie flight dates and times, tours dates and times). ???Students can try
to persuade other students in the class to visit certain places???
Lesson 19
Teach origami to buddy class
Lesson 20 (1 hour)
Cook Japanese food & invite parents to classroom
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Unit of Work - Japan
Lesson (two lessons)
Students make their own travel brochure (exposition), write about places and why you should visit them
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Unit of Work - Japan
Appendix 1
DATA CHART FOR JAPAN
Name:
Where is Japan? What is Japan’s capital What language to What is the population What is the Japanese Draw the Japanese flag
city? Japanese people of Japan? currency?
speak?
Enter website or book details Enter website or book details Enter website or book details Enter website or book details
How do Japanese
people get around?
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Unit of Work - Japan
Enter website or book details Enter website or book details Enter website or book details Enter website or book details
What happens on
Children’s Day?
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