Unit Overview


Key Points:

Sustainability and the ocean

Students imagine how the ocean might ‘feel’ in different circumstances

Feelings; しあわせ です, かなしい です, おこって います, さむい です, あつい です, びょうき です, ねむい です, おなか が, すいて います

Key Expression; おげんき　です　か, はい、げんき です
In Foundation the focus is on oral and aural language. This book can introduce the concept of kanji and also hiragana and hiragana sounds. 


Achievement Standard
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​By the end of the Foundation year, students use play and imagination to interact and create Japanese texts, with support. They identify that Japanese and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.


Content Descriptions
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AC9LJF01
​with support, recognise and communicate meaning in Japanese​
AC9LJF02
​explore, with support, language features of Japanese noticing similarities and differences between Japanese and English
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General Capabilities and Cross Curriculum Priorities

SS2
Sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments.

Discuss why the ocean would be sad.

Assessment Options

Formative

  • Read along in small groups, joining in on key vocabulary AC9LJF01
  • Perform Ocean Ocean How Are You song in small group AC9LJF01​
  • Read the book aloud to the teacher (advanced) AC9LJF01
  • Use language to describe own feelings when asked 'Ogenki desu ka?' AC9LJF01
  • Listen to key words and point to matching  picture AC9LJF01
  • Point to picture and say in English or Japanese (differentiation) AC9LJF02
  • Chant along with the story AC9LJF01
  • Take turns asking 'Umi Umi ogenki desu ka' and class responds using picture as a guide AC9LJF01
  • Play charades as a class with feelings; students guess each others' feelings AC9LJF01​
  • Stand up for the question and sit down with the answer when listening to the audio AC9LJF01

Summative

Students in Foundation do not need to have summative assessment. Ongoing, informal assessment suits this age group. The focus should be on play and allowing students to enjoy and experiment with new language and ideas.

A useful practice is breaking class up into three groups (using the roll is easy) and focus on these students for the small portion of the lesson that you do one of the activities on the left. Repeat over three weeks so that you are able to see all students doing the same activity. Assessment can be part of a normal teaching activity and so doesn't take away from your own teaching time. Videoing students for evidence can also be useful (with an awareness of media privacy rules at your school).

 Resources

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