Year 1 and 2 Plastic's Journey

Unit Overview

Key Points:
Sustainability (soft plastics reaching the ocean)
Nature Kanji; 山, 木, 田んぼ, 土, 花、,川、海
Kanji numbers up to 20

In Year 1 and 2, students are still focussing on oral and aural language but, in this book's activities, begin to copy and trace hiragana and kanji, matching meaning to Japanese words and meaning.

Achievement Standard

By the end of Year 2, students use Japanese language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create text. They copy some kana script and single, high-frequency kanji appropriate to context.
Students imitate the sounds and rhythms of Japanese and demonstrate understanding that Japanese has rules for non-verbal communication, pronunciation and writing and identify the 3 different scripts. They give examples of similarities and differences between some features of Japanese and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).

Content Descriptions

AC9LJ2C01
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions

AC9LJ2C02
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues

AC9LJ2C03
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases

AC9LJ2U01
recognise and imitate the sounds and rhythms of Japanese and learn how sounds are produced and represented in different scripts

AC9LJ2U02
recognise that hiragana, katakana and kanji are used to construct meaning in Japanese texts

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.

Digital Literacy
Level 2 (Years 1-2)
follow agreed rules for the healthy use of digital tools and apply them at school and home

Assessment Options

Formative

Read along in small groups, joining in on key vocabulary AC9LJ2C02 AC9LJ2U01
Perform Plastic's Journey song in small group AC9LJ2C02 AC9LJ2U01
Participate in a class role play with students taking the part of the different aspects of nature AC9LJ2C02 AC9LJ2U01
Read the book aloud to the teacher (advanced) AC9LJ2C03 AC9LJ2U01
Listen to key words and point to matching kanji or picture AC9LJ2C03
Match kanji and picture meaning cards AC9LJ2C03
Point to kanji and say in English or Japanese (differentiation) AC9LJ2C03 AC9LJ2U01
copy and trace hiragana and kanji in workbook AC9LJ2U02
identify between kanji and hiragana in workbook AC9LJ2U02
complete 'find the hiragana word' activity in workbookAC9LJ2U02
complete the trace and read activity in workbookAC9LJ2C03 AC9LJ2U01
Find objects outside (such as sticks and leaves) or play-dough etc.) and experiment with recreating kanji shapes AC9LJ2U02
using iPads, play online games AC9LJ2C03 AC9LJ2U02

Summative

Students in Year 1 and 2 can still have a focus on formative assessment. Checklists can be very useful in marking off the general level of students' work when completing numerous activities.

Select suggested formative activities on the left, that will suit your individual teaching circumstance. Print the pages from the workbook that appeal to you and are useful for your students' levels and they can be used as part of this process.