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 3 and 4, students are ready to take turns and use their imagination to create modelled Japanese texts. This beginner level book has activities developed in the workbook to suit Year 3 and 4 students' social and cognitive development.


Achievement Standard
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By the end of Year 4, students use Japanese language to initiate structured interactions to share information related to the classroom and their personal world. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts. They use hiragana with support, and familiar kanji appropriate to context.
Students imitate hiragana sounds, pronunciation and intonation patterns of Japanese language. They demonstrate understanding that Japanese has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Japanese and make comparisons between Japanese and English. They understand that the Japanese language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).


Content Descriptions
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AC9LJ4C02
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures

AC9LJ4C03
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts

AC9LJ4C05
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple sentences, modelled textual conventions, hiragana with the chart as support, and familiar kanji appropriate to context

AC9LJ4U01
recognise and use modelled combinations of hiragana sounds, pronunciation and intonation patterns of Japanese to form words and phrases

AC9LJ4U02
​recognise Japanese language conventions, some kana and kanji rules, simple grammatical structures and basic syntax in familiar texts and contexts

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

Personal and Social Capability; Self Management
Level 3 (Years 3-4)
plan for learning, by setting improvement goals
  • In groups, decide an area they need to work on such as writing hiragana words. Design a game or method to learn these words together. 



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Assessment Options

Formative

  • Take turns reading a page each in small reading groups, asking for help when necessary AC9LJ4C02
  • Sing Plastic's Journey song as a whole class to review language AC9LJ4C02
  • Participate in a class role play with students taking the part of the different aspzcts of nature, with a plastic bag being blown from one group to the next AC9LJ4C02​​
  • Listen to key words and point to matching kanji or picture AC9LJ2C03
  • Match kanji and picture meaning cards AC9LJ4C03
  • Point to kanji and say in English or Japanese (differentiation) AC9LJ4C03 AC9LJ4C01
  • Complete the self assessment reading checklist. When students are able to read the sheet they can read it to the teacher AC9LJ4C03​
  • Copy and trace hiragana and kanji in workbook AC9LJ4U02
  • Identify between kanji and hiragana AC9LJ4U02
  • Complete 'find the hiragana word' activity AC9LJ4U02
  • Complete the trace and read activity AC9LJ4U01 AC9LJ4U02 
  • Use calligraphy pens, water calligraphy paper or chalk to write kanji ​AC9LJ4U02 
  • Use iPads to play online games AC9LJ2C03 AC9LJ4U02​

Summative

Students in Year 3 and 4 are ready for a mixture of formative and summative assessment. Here are some summative assessment options:

  • Read the book aloud to the teacher AC9LJ4C03 AC9LJ4U01
  • Complete the self assessment reading checklist. When students are able to read the sheet they can read it to the teacher AC9LJ4C03​
  • Research, in English, what other effects plastic is having on the environment. Using Plastic's Journey as a base, students create an alternative segment of this story (it could take place in any part of the story). Digital tools may be used to locate additional vocabulary, as needed. Written, spoken or multimedia presentation can be options for final product AC9LJ4C05
  • complete a vocabulary quiz or listening comprehension quiz AC9LJ4C03



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 Resources