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 5 and 6, students ...


Achievement Standard
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By the end of Year 6, students initiate and use strategies to maintain interactions in Japanese language that are related to their immediate environment. They use appropriate combinations of hiragana sounds, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Japanese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use hiragana and familiar katakana and kanji appropriate to context.
Students apply rules for pronunciation and intonation, punctuation, modelled structures and scripts, when creating and responding in Japanese. They compare language structures and features in Japanese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.


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