KIRWAN STATE HIGH SCHOOL Year 11 UNIT 01: My world SUBJECT: Japanese Year 12 UNIT 03: Roles and Relationships Unit Description Unit Objectives In Unit 1, students compare and contrast lifestyles and education in Australian and Unit objectives are drawn from the syllabus objectives and are contextualised for Japanese-speaking communities, schools, homes and peer-group contexts. They the subject matter and requirements of the unit. Each unit objective must be communicate their understanding and experiences of relationships through the assessed at least once. use of information and ideas in texts and language, such as formal and informal Students will: spoken language, and develop a variety of strategies to maintain communication. 1. comprehend Japanese to understand information, ideas, opinions and Students generate and compare information about their own and others’ personal experiences related to the relevant unit for each year level identities, and the cultural values related to personal and wider community 2. identify tone, purpose, context and audience to infer meaning, values and lifestyles, leisure and education. attitudes related to the relevant unit for each year level 3. analyse and evaluate information and ideas to draw conclusions and justify The subject matter engages students with aspects of language and textual opinions, ideas and perspectives related to the relevant unit for each year level conventions — to communicate similarities and differences, and to develop 4. apply knowledge of Japanese language elements, structures and textual opinions about the lives and interests of young people — in familiar and unfamiliar conventions to convey meaning appropriate to context, purpose, audience and school and home environments. cultural conventions related to the relevant unit for each year level 5. structure, sequence and synthesise information to justify opinions, ideas and perspectives related to the relevant unit for each year level In Unit 3, students investigate their place in society. They reflect on roles and 6. use strategies to maintain communication and exchange meaning in relationships in society and how they and their peers retain a sense of Japanese to discuss family/carers, friendships, lifestyle, leisure and education connectedness and belonging. Consideration is also given to stereotyping of groups with peers and Japanese-speaking community members. in the community and how identity is linked or challenged by their place in their own and other Japanese-speaking communities. They learn how to express opinions about pressures and social expectations amongst their peers. As they comprehend, analyse, interpret and consider topics affecting their current and future society, students develop knowledge and understanding of a range of language elements. Students deepen their appreciation of cultural perspectives, as they are offered opportunities to use Japanese to synthesise how society impacts on themselves and their peers. Assessment Plan: Task % Objectives to be assessed Conditions Date Short response — Criterion: Analysing Japanese texts in English – 3 Stimulus Analysing Japanese Texts in English • Time: 75–85 minutes plus 5 minutes 1. Comprehend Japanese to understand information, planning. ideas, opinions and experiences related to the relevant • Length: written short answer responses in Term 01 unit for each year level English, up to 100 words per question, to a 2. Identify tone, purpose, context and audience to infer Short Response minimum of four and a maximum of six Year 11 – Week 6 meaning, values and attitudes related to the relevant Year 11 FIA 1 15 questions. Lesson 2 unit for each year level Year 12 IA1 3. Analyse and evaluate information and ideas to draw • Resources: Year 12- Week 6 conclusions and justify opinions, ideas and dictionaries not permitted Lesson 3 perspectives related to the relevant unit for each year Japanese audio or audiovisual text/s level may • be heard up to three times • be delivered more slowly than background speaker pace • include judicious pausing. Task % Objectives to be assessed Conditions Date Analysing Japanese Texts in English Session 1, Parts 1 and 2: Short response — 1. Comprehend Japanese to understand information, Criterion: Analysing Japanese texts in English, ideas, opinions and experiences related to the relevant and Extended response — Criterion: Creating unit for each year level Japanese texts with Japanese stimulus – 4 2. Identify tone, purpose, context and audience to infer Stimulus in total Term 02 meaning, values and attitudes related to the relevant unit for each year level • Time: 100 minutes plus 5 minutes planning Year 11 – Week 6 3. Analyse and evaluate information and ideas to draw for the session. Lesson 1 Combination Response conclusions and justify opinions, ideas and • Length Year 11 FIA2 30 perspectives related to the relevant unit for each year Year 12 Year 12 IA1 Part 1: Short response Week 5 Lesson 1 level ..written short answer responses in English, up to 100 words per item, with a minimum of Spontaneous Creating Japanese Texts with Japanese Stimulus three and a maximum of four questions. 1. Comprehend Japanese to understand information, Response will follow in that week ideas, opinions and experiences related to the relevant Part 2: Extended response unit for each year level 4. Apply knowledge of ..written extended response in Japanese of Japanese language elements, structures and textual 300–400 characters. conventions to convey meaning appropriate to context, purpose, audience and cultural conventions Session 2: Unprepared response — Criterion: related to the relevant unit for each year level Exchanging information and ideas in Japanese 5. structure, sequence and synthesise information to • Time: 10 minutes planning with the stimulus justify opinions, ideas and perspectives related to the plus 3–7 minutes of student-centred relevant unit for each year level conversation in Japanese. Exchanging Information and Ideas in French • Resources: no access to materials or notes 1. Comprehend Japanese to understand information, other than stimulus materials ideas, opinions and experiences related to the relevant during 10 minutes planning, students may unit for each year level 4. Apply knowledge of make notes to use as prompts Japanese language elements, structures and textual during 3–7 minutes of student-centred conventions to convey meaning appropriate to conversation, students may use notes prepared context, purpose, audience and cultural conventions in planning time. related to the relevant unit for each year level 5. structure, sequence and synthesise information to justify opinions, ideas and perspectives related to socialising and societal issues and/or ideas 6. use strategies to maintain communication and exchange meaning in Japanese to discuss socialising and societal issues and/or ideas with peers and Japanese-speaking community members. Monitoring and Reviewing: Strategies for Monitoring Student Progress Date Planned Reviews at Key Intervals Date Guided Practice Production Quizzes - Close Monitoring - Worked Samples Continually Every Lesson - Frequent Structured Practice delivered Grammar Practices throughout Independent Practice lessons in this - Fluency Practice Comprehension Exams unit - Varied Practice Weekly - Practice Before Tests Vocabulary Quizzes Underpinning Factors: (Unit 1) Guaranteed Grammar Patterns/ Kanji: Topic One: Family / carers and friends Topic Two: Lifestyle and leisure Topic Three: Education • Plain form 一、二、三、四、 Abilities できます 生、活、毎、会、文 • ようと思っている 宿題、時間目、半、分、 • TE form 五、六、七、八、 Volitional form ～よう 化、同、方、公園、 • たいと思っている 習、学、教、終、授業、 • Suggestions てもいい 九、十、月、火、 Want てほしいです・ないで 楽、旅、来、行、買、 • Ｖながら 始、教室、式、受、他、 ですか。 水、木、金、土、 ほしいです 所、午、後、前、物、 • V ても、V なくても、V てもいい、V 年、月、学校、決、考、 • Requests Commands 日、年、何、父、 Listing activities たりたりす 勉強、聞、見、読、 なくてもいい 英 てください/ます・なさい 母、兄、姉、弟、 る 書、働、運、転、免 • V た方がいい 知、表、長、国、売店、 • Try to do something 妹、子、私、手、 Praise 上手ですね。 許、若、者、春、秋、 • V ない方がいい 昼、休、音楽、階、着、 てみます 好、上、下、本、 Time, manner, place, 冬、夏、神、神社、 • ｖたらどう 番、帰、試、験、道、漢 • Conjunctive くて、で 才、生、様、女、 emphasis だいたい、きっ 寺、安、雪、写真、 • PlainV より 字、図書館、別、回、 • Plain form past 男、家族、庭、自 と、たぶん、とても、少し、 運、関、係、車、料 • PlainV 方が 何、卒業、様、朝、昼、 • Plain form neg, past 分、好、両親、自 ちょっと、 ずっと、すごく 理、健康 • PlainV のとくらべて 晩、夜、夢、明日、昨 • Likes & dislikes のが 己紹介、住、仕 Reason から、ので • V と思う 日、建物、最初、最後、 好きです。 事、大、小、高、 Time おととい、あさって、 • PlainV ははずです。 • Expressing ability こ 長、広、赤、青、 先々週、再来週 • ます StemV すぎる とができる、上手、下 白、黒、手、足、 Masu form, including past • PlainV べきです・だと思う 手、とくい、にがて 目、耳、口、茶、 tense and negative form • Verb ようにする。 • Text connectives それ 短、頭、体、兄弟 ます、ません、ました、ま • Verb ないようにする。 から せんでした • Comparisons （ぜんぶ） • Advice たほうがいい Plain form, including past • ひつよう です。/ないほうがいい tense 食べる、食べない、 名、前、曜、勉、 • V ないで です 食べた、食べなかった 強、食、飲、言、 • ます Stem V ないさい • General Particles を、 Plain Ｖことができる 語、事、高、校、 • のために は、が、に、へ、で、 Invitation ませんか、ましょ 思、友、達、 • ます StemV はじめる・おわる も、の、と、や、か うか • Prohibition てはいけ 前に、間に、ている間に ません/だめです ているとこと • Reason から、ので N の時、Adj の時、N のこ • Justifying んです、の ろ、Adj のころ です てから • About Ｎについて ている • Asking favours くれま ます StemV たい せんか・ください 後で、に、Ｖ時、Ｖ時間 • Inviting ませんか/まし ょうか • Obligation なければ なりません • Plain Verb と言う • Humility いいえまだ まだです。 • Family • Nominalisers （V の、 こと） • の （One’s） • Connecting Sentences て Form • もうします・いいます・ です Underpinning Factors: (Unit 3) Guaranteed Grammar Patterns/ Kanji: Topic 1: Roles and Relationships Topic 2: Socialising and connecting with my peers Topic 3: Groups in society Looking at the diversity of roles 一、二、 Looking at ひきこもり、メンタルヘル 生、活、 Looking at why young people in Japan 宿題、時間目、 portrayed in particular females in Connectedness to community, join groups such as Lolita, Goth, ヤンキ Japan and how this is changing.