MELBOURNE GRADUATE SCHOOL OF EDUCATION LESSON PLAN

MELBOURNE GRADUATE SCHOOL OF EDUCATION
LESSON PLAN – CLIL
GENERAL INFORMATION AND PROFILE
Name
Ayako Yasunaga
School
Mount Waverley Secondary College
Content/language domains
History/Japanese
Lesson topic
Feudal social systems: Life in Edo
Day and tIme
Wednesday, 9.00-10.30am
Lesson length
90 minutes
Year level
Year 8
AusVELS level
Level 8 (Pathway 2)
Previous schooling/
Other considerations
There are 25 students in the class, with most having about 20 months of previous Japanese study. Some have studied
Japanese at primary school, with 3 having Japanese language backgrounds.
Links to the
prior lesson
This is the group’s first lesson through CLIL, and they usually have a different teacher for Japanese. As a result, the
previous two Japanese lessons have been with this CLIL teacher to help get to know each other’s teaching and
learning styles, classroom language, and classroom dynamics. Being new to CLIL, developing historical domain
knowledge (feudalism and social classes) through a focus on Japanese history provides a sense of familiarity with
their regular routine.
Links to the
next lesson
Comparing and contrasting the Japanese feudal structure with European feudalism.
Rationale
BACKGROUND – REQUIRED/ASSUMED ESSENTIAL PRIOR KNOWLEDGE, UNDERSTANDINGS, AND SKILLS
4Cs INTEGRATED FOCUS AND LANGUAGE TRIPTYCH (Coyle, 2006; Coyle, Hood, & Marsh, 2010)
Content
-
Cognition
• Discussions in pairs
• Role-playing
Language
of
learning
Communication
Language
for
learning
Language
through
learning
Culture
• Particles: は、を、で、に、と
• Verbs: します／ました、すんでいます／ました、〜てください、〜か？
• Adverbs/Adjectives: たくさん・すくない、つよい・よわい
-
-
OUTCOMES – TARGETED NEW KNOWLEDGE, UNDERSTANDING, AND SKILLS
4Cs INTEGRATED FOCUS AND LANGUAGE TRIPTYCH (Coyle, 2006; Coyle, Hood, & Marsh, 2010)
• Explaining the significance of land ownership in the practice of feudalism and the nature of feudalism in Japan
(ACOKFH009)
• Describing the relationship between the emperor, shogun, daimyo (lords) samurai (warriors), workers (for example
farmers, artisans and traders) (ACDSEH012)
• Identify the role of each social class in the feudal system as it existed in Japan
• Problem solve by interacting with other social classes appropriate to feudal system norms
Content
Cognition
Language
of
learning
Communication
えど、ほうけんせいど、だいみょう、
のうみん、しょくにん、しょうにん、
こめ、お金、ちから、ぎのう
• Interrogatives:
どこ、なに、なぜ、だれ
Language
for
learning
• Transactions:
～に〜をあげます/～てあげます。
～に～をもらいます/～てもらいます。
Language
through
learning
• Strategies to maintain communication:
もういちどいってください。
えいごでいってもいいですか？
Culture
• Life in Japanese medieval period
Main macroskill(s) focus
• Speaking
Evidence and assessment
• Written self-introduction
• Role-play
• Homework quiz
• Verbs:
もっています、つくります、うります、かいます、
あげます、もらいます、たすけます
• Adverbs/Adjectives:
うえ・した、おおい・すくない・おなじぐらい
• Comparisons:
～が一番 adj。、A より B のほうが adj です。
• States of possession:
～をもっています。
〜はえいごでなんですか？
〜は日本ごでなんですか？
Main text types used
• Conversation
• Monologue
Reproducible template © The University of Melbourne
• Nouns:
OTHER PLANNING CONSIDERATIONS
• Students not understanding or being able to
Linguistic
Anticipated
challenges
and
Counter
strategies
Extension work
express themselves due to language
• Encouraging student responses in the target
language rather than English
• Writing up a list of vocabulary/expressions to highlight
and remind students of the key words
• Using ‘money’ quota system to buy ‘English/Japanese’
interactions
Conceptual
-
-
Contextual
-
-
Behavioural
-
-
• Writing activity
〜時に
〜時から〜時まで PROCEDURE
Stage and timing
Teacher activity
Student activity
Key notes and resources
Introduction (10 mins)
Where is Edo?
PowerPoint with map of Japan
江戸はどこですか？
江戸は 150 年前の東京です。
Who lived there?
江戸にだれが住んでいましたか？
Use the vocab list to respond
江戸に将軍と農民と職人と商人が Magnets (people)
将軍、大名、農民、職人、商人
住んでいました。
Where did they live?
江戸の外にたくさん大名が住んでいました。
Use map
大名は城に住んでいました。
PowerPoint of Nijo Castle virtual tour
農民はわらの家に住んでいました。
(http://www.city.kyoto.jp/bunshi/nijoj
職人は長屋に住んでいました。
o/nijoujou0930amana-
商人は町屋に住んでいました。
p/nijoujou0930amana-p/tour.html)
PowerPoint images for merchant
quarters/farmers
Feudal system
だれが一番強い/弱いですか。なぜですか？
Use the vocab list to respond
Feudal system pyramid on the board
(10 mins)
職人と商人はどちらが強いですか？
Work out where each class belong
with magnets (assets)
だれが一番多い/少ないですか？
in feudal system
封建制度、米、力、技能、お金
What did they do?
大名は何をしますか？
Use the vocab list and match
PowerPoint of their different activities
(10 mins)
農民は何をしますか？
activities and class
剣道の練習をします
職人は何をしますか？
米を作ります
商人は何をしますか？
動物にえさをあげます
着物を売ります
家をつくります
将軍に会いますあげます/もらいます
Secret role activity
Demonstrate an example as 将軍
Assets cards
(10 mins)
Pick up asset cards
城、わらの家、長屋、町屋、馬、
城と町と刀と家来と力と馬を持っています。
刀、家来、力、米、技能、お金
Provide a role card to students
Given a secret role card
ひみつのカードです。
Pick up asset cards
Guess who their classmates are
Writing activity
Provide a model
Read aloud and deconstruct the
Work sheet with model + template
(15 mins)
わたしは将軍です。
model
Vocab list
城に住んでいます。
Use as a template to create a self-
あげます/もらいます
刀と馬と町を持っています。
introduction for their role from the
大名に会います。剣道の練習をします。
previous activity
Reproducible template © The University of Melbourne
店をそうじします
農民に米をもらいます。商人に着物をもらい
ます。職人に橋を作ってもらいます。
どうぞよろしく。
Speaking activity
Divide students into two groups of mixed classes.
In groups, come up with strategies
(20 mins)
村：
to deal with an community issue,
大名（１）
considering the roles that different
農民（多）
classes play within the village
Butcher’s papers
職人・商人（少）
町：
Write the strategies down on
大名（１）
butcher’s paper in Japanese
農民（少）
職人・商人（多）
Give an issue “famine”
天気がわるいです
毎日さむいです
毎日雨です
米がありません
おなかがすきました
どうしますか？？
Sharing ideas
Present the strategies to the class
(10 mins)
After lesson
Quiz & feedback sheet
Quiz and feedback
(5 mins)
Reproducible template © The University of Melbourne

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