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Assignment 1: Professional Task Stage 6

102090.91.92
Secondary Curriculum 2 Languages
1714.1 Master of Teaching (Secondary)

Assignment 1
Professional Task Stage 6
(Unit plan and 3 resources)

By
Student Name
Student Number

Due date: Submit to Turnitin by 11pm 29th March 2018

Student Name Student Number


Assignment 1: Professional Task Stage 6

Table of Contents
Part A: Unit of work 3
Part B: Three original professional resources 8
Resource 1 – text types 8
Resource 2 – new structure 8
Resource 3 – comprehension task 8
Part C: Discussion (1000 words) 9
References 9

Student Name Student Number


Assignment 1: Professional Task Stage 6

Part A: Unit of work


Create an engaging unit of work for Year 11 Continuers in your Language.
The unit of work and resources in Part B should last 4-6 weeks (comparable to 1000 words). Each fortnight consists of eight 50 minute lessons.
Your unit of work needs to meet the needs of a Continuers class:
 15 – 20 students
 including students of differing levels of ability
 one student wears a hearing aid and lip reads.
You must also ensure you:
 include outcomes from all 4 syllabus objectives in your unit of work
 include all required information in the template below
 incorporate introduction of relevant grammar structures from the syllabus
 apply assessment for learning principles.

Pretend High School Unit Theme and topic: Future Plan

Language Year: Japanese Yr 11 Weeks: 4-6 Weeks

Key Concepts: Students will learn how to talk about long-term future plans. Students will learn how to talk about what they would

like to do after graduating, and about which profession or field of study they would like to enter.

Importance of this learning: Students may like to speak to Japanese friends about their future, and if they wish to work or study in

Japan, students may need to undertake an interview in Japanese. It will therefore be advantageous for students to know how to

discuss their future plans in Japanese

Student Name Student Number


Assignment 1: Professional Task Stage 6

Targeted Syllabus Outcomes:

Assessment:

Literacy Numeracy ICT Cross-Curriculum Content

Term
Integrated teaching, learning and assessment Resources
Week Evidence of learning (and
Feedback
code AfL, AaL, AoL)
activities
Pre-assessment: Students will undertake a quiz on
Quiz questions
pre-requisite grammar, kanji and vocabulary learned in
previous units or in Stage 5. Pre-requisite grammar and vocab
will include: AfL/AoL: The quiz papers can be Students will be given
- 好き(です) marked and kept by teacher so delayed, written feedback.
- 。。。たり、。。。たりして that Once feedback is given,
T2 W4
- 何で/なぜ teacher can determine if any students may keep the
- Adjective and verb forms and conjugations time needs to be spent revising feedback and test paper for
e.g.: verbs- ~る、~う、~ない、~なかった、 pre-requisite grammar/vocab their own self-reflection.
adjectives: ~い、~な、~くて、~くない

Student Name Student Number


Assignment 1: Professional Task Stage 6

Introductory Activity: What do I want to do in the future? Computers


Student workbooks
Students will work in pairs or small groups to create a mind Whiteboard
map of their future aspirations. These will then be shared Markers AfL: Students should submit their
with the class. future aspirations mind map and
venn diagram or list of similarities
Students will also conduct an internet research task to find and differences between
out what jobs or fields of university study are common in Australian and Japanese
Verbal feedback in
T2 W4 Japan. Students should then compare and contrast these with jobs/fields of study as evidence of
following lesson
jobs/fields of study common in Australia in a venn diagram or learning.
in a list.
The mind maps should be used
Differentiation: Task Instructions and will be written on the by the teacher to guide the next
board so that students with hearing difficulties can access the lesson
task. This will also give all students something to refer back to
if they are unsure of task steps.

Professions: ~になりたい
Vocab: Depending on future aspirations given by students in
previous lesson, but will include: 教師(きょうし)/先生、医
者、かんごし、べんごし、びじゅつしゃ、かがくしゃ
Script: 先生
Students will be introduced to the grammatical structure
~になりたい. Students should have learned the V~たい
T2 W4
form in stage 4-5 but will not have learned なる.

Outline: Students will be introduced to vocabulary, including


script and the grammar structure になりたい through
PowerPoint slides and audio

Student Name Student Number


Assignment 1: Professional Task Stage 6

Differentiation: Students who are hard of hearing can be


given transcripts of audio, or teacher can speak the words
themselves, so that the student may lip read.

Students will be required to write the new vocabulary in a


table to add to their glossary in their book.
Students will then work as a class to translate several spoken
and written sentences following the pattern: profession にな
りたい

Sentence building: students will then construct their own ~


になりたい sentence based on the aspirations they wrote in
their mind map last lesson.
What do you want to do in the future?
Vocab: From last lesson +しょうらい
T2 W4
Grammar: 将来に何をしたいですか?
Outline:

Student Name Student Number


Assignment 1: Professional Task Stage 6

Student Name Student Number


Assignment 1: Professional Task Stage 6

Part B: Three original professional resources


You need to create and include 3 original resources you would use in the program. You might include other resources in
your unit of work that aren’t original. Simply provide a link to them in your resource column.

 Your 3 original resources you create should be identified in the resource column as resource 1, resource 2,
resource 3.

 You must include your original resources below. If you have created a digital resource, take a screen shot of it to
include below, as well as a shortened URL (use bitly or similar). (When tutors are marking, links do not work and
we have to exit and download original files or type in the whole link. By providing a shortened URL you make the
process incredibly faster )
 Please pay close attention to the resources you are required to create for Languages. This is specified below and is
different to other curriculum subjects.

Resource 1 – text types

A resource that teaches students how to write one of the required text types from the syllabus.

Resource 2 – new structure

A resource that teaches students how to use a new structure (grammar point) to communicate in one of their learning
activities.

Resource 3 – comprehension task

A resource that checks student understanding of a comprehension (listening or reading text) and provides feedback.
(Assessment for learning task.)

Student Name Student Number


Assignment 1: Professional Task Stage 6

Part C: Discussion (1000 words)


Analyse the Stage 6 Syllabus for your teaching area and discuss, how:
 the unit of work aligns with your own professional beliefs about the curriculum
 you enacted the curriculum intent of the syllabus
 you have applied the backward mapping process
 you applied Language learning theory, models and approaches
 you addressed the learning needs of diverse adolescent senior students
 you addressed motivation and engagement issues for senior students

References:

Student Name Student Number

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