Lesson+Plan

__ Prior Knowledge: __
 * Colors (white, black, red, blue, green, yellow, orange, grey, purple, brown, pink)
 * Descriptive Activities: Big, small, long, short, likes, dislikes, cute and scary
 * Body Parts: head, shoulders, knees, toes, eyes, ears, mouth, noes
 * Animals: monkey, bear, cat, dog, koala, rabbit, koala, buffalo, snake, horse
 * Grammar: 〜がすきです. ／〜がきらいです. ／〜は〜です. ／〜をたべます.
 * Directions: Front, Back, Left, Right

* Please see "Lesson Plan Reference" page for material lists.


 * **Day One** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Slideshow || The teacher talks about their own pets, how they like and dislike certain animals, a trip to the zoo, where certain animals live and what they eat, finally talking about animals going extinct;

Teacher asks a few students what pets they have, and students respond in Japanese. Then, students ask each other (somewhere next to them) what pets they have following the pets written on the board. || Powerpoint slideshow illustrating the teacher’s own introduction to the lesson; This may include pictures of the teacher with their own pet, or at the zoo. This should also include pictures of animal habitats and foods as well as show animals that are going extinct which will be covered in the unit. ||
 * 7 minutes || Read 動物園絵本 || (Pre-Reading, Reading, Post-Reading) Read the book 動物園絵本. Have the students try to remember some of the animals from the book (this will be review in many cases). The teacher will elicit responses for hard or new animal names.

As the animals are introduced, the teacher will also present the animal noises, or if the animal sounds are prior knowledge, will elicit that knowledge through questions and/or hints. || とびだす・ひろがる！どうぶつえほん ISBN 978-4-03-127060-1 || While miming the animal the teacher will also have the students make the sound of the animal in Japanese. The teacher will then mime an animal and the students will make the sound. The teacher will make the sound and the students will tell her the animal.
 * 12-16 minutes || Animal/Animal Sounds TPR || The teacher teaches (and reviews) animal vocabulary using TPR.

After sufficient modeling of this activity, several students will do this in front of the class, and then in groups of four.

The teacher will divide the students into a group into a specific animal. the teacher will give points to the group that stands up first with the correct animal sounds and TPR in their own group. Every one in the group must stand up at the same time and say the animal sounds together. ex: Sensei says "buta" and the team "buta" must stand up and say "buu buu" with the correct TPR. || Animal Sounds from Website ||
 * **Day** **Two** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Flashcard Activity || The teacher plays real animal noises and the students guess the animal. (Animals studied in the previous lessons).

As the students correctly guess the animals the teacher puts the flashcards on the board. || Sound clips of animal sounds

Flashcards of the animals || Sound clips of Japanese Animal Sounds
 * 15 minutes || Japanese/ American Animal Sounds || The students will listen to American Animal Sounds and Japanese animal sounds. Students will guess which animal sound matches to which animal and whether it is the Japanese animal sound or the American Animal Sound. They will be able to discuss their answers with their group. The teacher will play the sound three times. (Example; In Japanese pigs say bu bu and in America oink, oink) || Sound clips of American Animal Sounds

(Teacher uses whiteboard and animal flashcards for the sound activity) ||
 * **Day** **Three** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Warm-Up || Review body parts and descriptive adjectives with a Simon Says game. The words reviewed will be the body and facial parts, descriptive adjectives (big, small, cute, scary, like and dislike) using TPR. ||  ||
 * 2 minutes || ＊〜からです. || The teacher talks about which animals they like and don’t like using the grammar point 〜からです.

Examples: Q: どうしてパンダがすきですか？ A: めがかわいいからです. Q: どうしてヘビがきらいですか？ A: 目がこわいからです.

Teacher first models the phrases and grammar used by having a self-conversation (play the role of two people) or by talking to a puppet. || **PROCESS**: Teacher models with puppet (self) > Puppet with student > Student with student in front of class > Students with students at their desks. ||
 * 7 minutes || Panda’s are cute! Worksheet || Review body parts with the students (head, shoulder, knees, toes, eyes, ears, mouth, nose) using flashcards. Teacher puts a poster-sized picture of an animal on the whiteboard with numbered body parts, students tell their partner which number the body part is as the teacher calls them out. Half-way through, a student then calls them out, using Japanese for the numbers.

The students listen while the teacher talks about why they like an animal. The students fill in the worksheet based on the teacher’s description. || Panda’s are cute! Worksheet

Body part flashcards from previous units || Graph includes all 16 animals thus far. || Review colors with PowerPoint.
 * 12-15 minutes || Class graph about which animals the class likes or dislikes || The teacher asks the students about their own likes and dislikes. The teacher says an animal and the students move to one side of the room or another depending on whether or not they like the animal. The teacher takes notes on the board and the class graphs the results. || Smartboard graphing software, Butcher Paper or Whiteboard to make graph
 * **Day** **Four** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5 minutes || Warm Up || Sing Head, Shoulder, Knees and Toes in Japanese

Play the touch the color game (The teacher says a color and the students find and touch that color in their classroom) || PRIOR KNOWLEDGE: Colors, body parts

Color Powerpoint || Show the students all the other graphs from their grade level. Have the students as a class create a whole grade graph using the data from the individual graphs. Discuss the other classes’ graphs. Are there any general trends? Are there any outliers? Discussion held in Japanese with teacher scaffolding (ex. じゅぎょうでいちばんすきなどうぶつはどれですか？）
 * 15 minutes || Graph Synthesis || Remind the students about the graph they made about their animal likes and dislikes from the day before. Discuss the graph. Are there any animals that the class really liked or disliked?

As time permits, extend from the entire class to the entire grade (all the 3rd graders, for example) || Graphs from each of the classes graph activity from the previous day. One more sheet of butcher paper or new slide on the smartboard software. ||
 * 15minutes || Conjecture || Have the students guess the reason behind certain trends using the grammar point 〜からです. Do many students not like snakes because they are scary?

Activity is performed orally as a class. First teacher asks self (or puppet), then teachers asks students, then students ask students. ||  || ISBN 978-4-86269-032-6 || きば、 しっぽ、ひげ、つめ || The teacher introduces new vocabulary using picture flashcards. If time permits, students can put little pictures of the new body parts on a picture of an animal on the whiteboard, or students can come to the front and draw the parts on an animal. || Flashcards/Picture of animal for board or markers for drawing || The students stand their folders up so that neither can see the card that the other is holding. Both students draw a card. They ask each other questions about the animal using the sentence pattern 〜が〜 です. -- adding か to make it a question sentence. If the student guesses their partners animal they get a point. The student with the most points is the winner. *Some higher level students may want to revisit the pattern 〜 ありますか. This pattern will also be put on the board for students who want an extra challenge. || Folders or some barrier so that the students cannot see each other’s cards. Cards of different animals.
 * **Day** **Five** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5 minutes || Read the book: ジャングルどうぶつ || The teacher reinforces body part, color and adjective vocabulary while reading the book. || いきものいろいろ
 * 5 minutes || New Vocabulary:
 * 20 minutes || Guess Who game? || The teacher first plays one or two rounds as a demonstration for the students.

EXAMPLE OF ACTIVITY: １：はながながいですか？ ２：は い、ながいです. ３：みみはおおきいですか？ ４：はい、おおきいです. ５：ぞう さんですか？ ６：はい、そうです！ || ISBN 978-4797422894 || The teacher and students fold and make origami turtles together. || One sheet of green origami paper for each student.
 * **Day** **Six** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5 minutes || Read the book うしろにいるのだれ || The teacher reads the book while eliciting responses about what animals look like || うしろにいるのだあれ
 * 13 minutes || Listening Quiz (Self-Assessment) || The teacher gives the students a worksheet with black and white animals. The teacher tells the students to color each animal a color. Then the teacher asks the students for the answers and reveals the correct answers for the students to check their own papers. Students exchange papers with a student next to them and check answers as a class. || Animals Listening Quiz worksheet ||
 * 7 minutes || Katakana/Romaji practice || The students practice Romaji and Katakana by filling in the correct blanks under the animal pictures using the same worksheet from the above activity. This worksheet can later be used when the students want to recall an animal name. (Included in the students own picture dictionary). || Animal listening quiz worksheet ||
 * **Day** **Seven** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 10 minutes || Origami || The teacher tells the class about culturally significant animals in Japan. (The turtle and crane represent long life)

Reference: [] ||
 * 5 minutes || Introduce habitat vocabulary || Use flashcards to introduce the new habitat words. Have students match the flashcard to the word on the whiteboard, and then repeat the activity at their desks in groups. || Flashcards, student flashcards ||
 * 15 minutes || Where are these habitats? || Teacher has students color portions of the map based on where they think certain habitats are. For example, color all jungles green. Then, on the back, teacher guides students with correct locations. || Double-sided blank global map worksheets.

PRIOR KNOWLEDGE: Students will have studied about habitats in other classes, so they should have some prior knowledge of their locations. ||
 * **Day** **Eight** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Where are these habitats? Day 2 || The teacher asks the students where they thought each habitat was. The class checks their answers. Some students will come to the whiteboard/laminated poster/smart board to color in where they think each habitat is located. || Double-sided global map worksheets (one side is the student’s guess about where the habitat is, the other side is the real location of the habitat which has been revealed by the teacher). ||
 * 5 minutes || ＊〜にすんでいます. || Students place small cards of the animals on the world map at their desks, and then use the target grammar to tell their partner where to put animals. Each student has half of the animals set up, and tells the other student to do the other half. EX: パンダはジャングルにすんでいます. The partner puts the picture of the panda in the jungle (shaded in area) on their map. ||^  ||
 * 10 minutes || Cut and Paste Animals habitat worksheet || The teacher tells the students which habitat the animals live in and the students paste the animal onto the map which was corrected during the warm-up.

Cut small animal cards and glue onto the map worksheet. ||^  || Each student puts up their folder as a barrier so that the other student cannot see their worksheet. Student A and Student B place their game pieces on their habitats worksheet. They take turns asking one another if their game piece lives in a habitat. When the student guesses correctly they get a point. The student with the most points by the end of the class wil get a prize. || Game board (habitats) Enough game pieces for each student to have one (cockroaches) Prizes (recommended: stickers) ||
 * **Day** **Nine** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Warm-Up || Discuss which habitats are on which continents ||  ||
 * 23 minutes || “Hide the Teddy Bear Game” || The teacher will demonstrate and play with the class several rounds before splitting the class into pairs.
 * **Day** **Ten** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5 minutes || Review || Review with students where certain animals live.

Use a large world map on the whiteboard with magnetized animal cards. || Large world map and small magnetized animal cards. ||
 * 25 minutes || Reading Comprehension || The students are given 10 sentences in Japanese (hiragana/katakana). They are also given hiragana/katakana charts. They must first decode the hiragana/katakana. Then they can read the Japanese and draw a simple picture based on the paragraph. || Reading Comprehension worksheet.

Hiragana/Katakana Chart ||
 * **Day** **Eleven** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Warm-up || Check the worksheet from the day before || Reading comprehension worksheet. ||
 * 3 minutes || Introduce new food vocabulary || Use food flashcards to introduce the food vocabulary. Students form pairs and quiz each other, with the correct word on the back of the flashcard. || Food flashcards ||
 * 20 minutes || A/B worksheet interview || The teacher will first demonstrate with the class. The students will interview one another about an animals’ food preference. They will complete an A/B worksheet. || Food A/B worksheet
 * PROCEDURE**: A/B worksheets are essentially two worksheets, one A and one B, where each worksheet has half the info necessary to be complete. The student with one worksheet needs the info from the other to complete theirs. They ask each other questions, acquiring the information piece by piece. ||
 * **Day** **Twelve** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Warm-Up || Review all animals using TPR. ||  ||
 * 7 minutes || Brainstorm/Sorting Activity || Brainstorm with students about which animals we have learned. Sort the animals into two groups – endangered and non-endangered. || Place pics of the animals on the whiteboard in large circles (sorting, categorizing). ||
 * 13 minutes || Assign groups, begin WebQuest || Each student will pull an animal from a bag. They will mimic the animal sound in Japanese to find others in their own group. Students must listen to each other carefully to find their own groups. Students cannot do the motions while looking for their group. The group that finds their team first must sit on the floor while waiting for the rest of the class to find their group (7 groups total).

Explain and begin WebQuest in groups. [See accompanying WebQuest document] || Graphic Oganizer check mark Worksheet – "Why do you think these animals are endangered?"

WebQuest sheets ||


 * **Day** **Thirteen** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 5-7 minutes || Review || What do you remember about the last class? ||  ||
 * 15 minutes || WebQuest || Continue and finish WebQuest in groups. || Graphic Organizer check mark worksheet – "Why do you think these animals are endangered?"

WebQuest sheets from previous day ||
 * **Day** **Fourteen** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 25 minutes || Graphic Organizers Discussion || Discuss the Graphic Organizers worksheet Have the students discuss their answer choices (as much as possible in Japanese)

Hand out Rubric (Written) for projects.

Present the Red Panda example final product || Graphic Organizers

Rubric (Written) w/ Directions ||
 * ** Day **** Fifteen ** ||
 * ** Time ** || ** Activity ** || ** Explanation ** || ** Materials ** ||
 * 30 minutes || Message and Essay || In groups that they found in previous class, the students write sentences in their groups about the endangered animal and a message in Japanese, and one in English – begin to think about or draft PowerPoint. The teacher will collect and correct the animal biographies. ||  ||
 * **Day** **Sixteen** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 10 minutes || Warm-Up || Show the students how to use Hiragana and Katakana on the school computers || Hiragana/Katakana Chart as a reference to type their Japanese. ||
 * 20 minutes || Group Work || Work on presentation

Groups assign roles to teach student: leader (organizer), typist, picture finder. Students work together on language elements. ||  || Hand out Rubric (Oral) Explain Rubric || Rubric (Oral) ||
 * **Day** **Seventeen** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 30 minutes || Group Work || Work on Presentation
 * **Day** **Eighteen** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 30 minutes || Work on Presentation || Have the students peer review one another's powerpoint presentations ＊ If students finish early and memorize their part they can make a poster advertising their project or message. || *Construction paper, markers ||
 * **Day** **Nineteen & Twenty** ||
 * **Time** || **Activity** || **Explanation** || **Materials** ||
 * 30 minutes || Project Presentations ||  ||   ||