Assignment 2: Portfolio

102087.88.89
Secondary Curriculum 1 Languages
1714.1 Master of Teaching (Secondary)

Assignment 2:
Portfolio
including unit of work, resources and extended response

by
Taylor Laporte
17790882

To be submitted by 4 October, 11pm

 Assignment 2: Portfolio

Unit plan
A unit of work you have developed for a stage 4 or 5 class using relevant outcomes, syllabus content, concepts and skills that is supportive of diverse learners and shows evidence of
differentiation and formative assessment.

Pretend High School Unit Name- Home and Neighbourhood

Language Year – Japanese yr 9 Weeks- 5

Unit aim- Students are able to describe the layout of their home and neighbourhood/town, as well as that of a typical Japanese

home and neighbourhood/town. Given a map, students should be able to describe the layout of a house or town

Intercultural understanding – Students will research and understand the layout of a typical Japanese home and town

Script- 前、後ろ、寝室、近所、場所、住所

Vocabulary and structures

となり、はんたい、まえ、うしろ、いま、だいどころ、ふろば、しんしつ、うらにわ、げんかん、ろうか、ガレージ、トイレ、せんたく室、近

所、場所、公園、郵便局、銀行、店、ソファ、テレビ、ベッド、本棚、テーブル and other furniture words

 Assignment 2: Portfolio

noun は place の position word にあります。（For example: 行は薬局の隣です。） どのぐらいかかりますか？

どのぐらい離れていますか？

Prerequisite script, vocabulary and structures

先、キロメートル、メートル、右、左、にまがります、の中で、こうさてん、しんご、デパート、家、住所、colours, numbers

Importance of this learning – Students are likely to be asked about where they live when making friends using Japanese. This unit

will give them the skill to describe their home and town

Targeted Syllabus Outcomes

Outcome 5.UL.1: A student selects, summarises and analyses information and ideas in spoken texts and responds appropriately.
Students learn about- • ways of identifying relevant details when listening for specific information
Students learn to- • make judgements about the relevance of detail in understanding text, eg extracting ideas and issues referred to in text

Outcome 5.UL.2: A student selects, summarises and analyses information and ideas in written texts and responds appropriately.
Students learn about- • ways in which texts are formatted for particular purposes and effects
• ways in which texts are constructed for specific purposes
• ways of identifying relevant details when reading for specific information
Students learn to- • explore the way text content is developed and how ideas and information are sequenced, eg headings, paragraphing, introductory
sentences, topic shifts
• identify purpose, eg to inform, persuade or entertain, and distinguish between main points and specific and supporting details in text
• make judgements about the relevance of detail in analysing text, eg extracting ideas and issues referred to in text

Outcome 5.UL.3: A student uses Japanese by incorporating diverse structures and features to express own ideas.
Students learn about- • the manipulation of structure, format and choice of vocabulary to achieve specific purposes
• responding to factual and open-ended questions
 Assignment 2: Portfolio

Students learn to- • select and manipulate particular structures to achieve specific communication goals, e.g. use appropriate tense for recounting,
emotive language for effect, うみへ行きま した。たのしかったです。
• maintain an interaction by responding to and asking questions and sharing information

Outcome 5.UL.4: A student experiments with linguistic patterns and structures in Japanese to convey information and to express own ideas.
Students learn about- • resources available to enhance or promote independent learning
• the use of technology to express ideas and create own text.
Students learn to - • develop skills in accessing appropriate additional information to expand and enhance communication, eg dictionaries, word lists,
grammar references, authentic texts in print and online
• access websites to transfer and manipulate data to produce a specific text, eg multimedia presentation.

Outcome 5.MLC.2: A student uses linguistic resources to support the study and production of texts in Japanese.
Students learn about- • the importance of being aware of the choices that are made to convey precise meaning
• the effect of linguistic choices on intended meaning
• meaning conveyed in words
• the conventions of the writing system.
Students learn to- • evaluate the accuracy and appropriateness of structures when constructing and editing text
• make linguistic choices to enhance their intended meaning, drawing on a range of linguistic structures
• analyse ways in which words are constructed, eg how words are modified for different grammatical functions, or how particles
are used for grammatical effect, e.g. たのしい → たのしそう
• apply the conventions of the writing system, eg on/kun readings, okurigana, stroke number, order and direction.

Outcome 5.MBC.1: A student explores the interdependence of language and culture in a range of texts and contexts.
Students learn about- • cultural concepts and ways they are reflected in language and behaviour
• the value of developing respect for and appreciation of other cultures
• the contributions of diverse cultures to the local and global community
• etiquette and ethical behaviour associated with cross-cultural communication.
Students learn to- • identify and analyse ways in which culture is reflected in language use in diverse contexts
• discuss and compare the values and beliefs of diverse cultures
• reflect on attitudes and practices that differ from their own
• recognise appropriate intercultural behaviour in diverse settings.
 Assignment 2: Portfolio

Assessment – Students will be given a 2-part assessment. In part 1, students will write 1-2 pages as a take home task describing

their home and neighbourhood, including a drawn map, to be handed in on the day of the listening test. In part 2, students listen to

a spoken text and label a given map based on information in the spoken text. This part will be undertaken in the classroom.

Literacy Numeracy ICT Cross-Curriculum Content

Tourism maps activity How far is it? Activity 15-point challenge, Edpuzzle Engagement with Asia,

Term
Integrated teaching, learning and assessment activities Resources Assessment Feedback
Week

Tourism maps Instant

Review of Directions unit learned in term 1. Students will complete a pre-
verbal
T2 W1 assessment quiz on directions, play a game of 4 corners using direction Teacher can check
feedback
words the words that
as,
Students will look at Japanese tourism maps showing the layouts of major students circle and
teacher
towns, circling words of interest and creating their own vocabulary list. This the list that
can
T2 W1 will be a structured class activity so that students are accessing the correct students create
check
vocabulary. This task allows for Inquiry Based Learning as students read,
work as
 Assignment 2: Portfolio

interpret the maps and decide which vocabulary is relevant, before going students

through the maps and relevant vocabulary as a class. write

Video showing the layout of a traditional Japanese home, students will note video
Teacher can check Instant
features and draw or write their interpretation of a Japanese home.
T2 W1 students’ drawings verbal

or writing feedback

Word lists Teacher should go

https://drive.googl
e.com/open?id=0B
around room to
What is in your home? What is near your home? Students make a list in yckR4BtXRk5c0RES
k12VklmWlE
check that
English of the rooms and layout of their home, they will then use their
student’s lists Instant
vocabulary list from last lesson, and the vocabulary list on rooms and
T2 W2 contain the correct verbal
furniture given as part of this lesson to translate their list before working
vocabulary and feedback
through the new words as a class
that students

actually complete

the work
 Assignment 2: Portfolio

Students will individually complete worksheet in which students will interpret worksheet

blueprints of houses, maps of towns and translate vocabulary list words from
Teacher can collect Delayed
English to Japanese and Japanese to English. This will help students to
T2 W2 and mark written
practice vocabulary before completing more complex activities in the second
worksheet feedback
half of the unit. Questions can be scaffolded or extended in order to

differentiate content for gifted or low ability students.

Students will perform 15-point challenge on Padlet where they can perform Padlet
https://padlet.com
writing tasks, read and analyse videos and maps, or create a poster. Higher /taylorlaporte95/9z
Teacher will be Instant
xvco1zkdy8
order tasks will be worth more points, smaller, easier tasks will be available able to check verbal or
T2 W2
allowing for lower ability learners to engage with content. This will develop student responses written

students’ ICT ability, as they will need to post their answers, and ask questions posted in padlet feedback

directly in the Padlet.

Students are architects who have been asked to design a home to be built in Vocabulary Students will hand Delayed

T2 W3 Japan. They will need to draw the blueprint for their home, label it and sheets and in their task for written

provide a short paragraph in Japanese describing the home. This description worksheets marking feedback
 Assignment 2: Portfolio

may include, colours, furniture, layout depending on the student’s ability used in earlier

level. (For example, いまは台所の隣です。Ｔhe loungeroom is next to the lessons

kitchen, いまの中で青色のソファがあります。There is a blue sofa in the

loungeroom).

Listening Students

comprehension understanding of

questions the unit content

https://drive.googl
Listening Comprehension: Students will complete listening comprehension e.com/open?id=0B
up until this point
yckR4BtXRk5UmtO
about home and town layouts. This is a flipped lesson, as students can work bTZXY0d4eFE
will be tested with Delayed

T2 W3 through, play, pause and rewind the content at their own pace. The listening listening written

passage will then be gone through in detail as a class after the task is audio file comprehension feedback
https://drive.googl
completed. e.com/open?i
questions handed
d=0ByckR4BtX
Rk5bjZaS055Vj
in to the teacher at
VqVnc
the end of the

lesson
 Assignment 2: Portfolio

How long will it take? Students will learn how to say ‘how long will it take?’ paper
Flashcards can be Instant
どのぐらいかかりますか？ Students will make their own flash card for the
T2 W3 seen by the verbal
sentence, revise numbers in groups and practice responding to the question
teacher feedback
in small groups or pairs

How far is it? Students will be asked to research how to say how far is it? in Devices or

Japanese. They should find the phrase どのぐらいはなれてますか？ Go dictionaries to Memorisation

Instant
through the correct pronunciation as a class. Students can then come up with do research strategies will be
T2 W4 verbal
a way to remember this sentence and present their unique memorisation presented to the
feedback
strategy to the class. class

Kanji lesson- Students will practice writing the unit kanji (shown in page 2 of Stroke order Instant

this document) as a class, using stroke order diagrams and animations. Next, diagrams, Teacher will check written

T2 W4 students will compete in a race to write a line of each of the unit kanji to help animations each student’s and

work on their writing speed. Students will be disqualified if characters are work after the race verbal

illegible or written incorrectly. feedback

 Assignment 2: Portfolio

Role play speaking/listening activity: Students will be given a town map and Town map

will work in pairs giving each other directions to certain places on the map.

The speaker giving directions should not expressly state the name of the place

they are directing the listener to. This will ensure the listener pays attention Students will

to all instructions and the listener may engage in the conversation using either decipher the
Instant
phrases such as どのぐらいかかりますか？、どのぐらい離れていますか？ directions given to
T2 W4 verbal
In the review of numbers and directions in lesson 1, T1 W1 students should them or not, and
feedback
have re-familiarised themselves with how to say phrases such as 1 キロメート the teacher can

ル先,右に曲がります。As the given map will have a scale, students may also check this

choose to make use of these phrases.

Paper, The teacher will Delayed

Writing practice- As practice for the upcoming assessment, students will write
T2 W5 resources collect and mark written
a page describing the shops and places in their town using vocabulary lists,
distributed to student writing feedback
 Assignment 2: Portfolio

worksheets and examples shown throughout the unit, particularly resources students in attempts because

given in W2 earlier lessons this will give

students an idea

on what needs

improving for the

assessment

Listening Practice- Students will pair off and tell each other about their home None
Students notes Instant
or neighbourhood. The listener must write down the features and layout of
T2 W5 should be reviewed verbal
the home or neighbourhood being described to them. The speaker may then
by the teacher feedback
mark the listeners notes for any missed information or spelling errors.

Listening As this is the

Listening part of summative assessment will be undertaken this lesson. assessment summative Delayed

T2 W5 Students will be allowed to make final edits to the writing part of their task assessment, written

assessment for submission by the end of the lesson teacher will collect feedback

and mark this task

 Assignment 2: Portfolio

Resources
Resources that you have created for the unit, including a digital learning resource that supports student learning and
develops their ICT skills (such as-google slides, i-movie, website) of a particular aspect of the unit.

Home and Neighbourhood 15-point challenge: https://padlet.com/taylorlaporte95/9zxvco1zkdy8

Vocabulary list for Term 2 Week 2 – What is in your home? What is Near Your Home activity:
https://drive.google.com/open?id=0ByckR4BtXRk5c0RESk12VklmWlE

Listening Comprehension Audio: https://drive.google.com/open?id=0ByckR4BtXRk5bjZaS055VjVqVnc

Listening Comprehension Transcript and Questions:

https://drive.google.com/open?id=0ByckR4BtXRk5UmtObTZXY0d4eFE

References for Resources:

The Japan Foundation, S. (2017). Rooms of a Japanese House: 3 Hint Game | Classroom Resources - The Japan
Foundation, Sydney. Jpfsyd-classroomresources.com. Retrieved 4 October 2017, from http://jpfsyd-
classroomresources.com/r81.html

Japanese House Tour. (2017). YouTube. Retrieved 4 October 2017, from

https://www.youtube.com/watch?v=s1CM3TXtDjE&t=333s
 Assignment 2: Portfolio

Extended response
In the planning of this unit, several integral theories were considered and implemented. These include Project Based

Learning, Inquiry Based Learning and Understanding by Design. This unit was also designed to allow as much Student-

Centred learning as possible.

(Wiggins & McTighe, 2008)’s work on Understanding by Design argues that when designing learning tasks, the focus

in mind should be a goal, several essential questions/concepts or a task such as an assessment task. As the assessment

task chosen for this unit is a writing and listening two-part task, several lessons within this unit focus on developing

student’s writing and listening skills. By taking lesson time to develop these skills as a means for students to

successfully reach their goal, which in this case is to undertake the assessment task, Understanding by Design is

implemented. These skill building lessons include the listening comprehension lesson in Term 2 Week 3, and the

writing practice lesson in Term 2 Week 5, along with the architect activity in Term 2 Week 3.

One of the key pedagogical concepts uncovered when considering where to begin the construction of this unit was

that rather than explicitly teaching the unit content, which would not necessarily promote deep understanding, it

would be more beneficial to the students to learn the content through the completion of a series of tasks designed to

create a deeper understanding of the lesson content. This is in line with the work of (Blumenfeld et al., 1991) and

(Krajcik & Blumenfeld, 2006) on Project Based Learning which states that students should investigate questions or

problems by creating artefacts, predicting, drawing conclusions and communicating their ideas. The 15-point challenge

for Term 2 Week 2 created in padlet is an example of this, as almost all tasks require students to use their knowledge

of Japanese words to create a poster, give directions, write a description or play a game. This way, students are not

only learning words, they are using them to create artifacts or solve a problem, namely not only how to give directions,

but how to do so in a way that will be understood clearly by the listener.

 Assignment 2: Portfolio

While designing learning tasks, it became clear that Project Based Learning could be used a part of Inquiry Based

Learning. (Edelson, Gordin & Pea, 1999) states that “Participation in inquiry can provide students with the opportunity

to achieve three interrelated learning objectives: the development of general inquiry abilities, the acquisition of

specific investigation skills, and the understanding of concepts and principles” and (Gormally, Brickman, Hallar &

Armstrong, 2009) suggest that students learn best when they are exposed to hands-on authentic tasks. When

comparing this to the understanding gleaned from (Blumenfeld et al., 1991) and (Krajcik & Blumenfeld, 2006)’s work

on Project Based Learning, which, as mentioned above, states that students should investigate questions or problems

by creating artefacts, predicting, drawing conclusions and communicating their ideas; it can be seen that by creating

tasks that are highly engaging and promote learning, Project Based and Inquiry Based learning can be simultaneously

implemented. Simultaneous implementation of these 2 theories has been achieved throughout the construction of

this unit by creating tasks which encourage problem solving and the creation of artefacts, such as the tourism map

activity in Term 2 Week 1, and the research task in Term 2 Week 3, where students research how best to say ‘how

long will it take?’ in Japanese. These tasks promote Inquiry and Project Based learning, as they are designed to allow

students to investigate a given question; for example, how would they say, ‘how long will it take?’ using Japanese, or

‘what words do we think are most important/useful in this tourist map?’. As well as this, these tasks allow students to

create a product that will aid them in their learning. In the tourist map activity, students will make their own vocabulary

list, and in the research tasks, students will make their own flash card for the phrase どのぐらいかかりますか？

On another hand, while these theories played a prevalent role in the building of this unit, both formative and

summative assessment have also played a pivotal role. As Understanding by Design suggests that one must focus on

a task or goal and build from that point, before the activities presented in this unit were created; the summative

assessment was created. Therefore, all tasks presented were made with the summative assessment in mind. As

mentioned earlier, it is for this reason that there are several tasks throughout the unit that allow students to build the

skills necessary to undertake the summative assessment. Ideas for formative assessment were implemented after the

construction of the tasks, with the concept in mind that students should receive as much feedback as possible to allow

for improvement. Throughout the unit, there is a mix of delayed and instant verbal and written feedback. For example,

the writing practice in Term 2 Week 5 has written feedback, as this task directly prepares students for the summative

assessment and will give students a fair idea of what marks they may expect in the summative assessment.
 Assignment 2: Portfolio

Perhaps most importantly, when creating any task, lesson or unit, teachers must bear in mind that all students have

diverse learning needs, and as such, differentiation is of paramount importance. This is shown in the work of (Sousa &

Tomlinson, 2011). Differentiation has been achieved in different ways for each task presented in this unit. One example

of which is in the 15 -point challenge. Lower order tasks such as drawing a diagram of your house, or looking at a map

are included as easier tasks for students who may have learning difficulties or are struggling with the content. The

challenge also includes higher order writing tasks that require more complex thought and allow gifted and talented

students to extend their learning, such as to write a passage describing their favourite place, how to get there, and

why they like it. Differentiation is also evident in the architect activity in Term 2 Week 3, as students’ responses may

have different levels of detail in them depending on how well the student has engaged with the content of the previous

lessons in the unit. A high-level response may include rooms, furniture, directions to describe the layout of the home

and colours for wall paint or furniture, where a lower-level response may only list the rooms in the house. Each of

these is equally acceptable and allows the student to demonstrate their skill level.
 Assignment 2: Portfolio

References for extended response

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based
Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398.
http://dx.doi.org/10.1080/00461520.1991.9653139

Edelson, D., Gordin, D., & Pea, R. (1999). Addressing the Challenges of Inquiry-Based Learning Through Technology
and Curriculum Design. Journal Of The Learning Sciences, 8(3-4), 391-450.
http://dx.doi.org/10.1080/10508406.1999.9672075

Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of Inquiry-based Learning on Students’ Science
Literacy Skills and Confidence. International Journal For The Scholarship Of Teaching And Learning, 3(2).
http://dx.doi.org/10.20429/ijsotl.2009.030216

Krajcik, J., & Blumenfeld, P. (2006). Project Based Learning. In The Cambridge Handbook of the Learning Sciences.

Sousa, D., & Tomlinson, C. (2011). Differentiation and the brain. Solution Tree Press.

Wiggins, G., & McTighe, J. (2008). Understanding by design (pp. 1-11). Alexandria, Va.: Association for Supervision
and Curriculum Development.