ASSURE Leson Plan #2

Daniele Gualtieri
10th Grade
Intermediate Japanese
Japanese Culture
ASSURE Lesson Plan #2

Analyze Learners

Learners’ General Characteristics

1. The instructional unit is for grade nine Beginning Japanese students.

2. There are a total of 17 students.

3. There are 8 males students / 9 female students.

4. The students are between 15 to 17 years old.

5. One of the male students is deaf.

6. The students are culturally diverse.

7. The majority of the students are Chamorro, middle class Americans.

8. Some of the students are from East Asia and the Federated States of Micronesia.

9. The students generally behave and interact well together.

Entry Competencies

The tenth graders have received prior instruction and have working knowledge in:

1. Japanese culture

2. Intermediate Japanese language skills

3. Conducting research on the internet

4. Using Slideshare and other resources to create slide presentations

5. Keyboarding

6. Using various website creators

7. Using a laptop and LCD projector

8. Citing resources using APA guidelines

Learning Styles

1. The students dislike doing seat work by themselves and working on memorizing their Japanese.

2. The students prefer working in groups in a creative atmosphere.

3. The students like to work on projects and conduct oral presentations.

4. Some of the students are a little hesitant about speaking Japanese out loud.

State Objectives

The Four Main Islands of Japan

The objectives for the instructional unit on Comparing the four main islands of Japan:

1. After selecting one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu), each group of students will be able to research and explain their selected island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.

2. After researching and collecting the information about their selected island, each group of students will be able to present this information via a video presentation. Each group will be able to incorporate various images and audio information into their video presentation using the method of their choice (not to include PowerPoint).

3. After putting their video presentation together, each group will be able to narrate their presentation in Japanese using proper Japanese grammar. Each group will also be able to input Japanese subtitles into their presentation.

4. After completing their video presentation, each group will be able to use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.

Select Methods, Media, and Materials

Methods

1. Discussion

2. Research

3. Discovery

4. Cooperative Learning Groups

5. Group Presentations

Media

1. Videos

2. Websites

Materials

1. 1 Television

2. 1 VCR

3. Japanese Video Tapes

4. 1 Television Cart

5. 1 Laptop Computer

6. Internet Connection

7. 1 LCD Projector

8. 1 Projection Screen

9. Video Presentation and Website Rubric

Rationale

1. A television is necessary, so that the teacher can show the students some cultural videos about Japan.

2. A VCR is necessary, so that the teacher can show the students some cultural videos about Japan.

3. Japanese videos are necessary, so that the teacher can show the students some information about Japan.

4. A television cart is necessary, so that the teacher can move the television and VCR around the classroom.

5. A laptop computer is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.

6. An Internet connection is necessary, so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.

7. An LCD projector is necessary, so that the students can present their final presentations in front of the rest of the class.

8. A projection screen is necessary, so that the teacher can show so that the teacher can show the students some of the various websites about Japan and so that the students can show the rest of the class the websites that they have made.

9. Video Presentation and Website Rubrics should be completed after the video presentation and website as a means to evaluate each group’s work.

Utilize Materials

Preview the Materials

1. The teacher will inspect the television and VCR to be used to ensure that they are working properly.

2. The teacher will inspect the laptop computer to be used to ensure that it is working properly and is properly connected to the Internet.

3. The teacher will inspect the LCD projector to ensure that it is working properly.

Prepare the Material

1. The teacher will ensure that all hardware and software are working properly. Hardware or software issues will be resolved prior to the start of the presentations.

2. The teacher will create and photocopy the Video Presentation and Website Rubric in the appropriate amount.

Prepare the Environment

1. The teacher will set up the classroom so that cart containing the television and VCR can be properly moved about and placed.

2. The teacher will set up the classroom so that the laptop, LCD projector, and projection screen are at the front of the class.

3. The teacher will set up the rest of the classroom so that all students can properly view the presentations that are being conducted at the front of the classroom.

Prepare the Learners

1. The teacher will present the overall plan and objectives for the lesson.

2. The teacher will show the students some videos about Japan.

3. The teacher will show the students some websites about Japan.

4. The teacher will remind the students about proper APA format.
http://owl.english.purdue.edu/owl/resource/560/01/

Provide the Learning Experience

1. The students will be separated into four groups.

2. Each group will pick one of the four main islands of Japan (Hokkaido, Honshu, Shikoku and Kyushu).

3. Each group will do research on their island via the Internet to find out about their island’s climate, economy, educational system, geography, government, and religion in both verbal and written Japanese.

4. Each group of students will create a video presentation about the information that they have found on their island using the method of their choice (not to include PowerPoint). These video presentations will be narrated and subtitled in Japanese.

5. Each group will use a website creator to create a website in Japanese about their chosen island that highlights the main points that were made in their video presentation.

6. Each group will present their video presentations and websites in front of the rest of the class using a laptop and LCD projector. Each group member will participate in the final group presentation; speaking clearly and slowly in Japanese.

Require Learner Participation

Practice

1. The teacher will review and discuss the project materials and requirements.

2. Each group will do their research about the chosen island via the Internet.

3. Each group will create a video presentation about their chosen island in Japanese.

4. Each group will create a website in Japanese that highlights the main points that were made in their video presentation.

5. Each group will present their video presentations and websites.

6. The teacher will observe and interact with the students during the creation and sharing of their video presentations and websites.

Feedback

1. The students will be able to discuss what they have learned about Japan and state what they liked about the other groups’ video presentations and websites.

2. The teacher will use a Video Presentation and Website Rubric to evaluate each group’s video presentation and website.

Evaluate and Revise

Evaluate Student Performance

1. The students will be formally assessed with a Video Presentation and Website Rubric upon completion and presentation of their video presentations and websites.

Evaluate Media Components
1. Were the students able to create a video presentation using a method other than PowerPoint.

2. Were the students able to properly insert narration and subtitles both in Japanese into their video presentations.

3. Were the students able to create a website in Japanese using one of the website creators.

Evaluate Instructor Performance
1. Did most of the students seem excited about the topic and engaged during the creation of their video presentations and websites?

2. Did most of the students seem interested in the video presentations and websites of their classmates?

3. Were the students able to complete their video presentations and websites in Japanese without excessive assistance from the teacher?

References

The Owl at Purdue. “APA Formatting and Style Guide.” April 7, 2009 http://owl.english.purdue.edu/owl/resource/560/01/

Utah Education Network. “Multimedia Presentation Rubric.” May 20, 2009
http://www.uen.org/Rubric/rubric.cgi?rubric_id=16

High Plains Regional Technology in Education Consortium. “Website Design Rubric.” May 20, 2009 http://educatoral.com/website_design_rubric.html