Outline+of+unit+including+lesson+sequences+(10+and+5)


 * 1. Selection of a focus outcome**


 * **Key Learning Area:** HSIE
 * Content Strand:** Cultures
 * Outcome:** CUS2.4 Descibes different viewpoints, ways of living, languages and belief systems in a variety of communities.

The unit of work is a cultural studye focusing on Japan. Students will explore the historical and cultural dimensions of Japan through the use of a variety of multimodal resources. Student will gain an appreciation for cultural diversity whilst engaging with a number of different factual text types and the grammatical features.  || 
 * 3. Planning for an Intergrated Unit

a) A brief overview of Integrated Unit of Work**

Butcher’s paper ||
 * **Lesson** || **Lesson overview** || **Resources** ||
 * Where is Japan || A mapping and general exercise to familiarise students with Japan. Location, population, language and other general features will be addressed. || Maps, Atlas, factual texts ||
 * Japanese History || Using information texts students collect and present information on Japans history. Students will create a timeline. || Factual texts, internet ||
 * 1000 Paper Cranes || Students will read an extract from //Sadako and the 1000 Paper Cranes// and focus on certain grammatical features. || //Sadako and the 1000 Paper Cranes// ||
 * 1000 Paper Cranes || Students will continue on a different aspect from the extract of //Sadako and the 1000 Paper Cranes.// || //Sadako and the 1000 Paper Cranes// ||
 * Japan Today || Students will explore the many different cultural practices that take place in Japan eg. Taiko, Sumo, calligraphy, Karate etc. || Matrix, internet, factual texts, travel brochures ||
 * Lets Beat It || Students will attend a Taiko class and learn how to play traditional Japanese drumming. || Excursion to Taikoz, permission notes, camera ||
 * Lets Beat It || Students will write an information report on Taiko. || Photos taken during drumming lesson, factual text on Taiko ||
 * Karate || Students will be looking at an advertisement in small groups || Ads, internet. ||
 * Sushi Training! || Students will reorganise recipe for Sushi and unpack grammatical features eg action verbs, adverbials, dependent clauses, structure. || Interactive whiteboard, recipe ||
 * Planning to exhibit (Scaffold of rich task) || Students will work in groups to draft a plan to showcase a particular aspect of the Japanese culture to contribute to a whole class exhibition for the Multicultural Day. || Previous work samples


 * b) Explanation of how the five lessons follow a logical sequence**

From this lesson the students will attend a workshop at Taikoz on traditional Japanese drumming, or ‘Taiko’. They will then return to school and research the history of Taiko, an instrument which has played a significant part in Japan’s cultural history and have many purposes in everyday Japanese life. They will then write a factual recount on Taiko and their experiences at the workshop. The students will then study a range of images used in advertising campaigns, by now they have an understanding of the history of Japan, including pivotal events and elements that distinguish Japanese culture from other culture. The class will draw on this knowledge to analysis the images visual qualities, meanings and defining characteristics. From this lesson there is room to create further lessons for individual student advertising campaigns following the theme of the original images. Also in the unit the class will spend some time making traditional Japanese food like Sushi. During these sessions the students have the chance to write procedures in the form of recipes and also gain a new cultural experience. The final lesson will be based around planning for their rich task. The students will be creating an exhibition of the works done on Japan and its features for the school and community to observe. During the lesson, the class will be reflecting on the work done in the duration of the unit and drafting different ways of presenting it to the public. Each student in small groups will be given a different aspect of the unit to focus on, this way every student will have made a significant contribution. ||
 * The learning sequence will begin with a brief overview of the geographic information on Japan and its location. The students will gain useful mapping skills and also learn about the statistical side of Japan such as population and language. From this lesson they will delve more deeply into a specific historical event through the study of ‘//Sadako and the thousand paper cranes’// which is based on the bombing of Hiroshima and how it changed Japan and its people. Student will have an opportunity to write diary entries from the angle of Sadako as she lay in her hospital bed, recounting the events from that historical time period.


 * 4. Description of the Rich Multimodal Task**


 * **Description of rich task** - The school has an annual community event where the public is invited into the school to celebrate Multicultural Day. Students will transform the classroom into an exhibition showcasing their work on Japan. Students will work in groups on a particular task that will focus on one or two modes and the end product (the exhibition) as a whole class will be the rich task. The exhibition may include a gallery of photographic evidence, portfolios, artwork, written work samples, food samples for visitors to try, maps of Japan, interesting facts about Japan, and craft workshops like Origami making. ||


 * 5. Lesson Plan Sequence**
 * **Logical Sequence of the 5 lessons:** ||
 * a) An overview and introduction using 1 of the resources to address the nature the focus outcome || A mapping and general exercise to familiarise students with Japan. Location, population, language and other general features will be addressed. Students will also revise skills required for successful map reading, and identify the key features of maps such as keys, scale and distance. ||
 * b) A lesson using 1 or 2 resources which focus on the written grammar required for the KLA || Students have had a previous lesson on the history of Japan. This lesson will continue to focus on Hiroshima which is an important aspect of Japan’s History and the story of Sadako. Students have previously been reading the story of Sadako. Students will write a diary entry (recount) about her days in hospital or when she was at school. Students have had previous experiences writing recounts. ||
 * c) A lesson using 1 or 2 resources which focus on the visual grammar required for the KLA || This lesson on images provides students with the opportunity for exploring various aspects of visual grammar such as action and conceptual qualities as well as experiential, interactive and compositional meanings. Each of the images has its own individual features and will hence allow students to examine certain types of visual qualities and/or meanings. ||
 * d) A lesson using 1 resource which focuses on how multimodal texts work. || This lesson will draw the students into the hands-on world of Japanese culture. Taiko is one of the oldest Japanese traditions and is an excellent resource as it has both visual and literary elements for examination. The students will write a factual recount on their experiences of Taiko and their many fascinating attributes both physically and historically. ||
 * e) A lesson which provides the scaffolding for the rich task. || **Lesson plan sequence summary** – Students will reflect on the learning experiences of the unit topic Japan and think about how their learning experiences can contribute to their school Multicultural Day. Students will work in groups focusing on a particular aspect of Japan to produce a draft plan. The draft plan will contain their ideas of how they will exhibit this particular aspect of Japan to enlighten other members of the school about the Japanese culture. The contributions of each group will shape the class’ exhibition and as a whole class will have participated in a rich task. ||