Orimasho+Unit

Overview Orimasho Wiki (http://orimasho.wikispaces.com) First lesson - たって、すわって、たべて、のんで Teach a simple origami, - rocket. Modeling the steps. Have steps and pictures on cards on board for the language used in the instructions. Introduce new language for instructions. Have the Learner Language on cards on the board, and encourage students to A - repeat the instructional language, and B - use the Learner Language where possible. Use PPT to practise new language as whole class. || はんぶんにおってください. ｄ ひらいてください. ｄ まんなかにおってください. このようにおってください. ｄ ひっくりかえしてください. ｄ || <> Language Learner card posters <> PPT <> || Demonstrate how to make another origami. - window. Distribute mini books and fill in meanings with English. Introduce sequencing language || まず、さいしょに、 そして、 それから、そのあと つぎ さいごに || Mini book <> <<OrigamiMinibook 2.pdf>> <<OrigamiMinibook.pdf>> <<OrigamiMinibook.docx>> || Students use origami books as basis for conversation. Give pairs prep time to work out the name of the origami on two pages of books, using katakana / hiragana charts. Japanese Whispers (give instruction to first person, whisper along line - final person. Variety of games to practise instructions e.g. Battleships, bingo, pair back to back (A says instruction and B folds paper showing understanding) || <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">こんにちは <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">おなまえはなんですか. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">これは　なん　ですか. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">(かえる)　です. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">かえるが好きですか. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">はい. すきです. / いいえ. すきじゃないです. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">(みどり)　ですね. (みどり)　が　好き　ですか. <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">はい. すきです. / いいえ. すきじゃないです. || <<ConversationPrac1.docx>> <<OrigamiInstructions>> Triptico matching game || Town - house, shop, cars, truck, bus, flower, tree Zoo - animals and trees / sky Sea - fish, penguin, whale, cloud, plane, bird Use Triptico to choose groups for origami (No more than 6 groups per class). Students do jan ken pon with the origami group to determine the winner, who comes up to the front and draws the name of an origami out of a hat. They have to read it (in script). Have origami instruction sheets for pairs or individuals within the groups to work out each step. Students use the instruction sentences (on A5 paper) to cut and paste underneath the correct picture of the step. (May need several instructions for one step). ||  || Instruction list <<Instruction list.docx>> Origami instruction sheets (with no instructions) - one for each of the six origami in each class. <<Origami Wordsearch.pdf>> || Focus on - how much Japanese is used, whether the class was able to follow the instructions, were you able to say the instruction using the long version of the sentence, how confident were you? How accurate was your pronunciation? One group is teaching. One group is the target language monitors. One group is peer-assessing each individual teacher. Lesson includes Learners have blank mini book as a record of their target language. ||  || <<Peer Assessment Origami.docx>> <<task sheet for origami lessons.docx>> <<Language checklist.docx>> || Teacher demonstrates mini lesson, teaching how to make 'pencil', including all elements of lesson Lesson includes >>> Explain peer assessment procedure for Monday - using the Language Checklist. Students spend 5 minutes practising the language individually and the remaining 10 minutes working with a partner if they choose, to prepare for the peer language checklist assessment on Monday. ||  ||   || Students to rule up a blank page in their Japanese books to show 8 rectangles (for target language stamping). Second half hour - begin lessons. - aim for two lessons today. Group 1 teaches Groups 2, 3 and 4. Group 5 peer assesses Group 1 Group 6 are the target language monitors, awarding Japanese stamps to students when they 'catch them' using the target language. ||  ||   || Set up Peer Assessors, Target Language Monitors, 3 groups of students, and use Triptico to order the Teaching Team. Aim to have two Origami lessons today (completed one) ||  ||   || <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 150%;">
 * Week || Activity || Language || Resources ||
 * 1 (w6) || Begin lesson with class warm up, emphasising ’このように. . . ’
 * 2 || Begin lesson with class warm up, emphasising ' このように. . . －てをあげてください・てを下ろしてください・わらってください・とんでください.
 * 3 || Sample Script Conversation practice in pairs - two circles around room / or pairs at desks.
 * 4 || Each class decides on a theme e.g.
 * 5 || They must fold paper, photograph each step (if creating glogster / or begin to construct poster) (Kathryn's classes to write out the steps on the poster. ) ||  ||   ||
 * 6 || Students use the script from the origami instruction sheets completed in Week 5. Sound recording of steps in pairs using 'sound recorder' on laptops. Students save their voice files into their folders on Student Common. Within weeks 5 and 6, students should be able to start creating their glogster / poster. ||  ||   ||
 * 7 || Students present origami lessons in groups to the class (6 lessons approx.)
 * Lesson beginning
 * Warm-up using <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">このように
 * Explanation of origami to be taught
 * Students choosing paper colour (if possible)
 * Taking out any equipment needed
 * Teaching the steps to make origami
 * Encouraging students
 * Asking if students understand
 * Concluding the lesson
 * 8 || Make glogster with pictures of each step and sound files made in weeks 4 and 5. ||  ||   ||
 * 9 || Distribute and go through task sheet for assessment
 * Lesson beginning
 * Warm-up using <span style="font-family: TAsakai_Lig; font-size: 14.6667px;">このように
 * Explanation of origami to be taught (pencil)
 * []
 * Students choosing paper colour (if possible) (use coloured photocopy paper)
 * Taking out any equipment needed
 * Teaching the steps to make origami
 * Encouraging students
 * Asking if students understand
 * Concluding the lesson
 * 10 || Students in pairs to work through the language checklist peer assessment sheet. ||  ||   ||
 * 11 || Students work in their small origami groups, viewing the break down of the lesson (see below) and taking it in turns to say the parts of the lesson. Make sure each student has a number of turns in different positions to ensure they are confident no matter whenever it is their turn to speak during the real lesson. Students take it in turns according to their seating position.
 * Begin the lesson - きりつ　 (Kiritsu etc.)and self intro's A
 * Warm-up exercise B - three instructions
 * Introducing Origami, Opinion Statement, Are you ready? C
 * Choose paper colour D
 * Take out equipment - ＿＿をだしてください. ____ o dashte kudasai. E
 * How to make the origami. A, B, C
 * Encourage your students D
 * Finish the lesson E
 * || Use Triptico - Student Selector to choose the order of the speakers for each lessons.