Megan Worden Subject: Japanese Level: 2nd year (grades 8-12) Unit: 4, My Town

Standards Addressed Course Goals Addressed

1.1.N.SL.i Ask for and obtain information in Giving and following directions and using prepositions to
everyday situations in the target language about indicate locations.
time, place, price, size, relating to restaurants,
stores, transportation, and services
Novice High: I can ask for and give simple directions

Prior Knowledge Lesson Objective(s) (Terminal)

Prepositions Students will be able to give and receive directions
Direction grammar accurately, while using correct grammar and counters for
general objects.

Teacher preparation: need to Teacher preparation: need to be created materials

purchase/collect/request materials
Blindfolds Class map (for doc cam)
Masking tape Location signs
Bridge/river mimic

Activity Material Procedure %TL Enabling Assessment

Needed Objective
Warm-Up (5) HW T will check HW from previous night 50% SS will have collection
and review it as warm-up. SS write practiced
answers on board as T checks target
individuals for HW completion. grammar
needed for
todays activity.
Writing ---- --------------- --------- -------------------- ----------
Instruction
Group (30) Blindfolds T has made classroom into a down. 100% SS will t/o &success
Masking tape SS are divided into 6 groups that are accurately tallies
Location signs scattered around the room at guide
Doc cam specific starting points. 1 group classmates
Map member is blindfolded and their around the
classmates must guide them to the room using
location T calls out. If S bumps into only target
an object or other S they must language
return to the starting point. First
Megan Worden Subject: Japanese Level: 2nd year (grades 8-12) Unit: 4, My Town

group to arrive receives 6pts, and so

on in descending order. Once one
round is completed new S puts on
blindfold and is guided. T repeats
process until all SS have been
guided.
Individual --------------------- ---------------------------- --------- --------------------- ---------------
-
Discussion/Wra Workbook In their groups (now seated) SS will 50% SS will be able collection
p-up/Closure work together to follow complex to read and
(15) directions written out in the interpret
workbook. They must accurately complex
interpret the direction to reach the directions
correct final location.
Extra-Class
Assignment
Too much time
activity

Accommodations: For students will physical disabilities blindfolding will be optional.

Reflection: After adapting the activity I used in Japan with 6 th graders, this activity went very well. The students had
been struggling a bit with giving and receiving directions before, but after the activity there was a definitive rise in
confidence with the grammar. The main issue with directions units is that students end up very 2D with maps and
giving directions over and over again. Giving directions and following them though, especially with GPS, is now an
active and movement oriented thing. This was the case in Japan as well with my English students, that directions
were only really grasped after getting up and physically moving. I was happy to see and hear students that had
previously not known what was going on shouting directions clearly and correctly to their teammates to get them to
locations. It was clear afterward too when going over the more complex directions in the workbook that students
finally understood the grammar and had brought into their lexical system.