Direct instruction

Teacher(s): Subject:

Cassandra Collins Japanese year 4 (Foreign language class are not taught
by grade level so it includes Juniors and Seniors)

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

 Content, Interpersonal communication novice high – Students can hold a short conversation about a
familiar topic.
 Content, CUL Novice – Students can understand basic practices of target language customs.
 ISEP, 1b – Students will be able to get feedback through a variety of ways.
 Anchor, Speaking and Listening 1 – Students will be able to engage in conversation with a diverse group
of people.
 Anchor, Speaking and Listening 4- Students will be able to organize their speak into a structure that is
understandable to follow.
Objectives (Explicit): Use Bloom’s verbiage and “formula”

 Students will be able to identify which giving and receiving verbs to use based off the situation and then
be able to speak correct sentences based off the correct verb. Students will also gain an interest in
Japanese social system by demonstrating the correct formality when speaking.

Differentiation strategy:
Who: I will plan this lesson for Gilbert high school year 4 Japanese students. Talking with the students, I learned that
some of the students work best kinesthetically, visually, as well as preferring to write. I noticed that some students did not
like volunteering their answers in front of the whole group. There are no IEP or 502s in this class.

Process: There will be three different types of activities throughout the lesson to help students with different learning
methods practice. The kahoot activity will help students who may be shyer at volunteering their answers. The worksheet
will help students who need to physically write down the works to better remember them. Finally, the passing activity
will help with both kinesthetic and visual learns as they physically pass around an object.

Where: Gilbert High School which is a mainly middle-class, however there are some students who are not able to bring
all the materials needed for school (Like notebooks and pencils). As the teacher, I could have a stack of paper and pencils
the students can use.

What: I will be teaching giving and receiving in this lesson.

How: I know that all of the students have an interest in Japanese language and culture. As this is the highest level that
Gilbert offers, the students always come prepared and willing to learn each day. Some students are quicker than others at
learning new vocab and grammar.

Strategy: With the passing activity, students have a chance to speak in present polite form (the default), but are
encouraged to try speaking in present informal, past polite, and past informal form. They can also choose to drop particles
and subjects (As is common in everyday Japanese speak). They can also do this with the worksheet answers.
Evidence of Mastery (Measurable): An actual “product” /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Summative:

This lesson will be in two parts. The second part will involve the students learning honorific and humble forms of the verbs
and what kind of situations those are used.

There will be a quiz at the end of the week that will be based on the lesson. It will have questions asking them such things as
how would they says they got a book from their teacher or that they gave a present to their friend. There will also be a
diagram similar to the one in the worksheet (From the independent practice) in which the students will be asked to write
down sentences based on the diagram.

Formative:

This will be done throughout the lessons such as the kahoot activity. I will ask questions based off the instructional input to
see how well the students comprehended it. I will be able to clarify any mistakes or reinforce material the students are
getting right. The partner activity will allow the students to help each other and then report their answers to the worksheet
back to the teacher for any corrections they missed.

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives – action verbs such as
write, list, highlight, etc.)

 Having students examine their social status to the person they are talking to so they know which form of
politeness to use.
Key vocabulary: Materials/Technology Resources to be Used:

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ “hook” the students

5 minutes:

Students will begin by completing bellwork as a class. Since sentence particles are an important part of giving/receive verbs,
I will be reviewing them in the bellwork.

Add in the correct particle for the following sentences:

わたし がっこう
私 ＿学校＿行きます。(I go to school. Answer:は・に)

三時＿クラス＿終わります。(Class ends at 3 o’clock. Answer:に・が)

先生＿11 時＿広ご飯＿食べます。(The teacher eats lunch at 11 o’clock. Answer:は・に・を)

Today we will be learning how to talk about giving and receiving. What was your favorite gift and who was it from? (Allow
a few students to share their answers). What are some examples of times you talk about when you give or receive something
in English? Students will share examples with the class.

Teacher Will: Be specific Student Will: Be specific

Instructi

Input
onal

Explain the basics of the three verbs:

 There are three main verbs when talking about giving and
receiving. They are: あげる (ageru; to give),くれる
(kuru;), もらう (morau; to receive).
Students will take notes and ask questions if they need
You may have noticed that there are two words for give. to

あげるis used when the subject is 私(watashi/I) or if 私

is neither the subject or the receiver. くれる is used
when 私 is the person receiving the item. Both of these
are class 2 verbs, so to conjugate just drop the るand add
ました

So in the following sentences would we use あげる or

くれる?
Students will raise their hands to answer the question.
ともたちは私にケーキを＿＿＿＿ (tomodachi wa
watashi ni cakee o ___ / My friend ____ me cake.)

私はともたちに本を＿＿＿＿＿ (watashi ha
tomodachi ni hon wo __ / I ___ my friend a book.) Students will raise their hands to answer the question.

もらう is used regardless of if 私 is used in the sentence.

It is a class 1 verb so how do we conjugate it?

How would you use it in the following sentence?

私は友達にけいたいを______ (watashi ha tomodachi

ni keitai wo _____/ I _____ a cell phone from my friend.)

Questions:

What is the difference between あげる (ageru) andくれる (kureru)?

- This will allow the teacher to check for understanding about the difference between the two.

What is the subject of the sentence?

- Students will be able to show that they can identify the subject of a sentence and how it relates to the verb.

Teacher Will: Be specific Student Will: Be specific

Now that we have the basics down, let’s do some practice Students will take out their devices (laptop, phones,
Guided Practice

using Kahoot. Everyone please take out your devices and ipads, etc) that they will use for the activity and enter
go to the kahoot website and enter this code [write code the code
on board]

Students will read the question [Teacher will read out

The questions will have a variety of different questions. loud as well] and then respond with the answer they
 This will range from translation [Japanese to English as think is correct.
well as English to Japanese]; fill in the blanks, and
multiple-choice questions. If the score for a question is
low then the activity will be paused for explanation. If they do not understand a question, they will ask for
Ex. clarification.

(Fill in the blank)私はマリさんに本を＿＿＿ (I ____a

book to Mary)

(correct/incorrect) マリさんは私に本をあげます(Mary gave

a books to me)

Questions

Why did you answer using _____?

- If a sentence is answered incorrectly or correctly, this will help the teacher to understand the student’s thinking
process and see where they need to fix understanding of the lesson.

Teacher Will: Be specific Student Will: Be specific

The students will now try on their own with a worksheet.

I’m going to hand out a worksheet now so that we can Students will take a worksheet and pass the rest to the
practice physically writing the words. people beside them

Hand out papers and wait for each student to get one.

For this worksheet, you will look at the drawing and Students will create their own sentences based on the
write three sentences about it. Make sure to use あげく,れ picture.
Independent Practice

る and もらう.

Walk around as students complete the assignment and

help if any of them need it. Students will volunteer their sentence.
Alright, now that we’re all done, can I have some people
volunteer their sentences?

For the next activity (where everyone is standing or

sitting on their desks), I will give a student an object like
a ball. In order to pass it to another student they must
make a complete sentence such as I give the ball to Sarah
(私はサラにバルをあげる). Sarah will then say __ gave me
the ball or I received the ball from __. Students can
follow either of these patterns to pass the ball.
 Questions:

How should we begin the sentence?

- This can work for the example sentence which the class goes together. This can help students to
understand how to create sentences as well as understand how they do the worksheet.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?

What are some examples of when you would use these? Are there any times that you talk about giving items more
often then others?