Using Multiple Intelligences and Blooms Taxonomy, this unit of work suits a combined Middle School English /Humanities curriculum. Boy Overboard is a novel by Morris Gleitzman and deals with friendships, change and migration. There are 10 tasks to be completed, making this unit of work suitable for a 10 week term. 6 tasks are pre-selected, although you may prefer to modify which tasks are used to allow for differentiated teaching. Worksheets are also included to enable students to complete selected tasks. Finally, there is a marking rubric which should be attached to the assignment, to guide the students towards their best outcome. The rubric also makes marking the assignment somewhat easier.

This template is most suited to students in Middle School who are having difficulty in ordering or collating information for projects about Endangered Animals. The animal name can be changed as required. Using the developer tools will make the text boxes more user friendly if this is to be an online resource.

A cross curriculum resource for Japanese and Social Studies/ Humanities. This assignment includes library (research skills) and discussion with your librarian is recommended and a library lesson (or several) booked. There are several elective topics within the Festivals and Cultural activities to choose from and students can also pick their own useful phrases to include. Teacher notes and an Assessment/marking sheet are included.

Suitable for Middle School LOTE Japanese learners. Divide the class into teams to research one of the following: Emperor Daimyos/Shoguns Samurai Warrior Buddhist Priest Shinto Priest Geisha With guidance from the teacher, students then develop rubrics for the following: Research of the characteristics of the above A journal entry from one of the above (eg:students imagine that they are a Samurai warrior) A gameboard - students then grade the “playability” of the game.

Marking sheet for Middle School Japanese Language learners. Makes marking a role play between students easier as it includes space to tick what the students included when introducing themselves to each other.

Ideally suited to students from Yr 3 upwards, this Multiple Intelligences assignment requires students to complete 8 of 16 tasks over a 10 week term. Teachers will need to download the assignment and print double sided, then fold in half. Select coloured card/heavier paper for the students to create their "passport" - extending them by using kana. Staple in the centre. As each task is completed, a sticker is placed on that page. Suitable Japanese icons/pictures are readily available on the web if the accompanying worksheet of stickers doesn't suit. Some students will seek to do more than the 8 tasks and I would suggest that this be counted as extension work. A marking sheet is also included.

This unit of work will enable students to introduce themselves to Japanese people using polite language. They will be able to state their name, age and how many in their family and their interests. There is an emphasis on both spoken and written Japanese with the option of teaching word processing using the Japanese font within Microsoft Word. Students will be able to produce a meishi and an A5 sized page that has their photo and introduction. These are collated and printed by the teacher and presented to each student at the end of the year as a Japanese class yearbook. Also included is a rubric for assessment and a Multiple Intelligences project that includes cultural, historical, geographical topics to extend the students.

Activities to enthuse the most reluctant language learner. Students receive the matrix and choose the activities to complete the project. They must complete a minimum number of tasks and by using the Multiple Intelligence Matrix, this project has been designed to enthuse the LOTE (Languages Other than English) learner to find out more about Japan.

A marking sheet for assessing Self Introductions. 5 levels of competency. Marks can be assigned to each category if desired. 20 prompt questions - tick which questions have been used. This allows for variation in each student’s conversation, rather than having them recite a rote learned/set piece.

Assignment on Japanese Geography and writing systems. The assignment focuses on creating a map of Japan, using BOLTSS and a study of one city of the student's choice. The assignment is designed to introduce students to accepted research methods and part of the assessment is an emailed bibliography with links to webpages visited. Students are also expected to show good understanding and penmanship of 10 characters (which can be teacher or student selected). The assignment can be delivered as a Humanities/Social Studies unit. Teacher Notes are supplied and a marking sheet.