Grace Gowers
A1663082
Unit Plan Assignment
Indonesian
Year 8
Grace Gowers
2014
Assignment 1
Unit Plan – Indonesian Yr 9
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Contents
 Unit Plan Cover Sheet
 Adherence to Australian Curriculum
o Communicating
o Understanding
 Unit Plan Rationale
 Unit Plan Overview – 4 weeks
 Detailed Lesson Plan
 Lesson Resources
o Task Sheet
o Extension Work
 Teka-teki (Crossword)
o Worksheets 04 & 05 for future lessons
 Lesson Reflection
 Assessment Task & Rubric
 Excursion Details
 Excursion – Adelaide Central Market School Visit Form
 Excursion – Quiz Activity
 Bibliography
 Appendices
o Appendix A – Australian Curriculum - Years 7 & 8 Band Description
(Years 7-10 Entry Sequence)
o Appendix B – Australian Curriculum – Years 7 & 8 Performance
Standards
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Unit Plan
Indonesian
Band:
Middle Years – Year 8 Indonesian
Topic:
Food
School:
Clearwater Secondary School
Date:
Term 4 2014
School Context
Clearwater Secondary School is a co-educational, secular secondary school located in the suburb of Clearwater in
the vicinity of the Adelaide CBD, established in 1985. Total enrolment is approximately 1000 students and most
student enrolment is drawn from the local area, although a small proportion travel from further afield.
Clearwater Secondary School aims to provide a nurturing environment for all students in order to foster their
wellbeing, ongoing learning and variety of academic needs. Clearwater Secondary School is committed to
maintaining high academic standards, encouraging students to strive for personal excellence and independence,
to build mutual respect and cooperation between staff and students, and the provision of opportunities for
students to exhibit leadership and citizenship.
Classrooms are equipped with a Smartboard, which is used as an interactive whiteboard, and also projects from
the teacher’s own laptop. Clearwater Secondary School has class collections of iPads that can be booked and used
within the classroom, and all devices are connected to the school’s Wi-Fi system, with access to school intranet
pages as well as access to the Internet and various educational and Microsoft programs.
Student Cohort Context
This particular class comprises 25 students of which 14 are female, and 11 are male. Student abilities and learning
styles vary amongst class members, however all students can be engaged by using a combination of oral and visual
learning (such as a lecture cued by a PowerPoint). As a relatively small class, students are familiar with one
another, and enjoy contributing to class discussions and collaborating with their peers during tasks.
The teaching approach used is a constructivist one, whilst some information requires explicit explanation to
students; effort is made to empower students in their own learning process, helping them to become active and
independent learners and critical thinkers.
Unit Rationale
For students learning Indonesian for the first time in a school language program, a key feature of learning the
language is understanding the cultural dimension that shapes and is shaped by the language. The curriculum is
designed with an intercultural language learning orientation to enable students to participate in intercultural
experiences, develop new ways of perceiving and being in the world, and understand themselves in the process.
Therefore there is a cultural emphasis in language learning, whereby all attempts have been made to make
content relevant, engaging and most of all authentic and a basis for intercultural experience.
(http://www.australiancurriculum.edu.au/languages/indonesian/context-statement)
In this unit of learning, both the Communicating and Understanding Strands of the Australian Curriculum have
been employed. This can most easily be displayed using a table which has been personally constructed and can be
found on the following page. Areas mentioned are those highly salient and most engaged during this unit.
For achievement standards, see Appendix B where achievement standards of focus during this 4 week unit of
work are highlighted in bold.
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Communicating
Using language for communicative purposes in interpreting, creating and exchanging meaning.
Sub Strand
Years 7 & 8 Descriptions
Socialising
8.1 Interact with peers and teacher to exchange information and
opinions about self, friends & family, pastimes, special occasions
and immediate environment. [Key concepts: self,
friendship, pastimes; Key processes: socialising, describing]
8.2 Make plans and arrangements and obtain go
ods or services, using modelled texts for
real or simulated events through corresponding and transacting
with others. [Key concepts:
negotiation, transaction; Key processes: planning, negotiating, role
playing]
8.3 Interact in class routines and exchanges by asking and
responding to questions, following instructions, seeking help and
permission. [Key concepts: routine; Key processes:
questioning, interacting]
8.4 Identify gist and locate factual information such as details
about people and events from a range of spoken and written texts
and use the information in new ways. [Key concepts: leisure,
travel, geography, special occasions; Key processes:
comprehending, classifying, sequencing]
8.5 Present factual information and ideas about aspects of
language and culture in oral, written and multi modal
presentations. [Key concepts: culture; Key processes: informing]
8.7 Create own and shared texts with imagined scenarios,
characters and events, using
modelled language [Key concepts: creativity; Key processes:
creating, performing; Key text types: (graphic) story, play, cartoon]
8.8 Use contextual cues and textual features to translate texts
such as descriptions, emails, signs and notices, from Indonesian to
English and vice versa, noticing aspects that are similar and
different. [Key concepts: equivalence, representation; Key
processes: translating, considering]
8.9 Create texts in both Indonesian and English such as signs,
posters, games and descriptions, for the classroom and school
community. [Key concepts: audience, comprehensibility; Key
processes: interpreting, comparing]
8.10 Interact with Indonesian peers and texts, noticing what and
how language is being used, and considering own reactions and
how these relate to culture. [Key concepts: norms, assumptions;
Key processes: monitoring, relating]
8.11 Participate in learning and using Indonesian, noticing how
Informing
Creating
Translating
Reflecting
In this Unit of Work









interacting with peers to express
likes, dislikes and preferences, and
exchange opinions and reasons,
for example, saya lebih suka apel
daripada nanas
negotiating and making decisions
about goods and services such as
transport, or ordering goods such
as food and drink, for example,
bisa kurang, Wah terlalu mahal,
saya rugi
using language for comparison,
opinion, reaction and reflection
reporting, orally and in writing, on
events in their immediate
environment or personal world,
for example, an excursion.
preparing presentations about
aspects of daily life and practices
in Indonesia, such as diet.
Designing texts for special
occasions (real and imagined) and
imaginative play, for example a
recipe
collaborating with peers and
teacher to translate and interpret
personal texts, noticing similarities
and differences in language use
and considering why these might
exist
creating bilingual resources for
language learning such as
glossaries, flashcards etc.
participating in intercultural
experiences, including viewing
videos or television programs,
noticing what is confusing,
surprising or ‘strange’, for
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
identity such as family background, age, school and interests,
impacts on intercultural exchange. [Key concepts: self, profile; Key
processes: noticing]
example, use of left hand for
‘unclean’ tasks, ‘soft’ hand shake,
how to say ‘please’
Understanding
Analysing and understanding language and culture as resources for interpreting and shaping meaning in
intercultural exchange.
Sub Strand
Years 7 & 8 Description
Systems of language
8.12 Develop understanding of pronunciation
related to single and combined sounds and the
use of intonation in statements and questions,
noticing Indonesian spelling and pronunciation
conventions. [Key concepts: sound system; Key
processes: recognising, comparing].
8.13 Develop knowledge of structures and
vocabulary for describing people, places and
things, such as pronouns, ber- and me- verbs,
adjectives, prepositions and simple sentence word
order. [Key concepts: ownership, action; Key
processes: understanding]

8.15 Understand that Indonesian, as all languages,
varies according to participants, roles and
relationships, situation and culture. [Key concepts:
variation; Key processes: noticing]
8.16 Understand that Indonesian is a national
language that has been and continues to be
changed through interaction with other languages
and cultures. [Key concepts: dynamism,
communication; Key processes: discussing]

8.17 Explore connections between language and
culture in words and expressions in intercultural
exchanges, noticing how meaning may be culture
specific. [Key concepts: interdependence; Key
processes: analysing, making connections]

Language variation
and change
Role of language and
culture
In this Unit Plan




recognising that Indonesian is written
using the Roman alphabet but with
distinctive sounds and sound
combinations (for example, a, e, i, o, u,
c, r, ng, ngg, ny, au, aa, ai)
describing the qualities of things — for
example, using adjectives (besar, kecil,
panas, manis, hijau, kuning)
indicating quantity using plurals, for
example, buku-buku, tiga buku, banyak
referring to numbers of things using
cardinal numbers (puluh, belas, ratus,
ribu, juta),and things in a sequence
using ordinal numbers (pertama, ke-)
noticing that register shifts, such as
pronouns may change according to
familiarity, for example, kamu and aku
for friends, and Anda, Ibu/Bapak for
teachers and adults
analysing texts as a class, recording
loan words, and investigating their
origins, and comparing these with
borrowings in English and other known
languages
recognising that some expressions are
related to cultural practices such as
eating, for example, pagi-pagi, sudah
mandi, makan dulu, selamat makan,
silakan makan
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Lesson Plan
Week 1: Monday (50 mins)
Date: Monday 13th October 2014
Name: Ms Grace Gowers
School: Clearwater Secondary School
Area of Learning: LOTE – Bahasa Indonesia
Year Level: Year 8
No. of students: 25
Assumed Knowledge:
Of the 25 students, 20 students are learning Indonesian for the first time in a school setting and 5 students were
exposed to Indonesian during primary school. As it is term 4, students have a reasonable knowledge of basic
Indonesian across the macroskills – reading, writing, speaking & listening.
Learning Focus:
To introduce new topic, food, with relevant vocabulary and language use. Students will develop their
understanding of food in Indonesia and improve research skills and use of technology tools.
Specific Learning Outcome/s:
 Become familiar with Indonesian food and diet
 Improve research skills and technology understanding
Preparation/Organisation:
 Book class collection of iPads ahead of lesson
 Prepare popplet, including sharing link with students via email or writing it on the whiteboard
 Check link to YouTube clip – “Indonesian Food/Street Food”
 Develop and photocopy task sheets.
Time
Teacher Activity
Student Activity
Resources
(mins)
5
10
5
15
Greet class, introduce unit about
food & outline assessments.
Take notes & ask any questions that
may arise about unit or assessment
Notebooks & pens
Ask students to access popplet.com
using iPads & enter any already
known information about food in
Indonesia
Use iPads (1:1) to enter any
information or ideas about food in
Indonesia on class popplet.
iPads, school
internet access,
popplet.com
Play YouTube video
Watch YouTube video. Take notes if
inclined.
YouTube clip:
https://www.yout
ube.com/watch?v
=VcQMhi5dW8g
Explain task. Distribute task sheet.
Circulate classroom, ensuring
students are on task and using iPads
responsibly
In pairs or groups, research food in
Indonesia using iPad or textbook.
Follow task sheet and make notes of
findings & new information.
‘Food in Indonesia’
Task Sheet, iPads,
class textbooks,
notebooks & pens
Grace Gowers
A1663082
10
5
Homework:
Assignment 1
Unit Plan – Indonesian Yr 9
Teacher accesses popplet via
SmartBoard and adds new
information offered by students.
Groups take it in turns to report back
to class, sharing any interesting
images.
Summarise what new information
has been found & remind students
to keep records of this & new vocab.
Dismiss class – “sampai jumpa!”
Email or print final popplet for
distribution next lesson for students
to keep as a resource
Finalise notes and pack away iPads
and other materials.
SmartBoard, school
internet access,
popplet.com
School internet
access & printer
Food in Indonesia
Food is a very important aspect of Indonesian
culture. There are foods and dishes which are
a key part of Indonesian cuisine.
Task Sheet
Step 1.
Using the iPad, search the Internet and possibly other resources to find useful information and pictures
of food in Indonesia. You’ll need enough information to answer the questions below, remember to
write down what you find and save any images to share with the class.
- If you prefer, you can use your textbook to find similar information.
Step 2.
Write answers to these questions:
Try to use as much Indonesian language as possible.
a) Describe the food – colour, size, how it is obtained?
b) Where in Indonesia is this food eaten?
c) Are there regional varieties of this food?
d) When do Indonesians eat this food?
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
e) Why is this food important or popular with Indonesians?
f)
Anything else interesting you found?
Lesson Reflection
Teacher: Ms Grace Gowers
Date: 13/10/2014
Subject: Indonesian
Time: 2:55pm
Year Level: Year 8
Location: Clearwater Secondary School
What worked?
Today’s lesson went well overall. Students enjoy using the iPad’s and were responsible and stayed on task.
The YouTube video engaged their interest, and with this positive reaction to technology I may consider
allowing them to make a podcast or a short video of their excursion in week 3 at the market. The task sheet
played a large role in keeping students on track with a scaffolded task.
What didn’t?
Whilst popplet was a great mind map tool and great for visual learners, some students got a bit distracted
with the entry of data and a little disinterested after they had offered their insights. The end of the lesson
felt a little rushed.
What would I change/improve on next time?
I would perhaps use less technology, relying on students to put their ideas on the whiteboard or just share
verbally. Perhaps paddlet, a similar tool to popplet, would have been smoother. Next lesson, I will make
sure students feel they had a sound introduction to Indonesian food and we will recap using the class
created popplet.
Other:
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Speak to Mr Smith about ensuring iPads are charged by each teacher upon return.
Assessment Task
Summative Assessment Task – Text Production
Week 5 – Monday
Students are to write 350 words about their market or cooking experience. It can be factual or imaginative.
Students will have 50 minutes. They will receive the rubric in the previous lesson so they can understand
what they will be assessed on and prepare accordingly.
Students will need to include:
 prepositions (pada, di) & time markers (sebelum/sesudah)
 Ber- and/or me- verbs
Rubric
CATEGORY
4 - Above Standards 3 - Meets Standards 2 - Approaching Standards
1 - Below Standards Score
Clarity of ideas The opening
sentences provide a
clear, strong
statement of chosen
topic.
The opening
Opening sentences are
sentences provide a present, but does not make
clear statement of
topic clear.
chosen topic.
There is no topic
statement or
indication of
direction.
Sentence
Structure
All sentences are
well-constructed
with varied structure
in correct Indonesian
form.
Most sentences are
well-constructed and
there is some varied
sentence structure
in correct Indonesian
form.
Most sentences are well
Most sentences are
constructed, but there is no not well-constructed
variation is structure in
or varied.
Indonesian form.
Use of
prepositions
and time
markers
There are multiple
correct uses of
prepositions and/or
time markers.
There is one or two
correct uses of
prepositions and/or
time markers.
There is an attempt to use
prepositions and/or time
markers.
There is no attempt
of preposition
and/or time marker
use.
Grace Gowers
A1663082
Location
Assignment 1
Unit Plan – Indonesian Yr 9
Adelaide Central Market District.
Lunch at Bali Corner – International Food Plaza, 85 Moonta Street, Adelaide,
SA, 5000.
Readability
Text production, has
a clear trajectory, is
easy to follow and
enjoyable to read.
Text production is
Text production has some
for the most part
qualities of a well-written
clear, easy to follow piece.
and enjoyable to
read.
Text production is
difficult to follow.
Sources
All sources used for
quotes, statistics and
facts are credible
and cited correctly.
A number of sources Most sources used for
used for quotes,
quotes, statistics and facts
statistics and facts
are cited.
are credible and
most are cited
correctly.
No sources cited.
Excursion Details
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Date & Time:
Wednesday 5th November. Students will be on excursion for scheduled
Indonesian class time (100mins) as well as the duration of recess and lunch.
Transport:
Students and accompanying teacher/s will walk the short distance of 2km to the
market, avoiding the additional cost of a bus or transfer.
Aim:

Activity/s:

Assessment:
Expected Outcomes:
Become immersed in a market environment and learn about local and
international produce
Upon arrival students will have a quick induction – reminded they are
representing the school and themselves, to act safely and responsibly,
interact with stallholders respectfully, and where to meet after allocated
independent time.
 Students, in pairs or groups, will fill in the Adelaide Central Market Quiz,
along with writing down further details of food relative to Indonesia. Of
particular interest will be Asian groceries and fruit and vegetables.
 Eat lunch at Bali Corner – students will need to bring along $10 to cover the
cost of their lunch.
Students will hand in their completed quiz worksheets upon return to school as
formative assessment. They will need to do this effectively in preparation for
their upcoming summative assessment task.
Students will:
 Expand their knowledge of foods available at the market, local produce and
costs and compare and contrast these with similarities/differences in
Indonesia.
 Extend their understanding of Indonesian cuisine by tasting authentic
dishes.
 Prepare effectively for their upcoming summative assessment task.
Bibliography
 http://www.australiancurriculum.edu.au/ – Indonesian related pages,
accessed several times
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
 http://www.acara.edu.au/default.asp – Indonesian related pages,
accessed several times
 http://www.aiasa.org.au/new-to-sa
 http://www.balicorner.com.au/index.php/about-bali-corner
 http://www.adelaidecentralmarket.com.au/
 http://www.education.vic.gov.au/languagesonline/indonesian/indonesian.
htm
APPENDIX A
Australian Curriculum: Years 7 and 8 Band Description (Years 7-10 Sequence)
The nature of the learners
Students are beginning their study of Indonesian and typically have had little prior exposure to the
language and associated cultures. Many will have learnt an additional language in primary school, some
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
have proficiency in different home languages and bring existing language learning strategies and
intercultural awareness to the new experience of learning Indonesian. Students’ textual knowledge
developed through English literacy learning supports the development of literacy in Indonesian. Skills in
analysing, comparing and reflecting on language and culture in both languages are mutually supportive.
Students may need encouragement to take risks in learning a new language at this stage of social
development and to consider issues of how the experience impacts on their sense of ‘norms’ associated
with their first language and culture.
Indonesian language learning and use
Learners use Indonesian in a range of classroom interactions and experiences. They read and listen to texts,
and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners
draw on their literacy in their first language and their understanding of features of a range of text types to
predict meanings and create texts in Indonesian, for example, emails, advertisements and instructions.
They develop grammatical knowledge and language awareness through paying close attention to texts,
comparing languages, and applying their knowledge in language exercises and tasks.
Learners consider fundamental concepts associated with Indonesian such as the diversity of peoples,
religions, geography and languages. They explore the notion of Australia and Indonesia being neighbours,
and compare aspects of environment, lifestyle and practices in both cultures. Learners use a range of
processes, such as observing, comparing and reflecting on language use. They develop a metalanguage for
discussing language and culture. They may monitor and reflect on their language and culture learning
through discussions, a journal or shared digital space.
Contexts of interaction
The Indonesian language class is the main context for learning, with use of Indonesian for routines and
structured interactions with peers and teachers. With teacher guidance, learners may communicate with
Indonesian peers through information and communication technologies. They may encounter ideas about
Indonesia outside of the classroom, such as in the media that they bring to their learning.
Texts and resources
Learners will be exposed to a range of personal, informative and imaginative texts, both spoken and
written. They will engage with commercial, teacher-generated and authentic texts such as advertisements,
greeting cards, songs, stories and notices, including in digital form. Some authentic texts will be used to
analyse language use, for example, recipes, conversations, comic strips, excerpts from films (with subtitles)
and television programs. Learners may interact with Indonesian speakers such as peers, teacher assistants
or community members, both face to face and through technologies.
Features of Indonesian language use
Learners are introduced to the written and spoken forms of Indonesian, noticing that it uses the same
alphabet as English but with some differences in pronunciation. They become familiar with a base word
system with prefixes. Learners are introduced to word order and simple sentence construction. They begin
to develop a sound knowledge of vocabulary, particularly terms related to people, places and things in their
immediate world.
Level of support
Learners rely on teacher talk, instruction, modelling, feedback, and structured opportunities for practising
and understanding new language. Supports include word lists/dictionaries, visual organisers, images and
gesture. Learners may collaborate with peers in structured pair and group tasks that have clear roles and
expectations. Learners require regular opportunities to monitor and evaluate their language and culture
learning.
The role of English
Grace Gowers
A1663082
Assignment 1
Unit Plan – Indonesian Yr 9
Learners’ repertoire in their first language far exceeds that in Indonesian and English is used as a scaffold
and as a medium of instruction. It is likely that English will be used for explanations, discussions and
analysis of the language system and cultural meanings in texts. Indonesian is used for routine exchanges
and classroom interactions.
APPENDIX B
Years 7 and 8 Achievement Standard
By the end of Year 8, students share factual information and opinions about their personal worlds,
including personal details, family, pets, friends, pastimes, school and neighbourhood. They interact with
others orally and in writing, asking and responding to questions using Siapa, Apakah, Berapa, Bagaimana,
Apa, Di/Ke/Dari mana…?, and expressing preferences using saya suka, kurang/tidak suka, mau/tidak mau.
They mostly use correct pronunciation of individual and combined sounds, and use formulaic expressions
(for example, saya tidak tahu, maaf, saya tidak mengerti, sekali lagi) to sustain interactions. Students
describe qualities of appearance, colour, character and condition (such as tinggi, merah muda, lucu,
panas), and identify quantities using numbers and fractions. They respond to and create texts to describe
real and imagined events (see Summative Assessment) and characters. Students use the features of a
range of personal, informative and imaginative texts and modelled language to assist with structure, flow
and coherence in their own speech and writing. They link ideas using conjunctions such as dan, tetapi,
karena and untuk. They form sentences with subject-verb-object construction (Saya belajar Bahasa
Indonesia), typically using simple base words (makan, minum, naik, bangun), ber- verbs (bermain, belajar,
berenang, berdansa, berlari) and formulaic me- verbs (menonton, mendengarkan). They refer to others
using pronouns (saya, kamu, dia, mereka, Bu/Pak), and use these in possessive form, including using -nya
(sepatunya trendi, filmnya menarik). They refer to events in time and place using prepositions (pada, di
and ke) as well as time markers such as sebelum/sesudah,…yang lalu,…depan. Students predict meaning
based on knowledge of their first language, text features and key words, including loan words from English.
They translate texts, identifying culture-specific language such as vocabulary related to cultural artefacts
(gayung, becak, warung), environment (sawah, desa, cicak), and practices such as Idul Fitri. Students
comment on their experiences of and feelings about using Indonesian, observing how it fits with their
sense of self.
Students understand that Indonesian is a language used by millions of Indonesians in daily life and that it is
constantly changing. They recognise that spoken and written forms of Indonesian can vary, for example,
the elision of pronouns and some verbs in speech. They recognise the flexibility of sentence structure while
adhering to rules of word order. They are aware that Indonesian uses a base word (main, makan, tidur,
jalan) and affixation (ber-, me- and -an) system. They use metalanguage to describe and compare features
and rules of sentence construction. Students recognise textual features in a range of text types, such as
correspondence, narrative and dialogue. They notice how language changes according to people and their
relationships, such as using informal language with friends (kamu, nggak, hebat) and formal language with
teachers and adults (Anda, tidak, baik sekali). Students make connections between aspects of their own
language and culture, such as particular expressions or practices, and compare these with Indonesian
language and culture.