Japanese Wagashi

Overview

In this lesson, students explore traditional Japanese sweets (wagashi) through tasting and a short survey task. They interpret sensory information and opinions from the class and respond using simple, familiar Japanese phrases and sentence frames.

Learning intentions

Students will be able to:

• learn about a range of traditional Japanese sweets (wagashi) and their basic features
• identify and describe tastes, textures, and feelings after tasting
• respond to classmates’ survey results by giving simple opinions

Success criteria

Students can:

• list at least 4 wagashi and match each one to a short description (taste/texture/appearance)
• describe each sweet using a complete sentence frame (e.g., “It is … / I think it is …”)
• record survey responses and explain one simple pattern (e.g., “Most people liked …”)

Curriculum links

• ML4-UND-01: interpret and respond to information, opinions and ideas in target language texts (spoken and multimodal tasting descriptions and survey results)
• MLLS-UND-01: respond to information, opinions and ideas in texts to demonstrate understanding (class survey responses and teacher prompts)
• MLLS-INT-01: communicate with others in familiar contexts using culturally appropriate language (sharing opinions during tasting and survey)
• ML4-INT-01: exchange information and opinions in familiar contexts using culturally appropriate language (short opinions about sweets)

Lesson structure (60 minutes)

1. 0–5 min · Hook (WALT reminder). Teacher shows 4 images of wagashi on the board (and/or prepared cards) and says the English keywords for students (sweet, chewy, soft, sticky). Students quickly turn-and-talk: Which looks most delicious and why? Record 1–2 ideas on the class board.

2. 5–15 min · Build understanding (listening + modelling). Teacher introduces 4–6 wagashi using simple descriptions (for example: mochi (chewy), dango (soft/chewy), manju (soft), yokan (jelly-like), taiyaki (bready/custardy)). Teacher models two Japanese opinion sentence frames with gestures. Students practise chorally then in pairs, pointing to image cards as they repeat.

Sentence frames (choose 2–3, depending on class level):

• “Kore wa ___ desu.” (This is ___.)
• “Oishii desu / Umai desu.” (It’s delicious.)
• “Chotto … desu.” (A bit … / not sure / not really …)
• “Kimochi / Kanjiru: (It feels/sounds…)” (optional teacher-supported)

3. 15–30 min · Taste-testing session (interpreting opinions). Teacher sets up stations with small portions and labelled cards. Students rotate in groups of 3. At each station, students:

• taste and identify at least one quality (taste: sweet/not very sweet; texture: chewy/soft/jelly-like; feeling: smooth/sticky)
• record a short response on the sheet using the sentence frames
• ask a partner one question from a prompt bank (teacher-led options, with gestures if needed)

Teacher circulates, focusing on comprehension: prompts like “Do you like it?” “What texture is it?” Students respond using their frame and gesture.

4. 30–40 min · Survey task (class data). Students complete a mini-survey: they ask at least 5 classmates one question about a wagashi and tally results (e.g., favourite among two choices). Teacher writes the question stems and demonstrates how to tally. Students then write one sentence in English or Japanese-supported form about the totals (e.g., “Most people preferred …” or “Many people liked …”).

5. 40–50 min · Responding to multimodal information (pattern talk). Teacher displays class tally results (on board or printed chart). Students do a structured “think–pair–share”:

• Which sweet got the most likes?
• Which sweet was most surprising?
• Give one reason using a quality word (chewy/soft/jelly-like/sweet)

Students respond using sentence starters on the board (Japanese-supported or English-supported, depending on capability).

6. 50–58 min · Formative check (teacher-led fast feedback). Teacher selects 3–4 students to share one completed tasting description and one survey pattern. Teacher provides immediate feedback on accuracy and clarity (especially word order and sentence completeness).

7. 58–60 min · Exit ticket (understanding + response). Students complete a short exit ticket:

• List: Name 2 wagashi from today.
• Describe: Choose 1 and write one sentence frame about taste or texture.
• Opinion: “I think it is …” (one adjective/quality)

Resources

• Image cards (4–6 wagashi) and labels for stations
• Tasting portions (pre-cut where possible), napkins, water, gloves optional
• Student survey sheets (tally table + sentence frames)
• Prompt bank on posters (question stems and opinion frames)
• Timer, bins for used utensils, and allergy/safety labels
• Visual word bank (chewy, soft, sweet, jelly-like, smooth, sticky)
• Dyslexia-friendly option: colour overlays or spacing guide for the worksheet; audio recording of instructions (teacher device)

Assessment

• Formative during tasting: teacher checks that students record qualities and complete at least one sentence frame accurately
• Formative during survey: teacher monitors correct tallying and can interpret responses to identify patterns
• Exit ticket: assesses “list + describe + opinion” against the success criteria

Differentiation

• Support for all: provide sentence frames, a Japanese word bank, and a visual quality bank at each station
• Dyslexia-friendly reading support: reduce visual clutter on worksheets (short lines, larger font), provide an audio reading of task instructions, allow responses using colour-coding (e.g., circle texture) before writing
• Pairing: pair students with a higher-ability peer for structured partner practice and quick checking of sentence frames (teacher assigns partners)
• Extension for advanced learners: after the exit ticket, invite students to add one extra detail using another adjective (e.g., “warm/cool,” “light/heavy,” “not too sweet”) and write a second sentence responding to survey results (e.g., “I expected … but …”)

Exit ticket (quick template)

• 1. Wagashi: __________ / __________
• 2. Description (sentence frame): “Kore wa ___ desu.” and “___ desu.”
• 3. Opinion: “Oishii desu / Chotto … desu.”