Sampuru Models

Overview

Students design and craft a simple “sampuru” model representing a traditional Japanese dish, using culturally appropriate language in labels and an oral presentation. This builds on earlier learning about Japanese food culture and familiar language used to describe items, ingredients, and processes.

Learning intentions

WALT:

• Design a model of a traditional Japanese dish (sampuru) that represents a familiar food concept.
• Create culturally appropriate Japanese text to label key parts of the model.
• Present the model clearly to classmates using rehearsed language and respectful audience behaviours.
• Give and use peer feedback to improve clarity and accuracy.

Success criteria

Students can:

• Create a sampuru model with at least 3 labelled features (e.g. main dish, ingredient/element, serving item).
• Use appropriate Japanese phrases in their labels to match the model (purpose: describe).
• Present for 30–60 seconds using gestures and clear pronunciation support (where needed).
• Provide constructive peer feedback and act on at least one suggestion.

Curriculum links

• ML4-CRT-01 — Creating texts: students create range of texts for familiar communicative purposes using culturally appropriate language.
• ML4-INT-01 — Interacting: students exchange information and opinions in familiar contexts using culturally appropriate language.
• MLLS-INT-01 — Interacting: students communicate using gesture, actions, and/or culturally appropriate language.
• ML4-UND-01 — Understanding texts: students respond to information/opinions in short texts to demonstrate understanding (e.g. using peer feedback checklists).

Lesson structure (60 minutes)

1. 0–5 min · Hook & outcomes

• Teacher displays 2–3 example label sentences on the board (simple, familiar language) and shows a quick image/diagram of a model layout.
• Students do a quick think: “What 3 things will my model show?” then share with a partner.

2. 5–12 min · Success criteria breakdown

• Teacher models a 30-second mini presentation using gestures (e.g. “これは〜です / 〜が入っています / どうぞ” if these were taught) and points to label placement.
• Students highlight in their checklist: model features + required label count + presentation length.

3. 12–30 min · Crafting time (sampuru models)

• Teacher circulates, checks progress, and offers sentence starter cards for labels and speaking prompts for struggling students.
• Students build their model and write labels in Japanese (teacher-provided templates allowed). They rehearse quietly once the labels are complete.

4. 30–35 min · Micro-rehearsal

• Teacher runs a 2-minute “sound check” round: students practise presenting to one trusted partner using only their label cues.
• Students practise using gestures (pointing to parts of the model) and adjust any unclear wording.

5. 35–52 min · Presentation peer review

• Teacher organises stations or pairs; each presenter has 30–60 seconds, then receives structured feedback using a checklist.
• Students rotate. Reviewers use the checklist to comment on clarity of labels, accuracy (as taught), and audience-friendly speaking (volume, pace, gestures).

6. 52–57 min · Improve & final touches

• Teacher gives brief “revision time” after feedback: students correct one label or improve one presentation point.
• Students make one targeted improvement (rubric-aligned) and do a final one-minute rehearsal.

7. 57–60 min · Exit ticket

• Teacher collects a short exit slip: “One thing I improved after feedback was…” and “My favourite label phrase is…”
• Students submit and tidy materials.

Resources

• Sampuru model kit items (foam, clay, cardboard base, paper cups, felt, string, glue sticks)
• Teacher-made label templates with Japanese sentence starters and blank lines
• Peer feedback checklist (3 items: label clarity, cultural appropriateness/meaning, presentation support with gestures)
• Sentence cue cards for speaking (short prompts, teacher-approved)
• Scissors, glue, markers, coloured paper
• Timer (visual) for presentations
• Dyslexia-friendly options: audio recordings of label prompts/phrases, colour-coded cue cards, enlarged printouts

Assessment

• Formative: teacher observes crafting and label-writing for correct use of familiar language and appropriate cultural representation.
• Formative: peer feedback checklist identifies common issues (missing labels, unclear meaning, weak connection between spoken words and model features).
• Exit ticket: checks that students can articulate one improvement and select a phrase they can use accurately.

Differentiation

• Support:
• Provide multiple label template versions (single sentence, two sentences, or word-bank + picture supports).
• Offer pre-made model components or “choice boards” for students who need structured starting points.
• Allow oral presentation using cue cards and gestures only for students needing reduced writing.
• Scaffolds for EAL/SEN:
• Colour-code parts of the model (e.g. ingredient section = blue label; serving = green label) to reduce cognitive load.
• Use audio playback of key label phrases so students can copy meaning accurately.
• Provide a “sound wall” of previously taught phrases for consistent pronunciation support.
• Extension (for advanced learners):
• Require a “because” or opinion addition in the presentation (e.g. “I like it because…” in a rehearsed target-language form) and add a 4th label feature (e.g. garnish/seasoning).
• Invite students to give one short suggestion for how to serve the dish, using an approved prompt.
• Dyslexia-friendly reading options:
• Provide enlarged print checklists and sentence starters.
• Use audio-first peer review: reviewers can record feedback as speech-to-text rather than writing full comments.
• Reduce visual clutter with one cue per line and consistent font size for Japanese label templates.