WORLD LANGUAGES

Grade/Course: Japanese, Grade 1 (Stage I) Quarter: 4 Big Idea(s) / Major Understanding(s): Students will understand that… People speak different languages. Language is used to express oneself, to communicate with others, to learn, and to complete tasks.

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HCPS III Benchmarks: WL.IE.1.1.1 Use basic words and short, memorized phrases throughout oral interaction.

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CONTENT • • • • • • • • •

Self Introduction Simple Greetings Everyday Courtesies Size Likes, Dislikes Animals Body Parts Family Question Patterns and Question Words

SKILLS • • • • • • •

Ask and answer questions (name) Use simple greetings appropriately (Good morning, Good afternoon, Goodbye) Use simple everyday courtesies (Please. Thank you.) Identify objects using big, small, long and/or short Answer questions regarding likes and dislikes Identify the names of some zoo and farm animals Understand and respond appropriately to various kinds of questions (yes/no. which one, A or B, what is, etc.)

SAMPLE INSTRUCTIONAL STRATEGIES • • • •

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Daily Review Routine – Start each class session by instructing students in Japanese to stand, bow and say greeting to teacher, then sit down. Do roll call, talk about weather and about the calendar in Japanese before beginning the main lesson. Songs – Introduce animals in songs using gestures, picture cards, and/or objects. Students recite and repeat the song to learn names of animals. Paired Conversations – Teacher demonstrates a conversation. Then students practice the conversation with classmate partners. Bingo – Students place picture cards of animals, body parts, etc. on 4X4 bingo board grid. The teacher calls out a word in Japanese and the students turn over the corresponding picture card. Students who have four cards in a straight row turned over call out, “Owari! “ (Done!). Later, students can be the word “caller”. Memory/Concentration – Prepare two sets of picture cards and place them face down on the floor or a chart holder. Taking turns, students turn over two cards at a time, saying the word in Japanese as they reveal the card. If the two turned over cards are the same and match, the student declares “Yatta!” (Hurray!). If the two cards do not match, the student says, “Zannen!” (Too bad, good try) and turns the cards back upside down. Karuta (card game)– Students compete against a partner or in small groups of 3. A set of picture cards is spread out between the students. The teacher calls out a word in Japanese and the students in each group try to cover the corresponding card with their hand first to earn a point. The “winner” is the student with the most points. Question/Answer – The teacher asks yes/no, A or B choice, and “what” questions for students to practice answering.

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Stories/ Kamishibai (picture storyboards) – Use kamishibai or picture storyboards to introduce vocabulary and stories (i.e., the story of Momotaro introduces animal vocabulary as well as introduces student to a traditional Japanese folk tale). The entire story is read aloud in Japanese and the pictures are used to illustrate actions and events of the story

Sample Assessment Task #1 Asking About Animals……………………………………………………………………..……….1.1.1 Using pictures of animals posted on the board, ask students 10 to 15 questions about these animals. Students should listen carefully to the different questions and answer each as best as they can.

ADVANCED PROFICIENT PARTIALLY PROFICIENT NOVICE

CRITERIA for Assessment Task #1 Consistently uses basic words and short, memorized phrases with little or no gesturing clues or repetition by the teacher during oral interaction.. Usually uses basic words and short, memorized phrases with some gesturing clues or repetition by the teacher during oral interaction. Sometimes uses basic words and short, memorized phrases with some gesturing clues and repetition by the teacher during oral interaction Rarely uses basic words and short, memorized phrases even with gesturing clues and repetition by the teacher during oral interaction.

Student Work Sample #1A This is an example of ADVANCED because Student A consistently uses basic words and short, memorized phrases with minimum gesturing or repetition by the teacher. Teacher: Konnichiwa. Student A: Konnichiwa. T: Onamae wa? A: Amy desu. T: (Pointing to a rabbit) Kore wa usagi desuka? A: Hai. T: (Pointing to an elephant) Kore wa usagi desuka? A: Iie. T: Zou desuka? A: Hai. T: Zou no hana wa nagai desuka, mijikai desuka? A: Nagai. T: Zou no shippo wa nagai desuka, mijikai desuka? A: Mijikai desu. T: Kirin no kubi ha nagai desuka, mijikai desuka? A: Nagai desu. T: Usagi no mimi wa nagai desuka, mijikai desuka? A: Nagai desu. T: (Pointing to a cat) Kore wa nan desuka?

A: T: A: T: A: T: A: T: A: T: A:

Neko desu. (Pointing to a penguin) Kore wa nan desuka? Pengin desu. Ookii doubutsu wa dore desuka? …. Ookii doubutsu wa dore desuka? (Pointing to various animal cards) Zou desu. Chiisai doubutsu wa dore desuka? Usagi desu. Arigatou, sayounara. Sayounara

Student Work Sample #1B This is an example of PROFICIENT because Student B usually uses basic words and short, memorized phrases with some gesturing clues or repetition by the teacher. Teacher: Konnichiwa. Student B: Konnichiwa. T: Onamae wa? B: Hai. T: Onamae wa nan desuka? B: Oh, Eli desu. T: (Pointing to a koala) Kore wa koara desuka? B: Hai. T: (Pointing to a penguin) Kore wa panda desuka? B: Iie. T: (Pointing to a rabbit) Kore wa usagi desuka, neko desuka? B: Usagi. T: (Pointing to an elephant) Kore wa nan desuka? B: Zou. T: Zou wa ookii desuka, chiisai desuka? B: Ookii T: Kirin no kubi wa nagai desuka, mijikai desuka? B: Nagai. T: Pengin no shippo wa nagai desuka, mijikai desuka? B: Mi, mijikai. T: Usagi no mimi wa nagai desuka, mijikai desuka? B: Nagai. T: Koara no akachan wa ookii desuka, chiisai desuka? B: Ookii. T: (Pointing to the baby koala) Koara no akachan wa ookii desuka, chiisai desuka? B: Chiisai.

T: Hai arigatou, sayounara. B: Sayounara Student Work Sample #1C This is an example of PROFICIENT because Student C usually uses basic words and short, memorized phrases with some gesturing clues or repetition by the teacher. Teacher: Konnichiwa. Student C: Konnichiwa. T: Onamae wa? C: … Jeremy … desu. T: (Pointing to a cat) Kore wa inu desuka? C: Iie. T: (Pointing to a dog) Kore wa inu desuka? C: Hai. T: (Pointing to a monkey) Kore wa saru desuka, inu desuka? C: Hai. T: (Pointing to a monkey again) Kore wa saru desuka, inu desuka? C: Saru. T: (Pointing to a panda) Kore wa panda desuka, koara desuka? C: Panda. (in English) T: Panda (in Japanese) desune? C: Panda. (repeated in Japanese) T: Usagi wa dore desuka? C: (Pointing to the rabbit card) T: Zou no shippo wa nagai desuka, mijikai desuka? C: …. T: (Pointing to the elephant’s tail) Zou no shippo wa nagai desuka, mijikai desuka? C: Mijikai. T: Usagi no mimi wa nagai desuka, mijikai desuka? C: Nagai. T: Ookii doubutsu wa dore desuka? C: Ookii. T: Ookii doubutsu wa dore desuka? (Pointing to various animal cards) C: (Points to the elephant card) T: Chiisai doubutsu wa dore desuka? C: Usagi. T: Hai, yoku dekimashita. Sayounara. C: Sayounara.

Student Work Sample #1D This is an example of PROFICIENT because Student D usually uses basic words and short, memorized phrases with some gesturing clues or repetition by the teacher. Teacher: Konnichiwa. Student D: Konnichiwa. T: Onamae wa? D: Jessica desu. T: (Pointing to a monkey) Kore wa koara desuka? D: Iie. T: Saru desuka? D: Hai. T: (Pointing to a lion) Kore wa raion desuka, zou desuka? D: Raion. T: Zou wa ookii desuka, chiisai desuka? D: Ookii. T: Kirin wa ookii desuka, chiisai desuka? D: Ookii. T: Kirin no kubi wa nagai desuka, mijikai desuka? D: Nagai. T: Usagi no shippo wa nagai desuka, mijikai desuka? D: Mijikai. T: Zou no hana wa? D: Nagai. T: (Pointing to a dog) Kore wa nan desuka? D: Inu. T: (Pointing to a cat) Kore wa nan desuka? D: Neko. T: Ookii doubutsu wa dore desuka? D: Hai. T: Ookii doubutsu wa dore desuka? (Pointing to various animal cards) D: Iie. T: Ookii doubutsu wa dore desuka? (Pointing to some large animals) D: …. T: (Pointing to a giraffe) Kirin wa ookii doubutsu desuka? D: Hai. T: Chiisai doubutsu wa dore desuka? D: (Points to a baby koala) T: Hai, jouzu desu. Sayounara. D: Sayounara.

Student Work Sample #1E This is an example of PROFICIENT because Student E usually uses basic words and short, memorized phrases with some gesturing clues or repetition by the teacher. Teacher: Konnichiwa. Student E: Konnichiwa. T: Onamae wa? E: …. T: Onamae wa? E: Maya. T: (Pointing to a koala) Kore wa panda desuka? E: Hai. T: (Pointing to a koala again) Kore wa panda desuka? E: Oh, iie. T: (Pointing to a giraffe) Kore wa kirin desuka, inu desuka? E: Kirin desu. T: (Pointing to an elephant) Kore wa neko desuka, zou desuka? E: Zou. T: Zou wa ookii desuka, chiisai desuka? E: Ookii desu. T: Inu wa ookii desuka, chiisai desuka? E: Inu? (and points to a rabbit card) T: (Pointing to a dog) Inu wa ookii desuka, chiisai desuka? E: Chiisai. T: Usagi no mimi ha nagai desuka, mijikai desuka? E: Nagai. T: Zou no shippo wa nagai desuka, mijikai desuka? E: Mijikai. T: Kubi no nagai doubutsu wa dore desuka? E: (Points to a giraffe.) T: Sore wa nan desuka? E: Kirin. T: Hana no nagai doubutsu wa dore desuka? E: Zou. T: Hai, doumo arigatou. Sayounara. E: Sayounara. Student Work Sample #1F This is an example of PARTIALLY PROFICIENT because Student F sometimes uses basic words and short, memorized phrases with some gesturing clues and repetition by the teacher.

Teacher: Konnichiwa. Student F: Konnichiwa. T: Onamae wa? F: Lani. T: (Pointing to a panda) Kore wa panda desuka? F: … hai. T: (Pointing to a cat) Kore wa inu desuka? F: Iie. T: (Pointing to an elephant) Kore wa zou desuka, neko desuka? F: Hai. T: (Pointing to an elephant again) Kore wa zou desuka, neko desuka? F: Iie. T: (Pointing to an elephant one more time) Kore wa zou desuka, neko desuka? F: Zou. T: (Pointing to a rabbit) Kore wa nan desuka? F: Usagi. T: (Pointing to a monkey) Kore wa nan desuka? F: … I don’t know. T: (Pointing to a monkey again) Kore wa saru desuka, usagi desuka? F: Saru. T: Zou wa ookii desuka, chiisai desuka? F: … T: (Pointing to an elephant) Zou wa ookii desuka, chiisai desuka? F: Ookii. T: Kirin no kubi wa nagai desuka, mijikai desuka? F: … T: Kirin no kubi wa nagai desuka, mijikai desuka? (Teacher uses gestures) F: Nagai. T: Hana no nagai doubutsu wa dore desuka? F: … (Pointing to a lion) T: Hana no nagai doubutsu wa dore desuka? (Teacher uses gestures) F: Zou. T: Hai, arigatou. Sayounara. F: Sayounara.

Additional Information Use of kamishibai to tell traditional Japanese folktales that feature animals as the main characters is a strategy that can be used to attain culture benchmark WL.IE.1.4.1 Make observations, identifications, and comparisons between the basic products and practices of the culture being studied and own native culture . For example, after reading “Momotaro”, students can discuss what defines a “hero” in Japanese culture and in their own. Another is to examine kamishibai as an art form or a storytelling technique of the Japanese with a similar form or techniques of own native culture.