OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL ... · A.1.0: acquire information, recognize...

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT

HIGH SCHOOL ACADEMIC COURSE OUTLINE (Revised: 04/01/11)

Department World Language Course Title Japanese 1-2 Course Code 1760

Grade Level 9-12 Short Title Japanese 1-2 Grad Requirement yes

Course Length 2 semesters Credits per Semester 5 Approved

for Honors no Required no Elective yes

Prerequisites None

Co-requisites None

Articulated with LBCC no Articulated with CSULB no

Meets UC “a-g” Requirement Yes (e) LOTE Year 1 Meets NCAA Requirement yes

COURSE DESCRIPTION: Japanese 1-2 is a comprehensive introduction to Japanese emphasizing fundamental communicative-based competencies, grammar, orthography, and Japanese-language culture. Students will actively learn to understand, speak, read and write simple questions and sentences on a variety of familiar topics in Japanese script by the end of the second semester. The course goals and objectives are based on Stage I of the World Language Content Standards for California Public Schools (2009). A minimum of two years of “a – g” approved foreign language credit in the same language is required for admission to most four-year colleges. This Language Other Than English (LOTE) course will meet the “e” entrance requirement for the University of California and California State University systems. COURSE PURPOSE: GOALS (Student needs the course is intended to meet)

CONTENT • Students will learn to use formulaic Japanese phrases and sentences to converse and present about discrete elements of daily life in highly predictable common settings. They will learn to read, pronounce and write the two syllabic Japanese orthographic systems and will begin to learn the ideographic script. They will explore similarities and differences between the Japanese culture and the students’ own cultures through study of Japanese products, practices and perspectives.

SKILLS • Students will apply their increasing knowledge of Japanese language and culture to understand how to interact with others in ways that demonstrate respect for individual and cultural differences in both social and workplace situations. They will also understand how to systematically apply critical thinking skills to learn the technical elements of Japanese grammar and script which are vastly different from Western languages.

LITERACY • Students will read and produce oral and written Japanese which has been explicitly taught in the course. They will recognize, pronounce and legibly write all Hiragana, all Katakana, and selected basic Kanji. In addition, they will learn the Japanese punctuation marks, when to use them, and where they should be placed depending on the directionality of the script. They will learn basic Japanese grammatical structures and will make several presentations using visuals, props, and gestures appropriate in Japanese culture.

APPLICATIONS • Students will begin to use Japanese both within and beyond the school setting. They will begin to show evidence of becoming life-long learners by using the Japanese language for personal enjoyment and enrichment. They will begin to understand how to participate meaningfully in multilingual communities at home and

Japanese 1-2 Page 2

around the world. In addition, they will become aware of the many levels of career opportunities and advancements for multilingual applicants, especially in the financial, media, trade, intelligence-gathering, legal, health, and educational fields.

COURSE PURPOSE: EXPECTED OUTCOMES

Students are expected to perform at a proficient level on a variety of tasks and assessments addressing both the content and skill standards for Japanese 1-2. Levels of proficiency are defined near the end of this course outline under Performance Criteria. Note: The Advanced Placement Japanese Language and Culture exam is currently the only standard state/national exam. Every skill and cultural aspect taught in Japanese 1-2 lays the foundation towards being successful on that exam, as well as to proficiency in the language. Language-generic Student Outcomes The following are the language-generic benchmarks that represent the first stage of the California World Language Content Standards, 2009. These indicate the beginning and high beginning progress indicators on the linguistic pathway towards proficiency in a language other than English. The stage numbers are independent of the year of study or a particular text level. It usually takes more than one year of study to reach mastery on each indicator on a continuum stage. The California Standards identify Japanese as a ‘level four’ language for native English speakers. Therefore, becoming proficient Japanese takes longer than most other languages, especially because of the orthographic system. Students will: Content: A.1.0: acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines. A.1.1 address discrete elements of daily life. Communication: B.1.0 use formulaic language (learned words, and phrases). B.1.1 Interpersonal Mode engage in oral, written conversations. B.1.2 Interpretive Mode interpret written, spoken language. B.1.3 Presentational Mode present to an audience of listeners, readers. B.1.4 Interpersonal/Presentational Modes (productive functions) list, name, identify, enumerate B.1.5 Interpretive/ Interpersonal Modes (receptive functions) identify learned words and phrases in authentic

texts. B.1.6 Presentational Mode (productive functions) reproduce and present a written, oral product in a culturally

authentic way. Cultures: C.1.0 use appropriate responses to rehearsed cultural situations. C.1.1 associate products, practices and perspectives with the target culture. C.1.2 recognize similarities and differences within the target cultures and among students’ own

cultures. C.1.3 identify cultural borrowings. Structures: D.1.0 Receptive use use orthography, phonology to understand words, and phrases in context. D.1.1 Receptive use use orthography, phonology to produce words and phrases in context. D.1.2 Receptive use identify similarities and differences in the orthography, phonology of the

languages they know. Settings: E.1.0 use language in highly predictable common daily settings. E.1.1 recognize age-appropriate cultural or language use opportunities outside the classroom.

Japanese 1-2 Page 3

Japanese 1-2 Language-specific Student Outcomes Using the language-generic indicators in CA World Language Content Standard’ Stage I, district Japanese teachers have identified the following language-specific skills and expected level of competency by successful completion of Japanese 1-2. The Japanese 1-2 end-of-course exam was written by district teachers based upon these competencies. Students will, in Japanese:

o Introduce themselves orally and using culturally appropriate gestures o Be able to greet people appropriately at specific times of the day orally and using culturally

appropriate gestures o Understand and produce simple classroom instructions o Learn vocabulary and basic sentence structures to understand and convey information about

daily routines (e.g., routines, transportation, daily life, shopping, travel) o Use appropriate counters for various categories of objects o Describe physical attributes of people and objects o Describe members of the family o Discuss the occupations of their family members o Discuss likes and dislikes regarding school activities, sports, and leisure activities o Use simple weather expressions o Learn about geographical regions of Japan o Invite or suggest activities to friends o Recognize, pronounce and legibly write (using correct stroke order) all hiragana and all

katakana, and selected basic Kanji. o Learn the Japanese punctuation marks, when to use them, and where they should be placed

depending on the directionality of the script. o copy and/or write from memory all hiragana, katakana and learned kanji using proper stroke

order individually and contextualized in short sentences. o Learn about and compare and contrast cultural issues involving: cultural connotations of colors in

Japanese society; school systems and routines; social rules (especially at school and when visiting someone’s home); formality levels (both at the semantic and syntactical levels); the history & implications of katakana; traditional music; sports; and traditional art forms.

Required Kanji: by the end of each semester, for the following kanji students will be able to: identify in authentic text; know the meaning; say in Japanese; and write in proper stroke order from memory

Required Kanji for 1st Semester of Japanese 1-2

Required Kanji for 2nd Semester of Japanese 1-2

Japanese 1-2 Page 4

COURSE PURPOSE: EXPECTED INTEGRATED OUTCOMES Students are also expected to proficiently apply common skills that are relevant across curriculum areas and career pathways. The following are those skills most applicable to Japanese 1-2.

CTE Foundation Standards: from the California Career Technical Education Model Curriculum Standards, adopted by the California State Board of Education in May, 2005.

• Foundation Standard 1: Academic 1.3 History-Social Science Specific applications of Chronological and spatial thinking (grades nine through twelve):

(1) Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

• Foundation Standard 2: Communication:

Students understand the principles of effective oral, written and multimedia communication in a variety of formats and contexts. Note: As a result of studying another language, research shows that students gain a deeper understanding of their English. Therefore, many of the Foundation 2 Standards are enhanced through the analysis and application of Japanese grammar, conventions and conceptual patterns learned throughout Japanese 1-2. Written and Oral English Language Conventions (Grades Nine and Ten) 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses). 1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure diction, and syntax. 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

Listening and Speaking (Grade Seven)

1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Listening and Speaking (Grade Eight) 1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion. 1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations. 1.7 Use audience feedback (e.g., verbal and nonverbal cues):

a. Reconsider and modify the organizational structure or plan. b. Rearrange words and sentences to clarify the meaning.

1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions. Listening and Speaking (Grades Nine and Ten) 1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations. 1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, diction, and syntax. 2.1 Deliver narrative presentations:

a. Narrate a sequence of events and communicate their significance to the audience. b. Locate scenes and incidents in specific places. c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of characters.

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2.3 Apply appropriate interviewing techniques: a. Prepare and ask relevant questions. b. Make notes of responses. c. Use language that conveys maturity, sensitivity, and respect. d. Respond correctly and effectively to questions. e. Demonstrate knowledge of the subject or organization. f. Compile and report responses. g. Evaluate the effectiveness of the interview.

The circled standards below are the CTE “Power” Standards addressed across the content areas.

• Foundation Standard 3: Career Planning and Management: Students understand how to make effective decisions, use career information, and manage career plans.

3.6 Know important strategies for self-promotion in the hiring process, such as job

applications, resume writing, interviewing skills, and preparation of a portfolio.

• Foundation Standard 4: Technology: Students know how to use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments. 4.1 Understand past, present, and future technological advances as they relate to a chosen pathway.

• Foundation Standard 5: Problem Solving and Critical Thinking: Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem solving techniques.

5.3 Use critical thinking skills to make informed decisions and solve problems.

• Foundation Standard 7: Responsibility and Flexibility: Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings.

7.2 Understand the importance of accountability and responsibility in fulfilling personal,

community, and workplace roles. 7.3 Understand the need to adapt to varied roles and responsibilities.

• Foundation Standard 8: Ethics and Legal Responsibilities: Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.

8.3 Understand the role of personal integrity and ethical behavior in the workplace.

• Foundation Standard 9: Leadership and Teamwork: Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workplace diversity, and conflict resolution.

9.3 Understand how to organize and structure work individually and in teams for effective

performance and the attainment of goals.

9.5 Understand how to interact with others in ways that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others.

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OUTLINE OF CONTENT AND SUGGESTED TIME ALLOTMENT: The Task Analysis and Key Vocabulary presented here are drawn from the first stage of the language-generic California World Language Content Standards, 2009 for California Public Schools and from the language-specific skills extrapolated from these standards by district Japanese teachers. Content sequencing, activities, and time allocations are only suggestions and may be adjusted to suit school site curriculum plans, available materials, and student needs. Unless otherwise indicated, all skills performances are done in Japanese. FS refers to the Foundation Standards of the CA CTE Pathway Standards A – E refer to the CA World Language Standards

Unit Title: Introductions 6 weeksSample Essential Question: What words and gestures do people use in Japan to greet each other, introduce themselves and discuss the weather?

Content Standards (CONTENT)

“Students know…”

(SKILL) “Students are able to …”

Performance Standard Measures

How students DEMONSTRATE

KNOWLEDGE and SKILL.

Instructional Support

Japanese Structures D. 1.0, 1.1, 1.2 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.3, FS7.3, FS9.5 Japanese Settings E. 1.0 Work as teams FS 9.3 Ethical Behavior FS8.3

after watching various authentic self-introductions and greeting of others (video & teacher modeling), analyze (in English) differences in language and body language depending on the situation introduce themselves orally using culturally appropriate gestures orally greet people at specific times of the day using culturally appropriate gestures say numbers 1 - 100 orally describe common weather situations according to the seasons adapt to varied roles and responsibilities.(FS7.3) Recognize, pronounce and begin to copy basic hiragana Read and write numbers 1 – 5 in Kanji apply the correct grammatical structures to express proximity (this, that, that one over there) Comprehend and say telephone numbers Discuss (in English) basic geographical facts about Japan

On-going Formative assessments that support the development of skills to be applied in the Key Assignment for the First Semester (see page 14): Each student orally

introduces themselves using appropriate expressions, pronunciation, and body language for the following cultural situations: student to student; student to teacher; business person to business person (with card).

Each member in a group

orally role plays being a TV weather forecaster presenting the weather for a different season. The rest of the class will take Cornell notes on the information.

Each student individually

says the syllable the hiragana on a flash card represents.

Class behavior and ethical

expectations for the school year were collaboratively charted by the class

Suggested: Hiragana Jeopardy game Telephone number Bingo Research recent

Japanese environmental disasters and plan and execute a relief project

Basic Text

AJ1: Chapter 1

Supplemental Resources/Materials: Greetings: Text Videos & teacher modeling of both language and gestures Hiragana: White boards Identify in authentic materials Weather: Japanese television: weather reporting clip Japanese newspaper: weather section Numbers: Bingo Cards

Key Vocabulary/ Structures:

Common Japanese greetings/leave takings Common weather terms Numbers 1-100 Three emergency expressions. (Excuse me. One more time please. Slowly please. Please wait a minute.)

Japanese 1-2 Page 7

Unit Title: My Japanese Classroom 4 weeksSample Essential Question: What is it like to be in a Japanese classroom and how do I communicate my school needs in Japanese?


“Students know…” (SKILL)

“Students are able to …”

Performance Standard Measures How students DEMONSTRATE

KNOWLEDGE and SKILL. Instructional Support

Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Japanese Settings E. 1.0 Critical Thinking FS5.3 Work as teams FS 9.3 Portfolio Preparation FS3.6 Responsibility and Accountability FS7.2

comprehend and physically respond to common classroom commands given orally orally, in English, compare and contrast the major similarities/ differences between Japanese and American classrooms, classroom routines, and school expectations navigate a school map labeled in hiragana when told the commands in Japanese read labels (in hiragana) for classroom objects recognize common English loan words when they hear them write hiragana with increasing fluency and decreasing use of models apply the appropriate ‘counter’ affix when counting numbers of classroom objects use appropriate interrogatives when asking questions create sentences accurately using Kore and Kono read and write numbers 6 – 10 in Kanji and recognize and say the next five Kanji on the chart Begin to recognize katakana And can explain (in English) when and why it is used

On-going Formative assessments that support the development of skills to be applied in the Key Assignment for the First Semester (see page 14):

Each group of four students

creates a skit which includes:

introducing themselves greeting the teacher classroom commands an action not found in an American classroom counters sentences with Kore andKono questions Each student writes all of

the hiragana when dictated Students begin to create

their own “Academic Portfolio Book” of Japanese vocabulary, commands, and phrases, all written in Japanese and reflections (written in English) which will be turned in every two weeks to showcase their progress

students write in their own

words (In English) their study plans learning the course material, especially the 3 writing scripts

Suggested: Hiragana Bingo game

Timed Hiragana relays

Classroom vocabulary

“telephone” game Barrier games with map

reading Kanji flash card game

Basic Text

AJ1: Chapter 2, Page 175

Supplemental Resources/Materials: Japanese Classrooms: Text and website videos of Japanese classrooms and students Hiragana, Katakana & Kanji: White boards Identify in authentic materials School Map Labeled in hiragana Loan Words: Advertising and other authentic text examples

Key Vocabulary/ Structures:

Common Japanese classroom items and expressions Counters for flat objects and for round objects Common American ‘loan words’ Common Interrogatives

Japanese 1-2 Page 8

Unit Title: My Family 5 weeksSample Essential Question: How do I address and describe my family in Japanese?


“Students know…”

(SKILL) “Students are able to …”



Japanese History FS1, 1.3 History-Social Science Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Japanese Settings E. 1.0 Work as teams FS 9.3 Critical Thinking FS5.3

say the correct kinship terms for both polite and in-group family members (Soto vs. Uchi) Explain (in English) the similarities and differences between American and Japanese family relationships and structures (gender, hierarchy, generational) describe family members state and read nationalities and countries state and read the days of the week, the months of the year, and the current date state and read their birthday ask and respond to questions about a person’s career apply the appropriate ‘counter’ affix when counting people and ages of people read simple sentences written in hiragana write all hiragana from memory with increasing fluency refer to a katakana chart when encountering loan words explain the changes in the Japanese school system as a result of the historical events, especially the American Occupation express their likes and dislikes connect sentences and nouns using soshite and to read and write the first 15 Kanji on the chart with proper stroke order and with increasing accuracy

1st Semester

Key CULMINATING Assignment:

The Family Project See page 14 for assignment and rubrics On-going Formative assessments that support the development of skills to be applied in the Key Assignment for the First Semester (see page 14:

• Each student group creates

one of the categories of a Jeopardy game of kinship terms and counters for people, then the entire class plays the game

• Each student writes out and

prioritizes on a chart a list of careers according to personal preference using the careers learned in the text and the additional career chart (plus any additional from the teacher or other reference source). In rotating pairs, students explain their chart and state the careers they like or dislike.

Suggested: Sing a Japanese song

about for counters Students look at Japanese

menus and point out what they would like or dislike

Students look at the career

chart in hiragana and begin to sound out the Japanese words for the careers

Students research and describe (in English) what the game Karuta is and its cultural importance

Basic Text

AJ1: Chapter 3, Karuta p.159-160

Supplemental Resources/Materials: Japanese Families: Text and website videos of Japanese family members addressing each other with kinship terms Hiragana, Katakana & Kanji: White boards Katakana charts Identify in authentic materials Karuta Karuta Cards Sample contextualized sentences Using Soshite and to Careers Chart of careers labeled in hiragana or katakana (when appropriate) Authentic Text Japanese calendars Japanese menus

Key Vocabulary/ Structures: Japanese kinship terms Counters for people and ages Using soshite and to Likes and dislikes Career names

Japanese 1-2 Page 9

Unit Title: Everyday Routines 4 weeksSample Essential Question: How do I describe my daily schedule? What do people in Japan usually eat?






Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Japanese Settings E. 1.0 Critical Thinking FS5.3

ask someone what languages they speak describe a typical Japanese student’s school day and what they do after school

describe what Japanese people typically eat for breakfast, lunch, and dinner begin to read authentic Japanese menus interview classmates and take notes about their school day schedule and what they do after school interview classmates and take notes about what they eat everyday use adverbs to describe actions, especially actions about eating and drinking

say sentences using connection words for “and” and “but”. read simple sentences written in hiragana and the first 15 kanji

recognize, say and begin to write the last 5 kanji on the chart for the first semester Recognize and pronounce words written in katakana

On-going formative assessments that support the development of skills to be applied in the Key Assignment for the Second Semester (see page 16):

students watch videos of

Japanese students telling about their daily schedules and school life and take Cornell notes (as much as possible in hiragana and known kanji

• Create a Manga about your

typical school day after school activities and label it in Japanese

Suggested: • Students create a Jeopardy

game for school subjects, time & Japanese food categories

Katakana Concentration

game Analyze the nutritional

features of certain typical Japanese food and create an advisory about the benefits and/or negative aspects of the food

Basic Text

AJ1: Chapter 4

Supplemental Resources/Materials: Japanese Classrooms: Text and website videos of Japanese students talking about their typical school day and what they do after school Hiragana, Katakana & Kanji: White boards Identify in authentic materials Sample contextualized sentences Using connection words for “and” and “but”. Careers Chart of careers labeled in hiragana Authentic Text Japanese Menus Page from Japanese school planner

Key Vocabulary/ Structures: Common Japanese food School Subjects Time Interview questions

Japanese 1-2 Page 10

Unit Title: Free Time 4 weeksSample Essential Question: What do Japanese like to do in their free time?






Japanese Scripts and Technology FS4.1 Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Japanese Settings E. 1.0 Work as teams FS 9.3 Critical Thinking FS5.3

orally interview classmates about: - hobbies - leisure time activities - what they like/dislike - favorite places to go - what they are skillful at record the responses to the above interview in hiragana, katakana and known kanji orally discuss with a partner about making plans for the evening explain (in English) the connotations of certain colors in Japan and how these compare and contrast to American connotations of the same colors. Analyze the significance of these differences when reading translated literature. continue to improve fluency in reading (aloud and silently) simple sentences written in hiragana and known kanji about all topics covered so far explain the past and current technology involved in printing in Japanese hiragana, katakana, and kanji write from memory all kanji from first semester recognize, say and begin to write the first 6 kanji on the chart for the second semester write frequently used katakana Describe time in various units using Japanese affixes

On-going Formative assessments that support the development of skills to be applied in the Key Assignment for the Second Semester (see page 16):

each student presents

orally (in Japanese) a PowerPoint or Collage which prioritizes their hobby/leisure time activities with captions in hiragana, katakana, or known kanji

pairs of students role play

being a talk show host interviewing a popular person in the media (e.g., singer, actor) Include personal questions about what they did last night, what they are skillful or unskillful at, their likes or dislikes, etc.

each group of students

reads a different Japanese folktale (translated into English) analyzes the Japanese connotations of color and what part it plays in each story

Suggested: Have a native Japanese

speaker visit the class, and students ask questions about his/her family, typical meals, and leisure time activities, etc.

• Human Bingo: find someone who, in their free time:

likes to ____ dislikes to ____ is good at ____

Basic Text

AJ1: Chapter 5

Supplemental Resources/Materials: Japanese Free Time: Text and website videos of Japanese people talking about their hobbies and favorite places to go Website for Japanese Folktales Hiragana, Katakana & Kanji: White boards Identify in authentic materials Sample contextualized sentences Expressing time units Authentic Text Japanese travel brochures

Key Vocabulary/ Structures: Common hobbies Common leisure activities Time units Expanded Interview questions


Unit Title: Descriptions 4 weeksSample Essential Question: How can I describe the characteristics of my friends and family?






Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Work as teams FS 9.3 Critical Thinking FS5.3 Japanese Settings E. 1.0

describe clothing describe physical characteristics explain (in English) the difference between “Na” &” I” adjectives. conjugate adjectives in affirmative and negative forms and orally give examples in simple sentences Use both the noun and adjective forms of colors when describing someone or something Ask tag questions Know when to use the topic particle ”wa” and when to use the subject particle “ga” continue to improve fluency in reading (aloud and silently) simple sentences written in hiragana, katakana and known kanji about all topics covered so far write from memory all kanji from first semester and first 6 from the second semester recognize, say and begin to write the last 6 kanji on the chart for the second semester Recognize all katakana Explain (in English) the historical significance of Sumo in Japanese culture

On-going Formative assessments that support the development of skills to be applied in the Key Assignment for the Second Semester (see page 16): students record a role play

of talking on the phone and describing themselves so that he/she will be recognizable at the train station. Include both physical characteristics and clothing

Role play a fashion show

with students taking turns being moderator/describer

Groups (in English)

research careers in which a knowledge of Japanese language is a helpful or an essential skill and create a poster identifying three, each in different field. All students will take notes from each poster during a gallery walk.

Timed dictations of

sentences about current topics to be written from memory in hiragana, katakana and known kanji

Suggested: Chart and analyze (in

English) differing standards of ‘beauty’ in Japanese, American and other cultures

Bingo and flash card

competitions with hiragana, katakana and known kanji

Introduce key concepts of

traditional Japanese music

Basic Text

AJ1: Chapter 6

Supplemental Resources/Materials: Japanese Descriptions: Text and website videos/ recordings of Japanese descriptions of people or fashion. Clip from a Sumo tournament Hiragana, Katakana & Kanji: White boards Identify in authentic materials Sample contextualized sentences Conjugation of adjectives in affirmative and negative forms Uses of ‘wa’ and ‘ga’ Authentic Text Japanese catalog pages (print or on websites) with descriptions of products

Key Vocabulary/ Structures: Conjugating different kinds of adjectives in affirmative and negative forms Expressions using body parts / characteristics Common Japanese idioms Tag question forms


Unit Title: Transportation 6 weeksSample Essential Question: How can I describe my travel schedule? What is transportation like in Japan?






Japanese Structures D. 1.0, 1.1, 1.2 Japanese Content A. 1.1 Japanese Communication B.1.0, 1.2, 1.3 Japanese Culture C.1.0, 1.1, 1.2, FS7.3, FS9.5 Critical Thinking FS5.3 Japanese Settings E. 1.0 Work as teams FS 9.3

successfully navigate a Japanese transportation company’s website and read the key scheduling information orally invite someone to an event using the correct verb forms orally describe and write an outline of an itinerary of a trip describe how they come to school and compare that to how most Japanese students get to school continue to improve fluency in reading (aloud and silently) in increasingly longer sentences written in hiragana, katakana and known kanji about all topics covered write from memory all hiragana, katakana and kanji from the entire year

2nd Semester

Key CULMINATINGAssignment:

The 10 Day Diary Project See page 15 Formative assessments that support the development of skills to be applied in the Key Assignment for the Second Semester (see page 15): In pairs, students look up

websites of an authentic Japanese train, bus, subway or boat company for schedules. Using that information, students write an itinerary on a poster of a trip within Japan from one city to another. All students will take notes from each poster during a gallery walk and vote on which trip they would want to take.

Students role play

persuading a partner to come to a party. The partner asks when it will be, what time it begins, where it will be, who will come, and what time will it end.

Students jigsaw Chapter 8 review material and then rotate to become the ‘expert’ at different groups.

Suggested: Timed dictations of

sentences about current topics to be written from memory in hiragana, katakana and known kanji

using the 24-hour clock to

tell time

Basic Text

AJ1: Chapters 7& 8

Supplemental Resources/Materials: Japanese Transportation: Text and website videos of Japanese transportation systems (including websites of major transit companies) Hiragana, Katakana & Kanji: White boards Identify in authentic materials Sample contextualized sentences Invitations Travel plans Authentic Text Japanese transportation company websites, especially the schedules Trip itinerary from JTB

Key Vocabulary/ Structures: Specific time and general time words Invitational (masenka) and volitional (mashouuka) verb forms Transportation methods and key terms Review of present/future/past tense and negative forms of verbs and object-identifying particle; dokodemo, used with negative predicate to indicate “nowhere”


KEY ASSIGNMENTS/ASSESSMENTS:

Content-based In-Class Activities & Assignments

Students participate in a variety of rigorous and relevant standards-based activities which integrate and spiral listening, speaking, reading, writing and cultural skills. Activities focus on communicative tasks in Japanese (e.g., oral presentations and role-playing) and involve various grouping configurations and active participation routines. These activities occur throughout the instructional sequence (see details in pacing described in prior section) and most are assessed using rubrics.

Rubrics

Before each assignment or assessment, the instructor and the students either discuss the teacher-created Scoring Guideline rubric and/or collaboratively create or add to the grading criteria. These are tools to inform students of the criteria and descriptors that will be used to evaluate their Performance-based activities and tests in a systematic and consistent way.

Daily Written Assignments

In Japanese 1-2, the emphasis is on communication and learning to write the three different script systems, including the highly complicated kanji characters. Every unit involves expanding the students’ ability to understand and physically create the new writing system. As the knowledge of the new script expands, students apply that writing as their Japanese proficiency grows.

Homework

Homework provides a chance to concentrate on and practice writing the three Japanese scripts and memorizing kanji as they are introduced in class.

Academic Portfolio / Reflective Journal

Each student keeps an academic portfolio journal, of Japanese vocabulary, hiragana, katakana and kanji, and phrases (all written in Japanese) and a reflective self-analysis (written in English) of their learning process in order to showcase their linguistic progress. This will be turned in for credit and a teacher conference every three weeks.

Daily Quick Quizzes on Orthography

Students will take daily quick quizzes (oral, reading, writing) on hiragana, katakana and kanji learned so far. Some will be at the recognition level and others at the productive level, based on the timeline described in the pacing. These are used to check for comprehension and to instill in the students the work ethic and patience required to master the intricacies of the three Japanese script systems, especially memorizing kanji.

Quizzes

Students will take frequent teacher- and text-created quizzes (both paper, online, and in the language lab) on grammatical forms (both the structural elements and in what cultural situations to use them), readings and skills practice (e.g., isolated characters, contextualized fill in the blanks, dictation, response to prompts).

Unit Tests

Each chapter has a Chapter Test includes sections on listening, speaking, reading, writing and cultural understanding. This is a tool to evaluate discrete linguistic skills and the application of many integrated skills. It also provides additional practice for multiple-choice items and writing a response to a prompt in a testing situation.

Comprehensive End-of-Semester Exam

This is a multiple choice exam assessing proficiency in the Japanese 1-2 Language-specific student outcomes for the first semester of the course and is a teacher-created exam utilizing resources from the text and additional tasks which mirror activities done in class. This cumulative mid-term exam: listening, speaking, reading, writing and cultural items from exam modified for the topics and orthography studied so far.

Comprehensive End-of-Course Exam

All students taking Japanese 1-2 in LBUSD take a multiple choice exam assessing proficiency in all of the Japanese 1-2 Language-specific student outcomes derived from the language-generic CA World Language Content Standards, Stage I. The exam was written by district Japanese teachers and includes sections on listening, vocabulary, structures, culture, and reading.

Performance-Based Projects

Performance-based projects are woven throughout every unit in the course and extensions are listed under “suggested” in each unit pacing description. The major cumulative performance-based projects are described in detail below under Japanese 1-2 Key Assignments and include rubrics. Service Learning activities involve research, preparation, action/demonstration, and reflection of experiential applications of the content and will be credited toward the district’s high school Service Learning requirement. Students are expected to complete a Service Learning activity prior to the completion of this course. The learning (any products developed, reflection on the service) will be graded by the instructor as one of the performance based assessments; the service itself will not be graded or judged.


Specific Description of Japanese 1-2 Key Assignments & Rubrics Semester 1: On-Going Key Assignments Each student orally introduces themselves using appropriate expressions, pronunciation, and body language

for the following cultural situations: student to student; student to teacher; business person to business person (with business card).

Each member in a group orally role plays being a TV weather forecaster presenting the weather for a different season. The rest of the class will take Cornell notes on the information.

Each student individually says the syllable the hiragana on a flash card represents. Class behavior and ethical expectations for the school year were collaboratively charted by the class Each group of four students creates a skit which includes: introducing themselves; greeting the teacher;

classroom commands; an action not found in an American classroom; counters; sentences with Kore and Kono; questions.

Each student writes all of the hiragana when dictated Students begin to create their own “Academic Portfolio Book” of Japanese vocabulary, commands, and

phrases, all written in Japanese and reflections (written in English) which will be turned in every two weeks to showcase their progress

students write in their own words (In English) their study plans learning the course material, especially the 3 writing scripts

Each student group creates one of the categories of a Jeopardy game of kinship terms and counters for people, then the entire class plays the game

Each student writes out and prioritizes on a chart a list of careers according to personal preference using the careers learned in the text and the additional career chart (plus any additional from the teacher or other reference source). In rotating pairs, students explain their chart and state the careers they like or dislike.

Semester 1: KEY CULMINATING ASSIGNMENT # 1 & Rubrics: My Family Students will write by hand, in hiragana and learned kanji, an introductory paragraph about their entire family, followed by a paragraph each describing 3 to 4 family members. Students will apply and their knowledge of: Japanese kinship terms, numbers, birthday, people and age counters, hobbies & likes/dislikes, and careers contextualized in the complete sentences using grammatical structures learned so far (including present tense, “used to be,” particle markers, negations, transition words, especially soshite, verb forms with deshita and dewa arimasen) and Japanese punctuation markers. The paragraphs will be arranged on a poster along side a picture of the person being described and accompanied by a separate sheet with the English translation. Each student will make an oral presentation of their poster while other students complete an audience review sheet. At least two student viewers must ask the presenter a question about a family member in the presentation.


Rubric for Poster/Writing 1 2 3 4 Required Elements

Many of the required elements were not included

Most of the required elements were included.

All required elements were included.

All required elements were included and other appropriate elements added.

Communi-cation of Ideas (vocabulary and grammar)

Few of the appropriate structures and vocabulary Grammatical errors interfered with comprehension frequently.

Appropriate structures and vocabulary sometimes used Grammatical errors sometimes interfered with comprehension.

Appropriate structures and vocabulary consistently used Grammatical errors did not interfere with overall comprehension.

Appropriate structures (with increasing complexity) and vocabulary (including varied vocabulary) consistently used Few or no grammatical errors which did not interfere with overall comprehension.

Orthography

(hiragana, katakana,

and/or kanji)

many errors in orthography

some errors in orthography

very few errors in orthography

No errors in orthography

Appearanceand Creativity

disorganized lacked creativity

disorganized in places somewhat creative

organized appearance creative and unique.

well organized appearance creative, unique and captivating

Rubric for Oral Presentation

1 2 3 4 Pronunciation

poor pronunciation very anglicized

some errors

with very few errors

accurate throughout

Fluency

halting; hesitant; long gaps

unnatural pauses

fairly smooth

smooth delivery

Comprehensibility

incomprehensible

difficult to understand

understood

easily understood

Vocabulary

did not use targeted vocabulary

minimal use of targeted vocabulary

some use of targeted vocabulary

extensive use of targeted vocabulary

Grammatical Structures

did not use targeted structures

minimal use of targeted structures

some use of targeted structures

extensive use of targeted structures

Performance

reads from cards; monotonous

little enthusiasm

general enthusiasm

lively, enthusiastic


Audience Assessment of Oral Presentation: Response Sheet Speaker: ______________________________________________________

Reviewer: ____________________________________________________

Date: _____________________________ Class: _____________________

Assignment Title: ______________________________________________

I understood what the report was about. ____ Yes ____ Somewhat ____ No

I liked the way the speaker _______________________________________

_____________________________________________________________

To improve, the speaker might ____________________________________

Rate the oral presentation from 5 (fantastic) to 1 (needs improvement)

Key structures used 5 4 3 2 1

Key words used 5 4 3 2 1

Clear pronunciation 5 4 3 2 1

Clear organization 5 4 3 2 1

Use of visuals/illustrations 5 4 3 2 1

Minimal reference to written notes 5 4 3 2 1

Met all criteria for assignment 5 4 3 2 1

Questions answered 5 4 3 2 1

Speaker appears interested in topic 5 4 3 2 1

Originality, creativity 5 4 3 2 1

Other _____________________ 5 4 3 2 1

Semester 2: On-Going Key Assignments students watch videos of Japanese students telling about their daily schedules and school life and take Cornell

notes (as much as possible in hiragana and known kanji Create a Manga about your typical school day after school activities and label it in Japanese each student presents orally (in Japanese) a PowerPoint or Collage which prioritizes their hobby/leisure time activities with captions in hiragana, katakana, or known kanji pairs of students role play being a talk show host interviewing a popular person in the media (e.g., singer,

actor) Include personal questions about what they did last night, what they are skillful or unskillful at, their likes or dislikes, etc.

each group of students reads a different Japanese folktale (translated into English) analyzes the Japanese connotations of color and what part it plays in each story

students record a role play of talking on the phone and describing themselves so that he/she will be recognizable at the train station. Include both physical characteristics and clothing

Role play a fashion show with students taking turns being moderator/describer Groups (in English) research careers in which a knowledge of Japanese language is a helpful or an essential

skill and create a poster identifying three, each in different field. All students will take notes from each poster during a gallery walk.

Timed dictations of sentences about current topics to be written from memory in hiragana, katakana and known kanji


Semester 2: KEY CULMINATING ASSIGNMENT # 2 & Rubrics: My 10-Day Diary

Students will hand write and later type, in hiragana, katakana and learned kanji, a 10 – day diary about themselves. In the first paragraph, they will introduce themselves. Each of the following passages (one day per page) will be written in the past tense and describe the events of one of the ten days. Students will synthesize all the linguistic skills learned in the course and each project must contain at least: 5 sentences about giving/asking for directions 3 sentences about daily schedules 3 sentences about traveling somewhere 3 sentences about using transportation 3 sentences about meals 3 sentences about what types of things they use 3 sentences about a career they are interested in pursuing * Use the Rubric for Poster/Writing presented in Key Assignment #1 Each student will then pick two of the days in the diary and role play them in class, enlisting other students as needed for the skits. These skits will be videotaped. Use the Rubric for Oral Skit (see below). Other students complete an Audience Assessment sheet presented in Key Assignment #1. Rubric for Oral Skit

1 2 3 4 Pronunciation

poor pronunciation very anglicized

some errors

with very few errors

accurate throughout

Fluency

halting; hesitant; long gaps

unnatural pauses

fairly smooth

smooth delivery

Comprehensibility

incomprehensible

difficult to understand

understood

easily understood

Vocabulary

did not use targeted vocabulary

minimal use of targeted vocabulary

some use of targeted vocabulary

extensive use of targeted vocabulary

Grammatical Structures

did not use targeted structures

minimal use of targeted structures

some use of targeted structures

extensive use of targeted structures

Creativity

Students' skit lacked creativity.

Students' skit was somewhat creative and original.

Students' skit was creative and unique.

Students' skit was creative, unique and entertaining.

Performance

reads from cards; monotonous

little enthusiasm

general enthusiasm

lively, enthusiastic

Participation

Only one person’s efforts were reflected in the skit.

Division of labor was clearly lopsided in preparation and presentation.

Most of the students in the group participated fully both in preparation and presentation.

All of the students in the group participated fully both in preparation and presentation.


INSTRUCTIONAL METHOD AND/OR STRATEGIES: A variety of instructional strategies will be utilized to accommodate all learning styles:

Japanese 1-2 -specific Methods:

Various instructional methods are used in this course. Key delivery methods include teachers providing: as much as possible, classes conducted in Japanese and using hiragana script as a means of written

communication from the first day of class activities that develop both form- and meaning-focused student outputs analysis/discovery activities that develop student ability to use critical thinking skills to deduce grammar guided practice activities that are both meaningful (relevant) and personalized modeling on how to learn and maintain their skills in kanji (a formidable endeavor) without being overwhelmed, so

that students will gain more insight into accountability and responsibility in fulfilling personal and academic (workplace) roles.

activities that facilitate interactions that are characterized by linguistic interdependence (negotiating meaning) appropriate feedback to indirectly and, when appropriate, directly correct language errors on-going opportunities for paired and small group instruction and practice on-going opportunities for students to recycle the language they control in a wide range of culturally-valid real-

world situations opportunities for students to apply, extend, and integrate their language to respond to the demands of the target

culture support for students in spiraling their language to perform in a variety of linguistic situations with increasing

independence opportunities for students to engage in regular independent practice using the accompanying language CD’s and

internalizing the hiragana, katakana and kanji scripts. PowerPoint presentations, overhead projections, videos, oral tapes and other software will be utilized to augment

the effectiveness of lessons and for students to use in presentations opportunities for students to reflect on the meanings of the unit and to use language to apply its lessons in

culturally-valid real-world situations on-going checks for comprehension and proficiency (informal and formative) throughout the units as much as possible, classes conducted in Japanese and using hiragana script as a means of written

communication from the first day of class Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not made known to the students at the beginning of an inquiry lesson.

Essential Elements of Effective Instruction Model for Lesson Design

Using Task Analysis

Anticipatory Set Objective Standard Reference Purpose Input Modeling Check for Understanding Guided Practice Closure Independent Practice

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times. There may even be more than one anticipatory set when more than one content piece is introduced.


Active Participation: Teachers will incorporate the principles of active participation and specific strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom. Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

COVERT OVERT (Oral)

OVERT (Written)

OVERT (Gestures)

• Recall • Think (Write)/Pair/Share • Restate in Notes • Hand Signals • Imagine • Idea Wave • Response Boards • Model with Hand Motions • Observe • Choral Response • Graphic Organizers • Stand up/ Sit down • Consider • Give One, Get One • Folded Paper • Point to Examples • Socratic Seminar • Ticket Out of Class • Cooperative Discussion

Groups

Baldrige Quality Tools: Students can become more positively involved in their education through goal setting, self-assessment, and data tracking and analysis by making use of the following strategies:

BALDRIGE TOOL PURPOSES

Affinity Diagram – finding consensus, organizing complex information Flowchart – describing a process, planning a project, identifying problem steps in a process Force Field Diagram – identifying obstacles, finding causes and solutions to problems Issues / Ideas Bin – handling individual questions/requests without stopping a group activity, providing

anonymous input, obtaining diverse input in specific areas. Data Folder – tracking goals and actual results Plus / Delta – tracking improvement efforts, identifying opportunities for change, finding out

what’s working and what’s not working in a process, procedure, activity, etc. Class Data Graphs – displaying trends for goal setting Diverse learning styles may be addressed by implementing combinations of the following:

Significant, Proven Strategies for ALL Students Hands-On Lab’s Inquiry Activities Short/Long-term projects

Student Presentations Peer Teaching Summarization

Essential Questions Thematic Units Field Experiences

Current Events Career Choices Guest Speakers

Literacy Strategies Vocabulary Development Before Reading During Reading After Reading Text Structure Graphic Organizers Reciprocal Teaching Learning Logs Nonfiction Functional Word Wall

SDAIE Strategies for English Learners

Lower the Affective Filter (including Processing Time) Tapping/Building Prior Knowledge (Graphic Organizers, Schema) Acquisition Levels Language Sensitivity Grouping Strategies Multiple Intelligences Adapt the Text Interactive Learning (Manipulatives & Visuals) Home/School Connection (including Cultural Aspects)

Strategies for Students with Disabilities

IEP Accommodations (refer to student’s IEP document or IEP summary sheet) Curricular Adaptations (e.g., quantity, input, participation, time, level of difficulty, level of support, output, substitute curriculum, alternate goals) Think Alouds Small Group Instruction Learning Centers Manipulatives & Visuals Peer Assisted Learning

Differentiation for Advanced Learners

Curriculum Compacting Depth and Complexity Flexible Grouping Acceleration Tiered Assignments Independent Study

Please note that these strategies often overlap and should not be limited to specifically defined courses or student populations.


TEXTBOOKS:

Basic Textbook: Read in entirety Excerpts used First half Adventures in Japanese, Book 1, H. Peterson & N. Omizo Cheng & Tsui, © 2004

(and ancillaries) SUPPLEMENTAL INSTRUCTIONAL MATERIALS: In addition to the basic text, a variety of instructional tools will be used to meet the needs of all students 1. Authentic informational text (for example, Japanese newspaper articles, menus, news broadcasts, train schedules, advertisements, letters/emails, travel brochures, websites) 2. Authentic literature (for example, simple folktales for guided reading, a simple poem) 3. Interactive websites recommended by: California Association of Japanese Language Teachers http://sites.google.com/site/cajltweb/ National Council of Japanese Language Teachers www.ncjlt.net Association of Teachers of Japanese http://www.aatj.org/atj/ 4. Japanese Travel Bureau website http://www.jtbusa.com/jp/default.asp 5. sample of a website for a prefecture (Hyogo-ken) http://web.pref.hyogo.jp/index.html 6. website describing major cities in Japan http://www.japanese-cities.com/ 7. DVDs & Language Laboratory with computers with Japanese script 8. Japanese-English/English-Japanese Dictionary ASSESSMENT METHODS AND/OR TOOLS: Student achievement in this course will be measured using multiple assessment tools including but not limited to:

Suggested Evaluation Tools:

Source Diagnostic (Diagnose)

Formative (Monitor)

Summative (Evaluate)

District Developed Assessments Rubrics 2 Key Assignments

End-of-Course Exam Publisher: Cheng & Tsui Adventures in Japanese, Book 1

Workbook review sheets

Quizzes

Unit Tests (part) End-of-Semester Exam

(part)

Teacher Developed Assessments

Student inventory about perceptions about Japanese geography, history, daily like, language and culture

Daily Quick Quizzes Rubric augmentations Active Participation

Activities Checking for

Understanding Student Academic &

Reflective Journals Oral Presentations Skits Warm ups Homework

Unit Tests (part) End-of-Semester Exam

(part)


PERFORMANCE STANDARDS CRITERIA: Defines how good is good enough on which measures to demonstrate achievement of content standards.

State Performance Standards: The California State Board of Education has not identified a California Standards Test (CST) for Japanese.

District Performance Standards: The Long Beach Unified School District has common assessments and key assignments that are required for Japanese 1-2. The Performance Standard Criteria for district-wide and classroom setting are shown in the tables below.

Not Proficient Partial Proficient Proficient Advanced Proficient

Key Assignments 4 pt rubric 1

4 pt rubric 2

4 pt rubric 3 4 pt rubric 4

End-of-Course Exam Less than 60% 60% - 69% 70% - 84% 85% - 100%

Classroom Performance Standards: The objective of instruction is to help all students achieve at or above the Proficient Level and receive a C or better in the course. Performance level is determined by the average of the assessments or assignments.

Not Proficient Partial Proficient Proficient Advanced Proficient

Graded Student Work Rubric 1 or Less than 60%

Rubric 2 or 60% - 69%

Rubric 3 or 70% - 84%

Rubric 4 or 85% - 100%

Communicative activities, Oral Presentations, Role Plays, Interviews, Pair/Group Assignments, Projects

4 pt rubric 1

4 pt rubric 2

4 pt rubric 3 4 pt rubric 4

Classwork other than oral participation

Rubric 1 or

Less than 60%

Rubric 2 or

60% - 69%

Rubric 3 or

70% - 84%

Rubric 4 or

85% - 100% Tests, Quizzes Less than 60% 60% - 69% 70% - 84% 85% - 100%

Suggested Grade Weighting:

(with some possible examples) 1. Assessment 40 – 50%

o Unit tests 25 – 35% o Quizzes 5 – 15 % o Semester Exam &

End-of-course exam 10% 2. Oral Participation 15 - 20%

o In-class communicative activities and assignments o Oral group activities (e.g., role-playing) o Oral presentations o Oral interviewing

3. Classwork (other than oral participation) 10 - 15% o Note-taking and organizational skills o In-class reading/writing activities and assignments o Daily practice quizzes

STANDARD GRADING SCALE: A 90 – 100% B 80 – 89% C 70 – 79% D 60 – 69% F 0 – 59%

Advanced Proficient .................................................................................................................................................................

Proficient ..................................................................................................................................................................................................................................................................................

Partial Proficient .................................................................................................................................................................

Not Proficient


4. Projects 5 - 10% o Application and extension of learned language & cultural skills o Rubric scored

5. Homework not more than 10% o Assignments reinforcing class lesson

Submitted by: Elizabeth Hartung-Cole

Submission Date: 04/01/11

School/Office: ELD/World Language

Curriculum Writing Team Members:

Rachael Suojanen, Stuart Jones, Susan Watson, Jeff Inui, Elizabeth Hartung-Cole

Original Board Approval Date: June 7, 2011

Revised Board Approval Date:

OCI1/HS Course Outlines/World Language

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