Language Applications: Students Will Use Japanese To

日本語２０

Language Applications: Students will use Japanese to:

School life Assessment: -Introduce the school life of another student from outside Canada in digital format to a school in Japan/California/Hawaii: groups of 2 Produce short, simple oral texts on familiar topics in guided situations Produce short, simple written texts on familiar topics in guided situations To express feelings and a personal perspective respond to and express feelings express their views on a variety of topics within their direct experience gather opinions on a topic within their direct experience To form, maintain and change social relationships talk about themselves, and respond to the talk of others by showing attention and interest make an offer and an invitation, and respond to offers and invitations made by others make and break social engagements refuse politely give and respond to compliments TO EXTEND THEIR KNOWLEDGE OF THE WORLD identify and describe a problem with schools offer solutions participate in problem solving processes Hikikomori Language Competence: Attend to Form:

Independently use the following:

a.i. N ga dekimasu a.ii. i-Adj. (stem) + ku nai desu. a.iii. V masu form a.iv. V mashou V masen ka? a.v. particle de (tool/language) a.vi. particle ni: time ni a.vii. particle to: as a partner indicator a.viii. particle kara: from particle made: until a.ix. particle ni: destination ni ikimasu/kimasu

Structured use of the following: a.i. place ni N/V ni ikimasu (purpose) a.ii. V(dic.) koto ga dekimasu a.iii. ending particle: yo/ne Home and Community

Assessment: My Dream Tokyo Home: Groups of 2 Research real estate inTokyo, purchase a home and show us around your home. Powerpoint presentation Produce short, simple oral texts on familiar topics in guided situations Produce short, simple written texts on familiar topics in guided situations http://www.housingjapan.com/ TO GET THINGS DONE

make and respond to a variety of simple requests

seek, grant or withhold permission TO EXTEND THEIR KNOWLEDGE OF THE WORLD identify and describe a problem: Homeless Problem in Japan, around the world &offer solutions participate in problem solving processes Use the language for personal enjoyment: go on a virtual tour of a Japanese home http://www1.curriculum.edu.au/nalsas/explorers/explorers/japanese/www/expl_jp_hou/index.ht ml

Language Competence: Independently use the following: a.i. N wa place ni arimasu/imasu a.ii. na-Adj. + desu a.iii. Use the following under teacher guidance: a.iv. N wa N1 no N2 ni arimasu/imasu (location) a.v. N1 wa N2 ga Adj. desu

Structured use under teacher guidance: i- Adj./na-Adj. + N connecting form of N, i-Adj. kute/na-Adj.-de ii- V te kudasai iii- V1 te, V2 masu iv- V te mo ii desu ka? v- V te wa ikemasen vi- particle ga: as a focus marker Shopping & Food Assessment: -Simulate a visit to a Restaurant in Japanese: groups of 2 Produce short, simple oral texts on familiar topics in guided situations -Global Food Day: Provide a simple recipe and cook a sample for the class produce short, simple written texts on familiar topics in guided situations TO GET THINGS DONE give and follow a simple sequence of instructions check for agreement and understanding express disagreement in an appropriate way give and respond to compliments explore classification systems and criteria for categories discover relationships and patterns Language Competence Independently use the following a.i. V tai desu a.ii. interrogative noun: ikura a.iii. demonstratives: kono,sono, ano, koko, soko, asoko a.iv. numbers: 100–10 000 a.v. counters for things:hitotsu, futatsu, mittsu … a.vi. counters for people: hitori, futari, san nin … Structured use under teacher guidance: a.i. interrogative noun: dou, dore a.ii. counters: -hiki, -mai, -satsu, -hon Vacations and Travel Assessment: My Travels: Produce short, simple oral texts on familiar topics in guided situations (moviemaker) My Travel Diary On our wiki write about a real/ficitional trip that you went on. produce short, simple written texts on familiar topics in guided situations Express meaning through the use of visual and other elements in a variety of media, in guided and unguided situations To impart and receive information

describe a series or a sequence of events or actions

To express feelings and a personal perspective express a personal response to a variety of situations ` record and share thoughts and ideas with others Get things done express a wish or a desire to do something state personal actions in the past record and share personal knowledge of a topic Language Competence: Independently use the following i- Adj. (stem) /ku nakatta ii- Na Adj ja nai desu/ja arimasen iii- V mashita/masen deshita iv- interrogative nouns: doko/itsu v- conjunctions: soshite/ vi- sorekara, demo vii- N deshita Structured use of the following: i.i. na-Adj. + deshita i.ii. na-Adj. + ja nakatta desu/ja arimasen deshita i.iii. Adj. (stem) + katta desu i.iv. Adj. (stem) + ku nakatta desu/ku arimasen deshita i.v. interrogative noun: donna+ N, doushite i.vi. conjunctive particle ga: but Weather and Fashion Assessment: わたしのコーディネート：produce short, simple written texts on familiar topics in guided situations You are a stylist now and as part of your job, you need to make four different outfits for the four different seasons. Give a weather report: Produce short, simple oral texts on familiar topics in guided situations TO EXTEND THEIR KNOWLEDGE OF THE WORLD compose questions to guide research For imaginative purposes use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language Language Competence: Structured situation under teacher guidance: a.i. V te imasu a.ii. conjunctive particle kara as a reason marker any other lexical fields that meet your needs and interests

During group work be sure to do the following: suggest, initiate or direct action in group activities, encourage other group members to participate, assume a variety of roles and responsibilities as group members, negotiate in a simple way with peers in small-group tasks

Global Citizenship explore some elements of Japanese culture: research and present on a topic you are interested in. participate in a variety of activities and experiences that reflect elements of Japanese culture We will decide as a class what to do here. Dinner at a Japanese restaurant? recognize and identify similarities and differences between their own culture and other cultures: Tokyo Complaint Song identify similarities and differences between their first language and Japanese

ASSESSMENT:

23% Writing Outcomes

23% Speaking/Aural Outcomes

25% Language Competence Outcomes (Tests and Quizzes)

5% Language Learning Strategies Use

4% Global Citizenship

20% Final Exam

Contact Information:

Mrs. Miriam Irons (403) 347-1171, extension 2200

e-mail: [email protected]

Facebook: Miriamu Aironzu

Blog: http://ameblo.jp/mirons

Wiki: http://japaneseatltchs.pbworks.com/