HS Japanese

Instructional Guide 202 4 -202 5

High School Japanese

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDES Teacher Collaboration

CSD World Language Curriculum maps were collaboratively developed and refned by World Language teacher committees using feedback from classroom teachers and the Instructional Supports Department. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD.

. Danke. Gracias. Merci. Thank you. 谢谢 .

ありがとう .

What’s New and Updated in

World Language

What ’ s New

This section contains a listing of pages in the map that are new this year.

Description

Japanese Level 2 Scope and Sequence

ACT Connections

What ’ s Updated

This section contains a listing of pages in the page that have received substantial content updates for this year.

Description

Unit Overviews with Unpacked Standards - learning progressions for each level of language proficiency

World Language (WL) Resources - ACTFL Language Proficiency Guidelines

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE OVERVIEW Canyons School District World Language Instructional Guides

Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Profciency and the Profciency Guidelines as defned in the 2012 American Council on the Teaching of Foreign Languages (ACTFL) (https://www.actf.org). The standards provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are divided into units. These are the main units to be covered during one school year and can be supplemented with district approved materials. Brighton High School follows a separate academic calendar so the scope and sequence is divided in 3 trimesters. Here is an example for a 6-unit instructional guide scope and sequence. This can be found in the year at a glance for eachunit.

Sample Scope & Sequence

AHS, CCHS, JHS, HHS

BHS

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language profciency a student acquires over time.

Grade Level

Language & Level

Profciency Level

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

NoviceMid

Chinese 1, Japanese 1

Novice Low

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

NoviceMid

Middle School

Chinese 1A & 1B

Novice Low

Profciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

Canyons School District

Instructional Supports Department

ASSESSMENTS Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE

Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing Online at each school site https://www.languagetesting.com/aappl-g uide

AP World Language and Culture for Chinese, German, French & Spanish

FORMAT

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use profciency level criteria to plan language activities and lessons.

● Know and understand end of year target profciency level ● Understand techniques that will support achievement profciency targets. ● Produce language at the appropriate level. ● Use English to ask for clarifcation when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Profciency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefy explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text refecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on profciency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the profciency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target profciency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

Instructional Guide

Japanese 1

YEAR AT A GLANCE Japanese Level 1

GRADE 9-12

Unit 1-4

Unit 1

Unit 2

Unit 3

Unit 4

This unit is intended to be used across all units

5-6 weeks

5-6 weeks

5-6 weeks

Suggested Pacing

2-3 weeks

as students learn different written symbols

Hiragana/Romaji Basic Procedural Classroom Phrases Family, School, and Jobs

Family, School, and Jobs

Katakana and Hiragana

Nationalities, Food and Verbs

Colors Skills, adjectives and Adverbs

Unit

● Greetings ● Introductions ● Goodbyes ● Procedures ● Essential phrases

● Engage in

● Nationalities ● Likes and Dislikes ● Food and Drink ● Past, Present and negatives tenses.

● Daily routines ● Activities ● Everyday items ● Likes and Dislikes ● Good and bad

● Katakana characters ● Hiragana Characters

conversations about family

Essential Vocabulary & Structure

members, including their relationship to me.

● Occupations ● Introductions

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE LOW (NL) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NL-IL 1-2

● Reading NL-IR 1-2

● Listening, Speaking,

● Speaking NL-PS 1-4

● Writing NL-PW 1-3

Reading, Writing NL-IC 1-3

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

Unit 1-4 Katakana and Hiragana Characters

Japanese LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

Novice Low

● ● ● ●

Instructional Guides

INFORM

This unit is intended to be used across all units as students learn different written symbols

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDURING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can read/recognize the different Katakana characters.

How do we differentiate between the appropriate use of Katakana vs Hiragana? ● What is the history surrounding the creation of these different alphabets?

● I understand how Japanese people utilize Katakana in their daily lives.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

This unit is intended to be used across all units as students learn different written symbols ● All Katakana characters and most of their corresponding Hiragana Characters. ● Understanding the relationship between all four Japanese alphabets

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals to read and write Katakana ● Use Total Physical Response to review Katakana characters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Reading and writing names in Katakana ● Understanding the use of Katakana outside of foreign/loan words. ● Engage the student in increasingly complex written texts. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read the Katakana characters ● Have students write a short sentences including words that should be written in Katakana.

Extension

UNIT 1 Hiragana/Romaji, Basic Procedural Classroom Phrases

Japanese LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks/unit

Novice Low

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines World Readiness Standards for Languages

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate culturally appropriate behaviors in the classroom (respect for teachers, seriousness about study, participation in classroom ritual, etc.) ● I can use appropriate courtesy expressions. ● I can demonstrate proficiency with the pronunciation of Japanese vowels and consonants. ● I can demonstrate a basic knowledge of the Japanese writing systems.

What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 4. words on a list from very familiar topics 5. very simple information on familiar topics 6. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 8. greet someone in a culturally appropriate manner 9. introduce self 10. ask “how are you?” 11. respond appropriately to the question “how are you?” 12. answer simple questions to provide basic information 13. ask simple, formulaic questions 14. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 5. simple words and phrases about daily activities 6. simple questions on familiar topics 7. some multi-step directions or instructions, especially when accompanied by gestures and repetition 8. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 5. basic personal information (name, address, phone number, birth date) 6. brief descriptions of people or places mostly in list form 7. responses to simple questions 8. simple information related to subject matter content WRITING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● I can read and write using the Hiragana alphabet. ● I can utilize proper pronunciation of the Japanese vowels. ● I can introduce myself and carry a simple conversation in Japanese ● I can understand and use the basic SOV sentence structure in Japanese. ● I can ask and answer basic questions. These questions include exchanging names, asking about the weather, birthdays, etc. ● I can count the numbers 1-99

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals and pneumonic devices with Japanese characters to define meaning of words and phrases ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Japanese characters and classroom objects. ● Group students to allow opportunity for them to practice Japanese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. Hello. My name is … What is your name? … Nice to meet you.). ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Exchange names using culturally appropriate greetings and body language. ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson ● Have students provide extended responses/more details. ● Have students recognize and read the Hiragana characters.

Extension

Japanese LEVEL 1

UNIT 2 Family, School, and Jobs

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

5-8 Weeks

Novice Low

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate culturally appropriate greetings for different family members. ● I can demonstrate proficiency with the use of tones. ● I can use culturally appropriate questions when talking to peers.

What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 7. words on a list from very familiar topics 8. very simple information on familiar topics 9. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 15. greet someone in a culturally appropriate manner 16. introduce self 17. ask “how are you?” 18. respond appropriately to the question “how are you?” 19. answer simple questions to provide basic information 20. ask simple, formulaic questions SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 9. simple words and phrases about daily activities 10. simple questions on familiar topics 11. some multi-step directions or instructions, especially when accompanied by gestures and repetition 12. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 9. basic personal information (name, address, phone number, birth date) 10. brief descriptions of people or places mostly in list form 11. responses to simple questions 12. simple information related to subject matter content WRITING

21. provide simple information on subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● I can read and write in Romaji or Hiragana, depending on the task ● I can make simple sentences using the ___ は＿＿です sentence structure. ● I can use the proper and respectful familial terms when talking to my family and about my family to others. ● I can talk about myself and my peers using words to describe grade level, age, and school location I can talk about what job I have or want to have in the future. I can also talk about the jobs of family members and friends. ● I understand the usage of simple particles such as は、の、 and と

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals with Japanese characters to define meaning of words and introduce some basic Kanji characters. ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Japanese characters and vocabulary. ● Group students to allow opportunity for them to practice speaking Japanese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters (eg. How old are you? I am … years old. What date is today? Today is…When is your birthday? My birthday is … What is your phone number … My phone number is ... ● Ask and answer questions about personal information such as age, birthday, and phone number. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson (eg. looking at a picture, the student can ask “Who is …? How old is …? Where …?”). ● Have students provide extended responses/more details. ● Have students read write the characters without using Romaji ● Ask students to fill out a simple form asking for name, age, year in school and present to the group. ● Ask students to write a short note of introduction including name, age, grade in school and share with the group.

Extension

Japanese LEVEL 1

UNIT 3 Nationalities, Food, and Verbs

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

8-10 weeks/unit

Novice Low

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate understanding of different cultures inside and outside of Japan ● I can identify/describe the process of ordering and eating food. This also includes talking about likes and dislikes.

While Japan has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● What are the forces for change in Japan? What practices, products and perspectives are changing in Japan? How will changes in Japan impact the world? ● How will understanding how Japan changing help us better communicate with Japanese friends and acquaintances? LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 10. words on a list from very familiar topics 11. very simple information on familiar topics 12. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 13. simple words and phrases about daily activities 14. simple questions on familiar topics 15. some multi-step directions or instructions, especially when accompanied by gestures and repetition 16. some of what people say in a short conversation on familiar topics .

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 22. greet someone in a culturally appropriate manner 23. introduce self 24. ask “how are you?” 25. respond appropriately to the question “how are you?”

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 13. basic personal information (name, address, phone number, birth date) 14. brief descriptions of people or places mostly in list form 15. responses to simple questions

26. answer simple questions to provide basic information 27. ask simple, formulaic questions 28. provide simple information on subject matter content

16. simple information related to subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● I can engage in conversations about different nationalities ● I can describe likes and dislikes, especially concerning food and drink ● I can ask and answer simple questions about different kinds of food ● I can introduce my likes and dislikes to others using proper adverbs ● I can properly conjugate verbs for past, present, and negative tenses

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals to define likes and dislikes ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters for family and occupations. ● Use Total Physical Response to review Japanese characters and vocabulary. ● Group students to allow opportunity for them to practice Japanese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions to learn about likes and dislikes ● Give short oral descriptions of self and others speaking of likes and dislikes using proper verb conjugation for a variety of verbs ● ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson ● Have students provide extended responses/more details. ● Have students recognize and read the characters in Hiragana ● Provide visual support, word bank, and sentence frames for students.

Extension

UNIT 4 Colors, Skills, Adjectives and Adverbs

Japanese LEVEL 1

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

6-8 weeks/unit

Novice Low

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can name several kinds of activities Japanese high school students enjoy doing in their leisure time. ● I can use culturally appropriate questions when talking to peers. ● Can describe the degree of likes, dislikes, and how good or bad someone might be at something.

While Japan has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● How will understanding how Japan is changing help us better communicate with Japanese friends and acquaintances? LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 13. words on a list from very familiar topics 14. very simple information on familiar topics 15. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 17. simple words and phrases about daily activities 18. simple questions on familiar topics 19. some multi-step directions or instructions, especially when accompanied by gestures and repetition 20. some of what people say in a short conversation on familiar topics .

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 29. greet someone in a culturally appropriate manner 30. introduce self 31. ask “how are you?” 32. respond appropriately to the question “how are you?” 33. answer simple questions to provide basic information 34. ask simple, formulaic questions 35. provide simple information on subject matter content

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 17. basic personal information (name, address, phone number, birth date) 18. brief descriptions of people or places mostly in list form 19. responses to simple questions 20. simple information related to subject matter content

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

• I can describe my basic daily routine in the following timeline. (When do you go to school in the morning?) ● I can talk about what I like to do on different days of the week. ● I can coordinate schedules to do an activity with others ● I can use descriptive language to describe everyday items

● I can use a variety of adjectives to specify the degree of likes, dislikes and how good or bad someone might be at something

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals to define Japanese characters/words for time, colors, and skills. ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters ● Use Total Physical Response to review Japanese characters and vocabulary. ● Group students to allow opportunity for them to practice speaking. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Ask and answer simple questions about class schedule ● Ask and answer simple questions about time ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students read simple notes of introduction or information on a form relating to name, age and grade in school. ● Have students practice real-life speaking situations and role-plays ● Write and present information about a famous Japanese person using vocabulary and sentence structures from all Units, 1-4.

Extension

Instructional Guide

Japanese 2

YEAR AT A GLANCE Japanese Level 2

GRADE 9-12

Unit 1-4

Unit 1

Unit 2

Unit 3

Unit 4

This unit is intended to be used across all units

5-6 weeks

5-6 weeks

5-6 weeks

Suggested Pacing

2-3 weeks

as students learn different written symbols

Introduction to Kanji, Physical Attributes and Specialized Verbs ● Read/recognize basic level Kanji ● Utilize appropriate verbs for Japanese clothing

Time and Travel

Review

Location and Direction

Wants and Needs

Unit

● Read and Write

● Read directions ● Give directions ● Follow basic direction

● Likes, Dislikes and preferences ● Ask and answer Simple questions about wanting to participates in Activities

● Katakana characters ● Hiragana Characters ● Greetings ● Introductions ● Goodbyes ● Procedures ● Essential phrases

Romaji or Hiragana, or kenji

Essential Vocabulary & Structure

● Accept /Decline invitation ● Plan Activities ● Time vocabulary

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NL-IL 1-3

● Reading NL-IR 1-2

● Listening, Speaking,

● Speaking NL-PS 1-5

● Writing NL-PW 1-4

Reading, Writing NL-IC 1-7

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

UNIT 1 Introduction to Kanji, Physical Attributes, Specialized verbs

Japanese LEVEL 2

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

5-8 Weeks

Novice Mid

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate culturally appropriate language for extending invitations ● I can demonstrate proficiency with speaking formally and informally. ● I can use culturally appropriate questions when talking to peers.

What patterns from the past endure and continue to shape the present and future with relation to invitations to friends and loved ones.

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● I can recognize/read basic level Kanji characters in various word combinations while also understanding their meaning. ● I can properly conjugate Japanese verbs (past, present, future). ● I can utilize the appropriate verb for Japanese clothing or accessories.

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics .

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content

SCAFFOLDING IN ACTION

Skill Building

● Use a variety of visuals and pneumonic devices with Japanese characters to define meaning of words and phrases ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Japanese characters and classroom objects. ● Group students to allow opportunity for them to practice Japanese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Exchange names using culturally appropriate greetings and body language. ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson ● Have students provide extended responses/more details. ● Have students recognize and read the Kanji characters.

Extension

Japanese LEVEL 2

UNIT 2 Time and Travel

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

5-8 Weeks

Novice Mid

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate culturally appropriate language for extending invitations ● I can demonstrate proficiency with speaking formally and informally. ● I can use culturally appropriate questions when talking to peers.

What patterns from the past endure and continue to shape the present and future with relation to invitations to friends and loved ones.

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 4. words on a list from very familiar topics 5. very simple information on familiar topics 6. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 8. greet someone in a culturally appropriate manner 9. introduce self 10. ask “how are you?” 11. respond appropriately to the question “how are you?” 12. answer simple questions to provide basic information 13. ask simple, formulaic questions 14. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 5. simple words and phrases about daily activities 6. simple questions on familiar topics 7. some multi-step directions or instructions, especially when accompanied by gestures and repetition 8. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 5. basic personal information (name, address, phone number, birth date) 6. brief descriptions of people or places mostly in list form 7. responses to simple questions 8. simple information related to subject matter content WRITING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● I can read and write in Romaji or Hiragana, or Kanji, depending on the task ● I can use polite language to extend invitations to family, friends, and loved ones. ● I can politely accept or decline invitations using proper ● I understand the usage of simple particles such as は、の、に、と、 or で。 ● I can plan activities using specific time, including the specific hour and the minute.

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals with Japanese characters to define meaning of words and introduce some basic Kanji characters. ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images for students to make associations between objects & characters. ● Use Total Physical Response to review Japanese characters and vocabulary. ● Group students to allow opportunity for them to practice speaking Japanese. ● Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Ask and answer questions about personal information such as age, birthday, and phone number. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in Japanese aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialog. ● Students provide the TPR commands. ● Students ask questions about the topics covered in a lesson ● Have students provide extended responses/more details. ● Have students read write the characters without using Romaji, Hiragana, or Kanji. ● Have students practice politely extending invitations, planning for events, etc.

Extension

Japanese LEVEL 2

Unit 3 Location and Direction

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

4-8 Weeks

Novice Mid

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDURING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can give and understand basic directions in Japanese

How do we navigate a map using basic directions including straight, left, right, north, south, east, west, etc. What is the history surrounding the Japanese public transit system and the layout of most Japanese cities/prefectures?

● I understand how Japanese people navigate complex roadways and train systems.

●

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 7. words on a list from very familiar topics 8. very simple information on familiar topics 9. short, simple descriptions, especially if there are pictures or other supportive visuals When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 15. greet someone in a culturally appropriate manner 16. introduce self 17. ask “how are you?” 18. respond appropriately to the question “how are you?” 19. answer simple questions to provide basic information 20. ask simple, formulaic questions 21. provide simple information on subject matter content SPEAKING

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 9. simple words and phrases about daily activities 10. simple questions on familiar topics 11. some multi-step directions or instructions, especially when accompanied by gestures and repetition 12. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 9. basic personal information (name, address, phone number, birth date) 10. brief descriptions of people or places mostly in list form 11. responses to simple questions 12. simple information related to subject matter content WRITING

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

● Students can talk about directions using a basic map with different locations. ● Students can give proper directions to others in order to help them find a specific location. ● Students can follow basic directions, with or without the use of a map.

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

DIFFERENTIATION IN ACTION

Skill Building

● Use a variety of visuals to read and write in Kanji ● Use Total Physical Response to review Japanese characters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in increasingly complex written texts. ● Have students ask questions and/or give TPR commands for the class. ● Students ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details. ● Have students recognize and read a Japanese map.

Extension

Japanese LEVEL 2

UNIT 4 Wants and Needs

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE(S)

8-10 weeks/unit

Novice Mid/Novice High

● ● ● ●

Instructional Guides

INFORM

USBE Standards ACTFL website

ACTFL Proficiency Guidelines

World Readiness Standards for Languages

●

ENDEARING UNDERSTANDING

CULTURAL CONNECTIONS

Change/Continuity ●

● I can demonstrate understanding of different cultures inside and outside of Japan ● I can identify/describe the process of talking about various wants and needs in Japanese.

While Japan has rich and ancient traditions and history, its economic, social, and cultural patterns are changing rapidly. ● What patterns from the past endure and continue to shape the present and future with relation to education, family, friends and leisure time. ● What are the forces for change in Japan? What practices, products and perspectives are changing in Japan? How will changes in Japan impact the world? ● How will understanding how Japan changing help us better communicate with Japanese friends and acquaintances? LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 10. words on a list from very familiar topics 11. very simple information on familiar topics 12. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening proficiency in partner language, here are some examples of the kinds of things they are able to understand: 13. simple words and phrases about daily activities 14. simple questions on familiar topics 15. some multi-step directions or instructions, especially when accompanied by gestures and repetition 16. some of what people say in a short conversation on familiar topics .

SPEAKING

WRITING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 22. greet someone in a culturally appropriate manner 23. introduce self 24. ask “how are you?” 25. respond appropriately to the question “how are you?”

When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 13. basic personal information (name, address, phone number, birth date) 14. brief descriptions of people or places mostly in list form 15. responses to simple questions