HS Japanese

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