HS Japanese

JAPANESE LEVEL 1

UNIT 2 FAMILY, SCHOOL, AND JOBS

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

6-8 weeks/unit

Novice Low

● HS DLI/WL PL Canvas Course ● USBE Standards ● World Readiness Standards for Languages

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE LOW PROFICIENCY LISTENING SPEAKING When students exhibit Novice Low listening pro fi ciency, they understand:

When students exhibit Novice Low speaking ability, they can: 1. Use greetings and farewells. 2. Introduce themselves using memorized words and phrases. 3. Answer simple questions with words or short memorized phrases. 4. Name familiar people, places, objects, and classroom items. 5. Use practiced expressions to meet basic classroom needs.

1. Familiar words, greetings, and memorized expressions. 2. Simple classroom commands supported by gestures or visuals. 3. Basic questions about themselves when spoken slowly and clearly. 4. Frequently used words related to familiar people, places, and objects.

READING

WRITING

When students exhibit Novice Low reading ability, they understand:

When students exhibit Novice Low writing ability, they can: 1. Copy and write familiar words and memorized phrases. 2. Write basic personal information (e.g., name, age, hometown). 3. Label familiar people, places, and objects. 4. Respond to simple prompts using words or memorized phrases.

1. Familiar words and memorized phrases. 2. Labels, signs, and classroom vocabulary. 3. Simple words and phrases supported by pictures or visuals. 4. Very short texts containing familiar vocabulary.

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 ___ 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 and SCAFFOLDING IN ACTION

● Use a variety of visuals and pneumonic devices with Japanese characters to de fi ne 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.

Skill Building

Extension