HS Japanese

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