HS Japanese

UNIT 4 COLORS, SKILLS, ADJECTIVES AND ADVERBS

JAPANESE LEVEL 1

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 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 SCAFFOLDING IN ACTION

● Use a variety of visuals to de fi ne 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

Skill Building