HS Japanese

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