HS Japanese

JAPANESE LEVEL 2

UNIT 2 TIME AND TRAVEL

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

5-8 Weeks

Novice Mid

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

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID PROFICIENCY READING LISTENING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read:

When students exhibit Novice Mid listening pro fi ciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics. When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

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 or ● I can plan activities using speci fi c time, including the speci fi c hour and the minute. SCAFFOLDING IN ACTION

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

Skill Building

Extension