HS Japanese

JAPANESE LEVEL 2

UNIT 3 LOCATION AND DIRECTION

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

4-8 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 ● Students can talk about directions using a basic map with different locations. ● Students can give proper directions to others in order to help them fi nd a speci fi c location. ● Students can follow basic directions, with or without the use of a map. SCAFFOLDING IN ACTION

● Use a variety of visuals to read and write in Kanji ● Use Total Physical Response to review Japanese characters ● Use gestures and oral repetition of key phrases and words in multiple contexts.

Skill Building

● Engage the student in increasingly complex written texts. ● 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 recognize and read a Japanese map.

Extension