HS Japanese

JAPANESE LEVEL 2

UNIT 4 WANTS AND NEEDS

PACING

WL STANDARDS

RESOURCES

KEY LANGUAGE USE

8-10 weeks/unit

Novice Mid/Novice High

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

INFORM

WIDA Website

LEARNING PROGRESSIONS FOR NOVICE MID/HIGH 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 engage in conversations about likes, dislikes, and preferences. ● I can ask and answer simple questions about wanting to (or not wanting to) participate in certain activities. ● I can introduce my likes and dislikes to others using proper verbs and their corresponding conjugations. SCAFFOLDING IN ACTION Skill Building ● Use a variety of visuals to de fi ne likes and dislikes ● Use a graphic organizer to differentiate the Japanese characters, phrases, & images ● Use Total Physical Response to review Japanese characters and vocabulary. ● Group students to allow opportunity for them to practice Japanese.

● 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 to learn about likes and dislikes ● Give short oral descriptions of self and others speaking of likes and dislikes using proper verb conjugation for a variety of verbs ● 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. ● Have students ask questions and/or give TPR commands for the class.

Extension

● Students ask questions about the topics covered in a lesson ● Have students provide extended responses/more details. ● Have students recognize and read the characters in Hiragana, Katakana, and Kanji. ● Provide visual support, word bank, and sentence frames for students.