Pitt County Schools

Pitt County Schools

106612 Japanese I

Instructional Guide

Time Frame: 1st Marking Period
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Daily Greetings and Expressions
1.01, 1.02, 1.06, 4.01, 4.02, 5.01, 5.04 / Can students express and understand basic greetings and leave-takings in speaking, writing, reading, and listening?
Can students use and understand formal and informal speech in appropriate situations? / Role-play (Student-led)
Teacher-led discussion
Skit
Comparison Chart (Venn Diagram)
Teacher questioning / Text &Wkbk:
Obentoo1,Unit1Williams, Xouris, Kusumoto, Nelson, 1997
Obentoo workbook
Teacher-made test.
Vocabulary Quiz
Teacher-made prompts
Requesting, Thanking and Apologizing
1.01, 1.02, 2.03, 5.01, 5.04, 5.06 / Can students identify requests and offers made by the teacher and students in speaking and listening?
Can students express and understand appreciation and apologize in reading, writing, listening, and speaking? / Role-play
Teacher questioning
Partner work
Group Skit / Obentoo 1:
(Unit 1)
Obentoo workbook
Vocabulary Quiz
Teacher-made prompts
Classroom Instructions
1.01, 1.02, 4.01, 4.02, 4.03, 4.06, 5.02, 5.04, 5.06 / Can students comprehend and express classroom instructions by listening?
Can students comprehend and express praise, in reading, writing, listening, and speaking? / Teacher-student role-play
Pair work
Teacher questioning
Simon Says / Obentoo 1:
(Unit 2)
Obentoo workbook
Vocabulary Quiz
Japanese Pronunciation and Orthography
1.02, 2.01, 4.06, 5.01, 5.03, 5.05, 5.07 / Can students pronounce hiragana correctly?
Can students write hiragana correctly?
Can students understand the 3 levels of writing?
Can students understand the difference between the alphabet and hiragana? / Group work
Partner work
Hang-man game (vocab)
Hiragana board races
Teacher questioning
Around the world game / Obentoo 1:
(Unit 2)
Obentoo workbook
Vocabulary Quiz
Writing samples
Realia
Meeting and Talking with People
1.01, 1.02, 1.06, 2.01, 4.01, 4.02, 4.07, 5.02, 5.04, 5.06, 5.09 / Can students express and understand the appropriate way to meet someone?
Can students ask eachother their names and understand in reading, writing, speaking, and listening?
Do students bow at the appropriate times? / Student led role-play
Partner skit.
Group work
Presentation of introduction
Teacher questioning / Obentoo 1:
(Unit 1)
Obentoo workbook
Teacher-made vocabulary
Teacher-made tests
Vocabulary Quiz
Getting to know more about each other
1.02, 1.05, 1.06, 2.01, 2.02, 3.01, 4.01, 4.02, 4.03, 4.05, 5.02, 5.03, 5.06, 5.07, 5.08, 5.09, 6.01, 7.01 / Can students write their names using Katakana?
Can students understand and express the difference between Japanese and American school systems?
Can students express and understand the Chinese Zodiac cycle in reading, writing, listening, and speaking? / Name bookmarks
Name illustrations
Comparison charts (Venn Diagram)
Partner work
Project:
Research of an important Japanese person. /

Obentoo 1

(Units 3 & 4)
Obentoo workbook
Movie of Japanese school systems
Pictures of Japanese school.
Computer Lab
Time Frame: 2nd Marking Period /
Geography & Government
4.04, 5.07, 6.01, 6.02 / Can students locate, read, write, speak, and comprehend the five main islands of Japan?
Can students express and understand important facts about famous cities in Japan?
Can students express and understand religion and life philosophy? / Illustrate and label map
Class discussion
Movie
Group work
Teacher questioning
Project:
Research on city and it’s trademarks. (Presentation) /

Obentoo 1

(Unit 2)
Obentoo workbook
Map of Japan
Computer Lab
Map Quiz (Labeling islands, and cities.)Teacher made
Holidays (October-Sports Festival, December-Christmas ornament w/origami Pearl Harbor Bombing)
1.01, 4.02, 4.03, 5.06, 5.08 / Can the students express and understand the importance of specific holidays?
Can the students express and understand characteristics and traditions of specific holidays?
Can the students express and understand the difference of Japanese and American holidays? / Class Discussion (teacher-led)
Japanese holiday songs
Recreate holiday
Create holiday decorations
Project:
Essay on one specific holiday /

Obentoo 1

(Unit 7)
Songs for the specific holiday (w/written lyrics)
Origami
Pictures
Realia
Japanese Calligraphy
4.01, 4.02, 5.06, 5.08, 7.06 / Can students express and understand the concept of Shodo?
Can students identify and create Shodo? / Calligraphy
Group work
Teacher questioning / Shodo brushes
Water
Shodo practice paper
Examples of shodo.
Holidays (Jan.-Japanese New Year’s, Feb.-Setsubun, Valentine’s Day)
1.01, 4.02, 4.03, 5.06, 5.08 / Can the students express and understand the importance of specific holidays?
Can the students express and understand characteristics and traditions of the specific holidays?
Can the students express and understand the difference of Japanese and American holidays? / Class Discussion (teacher-led)
Japanese holiday songs
Recreate holiday
Create holiday decorations
Project:
Essay on one specific holiday /

Obentoo 1

(Unit 7)
Songs for the specific holiday (w/written lyrics)
Origami
Nengajou
Realia
Talking about Family and Pets
1.02, 1.06, 2.02, 3.01, 4.02, 5.02, 5.03, 5.04, 5.06, 5.09, 7.06 / Can students express and understand the names for family members in reading, writing, listening, and speaking?
Can students express and understand relationships within the family in writing and speaking?
Can students express, identify and understand a variety of pets in a family in reading, writing, speaking, and listening? / Student led role-play
Skit
Group work
Vocabulary board race
Teacher questioning
Project:
Family Tree /

Obentoo 1

(Unit 6)
Obentoo workbook
Examples of family trees.
Family photographs
Teacher made vocabulary and worksheets.
Teacher made test
Vocabulary Quiz
Asking about Birthdays and objects (Days, Date, Month, Year)
1.02, 1.05, 2.01, 2.02, 4.01, 4.02, 4.03, 4.07, 5.02, 5.03, 5.04, 5.05, 5.06, 5.09,6.01, 6.03, 6.04, 7.01, 7.02 / Can students identify and list the days of the week in reading, writing, speaking, and listening?
Can students write and identify the kanji for the days of the week? / Journal
Beginning class with Japanese days.
Group work.
Teacher questioning.
Memory Game
Shodo(Calligraphy)
Illustration of Days(Kanji) /

Obentoo 1

(Unit 7)
Obentoo workbook
Teacher prepared worksheets.
Vocabulary Quiz
Teacher made test.
Time Frame: 3rd Making Period /
Holidays (Mar.-Girl’s Festival, May-Children’s Festival)
4.02, 4.03, 5.06, 5.08, 7.06 / Can the students express and understand the importance of specific holidays?
Can the students express and understand characteristics and traditions of the specific holidays?
Can the students explain the importance of the emperor and empress? / Class Discussion (teacher-led)
Japanese holiday songs
Recreate holiday
Create holiday decorations
Project:
Origami dolls (Emperor and Empress) /

Obentoo 1

(Unit 7)
Songs for the specific holiday (w/written lyrics)
Origami
Realia
Foods, Likes, and Dislikes
1.02, 1.03, 1.04, 1.05, 1.06, 2.01, 2.02, 2.03, 4.01, 4.02, 5.02, 5.06, 5.09, 5.10, 6.01, 6.02, 6.03, / Can the students list ingredients in and identify traditional Japanese food in reading, writing, speaking, and listening?
Can the students use adjectives to describe food, likes/dislikes in reading, writing, speaking, and listening? / Group work.
Partner work.
Create Japanese food menu.
Skit
Role-play (Student-led)
Memory Game
Teacher questioning /

Obentoo 1

(Unit 8)
Obentoo workbook
Japanese restaurant menus
Pictures of Japanese food.
Computer lab
Teacher made test
Realia
Japanese Pronunciation & Orthography II
1.02, 2.01, 4.06, 5.01, 5.03, 5.05, 5.07 / Can the students successfully use Katakana?
Do the students understand the significance of Katakana? / Teacher questioning
Group work.
Katakana board Game
Translate local company signs. /

Obentoo 1

Obentoo workbook
Katakana Dictionaries
Examples of Katakana signs in Japan.
Teacher made quiz