Year Long Course Map for IB Japanese: Level Three (based on Mirai Stage 5)

Teacher: Ms. Kazuko Shiba School: Patrick Henry High School

Each Project will be assessed using all three modes of ACTFL Performance Guidelines; Interpersonal, Interpretive and Presentational, unless otherwise stated.

September / October / November / December/January (End of Fall Semester)
Units/Big Ideas / How do you do!
Let me tell you who I am. /

Formal Speech & Writing.

/ Rules (Mine vs. Yours) (American vs. Japanese) /

This is I!

Holidays

Essential Questions / How should I approach people when I speak Japanese?
Why is the way people talk differently depending on their native languages, even when they speak English? / What is formal?
What do I need to know when I write a letter to my Host Family in Japan?
Why do I have to learn to be formal? / Why do we have these rules at my home & school?
How different (or same) are those rules one another? How about Japanese high schools?
What makes the similarities and the differences in the school rules between two countries? / What are the OK things to say to express us in other language?
What are the typical activities and traditions of the target culture during holiday seasons?
Why do they do that? (Do we share any of them?)
World Languages
Standards
(Developing) / Communication 1.1
b. Incorporate appropriate gestures into conversations.
c. Create simple descriptions within a context.
g. Exchange information with peers and others.
Communication 1.3
a. Explain a process based on prior knowledge or experience. / Communication 1.2
g. Identify main ideas with supporting details in written material.
  • Communication 1.3
c. Produce formal and informal written communication.
Culture 2.1
c. Produce language and behaviors that are appropriate to the target culture. / Culture 2.1
d. Analyze some commonly held generalizations about the culture studied.
Connection 3.2
b Use authentic sources to analyze the perspectives of the target culture.
Comparisons 4.2
a Analyze the similarities and differences between the target culture and the student's own culture using evidence from authentic sources. / Connection 3.2
a Analyze and apply information from sources intended for native speakers of the language.
Comparison 4.2
b. Compare and contrast similar and different behavior patterns between the target culture and the student's own culture.
Community 5.1
c. Use resources in the community to research the target culture.
Skills and
Vocabulary / Review; Particles, Kanji, Conjugation Sentence patterns, TE-form & its use, I-type Adj. vs. NA-type
Adjectives.
Review of Questions & Answers patterns (Yes-No, 5Ws & 1H).
Level of speech -1- (Formal way to introduce yourself.)
Kanji Review + Unit 21 / Level of speech -2-. (Will you?, Won't you?, Would you? and Wouldn't you ?)
Envelope writing
Giving reasons / advises.
Plain Form -1-
Introduction of Japanese formal writing; 'Ki', 'Sho', "'Ten' & "Ketsu"
Review: 'And', 'Then', 'But'.
Kanji Unit 22 & 23 / Plain Form -2-
Giving advise (Positive & Negative)
Plain + ta hoo ga ii desu. Plain neg. + hoo ga iidesu.
Obligation
Plain neg. + to ikemasenn /nakereba ikemasen
Prohibition
TE form + wa ikemasen.
Kanji Unit 24 & 25 / Giving & Receiving
TE form + Giving & Receiving
Plain Form -3-
plain + no+ ga + suki / suki janai / omoshiroi /
tumarai, / muzukashii / yasashii/ etc.
Superlative & Comparative
Kanji Unit 26 & 27
Assessment / Classmate Interview with summer activities.
Oral report on a friend & his/her summer.
Kanji F/C quiz and compound quiz & voc. quiz. / Written self-introduction with summer memories to a new friend in a formal style.
Make "Letter from PHHS" Book with pictures.
Kanji F/C quiz and compound quiz & voc. quiz. / Oral presentation about the common rules at homes of our classmates using the survey result.
Discussion & debate on PHHS School Rules.
Research on common high school rules in Japan.
Comparison chart of school rules in the US & Japan.
Kanji F/C quiz and compound quiz & voc. quiz. / Writing a "Personal Ad" for pen pal and its contest.
Journal writing during Winter Break.
"Trivial Pursuit" Quiz Show.
Make questions on American, Japanese and world geography, science, medicine, literature, politics, arts using comparative and superlative patterns and answer them.
Nengajoo.
Kanji F/C quiz and compound quiz & voc. quiz

Thoughts on differentiation of curriculum:

(January /) February / March / April / May /June
Units/Big Ideas /
Leisure and Fitness
/ Entertainment, Now and Then / Health & Diet / Recycling
Save the Earth
Essential Questions / What type of leisure do Japanese young people enjoy?
Why Japanese loves soccer so much?
Why do only a few high schools have football teams in Japan? / What kinds of entertainments do people in Japan enjoy?
What is the history of JPN entertainment?
How much influence did Japanese entertainment industry give to American society? / Why do we eat what we eat?
How is this habit different from Japanese one?
What kind of influence in dietary have we given to Japanese?
How has American dietary changed due to Japanese influence? / How serious is recycling in Japan?
What can we learn from each other with recycling?
why do need to recycle?
What makes our world the better place to live no matter where you live?
World Languages
Standards / Communication 1.1
d. Qualify likes and dislikes, support opinions..
f. Make suggestions and recommendations.
Culture 2.1
a. Describe and analyze cultural characteristics and behaviors in every day life.
Communities 5.1
b. Establish connections with the target culture through the use of technology, media, and authentic sources. / Culture 2.1
d. Analyze some commonly held generalizations about the culture studied.
Culture 2.2
b. Discuss and analyze external factors, which affect products/contributions of the culture studied.
c. Analyze the expressive forms of the target culture; such as art, literature, music dance. etc.
Community 5.1
b. Use resources in the community to research the target cultue. / Communication 1.1
c. Create simple descriptions within a context.
f. Make suggestions and recommendations.
Culture 2.2
e. Analyze the contributions of the target culture.
Comparison 4.2
c. Identify the impact of the contributions of the target culture to the student's own culture. / Communication 1.2
e. Use aural, visual and context clues to derive meaning.
g. Identify main ideas with supporting details in written material.
Culture 2.1
e. Discuss social and geographical factors that affect cultural practice.
Connection 3.1
b. Analyze the information gathered through foreign language resources for use in other disciplines.
Skills and
Vocabulary / Continuation of Comparatives & Superlatives.
Saying something is too much.
Verb-pre masu + sugimasu.
Adj. - stem + sugimasu.
Plain Form
plain form + tokoro desu.
Kanji Unit 28 & 29 / Plain Form
Plain Form + soo desu. (Reported Information)
Plain Past + koto ga arimasu. (Past experience)
Level of uncertainty
Kanji Unit 30 / Plain Forms Review.
Giving & Receiving Review.
Kanji Unit 31 & 32 / Expressive sentence patterns
should not …. plain + beki da to omoimasu / bekijanai to
omoimasu.
intend to …. plain + tumori desu.
make an effort to …. plain + yoo ni shite imasu.
Review on 'cause' & effect.
Kanji Unit 33 & 34
Assessment
(Project) / Make questions and conduct a survey in and out of school on how they spend their free time.
Translate questions into JPN and do a survey via e-mail to students at Meiji Gakuin, Honjo & Yachiyo High Schools in Japan.
Oral Presentation on the findings with a visual aide. (Cart, graph, etc.), followed by discussion on the similarities and the differences on the findings.
Kanji F/C quiz and compound quiz & voc. quiz. / Do the research on modern and old Japanese entertainment, focusing on the historical influence on the entertainment world in Japan.
Write an analysis on Entertainment with historical background. (Ki-Sho-Ten-Ketsu)
Oral presentation on one kind of Japanese traditional entertainment and its influence on the western culture.
Kanji F/C quiz and compound quiz & voc. quiz. / Watch series of TV cooking show, "Today's Cooking" and comprehension check.
"Healthy Cooking with Iron Chef " contest: Cooking demonstration on a typical Japanese dish and American dish in Japanese and give a critique on which dish is the most healthy & tasty.
Kanji F/C quiz and compound quiz & voc. quiz. / Reading comprehension on recycling and environmental issues from the several Japanese newspapers and internet.
Debate on how to improve recycling at PHHS.
Group play on "Let's save our world for the next generation."

Thoughts on differentiation of curriculum: