Introduction to Japanese 101
1. Introduction: Amara Moore, July 19, 2015, Speech, and ADHD, Whole Class, 20 Students, Foreign Language Introduction
Standards1.1(1): Students engage in conversations about prior knowledge of the language while providing and obtaining new information, express feelings and emotions of what they want to learn, and exchange opinions on what made them want to take this course.
a. Identify common words that both English and Japanese language share. Explain how these words come to be known. (karaoke, samurai, sushi, etc.)
MLI.CCC3(2)
The students compare basic elements of the target language, Japanese, to the English language.
The students:
A. Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.
B. Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.
2. Behavioral Objectives
· As the teacher begins the topical conversation, students may respond appropriately or out of term at times. The discussion should not have fewer than five teacher redirections.
· Students should actively watch the introduction video presented with light humor on the language.
· During the group practice on pronunciations, students will be asking questions on how their pitch and mouth placement.
3. Essential Questions
· What is the Japanese Language and what is it comprised of?
· What are some of the same words in the English within the Japanese vocabulary?
· How should words be pronounced depending on basic Hiragana?
4. Materials
· Discussion Chart (with stick on words)
· YouTube video introduction
· Labeled group desks with bowl filled with Hiragana Letters (game)
· Notebook paper (optional note taking)
· Paper with Hiragana/Romanji Pronunciation
5. Procedures:
· Introduction:
o The students will begin with a class discussion on Japanese 101 on Monday of this week. Today is the first day back in a new semester for this class. Students will be introduced into my class, speak of expectations, and given my background. An ice breaker, each student around the class saying their name and one interesting thing about them, will be first on the agenda for class. After the introduction of how the class will begin and proceed throughout the year will be told and given out in a class rubric to be signed by them and their parents for a grade. Lastly, the class will begin the 3 WHY’S ( why I want to take this class? why does this interest me? Why is it important to me?) This will engage the class into a discussion of what they already know on the language.
· Demonstration:
o I will be using YouTube as a part of my lesson for students to have access to helpful resources. Students will now be viewing a video(s) about the Japanese Language in a comical and informative introduction. The video(s) will be discussing how the language formed, its different variations, and its influences across the world. If time permits, there will be another informative example shown about the cultural aspects. It is optional for students to take notes because for a first day there is a chance that there will be more students added or removed from the class.
· Guided Practice:
o Once the video(s) is completed, the will be a discussion followed from what they saw. The lesson will begin a discussion chart at the front of the classroom. Within random student desks, there will be words and also sentences that containing small Japanese examples. Those students will have a chance to go up to the Discussion Chart and stick them on it. Students will then have time to ask questions about the subject and extra involvement with learning.
· Independent Practice:
o Each student will be broken into 6 groups of 4 labeled on their desks (color coded). They will be pronouncing vowel sounds located in the Hiragana/Romanji Paper.
§ This is a fun exercise gearing the students to both see and say the basic sounds.
§ As the students take turns in each group, I will be going around to listen and for them to ask me questions.
· Closing:
o I will close the lesson by saying how excited I am to be spending this new semester with them. We will review minor examples learned in class and ask the students what they would like to know in this class. Students will be reminded to get their rubrics signed and brought back by the end of the week for grading. The class will be dismissed with the bell and if time permits they may talk quietly with their peers.
6. Assessment
· As I begin this lesson, I will begin informally with an introduction about myself and a class ice breaker.
· I will assess how well the students pay attention, cooperate with others, and present themselves in my classroom.
7. Describe special adaptations/modifications:
· I will rearrange the desks in the class for easier mobility for myself and students. I will place my student with ADHD towards the front for he/she may need my help more frequently. Instead on mainly standing in the front of the class, I will walk more in the isles asking questions and making statements. I will speak clearly and louder for some students could not hear me in the far back.
8. Anticipated instructional/behavior problems:
· There were limited behavioral problems, but I expected more for the first day. Students did get a little loud but quickly calmed down when asked. I will incorporate different behavioral gestures for students to refocus on the lesson.
Cited: 1: Standards for Foreign Language Learning Preparing for the 21st Century. Yonkers, NY: National Standards in Foreign Language Education Project, 1996. Print.
2: Educators, One Stop Shop For. Introduction to the Georgia Performance Standards for Modern Languages (n.d.): n. pag. Georgia Department of Education, July 2007. Web. 2015.
For a first day, this would be a little hectic to prepare but will be fun in the process. Although, in the next lesson I will change how the students will learn. They will receive more papers as a study guide and will be given out class assigned textbooks. The students had an insightful time learning the material and seem to be successful in understanding the content. My assessment tool showed how likeable my students perceived me to be. Although the most successful part of the lesson was having the students begin pronouncing the vowel sounds. Many students enjoyed the chance to evaluate themselves and have group work that was enjoyable.
1. Introduction: Amara Moore, July 19, 2015, Speech, and ADHD, Whole Class, 20 Students, Foreign Language Introduction
Standards1.1(1): Students engage in conversations about prior knowledge of the language while providing and obtaining new information, express feelings and emotions of what they want to learn, and exchange opinions on what made them want to take this course.
a. Identify common words that both English and Japanese language share. Explain how these words come to be known. (karaoke, samurai, sushi, etc.)
MLI.CCC3(2)
The students compare basic elements of the target language, Japanese, to the English language.
The students:
A. Recognize similarities and differences in sound systems, writing systems, cognates, gender, and level appropriate idioms.
B. Recognize basic sound distinctions and intonation patterns and their effect on communicating meaning.
2. Behavioral Objectives
· As the teacher begins the topical conversation, students may respond appropriately or out of term at times. The discussion should not have fewer than five teacher redirections.
· Students should actively watch the introduction video presented with light humor on the language.
· During the group practice on pronunciations, students will be asking questions on how their pitch and mouth placement.
3. Essential Questions
· What is the Japanese Language and what is it comprised of?
· What are some of the same words in the English within the Japanese vocabulary?
· How should words be pronounced depending on basic Hiragana?
4. Materials
· Discussion Chart (with stick on words)
· YouTube video introduction
· Labeled group desks with bowl filled with Hiragana Letters (game)
· Notebook paper (optional note taking)
· Paper with Hiragana/Romanji Pronunciation
5. Procedures:
· Introduction:
o The students will begin with a class discussion on Japanese 101 on Monday of this week. Today is the first day back in a new semester for this class. Students will be introduced into my class, speak of expectations, and given my background. An ice breaker, each student around the class saying their name and one interesting thing about them, will be first on the agenda for class. After the introduction of how the class will begin and proceed throughout the year will be told and given out in a class rubric to be signed by them and their parents for a grade. Lastly, the class will begin the 3 WHY’S ( why I want to take this class? why does this interest me? Why is it important to me?) This will engage the class into a discussion of what they already know on the language.
· Demonstration:
o I will be using YouTube as a part of my lesson for students to have access to helpful resources. Students will now be viewing a video(s) about the Japanese Language in a comical and informative introduction. The video(s) will be discussing how the language formed, its different variations, and its influences across the world. If time permits, there will be another informative example shown about the cultural aspects. It is optional for students to take notes because for a first day there is a chance that there will be more students added or removed from the class.
· Guided Practice:
o Once the video(s) is completed, the will be a discussion followed from what they saw. The lesson will begin a discussion chart at the front of the classroom. Within random student desks, there will be words and also sentences that containing small Japanese examples. Those students will have a chance to go up to the Discussion Chart and stick them on it. Students will then have time to ask questions about the subject and extra involvement with learning.
· Independent Practice:
o Each student will be broken into 6 groups of 4 labeled on their desks (color coded). They will be pronouncing vowel sounds located in the Hiragana/Romanji Paper.
§ This is a fun exercise gearing the students to both see and say the basic sounds.
§ As the students take turns in each group, I will be going around to listen and for them to ask me questions.
· Closing:
o I will close the lesson by saying how excited I am to be spending this new semester with them. We will review minor examples learned in class and ask the students what they would like to know in this class. Students will be reminded to get their rubrics signed and brought back by the end of the week for grading. The class will be dismissed with the bell and if time permits they may talk quietly with their peers.
6. Assessment
· As I begin this lesson, I will begin informally with an introduction about myself and a class ice breaker.
· I will assess how well the students pay attention, cooperate with others, and present themselves in my classroom.
7. Describe special adaptations/modifications:
· I will rearrange the desks in the class for easier mobility for myself and students. I will place my student with ADHD towards the front for he/she may need my help more frequently. Instead on mainly standing in the front of the class, I will walk more in the isles asking questions and making statements. I will speak clearly and louder for some students could not hear me in the far back.
8. Anticipated instructional/behavior problems:
· There were limited behavioral problems, but I expected more for the first day. Students did get a little loud but quickly calmed down when asked. I will incorporate different behavioral gestures for students to refocus on the lesson.
Cited: 1: Standards for Foreign Language Learning Preparing for the 21st Century. Yonkers, NY: National Standards in Foreign Language Education Project, 1996. Print.
2: Educators, One Stop Shop For. Introduction to the Georgia Performance Standards for Modern Languages (n.d.): n. pag. Georgia Department of Education, July 2007. Web. 2015.
For a first day, this would be a little hectic to prepare but will be fun in the process. Although, in the next lesson I will change how the students will learn. They will receive more papers as a study guide and will be given out class assigned textbooks. The students had an insightful time learning the material and seem to be successful in understanding the content. My assessment tool showed how likeable my students perceived me to be. Although the most successful part of the lesson was having the students begin pronouncing the vowel sounds. Many students enjoyed the chance to evaluate themselves and have group work that was enjoyable.