Big Ideas
Big Ideas
Listening and viewing with intent helps us understand a message.
We can explore our identity through a new language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about language from diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
Japanese letter patterns
e.g., small つ(tsu), きって (kitte)
Japanese syllabaries
the syllabic writing systems of Japanese
common, high-frequency vocabulary, sentence structures, and expressions, including:
- types of questionse.g.,いつですか (itsu desu ka?)
- basic particle usagee.g., は (wa), が (ga)
- descriptions of peoplee.g., hair colour, physical attributes, likes and dislikes
- hobbies and topics of intereste.g.,ぼく・わたしは〜をします (boku/watashi wa ~ o shimasu)
- common emotions and states of physical healthe.g.,おいしい(oishii)
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
Japanese works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism
indigenous peoples
Ainu and Okinawan peoples
of Japan
cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Japanese communities around the world e.g., Japan, United States, Australia, Canada, Brazil, Peru
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between Japanese characters and sounds, including intonation, tone of voice
For example:
, and meaning
- differentiate between a statement and a question
- recognize the emotion of the speaker and how it relates to his or her message
Identify key information in slow, clear speech and other simple texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend stories
Comprehend high-frequency words and patterns in slow, clear speech and other texts
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
Interpret non-verbal cues
e.g., gestures, facial expressions, pictures, props
to increase understanding
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., わかりません[wakarimasen]).
of meaning using common statements and questions
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge