Big Ideas
Big Ideas
Listening and viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through 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.
.
Creative works
represent the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.
Content
Learning Standards
Content
hiragana and katakana
two components of the Japanese writing system which comprise of syllabic kana and indicate specific phonetic lettering
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including:- types of questionse.g.,おなまえはなんですか (onamae wa nan desu ka)
- time and frequencye.g., きょう (kyō)
- preferences, emotions, and physical statese.g., のほうが(no hō ga)
- beliefs and opinionse.g., とおもいます (to omoimasu)
past, present, and future time frames
e.g., 食べます (tabemasu:present tense, future tense), 食べました (tabemashita:past tense)
common elements of stories
place, characters, setting, plot, problem and resolution
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 A sense of place can be influenced by, for example, 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 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, sounds, and meaning
Identify and pronounce groupings of letters such as あ(a),い(i),う (u),え(e), andお(o)
Comprehend key information
answers to questions such as だれ(dare),なに (nani), どこ(doko), いつ (itsu),なぜ (naze)
and supporting details in speech and other texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communication. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning in stories
Use various strategies
e.g., language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding and produce oral and written language
Narrate stories, both orally and in writing
- Use expressions of time and transitional words to show logical progression.
- Use past, present, and future time frames.
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 and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
meaning
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
Describe cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Japanese communities
Describe similarities and differences
e.g., compare the purpose of activities, celebrations, customs, holidays, practices, and traditions
between their own cultural practices and traditions and those of Japanese communities
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, stores and restaurants with service in Japanese
with Japanese people and communities
Examine 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