Independent Study Japanese
Group finished reading Ch. 5 of An Encounter in Japan, 日本との出会い out loud, with discussion and explanations.
A major feature of this lesson is introduction of transitive and intransitive verbs, 他動詞 ｛たどうし｝ and 自動詞 ｛じどうし｝。 The former type takes a direct object目的語｛もくてきご｝whereas the latter does not. The class as a whole read pages 141 to 146 in ようこそ：Continuing… Homework assignment was pages 146 and 147, exercises 8, 9, and 10.
Cultural points: 1. special bathroom slippers, 2. Japanese pickles at breakfast, especially the ones named after a monk, たくあん。
Japanese 1
We did speaking practice today, using the board for cues as we worked at reviewing/reacquiring certain vocabulary:
１きもの５
Likes, dislikes, adj., days of week, animals
What's on the menu each day at our restaurant?
日よう日 の メニュー｛Menyuu｝ は コーヒー｛Coffee｝ と おちゃ です。 Sunday’s menu is coffee and green tea.
月よう日 の メニュー は アイスクリーム｛Ice cream｝ と おすし です。
火よう日
水よう日
木よう日
金よう日
土よう日
なに が すき です か。 なに が すき じゃ ない です か。
なに が おいしい です か。 なに が まずい です か。
Pattern: “Day-of-week subjects are adjective “ ('Monday's child is full of grace" is inspiration for this.) In our case, we’re using (astrological) animals as subjects.
日よう日 の たつ は うるさい です。Sunday’s dragon is noisy!
月よう日
火よう日
水よう日
木よう日
金よう日
土よう日
おおきい、ちいさい、まずい、おいしい、あかい、かわいい、うるさい、むずかしい、やさしい、たのしい
Homework: be prepared to speak and answer questions about content of these exercises – foods of certain days at restaurant, characteristics of animals on certain days
Guest: Mr. Kris Hipchen from DePaul University
Japanese 3
Students received writing prompt: “In Japanese, tell the story of a movie, novel, play, or TV show that you liked.” They wrote for 30 minutes using the Word program and sent the product to Kimmel Sensei by email, both as attachments and in the message window, with “student name story writing assignment” in the subject line. They were to use no dictionaries, no textbooks, no online resources, no assistance from classmates, but only the contents of their own minds.
Homework was to read page 74 in the 3 Kimono text.
Japanese 2
As is appropriate with a new semester, the Japanese 2 class is starting a new lesson, lesson five in 2 Kimono. In class students listened to the まんが dialogue, both a normal speed and at repetition speed. This lesson introduces training practices for sports and therefore offers kilometers, meters, miles, and more refined time measurements (minutes).
Homework is to rewrite the dialogue with カタカナ replacing the ひらがな and かんじ, and ローマじ replacing the カタカナ. Everyone needs more practice with カタカナ。
Japanese 4/AP class
As new “class requirements” forms were handed out, students handed in summaries of article about Japanese publishing phenomenon, the cell phone novel.
Students asked questions about 漢字 in Ch. 5 of An Encounter With Japan, 日本との出会い。 Some students reported looking for漢字 vocabulary, and finding it, in previous lessons. AP students were reminded that the resources of Genki Online will be helpful with 漢字 study.
A major feature of this lesson is introduction of transitive and intransitive verbs, 他動詞 ｛たどうし｝ and 自動詞 ｛じどうし｝。 The former type takes a direct object目的語｛もくてきご｝whereas the latter does not. The class as a whole read pages 141 to 146 in ようこそ：Continuing… Homework assignment was pages 146 and 147, exercises 8, 9, and 10.
Saturday, January 31, 2009
Thursday, January 29, 2009
Jan. 28 Block 2 day -- all classes
Japanese 1
Class listened to Chapter 5 まんが dialogue and repeated it together. We went on to いいましょう 一, reviewing practicing how to state likes and dislikes, with foods, and discussion of Japanese foods that students have encountered up to now. Students had brought lists of their own preferences to class. [One student had actually brought take-out sushi to have for lunch!] Added adjectives おいしい and まずい, やさしい and むずかしい。
Homework: 九十二、九十三 PEEJI in the workbook.
Japanese 3
Vocab related to 紅白歌合戦｛こうはく うた がっせん｝ video that Mrs. Yamasaki showed us Tuesday. Review of plain aff and plain neg verb forms related to singers we saw: 歌手｛かしゅ｝は何するの？何しないの？ そして どの 歌手 が 好き です か。
Then listened and practiced video story 言いましょう一、七十四ページから七十七ページ。
Students interviewed each other, with adverbs of frequency よく、あんまり。
しゅくだい は ワークブック の 七十六ページ、2 sentences for each person.
Handout regarding problem verb pairs:
キメル先生の日本語の授業
３着物６：
Problem verbs: pairs and groups
かえります かえる かえらない returns home gr. 1
かえます かえる かえない changes gr. 2
います いる いない exists gr. 2
いります いる いらない needs gr. 1
します する しない does gr. 3
しります しる しらない knows gr. 1
｛しって います｝
きます 来 くる こない comes gr. 3
きます きる きない wears gr. 2
きります きる きらない cuts gr. 1
いた＝いました だった＝でした いった＝いいました
見た＝みました つかれた＝つかれました
Potential, that is, can or is able to (do) plain verb こと が できる
＿＿＿＿＿＿＿＿＿＿＿＿ から ＿＿＿＿＿＿＿＿＿＿＿＿
Cause therefore effect
Plain verb (aff.) こと に した ｛しました｝ decided to verb
Japanese 2
Finish アニメ の 猫の恩返し｛ねこ の おんがえし｝． Same homework as classwork on 月よう日、but for second half of アニメ。
Japanese 4/AP 四年生とＡＰの日本語
Students received handouts for 日本との出会い の 第五課、story and "basics." Also discussion of ようこそ：Continuing... pages from 月曜日。
宿題｛しゅくだい｝
1. complete workbook pages, which will be checked 金曜日
2. do own translation for 第五課、using "basics"
Class listened to Chapter 5 まんが dialogue and repeated it together. We went on to いいましょう 一, reviewing practicing how to state likes and dislikes, with foods, and discussion of Japanese foods that students have encountered up to now. Students had brought lists of their own preferences to class. [One student had actually brought take-out sushi to have for lunch!] Added adjectives おいしい and まずい, やさしい and むずかしい。
Homework: 九十二、九十三 PEEJI in the workbook.
Japanese 3
Vocab related to 紅白歌合戦｛こうはく うた がっせん｝ video that Mrs. Yamasaki showed us Tuesday. Review of plain aff and plain neg verb forms related to singers we saw: 歌手｛かしゅ｝は何するの？何しないの？ そして どの 歌手 が 好き です か。
Then listened and practiced video story 言いましょう一、七十四ページから七十七ページ。
Students interviewed each other, with adverbs of frequency よく、あんまり。
しゅくだい は ワークブック の 七十六ページ、2 sentences for each person.
Handout regarding problem verb pairs:
キメル先生の日本語の授業
３着物６：
Problem verbs: pairs and groups
かえります かえる かえらない returns home gr. 1
かえます かえる かえない changes gr. 2
います いる いない exists gr. 2
いります いる いらない needs gr. 1
します する しない does gr. 3
しります しる しらない knows gr. 1
｛しって います｝
きます 来 くる こない comes gr. 3
きます きる きない wears gr. 2
きります きる きらない cuts gr. 1
いた＝いました だった＝でした いった＝いいました
見た＝みました つかれた＝つかれました
Potential, that is, can or is able to (do) plain verb こと が できる
＿＿＿＿＿＿＿＿＿＿＿＿ から ＿＿＿＿＿＿＿＿＿＿＿＿
Cause therefore effect
Plain verb (aff.) こと に した ｛しました｝ decided to verb
Japanese 2
Finish アニメ の 猫の恩返し｛ねこ の おんがえし｝． Same homework as classwork on 月よう日、but for second half of アニメ。
Japanese 4/AP 四年生とＡＰの日本語
Students received handouts for 日本との出会い の 第五課、story and "basics." Also discussion of ようこそ：Continuing... pages from 月曜日。
宿題｛しゅくだい｝
1. complete workbook pages, which will be checked 金曜日
2. do own translation for 第五課、using "basics"
Wednesday, January 28, 2009
Jan 27. Japanese language classes--Block 1 day
Independent Study
Class was working on new 日本との出会い：第五課. We read up to 4 lines-from-the- bottom of page 57. First-attempt translations of the lesson were collected. Soon we will read pages 141-148 in text, Yookoso: Continuing and do exercises 8 and 9. A grammar emphasis of this chapter is transitive and intransitive verbs.
Workbook pages assigned on Monday were continued in class, addressing questions about kanji, and grammar. These pages must be finished for homework.
Japanese 3 and Japanese 2
Mrs. Yamasaki came to class with a video of the Red-and-White New Year's Eve Song Contest Show 紅白歌合戦 from NHK, and we all watched it together as she explained about the various types of music and various singers. Students took notes during the video.
Class was working on new 日本との出会い：第五課. We read up to 4 lines-from-the- bottom of page 57. First-attempt translations of the lesson were collected. Soon we will read pages 141-148 in text, Yookoso: Continuing and do exercises 8 and 9. A grammar emphasis of this chapter is transitive and intransitive verbs.
Workbook pages assigned on Monday were continued in class, addressing questions about kanji, and grammar. These pages must be finished for homework.
Japanese 3 and Japanese 2
Mrs. Yamasaki came to class with a video of the Red-and-White New Year's Eve Song Contest Show 紅白歌合戦 from NHK, and we all watched it together as she explained about the various types of music and various singers. Students took notes during the video.
Tuesday, January 27, 2009
Requirements for Kimmel Sensei's Japanese Classes
Requirements for Classes taught by Kimmel Sensei (revised January 2009)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. NO "fringes"
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. be ready to show ID and place on desk at all times
2. no cell phones or iPods or walkmans
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. NO "fringes"
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. be ready to show ID and place on desk at all times
2. no cell phones or iPods or walkmans
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Japanese 3 project for 3rd quarter
キメル先生の日本語の授業 ３着物５：ゆうめいな さっか
Famous Japanese Writers (Japan Through Japanese Eyes)
Japanese Literature in Translation
Project:
3-page typewritten paper (10 pt. or 12 pt. type, 1 inch margins) regarding the literary work student has chosen (and cleared with instructor)
Due Date: March 17, 2009. No extensions will be granted
Content:
Each student will write a 750 word paper of reader response (NOT a “book report”) regarding the work read, with references to his or her own ideas, life, and reading. Students may also write about what, if anything, seems Japanese from the point of view of Americans. Students should note what is surprising, and what is expected or unexpected in style or characters or story-line.
This is not a research paper about the life of the author. It is not a paper of literary analysis.
Students must be sure to use correct English grammar and correct spelling. Text must be divided appropriately into paragraphs. No more than four short quotations from the text are acceptable.
Students must consult with teacher and receive approval for their chosen books, which must be by a Japanese author. Here is a partial list of acceptable authors below.
Mori Ogai, Natsume Soseki, Murasaki Shikibu, Dazai Osamu, Abe Kôbo, Ariyoshi Sawako, Chikamatsu [Monzaemon], Enchi Fumiko, Endo Shusaku, Mishima Yukio, Ishikawa Jun, Kawabata Yasunari, Kinoshita Junji, [Kobayashi] Issa, [Matsuo] Bashô, [Masaoka] Shiki, Sei Shonagon, Oe Kenzaburô, Tanizaki Junichiro, Yosano Akiko, Zeami [Motokiyo], Osaragi Jirô
Famous Japanese Writers (Japan Through Japanese Eyes)
Japanese Literature in Translation
Project:
3-page typewritten paper (10 pt. or 12 pt. type, 1 inch margins) regarding the literary work student has chosen (and cleared with instructor)
Due Date: March 17, 2009. No extensions will be granted
Content:
Each student will write a 750 word paper of reader response (NOT a “book report”) regarding the work read, with references to his or her own ideas, life, and reading. Students may also write about what, if anything, seems Japanese from the point of view of Americans. Students should note what is surprising, and what is expected or unexpected in style or characters or story-line.
This is not a research paper about the life of the author. It is not a paper of literary analysis.
Students must be sure to use correct English grammar and correct spelling. Text must be divided appropriately into paragraphs. No more than four short quotations from the text are acceptable.
Students must consult with teacher and receive approval for their chosen books, which must be by a Japanese author. Here is a partial list of acceptable authors below.
Mori Ogai, Natsume Soseki, Murasaki Shikibu, Dazai Osamu, Abe Kôbo, Ariyoshi Sawako, Chikamatsu [Monzaemon], Enchi Fumiko, Endo Shusaku, Mishima Yukio, Ishikawa Jun, Kawabata Yasunari, Kinoshita Junji, [Kobayashi] Issa, [Matsuo] Bashô, [Masaoka] Shiki, Sei Shonagon, Oe Kenzaburô, Tanizaki Junichiro, Yosano Akiko, Zeami [Motokiyo], Osaragi Jirô
Monday, January 26, 2009
lesson plans for 2009.01.26
Plans for Kimmel 2009.01.26
Monday, an 8-period Day
Period 1 – room 114 (computer lab) at the table at the back –
Independent Study Japanese
Three students -- Rachel Barch, Rachel Schachtman, Ryan Watkins
Working together, these students should use their workbooks for Yookoso: Continuing with Contemporary Japanese. They should do Chapter 2 review, on pages 103 (bottom),104 (all) and 105 (top), in other words, sections A, B, and C. Then they should do sections G on page 160 and H on page 161. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries.
Advisory – room 114
Freshman advisory 201
Today will be long advisory, with a survey.
Period 2 –- room 110
Japanese 1
Read pages 59 through 61 in the textbook, the beginning of chapter 5
Students should write pages 58 and 59 , the cartoon portion of the text, in the original hiragana, in ROOMAji romanization, and in English. Then they should make a list of their favorite foods (at least 8 items) and least favorite foods (another 8 items) as homework for Wednesday.
Period 3 –- planning period -- room 102
Period 4 –- room 107 (Ms. Ma’s biology/chemistry classroom across from 110)
Japanese 3
Students should do pages 80 through 83 in their workbooks. These pages focus on kanji and on the formation of the plain negative form that we worked on last week. Ask them if they have already done kanji pages 66 through 68 from the last lesson, and if they have not, they should do those, too.
Period 5 –- room 110
Japanese 2
Working in pairs, students should write a summary of the part of the film we saw on Thursday, Neko no Ongaeshi (The Cat’s Gratitude, or The Cat Returns). Then they should make a vocabulary list of important words from that summary, look those words up in their dictionaries and write the translations as well.
Period 6 – lunch
Period 7 – room 110
Combined AP Japanese and Japanese 4 class
Working in pairs (one AP student with one Japanese 4 student), students should use their workbooks for Yookoso: Continuing with Contemporary Japanese. They should do Chapter 2 review, on pages 103 (bottom),104 (all) and 105 (top), in other words, sections A, B, and C. Then they should do sections G on page 160 and H on page 161. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries.
Monday, an 8-period Day
Period 1 – room 114 (computer lab) at the table at the back –
Independent Study Japanese
Three students -- Rachel Barch, Rachel Schachtman, Ryan Watkins
Working together, these students should use their workbooks for Yookoso: Continuing with Contemporary Japanese. They should do Chapter 2 review, on pages 103 (bottom),104 (all) and 105 (top), in other words, sections A, B, and C. Then they should do sections G on page 160 and H on page 161. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries.
Advisory – room 114
Freshman advisory 201
Today will be long advisory, with a survey.
Period 2 –- room 110
Japanese 1
Read pages 59 through 61 in the textbook, the beginning of chapter 5
Students should write pages 58 and 59 , the cartoon portion of the text, in the original hiragana, in ROOMAji romanization, and in English. Then they should make a list of their favorite foods (at least 8 items) and least favorite foods (another 8 items) as homework for Wednesday.
Period 3 –- planning period -- room 102
Period 4 –- room 107 (Ms. Ma’s biology/chemistry classroom across from 110)
Japanese 3
Students should do pages 80 through 83 in their workbooks. These pages focus on kanji and on the formation of the plain negative form that we worked on last week. Ask them if they have already done kanji pages 66 through 68 from the last lesson, and if they have not, they should do those, too.
Period 5 –- room 110
Japanese 2
Working in pairs, students should write a summary of the part of the film we saw on Thursday, Neko no Ongaeshi (The Cat’s Gratitude, or The Cat Returns). Then they should make a vocabulary list of important words from that summary, look those words up in their dictionaries and write the translations as well.
Period 6 – lunch
Period 7 – room 110
Combined AP Japanese and Japanese 4 class
Working in pairs (one AP student with one Japanese 4 student), students should use their workbooks for Yookoso: Continuing with Contemporary Japanese. They should do Chapter 2 review, on pages 103 (bottom),104 (all) and 105 (top), in other words, sections A, B, and C. Then they should do sections G on page 160 and H on page 161. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries.
Monday, January 19, 2009
January 21, 22 all classes
Write a one page (typed) summary of the New Yorker article on cell phone novels written by young Japanese women. This seems to be a phenomenon most prominent Japan at the moment, though it may spread as querty keyboards proliferate in other countries.
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