Friday, February 27, 2009, an Eight Period Day
Sub plans for Kimmel 2009.02.27
Friday, an 8-period Day
Sub needed only for periods 1 and 2 and advisory
Dear Sub,
Thank you very much for taking my classes today. I’m administering oral proficiency tests to Payton’s "English Language Learner" students.
Yoroshiku onegai shimasu (“regards and I am much obliged to you” in Japanese)
Independent Study Japanese
Three students -- Rachel Barch, Rachel Schachtman, Ryan Watkins
I have handouts for you to give to the students. They are to work on these materials on the computers in back. They should sit side by side and consult as much as they wish while they do this work. Answers to the text-message project should be emailed to me at carolruthsings “at” gmail.com.
Be sure to continue to work with kanji-learning website
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
”Famous Radicals" list （arranged by numbers of strokes) handed out, including radicals with following numbers: ６０、61, 64, 66, 72, 75, 85, 86, 93, 94, 96, 102, 104, 108, 109, 112, 113, 115, 117, 118, 119, 120, 128, 130, 137, 140, 142, 145, 147, 149, 154, 157, 159, 162, 163, 167, 169, 170, 172, 173, 181, 184, 187, 195, 196
Japanese 1
Students will continue to watch the film , “Come See the Paradise.” Ms. Gardiner Funo O’Kain is an aide with one of the students in the class. She can help you show the film. She willl contribute information known to her personally regarding this subject, and I fully support her doing this. Homework: response in English to what you have seen of the film so far (3 paragraphs).
Japanese 3
Start ３着物：第七課
Finish listening to photo story
Work on grammar page 117: the plain volitional form (not ましょう but おう・よう )
言いましょう一と二
飲み物、食べ物 の 注文｛ちゅうもん｝
｛私は喉が渇きました。｝のど が かわいた。
｛私はお腹が好きました。｝ おなか が すいた。
Homework: pages 88 and 89 of workbook
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
Fashion Show show project:each student had to be “wearing” or showing 5 items of clothing, each student had to write fashion announcement to be read out loud by partner during “show.” Great improvement from Wednesday’s attempts
Katakana for “Converse” shoes
Homework: get fashion image from ざっし、しんぶん。
Attach to large piece of paper and write full description of out fit worn by figure in picture.
Song for O-Hina Matsuri (March 3)
Akari o tsukemashou bonbori ni
明かりをつけましょう ぼんぼりに
Ohana o agemashou momo no hana
お花をあげましょう 桃の花
Go-nin bayashi no fue taiko
五人ばやしの 笛太鼓
Kyo wa tanoshii Hinamatsuri
今日は楽しいひな祭り
"Let's light the lanterns
Let's set peach flowers
Five court musicians are playing flutes and drums
Today is a joyful Dolls' Festivalｌ"
Guest: Mr. Kris Hipchen from DePaul and Nanzan University
Japanese 4 and AP
Hand out “basics” sheet for Ch 6 of “An Encounter with Japan.”
Read chapter first page and then 2/3 second page – various structures, vocab. Special note regarding tile roofs かわら の 屋根
Handout about reviewing plain volitional (from 三着物第七課
Separate Japanese 4 and AP. AP works on “mapping” contents and related words for the following kanji:
道： 近い、達、首、目、白い、百
寄る：ウ、大きい、何、口
(adding new material to what we already, and making associations among kanji)
Homework: do the same for 5 more kanji from the chapter
Japanese 4 met as group to work on part of Ch. 6 read today from 日本との出会い—role of each student in working with chapter materials
Scott - sentence structure
Tim - vocabulary
Christian - projects (mobile, quilt, board game, etc.)
Jordan - games (Jeopardy!, fly-swatting game, etc.)
Charlie - grammar/podcasts
Helen - English translations
Pun - homework support
Keith – coordinator, who wrote down list and sent to Sensei – email addresses added, plus Pun’s phone number, and all re-sent to members
Added roles for Rosario and Brigid, but not yet clear to me.
Be sure to continue to work with kanji-learning website
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Friday, February 27, 2009
Thursday, February 26, 2009
February 25, 2009 Wednesday Block 2 Day
Wednesday, February 25, 2009, a Block Two Day
Independent Study
doesn’t meet on Wednesdays
Japanese 1
Viewing “Come See the Paradise”film about internment of resident Japanese nationals and Japanese-Americans during World War 2.
Hand back Xerox copies of test.
Homework: Come See the Paradise sentences
Translate these sentences into えい語.
1. おなまえ は かわむら りり です.
2. りり さん は はたち です.
3. りり さん は やさしい です.
4. りり さん の おとうさん は かわむら さん です.
5. りり は ジャック マガ-ン [Jack McGurn] が すき です.
6. ジャック は りり が だいすき です.
7. でも かわむら さん は ジャック が あんまり...(すき じゃ ない です.)
8. かわむら さん は 日本じん [person] です.
9. ジャック は 日本じん では ありません.
10. かわむら さん は むずかしい です か.
11. りりさん は みに ちゃん の おかあさん です.
12. みに ちゃん は かわいい です ね.
13. みに ちゃん は アイス クリ-ム[aisu kuriimu] が すき です.
14. アイス クリ-ム は おいしい です.
Japanese 3
Test on ３着物:第六課
Start ３着物：第七課
Listen to photo story
Homework: しゃしん の ものがたり（はなし）を 英語 で 書いて 下さい。
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
Performance of previously assigned dialogue, with interpolated expressions あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” or showing 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Partners had trouble reading each other’s handwriting; so they had time to practice and make corrections during class. Reschedule for Friday.
Japanese 4 and AP
Separate Japanese 4 and AP. AP went to 114 computer lab to do text messaging writing assignment, with Japanese/Asian text message symbols to indicate expressions for emotions.
”Famous Radicals" list （arranged by numbers of strokes) handed out, including radicals with following numbers: ６０、61, 64, 66, 72, 75, 85, 86, 93, 94, 96, 102, 104, 108, 109, 112, 113, 115, 117, 118, 119, 120, 128, 130, 137, 140, 142, 145, 147, 149, 154, 157, 159, 162, 163, 167, 169, 170, 172, 173, 181, 184, 187, 195, 196
Japanese 4 planned approach for upcoming chapters of 日本との出会い—role of each student in working with chapter materials
Scott - sentence structure
Tim - vocabulary
Christian - projects (mobile, quilt, board game, etc.)
Jordan - games (Jeopardy!, fly-swatting game, etc.)
Charlie - grammar/podcasts
Helen - English translations
Pun - homework support
Keith – coordinator, who wrote down list and sent to Sensei – email addresses added, plus Pun’s phone number, and all re-sent to members
(Rosario and Brigid absent)
Japanese 4 then went to join AP in 114 and worked on text messaging writing assignment. AP went on to work with kanji-learning website
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Finishing it is homework
Handed out 日本との出会い：第六課
Independent Study
doesn’t meet on Wednesdays
Japanese 1
Viewing “Come See the Paradise”film about internment of resident Japanese nationals and Japanese-Americans during World War 2.
Hand back Xerox copies of test.
Homework: Come See the Paradise sentences
Translate these sentences into えい語.
1. おなまえ は かわむら りり です.
2. りり さん は はたち です.
3. りり さん は やさしい です.
4. りり さん の おとうさん は かわむら さん です.
5. りり は ジャック マガ-ン [Jack McGurn] が すき です.
6. ジャック は りり が だいすき です.
7. でも かわむら さん は ジャック が あんまり...(すき じゃ ない です.)
8. かわむら さん は 日本じん [person] です.
9. ジャック は 日本じん では ありません.
10. かわむら さん は むずかしい です か.
11. りりさん は みに ちゃん の おかあさん です.
12. みに ちゃん は かわいい です ね.
13. みに ちゃん は アイス クリ-ム[aisu kuriimu] が すき です.
14. アイス クリ-ム は おいしい です.
Japanese 3
Test on ３着物:第六課
Start ３着物：第七課
Listen to photo story
Homework: しゃしん の ものがたり（はなし）を 英語 で 書いて 下さい。
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
Performance of previously assigned dialogue, with interpolated expressions あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” or showing 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Partners had trouble reading each other’s handwriting; so they had time to practice and make corrections during class. Reschedule for Friday.
Japanese 4 and AP
Separate Japanese 4 and AP. AP went to 114 computer lab to do text messaging writing assignment, with Japanese/Asian text message symbols to indicate expressions for emotions.
”Famous Radicals" list （arranged by numbers of strokes) handed out, including radicals with following numbers: ６０、61, 64, 66, 72, 75, 85, 86, 93, 94, 96, 102, 104, 108, 109, 112, 113, 115, 117, 118, 119, 120, 128, 130, 137, 140, 142, 145, 147, 149, 154, 157, 159, 162, 163, 167, 169, 170, 172, 173, 181, 184, 187, 195, 196
Japanese 4 planned approach for upcoming chapters of 日本との出会い—role of each student in working with chapter materials
Scott - sentence structure
Tim - vocabulary
Christian - projects (mobile, quilt, board game, etc.)
Jordan - games (Jeopardy!, fly-swatting game, etc.)
Charlie - grammar/podcasts
Helen - English translations
Pun - homework support
Keith – coordinator, who wrote down list and sent to Sensei – email addresses added, plus Pun’s phone number, and all re-sent to members
(Rosario and Brigid absent)
Japanese 4 then went to join AP in 114 and worked on text messaging writing assignment. AP went on to work with kanji-learning website
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Finishing it is homework
Handed out 日本との出会い：第六課
Tuesday, February 24, 2009
February 24, 2009 Tuesday Block One Day
Tuesday, February 24, 2009, a Block One Day
Independent Study
Day of the つけもの の プロジェクト
きゅうり Schachtman
しょうが Watkins
しょうが Barch
Handout with food and “tastes” vocabulary
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
Homework: see Yookoso: Continuing… page 25 Activity 9
Japanese 1
Does not meet on Block One days.
Japanese 3
Performance of dialogue page 82 of 3 Kimono text, adding the following idioms in appropriate places.
あ、そう、しんじられない、がっかり しちゃう、ええ、ほんとう、ざんねん、
ちょっと
Everyone performed except one student。 テニャ は いませんでした。
Practice changing plain forms to ます・です。
Practice appropriate relational particles, especially contrasting use of に へ for destinations 目的先｛もくてきさき｝
Test tomorrow on ３期もの:第六か
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
New song for “Girls’ Day,” お雛祭り、おひな まつり
Show “doll/statue” array and shelves on overhead projector
Collect homework from Thursday, arranging speech-bubbles from manga in order and translation of １きもの５ よみましょう。
Performance of previously assigned dialogue, with interpolated expressions あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Color words:
Adjectives ―― あかい、あおい、しろい、くろい、きいろい
Red、 blue、 white、 black、 yellow
Nouns + のー
みどり の、むらさき の、ちゃいろ の、ピンク の、オレンジ の
Green、 purple、 brown、 pink、 orange、
はいろ の
Gray
Japanese 4 and AP
Does not meet on Block One days
Independent Study
Day of the つけもの の プロジェクト
きゅうり Schachtman
しょうが Watkins
しょうが Barch
Handout with food and “tastes” vocabulary
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
Homework: see Yookoso: Continuing… page 25 Activity 9
Japanese 1
Does not meet on Block One days.
Japanese 3
Performance of dialogue page 82 of 3 Kimono text, adding the following idioms in appropriate places.
あ、そう、しんじられない、がっかり しちゃう、ええ、ほんとう、ざんねん、
ちょっと
Everyone performed except one student。 テニャ は いませんでした。
Practice changing plain forms to ます・です。
Practice appropriate relational particles, especially contrasting use of に へ for destinations 目的先｛もくてきさき｝
Test tomorrow on ３期もの:第六か
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
New song for “Girls’ Day,” お雛祭り、おひな まつり
Show “doll/statue” array and shelves on overhead projector
Collect homework from Thursday, arranging speech-bubbles from manga in order and translation of １きもの５ よみましょう。
Performance of previously assigned dialogue, with interpolated expressions あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Color words:
Adjectives ―― あかい、あおい、しろい、くろい、きいろい
Red、 blue、 white、 black、 yellow
Nouns + のー
みどり の、むらさき の、ちゃいろ の、ピンク の、オレンジ の
Green、 purple、 brown、 pink、 orange、
はいろ の
Gray
Japanese 4 and AP
Does not meet on Block One days
February 23, 2009 Monday An Eight Period Day
Monday, February 23, 2009, an Eight Period Day
Independent Study
Quiz on vocabulary from An Encounter with Japan, Chapter 5.
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
つけもののプロジェクト は 明日｛あした｝です。つけもの と おはし を もって きて ください。先生 は ご飯 を もって きます。
Japanese 1
Free writing, trying to call to mind as much of とりさん と とらくん story as possible.
Collect signed permission letters for viewing Come See the Paradise.
Homework: find out about Dolls Festival, also known as おひな まつり and write 3 paragraphs.
Japanese 3
In pairs, work on dialogue pge 82 of 3 Kimono text, adding the following idioms in appropriate places.
あ、そう、しんじられない、がっかり しちゃう、ええ、ほんとう、ざんねん、
ちょっと
Perform tomorrow.
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
New song for “Girls’ Day,” お雛祭り、おひな まつり
Show “doll/statue” array and shelves on overhead projector
Collect homework from Thursday, arranging speech-bubbles from manga in order and translation of １きもの５ よみましょう。
Continue work on previously assigned dialogue, with interpolated expressions. Due tomorrow, Tuesday: recite from memory. Explain あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Japanese 4 and AP
Different vocabulary tests for Jpn 4 and AP Japanese.
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
Independent Study
Quiz on vocabulary from An Encounter with Japan, Chapter 5.
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
つけもののプロジェクト は 明日｛あした｝です。つけもの と おはし を もって きて ください。先生 は ご飯 を もって きます。
Japanese 1
Free writing, trying to call to mind as much of とりさん と とらくん story as possible.
Collect signed permission letters for viewing Come See the Paradise.
Homework: find out about Dolls Festival, also known as おひな まつり and write 3 paragraphs.
Japanese 3
In pairs, work on dialogue pge 82 of 3 Kimono text, adding the following idioms in appropriate places.
あ、そう、しんじられない、がっかり しちゃう、ええ、ほんとう、ざんねん、
ちょっと
Perform tomorrow.
DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
New song for “Girls’ Day,” お雛祭り、おひな まつり
Show “doll/statue” array and shelves on overhead projector
Collect homework from Thursday, arranging speech-bubbles from manga in order and translation of １きもの５ よみましょう。
Continue work on previously assigned dialogue, with interpolated expressions. Due tomorrow, Tuesday: recite from memory. Explain あいずち
Fashion Show show project due on Wednesday: each student must be “wearing” 5 items of clothing, each student must write fashion announcement to be read out loud by partner during “show.”
Japanese 4 and AP
Different vocabulary tests for Jpn 4 and AP Japanese.
Introduction of new point from 日本との出会いChapter 6:
plain/aff verb + koto ni shimasu. こと に します・する
plain/aff verb + koto ni shite imasu こと に して います・して いる
see Yookoso: Continuing… pages 24 and 25
Friday, February 20, 2009
February 20, 2009 Friday An Eight Period Day
Sub plans for 2009.02.20
Friday, an 8-period Day
Dear Sub,
Thank you very much for taking my classes today. The flu has attacked me. The plans for today are written below.
My cell phone is 773-833-7823, if you need to call me to ask a question.
Yoroshiku onegai shimasu (“regards and I am much obliged to you” in Japanese)
Independent Study Japanese
Three students --
Working together, these students should use their readers, Nihon to no Deai . They should write out answers, complete sentences in Japanese, to the questions on page 59. This will help them review for the vocabulary test on Monday. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries. They should hand the answers in at the end of the class.
Japanese 1
Please hand out computer paper you will find on the desk. Students should, in the Japanese writing system, write out the story of Tiger and Bird that we’ve been practicing. There should be 16 sentences in the story, on the top half of the paper. They may consult each other and consult their worksheets as they do this. Then they should create some kind of illustration appropriate to the story on the bottom of the page and hand the whole thing in at the end of the period.
Japanese 3
Please write the following on the board:
“A Japanese student will come to visit you from March 2nd through March 11th, next month. Your job is to write an email, introducing yourself and inviting your future guest to do a different thing each day. You must use the plain affirmative and plain negative forms, as we have been learning them in this lesson, but you must use all the correct relational particles. Be sure to use as much of the vocabulary from 3 Kimono Ch. 6 as possible, and double-space what you write. Hand the paper in at the end of this period.
Japanese 2
Working in pairs, students must write out the practice dialogue on page 69 of 2 Kimono text, making the choices that interest them. [This is in chapter 5.] As they write it out, they must add the special expressions at the bottom of page 72 where they are appropriate. Use each special expression at least once. Then they must practice their dialogue together. They will have to perform it on Monday, in class, memorized.
AP Japanese and Japanese 4 class
Working in pairs (one AP student with one Japanese 4 student), students should use their readers, Nihon to no Deai . They should write out answers which are complete sentences in Japanese, to the questions on page59. This will help them review for the vocabulary test on Monday. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries. They should hand the answers in at the end of the class.
Friday, an 8-period Day
Dear Sub,
Thank you very much for taking my classes today. The flu has attacked me. The plans for today are written below.
My cell phone is 773-833-7823, if you need to call me to ask a question.
Yoroshiku onegai shimasu (“regards and I am much obliged to you” in Japanese)
Independent Study Japanese
Three students --
Working together, these students should use their readers, Nihon to no Deai . They should write out answers, complete sentences in Japanese, to the questions on page 59. This will help them review for the vocabulary test on Monday. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries. They should hand the answers in at the end of the class.
Japanese 1
Please hand out computer paper you will find on the desk. Students should, in the Japanese writing system, write out the story of Tiger and Bird that we’ve been practicing. There should be 16 sentences in the story, on the top half of the paper. They may consult each other and consult their worksheets as they do this. Then they should create some kind of illustration appropriate to the story on the bottom of the page and hand the whole thing in at the end of the period.
Japanese 3
Please write the following on the board:
“A Japanese student will come to visit you from March 2nd through March 11th, next month. Your job is to write an email, introducing yourself and inviting your future guest to do a different thing each day. You must use the plain affirmative and plain negative forms, as we have been learning them in this lesson, but you must use all the correct relational particles. Be sure to use as much of the vocabulary from 3 Kimono Ch. 6 as possible, and double-space what you write. Hand the paper in at the end of this period.
Japanese 2
Working in pairs, students must write out the practice dialogue on page 69 of 2 Kimono text, making the choices that interest them. [This is in chapter 5.] As they write it out, they must add the special expressions at the bottom of page 72 where they are appropriate. Use each special expression at least once. Then they must practice their dialogue together. They will have to perform it on Monday, in class, memorized.
AP Japanese and Japanese 4 class
Working in pairs (one AP student with one Japanese 4 student), students should use their readers, Nihon to no Deai . They should write out answers which are complete sentences in Japanese, to the questions on page59. This will help them review for the vocabulary test on Monday. They may consult the Yookoso textbook, if they wish, and they may use their dictionaries. They should hand the answers in at the end of the class.
Thursday, February 19, 2009
February 19, 2009 Thursday Block Two Day
2009.02.19 Block 2 Day
Japanese 1
Review Bird and Tiger Story (1k5) verbally. All students respond in Japanese with elements of story – order of plot items not important..
Origami from pages 66 and 67 of text, plus distribution of directions for other figures. Collaborative learning!
BBC Japanese Language and People Series, Episode 2 – greetings, family members, Japanese household items,
あいさつ：いただきます、ごちそうさま｛でした｝、
たべもの と のみもの：おちゃ、ごはん
On the board: わたし は おりがみ が だいすき です。
Homework: Study Bird and Tiger story for dictation “test” tomorrow.
Japanese 3
Song Project , final day
Songs sung by Connie Yan, Lalita Amorntheerakul, Francisco Tena, Camille Boone, and Anton Harrington
Students handed out lyrics in 日本語と英語copies for everyone in class.
あした：dictation
Japanese 2
２きもの：だい五か 七十、七十一ページ 「せいかつ」
Review of story, but a number of students could not make verbal responses which were homework assignment. Assignment was to be able to answer as to Kirin’s activities on certain months of the year at Japanese Hogwarts – students were supposed to have written answers during end of class period last time. We will do this kind of exercise again.
Homework:
Handouts of ２きもの：だい五か
「よみましょう５」えい語 で かいて ください。
Also handout regarding rearranging items from lesson dialogue into proper order.
Japanese AP/4
“The Tsukemono Project” – 4th year people brought pickles --handout of vocabulary regarding tastes and foods from Yookoso: Invitation… pages 362 and 382. Describe tastes of pickles.
Review for tomorrow’s test on vocabulary for 日本との出会い：第五課
Discussion handout pages from 日本語ジャーナル、平成十三年四月
日本語能力試験、三級
Japanese 1
Review Bird and Tiger Story (1k5) verbally. All students respond in Japanese with elements of story – order of plot items not important..
Origami from pages 66 and 67 of text, plus distribution of directions for other figures. Collaborative learning!
BBC Japanese Language and People Series, Episode 2 – greetings, family members, Japanese household items,
あいさつ：いただきます、ごちそうさま｛でした｝、
たべもの と のみもの：おちゃ、ごはん
On the board: わたし は おりがみ が だいすき です。
Homework: Study Bird and Tiger story for dictation “test” tomorrow.
Japanese 3
Song Project , final day
Songs sung by Connie Yan, Lalita Amorntheerakul, Francisco Tena, Camille Boone, and Anton Harrington
Students handed out lyrics in 日本語と英語copies for everyone in class.
あした：dictation
Japanese 2
２きもの：だい五か 七十、七十一ページ 「せいかつ」
Review of story, but a number of students could not make verbal responses which were homework assignment. Assignment was to be able to answer as to Kirin’s activities on certain months of the year at Japanese Hogwarts – students were supposed to have written answers during end of class period last time. We will do this kind of exercise again.
Homework:
Handouts of ２きもの：だい五か
「よみましょう５」えい語 で かいて ください。
Also handout regarding rearranging items from lesson dialogue into proper order.
Japanese AP/4
“The Tsukemono Project” – 4th year people brought pickles --handout of vocabulary regarding tastes and foods from Yookoso: Invitation… pages 362 and 382. Describe tastes of pickles.
Review for tomorrow’s test on vocabulary for 日本との出会い：第五課
Discussion handout pages from 日本語ジャーナル、平成十三年四月
日本語能力試験、三級
Wednesday, February 18, 2009
Permission Letter for film in Japanese 1 (sent home with students)
February 19, 2009
Dear Parent/Guardian :
Your child is currently studying Japanese language as part of the coursework in 1st or 2nd year Japanese class. To enhance your child’s learning experience, and to increase understanding of Japanese-American immigrants’ history, I am planning to show Allan Parker’s 1991 film, Come See the Paradise (given 3 stars by Roger Ebert).
Though the film is rated R, I am convinced of its educational value. It concerns the internment of Japanese-Americans during World War II, seen partly through the eyes of a young Irish-American labor organizer (played by Dennis Quaid) whose wife (Tamlyn Tomita) is sent to a prison camp with her whole family. The rating is due primarily to language issues, having particularly to do with immigrant groups’ use of American slang. Dialogue is in both Japanese and English, and thus the different linguistic competencies of first, second, and third generation Japanese-Americans are highlighted. I can assure you that the film will be shown in appropriate context, including discussion and activities before and after viewing. I sincerely believe that my students have the maturity to view this film and that they will gain a deeper understanding of both American history and world history as affecting Japanese and Japanese-Americans.
Please complete the form below by February 24th, either granting or refusing permission for your child to view Come See the Paradise. If I do not receive this signed permission slip, I will not permit your child to view the film. If you do not wish to have your son or daughter view this film, I will gladly provide a relevant and appropriate alternative assignment.
Please feel free to phone or email if you have any questions.
Sincerely,
(Mrs.) Carol Ruth Kimmel, Japanese language teacher
Email: crkimmel@cps.edu
_____________________________________________________
Please complete the following:
Name of student_______________________________
____ I grant permission for my son/daughter to view the film.
____I prefer that my son/daughter NOT view the film.
Parent/Guardian Signature: _____________________________________________
Dear Parent/Guardian :
Your child is currently studying Japanese language as part of the coursework in 1st or 2nd year Japanese class. To enhance your child’s learning experience, and to increase understanding of Japanese-American immigrants’ history, I am planning to show Allan Parker’s 1991 film, Come See the Paradise (given 3 stars by Roger Ebert).
Though the film is rated R, I am convinced of its educational value. It concerns the internment of Japanese-Americans during World War II, seen partly through the eyes of a young Irish-American labor organizer (played by Dennis Quaid) whose wife (Tamlyn Tomita) is sent to a prison camp with her whole family. The rating is due primarily to language issues, having particularly to do with immigrant groups’ use of American slang. Dialogue is in both Japanese and English, and thus the different linguistic competencies of first, second, and third generation Japanese-Americans are highlighted. I can assure you that the film will be shown in appropriate context, including discussion and activities before and after viewing. I sincerely believe that my students have the maturity to view this film and that they will gain a deeper understanding of both American history and world history as affecting Japanese and Japanese-Americans.
Please complete the form below by February 24th, either granting or refusing permission for your child to view Come See the Paradise. If I do not receive this signed permission slip, I will not permit your child to view the film. If you do not wish to have your son or daughter view this film, I will gladly provide a relevant and appropriate alternative assignment.
Please feel free to phone or email if you have any questions.
Sincerely,
(Mrs.) Carol Ruth Kimmel, Japanese language teacher
Email: crkimmel@cps.edu
_____________________________________________________
Please complete the following:
Name of student_______________________________
____ I grant permission for my son/daughter to view the film.
____I prefer that my son/daughter NOT view the film.
Parent/Guardian Signature: _____________________________________________
February 18, 2009 Wednesday Block One Day
Wednesday, February 18, 2009, a Block One Day
Independent Study
View DVD of Kodo and discussion of last night’s performance at Orchestra Hall
Wikipedia: “Kodō (鼓童) is an elite taiko drumming troupe. Based on Sado Island, Japan, they have been a major force in the post-World War II revitalization of taiko drumming, both in Japan and abroad. They regularly tour Japan, Europe, and the United States.
“Although the main focus of the performance is taiko drumming, other traditional Japanese musical instruments such as fue and shamisen make an appearance on stage as do traditional dance and vocal performance. Kodo's performance include pieces based on the traditional rhythms of regional Japan, pieces composed for Kodo by contemporary composers, and pieces written by Kodo members themselves. The numbers that Kodo perform can change from concert to concert. Kodo's performance normally lasts for about one hour and forty minutes.”
Handout from 日本語ジャーナル 平成十三年四月、四十二、四十三ページ
Reading passages from JLPT, level 3 Finish for homework
Don’t forget つけもの project for 二月二十四日 Students must clear choice with me
Schachtman なす
Japanese 3
Song Project today and tomorrow
Songs sung by Tommy (Jialong) Yu, Jerome Molasky, Jennie Jara, Azrieal Washington, Johnny Cheng.
MUST HAVE lyrics in Japanese and English, with copies for everyone in class.
Tomorrow will be the last day for the Song Project.
Vocabulary discussed:
えがお、ひみつ、らしんばん、etc.
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
Continue with “Kirin Goes to Hogwarts” story, making use of (clothing, school year, seasons) vocabulary in 2 Kimono Chapter 5. Students read out loud different sentences from their narratives – praise and correction of individual contributions, including special vocabulary found by students
きりん くん の せいかつ
{平成二十年四月から}
きりん くん は アニメ が すき です。
まい月よう日 の 十じ に きりん くん は アニマンデー を 見ます。
きょねん の 四月 に きりん は ホグワーツ にゅうがくしき に 行きました。
せいふく を きました か。
Extra Vocabulary:.....dorm:~ りょう
witch~魔女
wizard~~ 魔法使い
きりん の 学年 せいかつ
平成二十年の七月から
りょう に すんで います。
ペット を かって います か。
せいふく： くろい セーター、マント、パーカ、おぼうし、スカーフ、
パンツ （足が四本ありますよ。）
四月 入学式、花見をしました
五月 しけん、がくしゅう 旅行 （ひみつ の へや）
六月 スポーツ くいっぢtちゅの たいかい
七月 はなび、すいえい
八月 キャンピング
Homework: be ready to answer verbally what happens during the months below.
九月 十月 十一月 二月 三月
Extra vocabulary: どうぐ：まほう の つえ、みずくすり、フクロ
Independent Study
View DVD of Kodo and discussion of last night’s performance at Orchestra Hall
Wikipedia: “Kodō (鼓童) is an elite taiko drumming troupe. Based on Sado Island, Japan, they have been a major force in the post-World War II revitalization of taiko drumming, both in Japan and abroad. They regularly tour Japan, Europe, and the United States.
“Although the main focus of the performance is taiko drumming, other traditional Japanese musical instruments such as fue and shamisen make an appearance on stage as do traditional dance and vocal performance. Kodo's performance include pieces based on the traditional rhythms of regional Japan, pieces composed for Kodo by contemporary composers, and pieces written by Kodo members themselves. The numbers that Kodo perform can change from concert to concert. Kodo's performance normally lasts for about one hour and forty minutes.”
Handout from 日本語ジャーナル 平成十三年四月、四十二、四十三ページ
Reading passages from JLPT, level 3 Finish for homework
Don’t forget つけもの project for 二月二十四日 Students must clear choice with me
Schachtman なす
Japanese 3
Song Project today and tomorrow
Songs sung by Tommy (Jialong) Yu, Jerome Molasky, Jennie Jara, Azrieal Washington, Johnny Cheng.
MUST HAVE lyrics in Japanese and English, with copies for everyone in class.
Tomorrow will be the last day for the Song Project.
Vocabulary discussed:
えがお、ひみつ、らしんばん、etc.
Amy Zhuang will do Mishima’s “The Sailor Who Fell from Grace with the Sea” for her Japanese-literature-in-translation project.
Japanese 2
Continue with “Kirin Goes to Hogwarts” story, making use of (clothing, school year, seasons) vocabulary in 2 Kimono Chapter 5. Students read out loud different sentences from their narratives – praise and correction of individual contributions, including special vocabulary found by students
きりん くん の せいかつ
{平成二十年四月から}
きりん くん は アニメ が すき です。
まい月よう日 の 十じ に きりん くん は アニマンデー を 見ます。
きょねん の 四月 に きりん は ホグワーツ にゅうがくしき に 行きました。
せいふく を きました か。
Extra Vocabulary:.....dorm:~ りょう
witch~魔女
wizard~~ 魔法使い
きりん の 学年 せいかつ
平成二十年の七月から
りょう に すんで います。
ペット を かって います か。
せいふく： くろい セーター、マント、パーカ、おぼうし、スカーフ、
パンツ （足が四本ありますよ。）
四月 入学式、花見をしました
五月 しけん、がくしゅう 旅行 （ひみつ の へや）
六月 スポーツ くいっぢtちゅの たいかい
七月 はなび、すいえい
八月 キャンピング
Homework: be ready to answer verbally what happens during the months below.
九月 十月 十一月 二月 三月
Extra vocabulary: どうぐ：まほう の つえ、みずくすり、フクロ
Tuesday, February 17, 2009
February 17, 2009 Tuesday Eight Period Day
Tuesday, February 17, 2009, an Eight Period Day
Independent Study
Handout from 日本語ジャーナル 平成十三年四月、四十二ページ
「いくつ漢字ができる？」from various radicals 部首and other components
Finish for homework
Questions about:
1. 大きさ いadjectives into nouns ―― take off い add さ
2. 乗り方 “the way to ---,” “how to ---“ verb stem + 方｛かた｝
3. だれか、何か、どこか、いつか making indefinite pronouns out of question words
Don’t forget つけもの project for 二月二十四日 Students must clear choice with me
Schachtman なす
Japanese 1
Collect translations of story.
Re-perform とりさん と とらくん は ともだち です。
とらさん・さん Nicole とりさん Nora
１きもの５ 六十四 PEEJI number 2 -- oral exercise in class interviewing 10 other students about likes and dislikes among school subjects -- continue 水よう日
Add びじゅつ school subject
Bring origami paper to class Wednesday for origami class lesson
Japanese 3
Song Project today and tomorrow
Songs sung by Elizabeth Alexander, Zhuang Mike Sarchet
MUST HAVE lyrics in Japanese and English, with copies for everyone in class.
Japanese 2
Write what the school year activities are, month by month, in a Japanese, according to the information on these pages.
On Board:
きりん くん の せいかつ
{平成二十年四月から}
きりん くん は アニメ が すき です。
まい月よう日 の 十じ に きりん くん は アニマンデー を 見ます。
きょねん の 四月 に きりん は ホグワーツ にゅうがくしき に 行きました。
せいふく を きました か。
Extra Vocabulary:.....dorm:~ りょう
witch~魔女
wizard~~ 魔法使い
Homework:
Write ten more sentences, continuing this story, about Kirin’s year at Hogwarts. Use information from the chapter regarding seasons, weather, seasonal activities, and the Japanese school year. BE SURE TO DOUBLE-SPACE.
Japanese 4 and AP
*****REMINDER JAPANESE 4 つけもの PROJECT DUE THURSDAY*****
****SENSEI WILL BRING RICE COOKER、ごはん、おさら****
＊＊＊Japanese 4 students bring つけもの＊＊＊
＊＊All students bring おはし＊＊
Handout from 日本語ジャーナル 平成十三年四月、四十ページ
「いくつ漢字ができる？」from various radicals 部首and other components
Jpn 4 and AP Finish for homework
****Extra homework for AP****
Handout from 日本語ジャーナル 平成十三年四月、四十二、四十三ページ
Read passages and choose correct answers. BE PREPARED TO READ PASSAGES OUT LOUD ON WED.
Independent Study
Handout from 日本語ジャーナル 平成十三年四月、四十二ページ
「いくつ漢字ができる？」from various radicals 部首and other components
Finish for homework
Questions about:
1. 大きさ いadjectives into nouns ―― take off い add さ
2. 乗り方 “the way to ---,” “how to ---“ verb stem + 方｛かた｝
3. だれか、何か、どこか、いつか making indefinite pronouns out of question words
Don’t forget つけもの project for 二月二十四日 Students must clear choice with me
Schachtman なす
Japanese 1
Collect translations of story.
Re-perform とりさん と とらくん は ともだち です。
とらさん・さん Nicole とりさん Nora
１きもの５ 六十四 PEEJI number 2 -- oral exercise in class interviewing 10 other students about likes and dislikes among school subjects -- continue 水よう日
Add びじゅつ school subject
Bring origami paper to class Wednesday for origami class lesson
Japanese 3
Song Project today and tomorrow
Songs sung by Elizabeth Alexander, Zhuang Mike Sarchet
MUST HAVE lyrics in Japanese and English, with copies for everyone in class.
Japanese 2
Write what the school year activities are, month by month, in a Japanese, according to the information on these pages.
On Board:
きりん くん の せいかつ
{平成二十年四月から}
きりん くん は アニメ が すき です。
まい月よう日 の 十じ に きりん くん は アニマンデー を 見ます。
きょねん の 四月 に きりん は ホグワーツ にゅうがくしき に 行きました。
せいふく を きました か。
Extra Vocabulary:.....dorm:~ りょう
witch~魔女
wizard~~ 魔法使い
Homework:
Write ten more sentences, continuing this story, about Kirin’s year at Hogwarts. Use information from the chapter regarding seasons, weather, seasonal activities, and the Japanese school year. BE SURE TO DOUBLE-SPACE.
Japanese 4 and AP
*****REMINDER JAPANESE 4 つけもの PROJECT DUE THURSDAY*****
****SENSEI WILL BRING RICE COOKER、ごはん、おさら****
＊＊＊Japanese 4 students bring つけもの＊＊＊
＊＊All students bring おはし＊＊
Handout from 日本語ジャーナル 平成十三年四月、四十ページ
「いくつ漢字ができる？」from various radicals 部首and other components
Jpn 4 and AP Finish for homework
****Extra homework for AP****
Handout from 日本語ジャーナル 平成十三年四月、四十二、四十三ページ
Read passages and choose correct answers. BE PREPARED TO READ PASSAGES OUT LOUD ON WED.
Wednesday, February 11, 2009
February 11, 2009 Wednesday Block Two Day
2009.02.11 Block Two Day
Japanese 1
Cultural discussion of Valentine's Day (differing from U.S. practice) customs in Japan. Different ways of saying "love" depending on the relationship: great-love, heavy crush, love for parents and elders
Handout for Valentine’s Day Cards －－ writing practice
バレンタインズ・デー
Baren tainzu de-
おめでとう
わたし は Person’s name を 愛｛あい｝ して います。
恋｛こい｝
わたし・ぼく に とってPerson’s name は たいせつな ひと です。
Sensei will collect translations of Bird/Tiger Story on Tuesday.
Japanese 3
Hand back pre.AP writing samples, with highlighted errors, to be corrected and handed in as homework.
Check workbook pages 77 and 78. Don’t forget song project for next week – choose a real Japanese song! Make a handout for everyone of lyrics in Japanese (also in English, if you can). Be prepared to perform it. You may use a recording for back-up.
Don’t forget to choose your author and work for Japanese-literature-in-translation project.
Valentine writing in class, with a plain form verb and more漢字.
バレンタインズ・デー お目出とう
わたし は {人の名前} を 愛｛あい｝ して いる。
恋｛こい｝
私・僕 に とって｛人の名前｝は 大せつな 人 です。
Japanese 2
Quiz on カタカナ, especially sports training and clothing nouns from 2 Kimono Ch. 5
Classwork and homework – writing for Valentine’s Day -- see below
バレンタインズ・デー
おめでとう
わたし は {人のなまえ} を 愛｛あい｝ して います。
恋｛こい｝
私・ぼく に とって｛人のなまえ｝は 大せつな 人 です。
Japanese AP/4
Hand out Compact Nelson’s Kanji Dictionaries to all, except four absent students.
Write thank you letters to FOP.
Work in computer lab 114 to find, for future work and reference:
1. “kanjigame” at Michigan State website
2. AP Japanese Language and Culture Exam materials from past AP tests
Handout – “some important radicals”
Discussion and demonstration of how the Nelson’s is used and what information it has.
Homework: page 74 in Yookoso: Continuing … : find and list numbers of radicals for all the kanji listed
Japanese 4 people: don’t forget your special pickles-つけもの project for next Thursday!!
Sensei will check the 20 trans/intransitive verb sentences on Tues.
There will be a quiz on vocabulary next Friday. Different vocabulary sets tested for AP and Japanese 4. Japanese 4 people made their own selection of target vocabulary for the chapter.
Japanese 1
Cultural discussion of Valentine's Day (differing from U.S. practice) customs in Japan. Different ways of saying "love" depending on the relationship: great-love, heavy crush, love for parents and elders
Handout for Valentine’s Day Cards －－ writing practice
バレンタインズ・デー
Baren tainzu de-
おめでとう
わたし は Person’s name を 愛｛あい｝ して います。
恋｛こい｝
わたし・ぼく に とってPerson’s name は たいせつな ひと です。
Sensei will collect translations of Bird/Tiger Story on Tuesday.
Japanese 3
Hand back pre.AP writing samples, with highlighted errors, to be corrected and handed in as homework.
Check workbook pages 77 and 78. Don’t forget song project for next week – choose a real Japanese song! Make a handout for everyone of lyrics in Japanese (also in English, if you can). Be prepared to perform it. You may use a recording for back-up.
Don’t forget to choose your author and work for Japanese-literature-in-translation project.
Valentine writing in class, with a plain form verb and more漢字.
バレンタインズ・デー お目出とう
わたし は {人の名前} を 愛｛あい｝ して いる。
恋｛こい｝
私・僕 に とって｛人の名前｝は 大せつな 人 です。
Japanese 2
Quiz on カタカナ, especially sports training and clothing nouns from 2 Kimono Ch. 5
Classwork and homework – writing for Valentine’s Day -- see below
バレンタインズ・デー
おめでとう
わたし は {人のなまえ} を 愛｛あい｝ して います。
恋｛こい｝
私・ぼく に とって｛人のなまえ｝は 大せつな 人 です。
Japanese AP/4
Hand out Compact Nelson’s Kanji Dictionaries to all, except four absent students.
Write thank you letters to FOP.
Work in computer lab 114 to find, for future work and reference:
1. “kanjigame” at Michigan State website
2. AP Japanese Language and Culture Exam materials from past AP tests
Handout – “some important radicals”
Discussion and demonstration of how the Nelson’s is used and what information it has.
Homework: page 74 in Yookoso: Continuing … : find and list numbers of radicals for all the kanji listed
Japanese 4 people: don’t forget your special pickles-つけもの project for next Thursday!!
Sensei will check the 20 trans/intransitive verb sentences on Tues.
There will be a quiz on vocabulary next Friday. Different vocabulary sets tested for AP and Japanese 4. Japanese 4 people made their own selection of target vocabulary for the chapter.
Tuesday, February 10, 2009
Feb. 10, 2009 Tuesday Block One Day
Sub Plans for Kimmel 2009.02.10, Tuesday
Block One Day
Sub is taking my classes today. Here are the plans for today. I’ll be in school but mostly incommunicado because of administering diagnostic tests to ELL students, that is, second-language learners of English.
8:00 to 9:39 a.m.
First Block Period room 114 – Independent Study
Three students and I sit together at a table in the back of the computer lab.
Students should look at page 74 in the grammar text, Yookoso: Continuing…
There are 25 kanji on the page. Between the three of them, students should find out the radicals for each of the kanji. Rachel Schachtman should do the first row, 9 kanji; Rachel Barch should do the second row, 9 kanji; and Ryan Watkins should do the third row, 7 kanji. They should hand in their kanji lists, with radicals, to you at the end of the period, along with answers to the “Reading 2 – Before You Read” on page 122.
Please make sure they hand in assignments to you at the end of the period, with both names in upper right hand corner of page.
9:43 10 9:58 a.m.
Advisory 201, room 110 – freshman homeroom—
10:02 to 10:47 to 9:50 a.m.
Second Block Period first half, also known as 3A Prep period
10:51 to 11:37 a.m.
Second Block Period second half, also known as 4 B
Japanese 3, room 107 (Ms. Ma's room)
Students should do pages 77 and 78 in the 3 Kimono workbook (from Chapter 6)
11:41 a.m. to 12:26 p.m.
Third Block period first half, also known as 5A -- Room 110
Japanese 2
Students will think about outfits, at least 3 items each, for a man and a woman for each season of the year. Students will consult page 68 in the text for information about weather during each season, and pages 66 and 67 for clothing items. Then they will write as follows, being careful to use the correct verb for the wearing of each clothing item:
Example:
In the fall, the man will wear item A, item B. He will also wear item C.
In the fall, the woman will wear item D. She will also wear item E, and item F.
In the winter, the woman/the man
In the spring…
Etc.
Students should hand these sentences in to you (at least 4 sentences for each season) at the end of the period. Each student should draw at least one piece of clothing for each season on the page as well. (Simple stick drawing or tracing of text image are OK for students who lack confidence in artistic abilities.)
12:31 to 1:16
Second half of 3rd block – prep period
1:20 to 2:59 p.m.
Eighth Period, room 102 – prep period
Block One Day
Sub is taking my classes today. Here are the plans for today. I’ll be in school but mostly incommunicado because of administering diagnostic tests to ELL students, that is, second-language learners of English.
8:00 to 9:39 a.m.
First Block Period room 114 – Independent Study
Three students and I sit together at a table in the back of the computer lab.
Students should look at page 74 in the grammar text, Yookoso: Continuing…
There are 25 kanji on the page. Between the three of them, students should find out the radicals for each of the kanji. Rachel Schachtman should do the first row, 9 kanji; Rachel Barch should do the second row, 9 kanji; and Ryan Watkins should do the third row, 7 kanji. They should hand in their kanji lists, with radicals, to you at the end of the period, along with answers to the “Reading 2 – Before You Read” on page 122.
Please make sure they hand in assignments to you at the end of the period, with both names in upper right hand corner of page.
9:43 10 9:58 a.m.
Advisory 201, room 110 – freshman homeroom—
10:02 to 10:47 to 9:50 a.m.
Second Block Period first half, also known as 3A Prep period
10:51 to 11:37 a.m.
Second Block Period second half, also known as 4 B
Japanese 3, room 107 (Ms. Ma's room)
Students should do pages 77 and 78 in the 3 Kimono workbook (from Chapter 6)
11:41 a.m. to 12:26 p.m.
Third Block period first half, also known as 5A -- Room 110
Japanese 2
Students will think about outfits, at least 3 items each, for a man and a woman for each season of the year. Students will consult page 68 in the text for information about weather during each season, and pages 66 and 67 for clothing items. Then they will write as follows, being careful to use the correct verb for the wearing of each clothing item:
Example:
In the fall, the man will wear item A, item B. He will also wear item C.
In the fall, the woman will wear item D. She will also wear item E, and item F.
In the winter, the woman/the man
In the spring…
Etc.
Students should hand these sentences in to you (at least 4 sentences for each season) at the end of the period. Each student should draw at least one piece of clothing for each season on the page as well. (Simple stick drawing or tracing of text image are OK for students who lack confidence in artistic abilities.)
12:31 to 1:16
Second half of 3rd block – prep period
1:20 to 2:59 p.m.
Eighth Period, room 102 – prep period
Monday, February 9, 2009
February 9, 2009 Monday Eight Period Day
2009.02.09 Eight Period Day
Independent Study
Read dialogue in class page 148 Yookoso: Continuing…
Misunderstanding of assignment regarding radicals for each character in the words
自動詞、他動詞 redo
Continuing to work on Intransitive and Transitive verb pairs. See list below, write sentence including each of the verbs (20 sentences in all) in the pairs
はいる 入る 入れる いれる
のる 乗る 乗せる のせる
おちる 落ちる 落とす おとす
でる 出る 出す だす
おきる 起きる 起こす おこす
たつ 立つ 立てる たてる
まわる 回る 回す まわす
かえる 帰る 帰す かえす
あがる 上がる 上げる あげる
あつまる 集まる 集める あつめる
The above is homework.
Japanese 1
Demonstration of story about Tora-kun and Tori-san, with Delan playing Tora and Nicole playing Tori: ages, addresses, phone numbers, likes-and-dislikes, new vocab (song, sings, sports, forest, street, class, cheesecake). Handout of the story in Japanese. Homework: translate into English
Japanese 3
読みましょう dialogue read out loud: Mark and Hiromi
聞きましょう listening comprehension exercises pages 70, 71 in workbook:
B, C, and D
Handout of verb conjugation sheets: complete the following four verbs—来る、する、かえす、見る
English meaning: ___________________ Kanji: _______________________
Number of conjugational group: ________ te form __________ “neg. te” ___________ない で
Neutral polite
affirmative ________________________ does negative _________________________
doesn’t
(non-past/habitual)
past
affirmative ________________________ did negative _________________________
didn’t
volitional: ________________________ let’s potential _________________________
can do
continuative forms:
affirmative _____________________ is doing negative _________________________
isn’t doing
past
affirmative ______________________was doing negative _________________________
wasn’t doing
non-polite/plain
affirmative _____________________________ negative ___________________________
(non-past/habitual) “dictionary form”
potential ___________________________
continuative forms:
affirmative _____________________ is doing negative _________________________
isn’t doing
Japanese-Literature-in-Translation Project, student choices so far:
Yu Abe Kobo Woman in the Dunes
Yan Dazai Osamu Blue Bamboo
Molasky Natsume Soseki Botchan
Alexander Enchi Fumiko Onna-zaka
Cheng Ishikawa Jun Gold (?)
Japanese 2
Collect translation regarding Florence Joyner from page 52 in workbook.
Read page 68 in text.
Distribute katakana worksheet copies and answers.
Homework: “upside down workbook pages 27-28
Quiz Wednesday on カタカナ, especially sports training and clothing nouns from 2 Kimono Chapter 5
Japanese AP/4
Discussion of 節分 homework from Friday
Finish class reading of Chapter 5 日本との出会い
大根｛だいこん｝ と たくあん
Fourth Year Project: making or purchase of Japanese つけもの, to be served and eaten in class Feb. 18th, block day (teacher will bring rice cooker, students will bring chopsticks) all will eat!
(Collect Takuan article summaries)
Homework:
Yookoso: Invitation… workbook pages 332-333 (food terms and survey)
Continuing to work on Intransitive and Transitive verb pairs. See list below, write sentence including each of the verbs (20 sentences in all) in the pairs
はいる 入る 入れる いれる
のる 乗る 乗せる のせる
おちる 落ちる 落とす おとす
でる 出る 出す だす
おきる 起きる 起こす おこす
たつ 立つ 立てる たてる
まわる 回る 回す まわす
かえる 帰る 帰す かえす
あがる 上がる 上げる あげる
あつまる 集まる 集める あつめる
Independent Study
Read dialogue in class page 148 Yookoso: Continuing…
Misunderstanding of assignment regarding radicals for each character in the words
自動詞、他動詞 redo
Continuing to work on Intransitive and Transitive verb pairs. See list below, write sentence including each of the verbs (20 sentences in all) in the pairs
はいる 入る 入れる いれる
のる 乗る 乗せる のせる
おちる 落ちる 落とす おとす
でる 出る 出す だす
おきる 起きる 起こす おこす
たつ 立つ 立てる たてる
まわる 回る 回す まわす
かえる 帰る 帰す かえす
あがる 上がる 上げる あげる
あつまる 集まる 集める あつめる
The above is homework.
Japanese 1
Demonstration of story about Tora-kun and Tori-san, with Delan playing Tora and Nicole playing Tori: ages, addresses, phone numbers, likes-and-dislikes, new vocab (song, sings, sports, forest, street, class, cheesecake). Handout of the story in Japanese. Homework: translate into English
Japanese 3
読みましょう dialogue read out loud: Mark and Hiromi
聞きましょう listening comprehension exercises pages 70, 71 in workbook:
B, C, and D
Handout of verb conjugation sheets: complete the following four verbs—来る、する、かえす、見る
English meaning: ___________________ Kanji: _______________________
Number of conjugational group: ________ te form __________ “neg. te” ___________ない で
Neutral polite
affirmative ________________________ does negative _________________________
doesn’t
(non-past/habitual)
past
affirmative ________________________ did negative _________________________
didn’t
volitional: ________________________ let’s potential _________________________
can do
continuative forms:
affirmative _____________________ is doing negative _________________________
isn’t doing
past
affirmative ______________________was doing negative _________________________
wasn’t doing
non-polite/plain
affirmative _____________________________ negative ___________________________
(non-past/habitual) “dictionary form”
potential ___________________________
continuative forms:
affirmative _____________________ is doing negative _________________________
isn’t doing
Japanese-Literature-in-Translation Project, student choices so far:
Yu Abe Kobo Woman in the Dunes
Yan Dazai Osamu Blue Bamboo
Molasky Natsume Soseki Botchan
Alexander Enchi Fumiko Onna-zaka
Cheng Ishikawa Jun Gold (?)
Japanese 2
Collect translation regarding Florence Joyner from page 52 in workbook.
Read page 68 in text.
Distribute katakana worksheet copies and answers.
Homework: “upside down workbook pages 27-28
Quiz Wednesday on カタカナ, especially sports training and clothing nouns from 2 Kimono Chapter 5
Japanese AP/4
Discussion of 節分 homework from Friday
Finish class reading of Chapter 5 日本との出会い
大根｛だいこん｝ と たくあん
Fourth Year Project: making or purchase of Japanese つけもの, to be served and eaten in class Feb. 18th, block day (teacher will bring rice cooker, students will bring chopsticks) all will eat!
(Collect Takuan article summaries)
Homework:
Yookoso: Invitation… workbook pages 332-333 (food terms and survey)
Continuing to work on Intransitive and Transitive verb pairs. See list below, write sentence including each of the verbs (20 sentences in all) in the pairs
はいる 入る 入れる いれる
のる 乗る 乗せる のせる
おちる 落ちる 落とす おとす
でる 出る 出す だす
おきる 起きる 起こす おこす
たつ 立つ 立てる たてる
まわる 回る 回す まわす
かえる 帰る 帰す かえす
あがる 上がる 上げる あげる
あつまる 集まる 集める あつめる
Saturday, February 7, 2009
February 6, 2009 Friday Eight Period Day
February 6, 2009 Friday Eight Period Day
Independent Study
Students performed speaking assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning.
Hand out Nelson’s Compact Kanji Dictionary (each student who received a dictionary wrote a thank-you letter to FOP), practice looking up 漢字 with various methods:
By radical
By on/kun 音読み、訓読み reading
前 is the example: which portion is the radical? Turns out to be リ
On Monday class will do more practice with transitive and intransitive verbs
他動詞、自動詞
Homework: Determine radicals for each 漢字 in the following words
他動詞、自動詞
Japanese 1
Students took vocabulary quiz on days of week, adjectives, foods, likes-and-dislikes. All hiragana -- no romanization!
After quiz, handout of Sakata Gintoki image
Homework assignment: get information about him and his world and write 5 sentences 日本語 で based on that information.
Japanese 3
Students took quiz on plain negative forms of verbs, one of the grammatical points of 3 Kimono Chapter 6.
Audio comprehension section of lesson – with review of adverbs of frequency よく、時々、たいてい、あまり、ほとんど、ぜんぜん
and plain aff. and neg verbs in “dating game” format
Homework: Write 読みましょう handout 日本語 で
Japanese 2
New topic, (Western-style) clothing, with special カタカナ vocabulary
(a few exmples: ワンピース、ジージャン)
Separate verbs for wearing items on different parts of body:
きます、はきます、します
Adverbs of frequency: よく affirmative verb、
あまり negative verb、
ぜんぜん negative verb
[Ms. Bethany Pauter researched problems with Gradequick program, which sometimes shows information to families that is different from information posted by faculty. She has repaired that discrepancy for the Japanese 2 class.]
Homework: workbook page 52, write Japanese text in English on a separate piece of paper (to be handed in), and then answer the questions on the page
Japanese 4/AP
Students [Cerda, Williams, Wu, Howell, Reyes] performed oral assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning. Others will perform assignment 月曜日に
Further discussion of embedded questions assignment--
as of Saturday night, February 7th, 4 more people have weighed in on this assignment、offering similar, but sometimes different, "right" answers: two Japanese language teachers (1 native speaker, one non-native speaker of Japanese), one graduate of Nanzan University in Nagoya, and a professional translator
"ようこそ：Continuing …" workbook pages 174-175
Write the questions you would ask, using the embedded question construction.
1. where your instructor was born
先生 は｛が｝ どこ で うまれた か しって います か。
先生 は｛が｝ どこ に うまれた か しって います か。
先生 が どこ に うまれた か しって います か。
2. what your instructor’s office phone number is
先生 の 電話ばんごう は 何か しって います か。
先生 の 電話ばんごう は 何ばん か しって います か。
3. where some famous person of your choice lives
みやざき はやお は どこ に すんで いる か しって います か。
4. what this famous person’s phone number is
みやざき はやお の 電話ばんごう は 何か しって います か。
みやざき はやお の 電話ばんごう は 何ばん か しって います か。
5. what kind of car the famous person drives
みやざき はやお は どんな 車 を うんてん する か しって います か。
みやざき はやお が どんな くるま を うんてん して いる か しって います か。
6. what one of your classmates (you choose) ate for lunch yesterday
きのう けん くん は 何 を 食べた か しって います か。
7. what time one of your classmates woke up this morning
けさ けん くん は 何時 に おきた か しって います か。
8. who the best friend ｛しんゆう｝ one of your classmates is
けん くん の しんゆう は だれ か しって います か。
Return to Chapter 5 日本との出会い – progress to second page, discussion of トイレ の スリッパ -- cultural aspect – why they are there – “dirt” as a physical fact and symbolic “dirt, impurity” -- grammatical aspect, pointing out examples of embedded questions.
Bi-lingual handout regarding 節分｛せつぶん｝--begin work in class, with questions regarding 漢字 と 単語｛たんご｝
節分（せつぶん） - Setsubun
二月三日（あるいは四日）は節分です。古い日本の暦では春夏秋冬の各季節が始まる日が定められていて、立春、立夏、立秋、立冬といい、それぞれの日の前日を節分と呼んでいました。次第に新しい年の春を迎える時期にあたる立春の前日のことを主に節分と呼ぶようになり、今では節分といえばニ月三日のことだけをさすようになりました。節分の日には、お寺や神社､家庭などで鬼（災いのシンボル）を追い出し福を招き入れる豆まきの行事がおこなわれます。
On February 3rd (or 4th), a traditional event called Setsubun is practiced in Japan. In the old Japanese calendar, the first day of each season (spring, summer, autumn and winter) was set, which was called "risshun", "rikka", "risshuu" and "ritto" respectively, and the day before the first day of each season was called "Setsubun". Gradually the word setsubun changed to mean only the day before the first day of spring as spring was considered to be the beginning of a New Year, and later became fixed to February 3rd (or 4th). On this day people practice a ceremony called Mamemaki (bean-throwing) at temples, shrines and at home to expel demons (symbol of misfortune) and invite fortune.
節分（せつぶん） ワークシート
「日本語メモ」ウエブサイトの「節分（せつぶん）」のページのリンクを使って下の質問についてしらべ、わかったことを書きなさい。
www.nihongomemo.com/nenchugyoji/setsubun.htm
１． 節分が２月3日（あるいは４日）におこなわれるのはどうしてですか。
２． 節分の日に「豆まき」をするのは何のためですか。
３． 「豆まき」にはどんなことをしますか。説明してください。
４． 「豆まき」のときにはなんと言いますか。その意味は英語で何ですか。
５． 歴史的に見て、節分はいつごろからおこなわれるようになりましたか。
６． あなた自身の文化で節分に似たような習慣・行事はありますか。
Homework: finish answering above handout questions 日本語で
Guest: Mr. Kris Hipchen from DePaul University
Independent Study
Students performed speaking assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning.
Hand out Nelson’s Compact Kanji Dictionary (each student who received a dictionary wrote a thank-you letter to FOP), practice looking up 漢字 with various methods:
By radical
By on/kun 音読み、訓読み reading
前 is the example: which portion is the radical? Turns out to be リ
On Monday class will do more practice with transitive and intransitive verbs
他動詞、自動詞
Homework: Determine radicals for each 漢字 in the following words
他動詞、自動詞
Japanese 1
Students took vocabulary quiz on days of week, adjectives, foods, likes-and-dislikes. All hiragana -- no romanization!
After quiz, handout of Sakata Gintoki image
Homework assignment: get information about him and his world and write 5 sentences 日本語 で based on that information.
Japanese 3
Students took quiz on plain negative forms of verbs, one of the grammatical points of 3 Kimono Chapter 6.
Audio comprehension section of lesson – with review of adverbs of frequency よく、時々、たいてい、あまり、ほとんど、ぜんぜん
and plain aff. and neg verbs in “dating game” format
Homework: Write 読みましょう handout 日本語 で
Japanese 2
New topic, (Western-style) clothing, with special カタカナ vocabulary
(a few exmples: ワンピース、ジージャン)
Separate verbs for wearing items on different parts of body:
きます、はきます、します
Adverbs of frequency: よく affirmative verb、
あまり negative verb、
ぜんぜん negative verb
[Ms. Bethany Pauter researched problems with Gradequick program, which sometimes shows information to families that is different from information posted by faculty. She has repaired that discrepancy for the Japanese 2 class.]
Homework: workbook page 52, write Japanese text in English on a separate piece of paper (to be handed in), and then answer the questions on the page
Japanese 4/AP
Students [Cerda, Williams, Wu, Howell, Reyes] performed oral assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning. Others will perform assignment 月曜日に
Further discussion of embedded questions assignment--
as of Saturday night, February 7th, 4 more people have weighed in on this assignment、offering similar, but sometimes different, "right" answers: two Japanese language teachers (1 native speaker, one non-native speaker of Japanese), one graduate of Nanzan University in Nagoya, and a professional translator
"ようこそ：Continuing …" workbook pages 174-175
Write the questions you would ask, using the embedded question construction.
1. where your instructor was born
先生 は｛が｝ どこ で うまれた か しって います か。
先生 は｛が｝ どこ に うまれた か しって います か。
先生 が どこ に うまれた か しって います か。
2. what your instructor’s office phone number is
先生 の 電話ばんごう は 何か しって います か。
先生 の 電話ばんごう は 何ばん か しって います か。
3. where some famous person of your choice lives
みやざき はやお は どこ に すんで いる か しって います か。
4. what this famous person’s phone number is
みやざき はやお の 電話ばんごう は 何か しって います か。
みやざき はやお の 電話ばんごう は 何ばん か しって います か。
5. what kind of car the famous person drives
みやざき はやお は どんな 車 を うんてん する か しって います か。
みやざき はやお が どんな くるま を うんてん して いる か しって います か。
6. what one of your classmates (you choose) ate for lunch yesterday
きのう けん くん は 何 を 食べた か しって います か。
7. what time one of your classmates woke up this morning
けさ けん くん は 何時 に おきた か しって います か。
8. who the best friend ｛しんゆう｝ one of your classmates is
けん くん の しんゆう は だれ か しって います か。
Return to Chapter 5 日本との出会い – progress to second page, discussion of トイレ の スリッパ -- cultural aspect – why they are there – “dirt” as a physical fact and symbolic “dirt, impurity” -- grammatical aspect, pointing out examples of embedded questions.
Bi-lingual handout regarding 節分｛せつぶん｝--begin work in class, with questions regarding 漢字 と 単語｛たんご｝
節分（せつぶん） - Setsubun
二月三日（あるいは四日）は節分です。古い日本の暦では春夏秋冬の各季節が始まる日が定められていて、立春、立夏、立秋、立冬といい、それぞれの日の前日を節分と呼んでいました。次第に新しい年の春を迎える時期にあたる立春の前日のことを主に節分と呼ぶようになり、今では節分といえばニ月三日のことだけをさすようになりました。節分の日には、お寺や神社､家庭などで鬼（災いのシンボル）を追い出し福を招き入れる豆まきの行事がおこなわれます。
On February 3rd (or 4th), a traditional event called Setsubun is practiced in Japan. In the old Japanese calendar, the first day of each season (spring, summer, autumn and winter) was set, which was called "risshun", "rikka", "risshuu" and "ritto" respectively, and the day before the first day of each season was called "Setsubun". Gradually the word setsubun changed to mean only the day before the first day of spring as spring was considered to be the beginning of a New Year, and later became fixed to February 3rd (or 4th). On this day people practice a ceremony called Mamemaki (bean-throwing) at temples, shrines and at home to expel demons (symbol of misfortune) and invite fortune.
節分（せつぶん） ワークシート
「日本語メモ」ウエブサイトの「節分（せつぶん）」のページのリンクを使って下の質問についてしらべ、わかったことを書きなさい。
www.nihongomemo.com/nenchugyoji/setsubun.htm
１． 節分が２月3日（あるいは４日）におこなわれるのはどうしてですか。
２． 節分の日に「豆まき」をするのは何のためですか。
３． 「豆まき」にはどんなことをしますか。説明してください。
４． 「豆まき」のときにはなんと言いますか。その意味は英語で何ですか。
５． 歴史的に見て、節分はいつごろからおこなわれるようになりましたか。
６． あなた自身の文化で節分に似たような習慣・行事はありますか。
Homework: finish answering above handout questions 日本語で
Guest: Mr. Kris Hipchen from DePaul University
Wednesday, February 4, 2009
February 4, 2009 Wednesday Block 2 day
Japanese 1
Practice saying days of week, subjects, likes, dislikes, difficult, easy, yucky-tasting, delicious (with respect to subjects, foods, teachers, sports, etc.)
れきし の せんせい の おなまえ は GENSUKI せんせい と BO-DI せんせい と MICHERU せんせい と WAISU せんせい です。
えい語 の せんせい の おなまえ は ADAMUJI せんせい と SUPU-NA- せんせい と RAITO せんせい です。
Check workbook pages 92, 93, 96 (lesson 5 in 1 Kimono), vocab flash cards
Animal words student-generated on board.
Culture: We watched documentary film KODO by French filmmaker Jacques Holender This group will perform at Orchestra Hall next week, the night of February 17th—extra credit if Sensei sees you there)
＊＊＊＊Vocabulary test Friday: days of week, likes, dislikes, foods, adjectives (NOT school subjects)＊＊＊＊
Japanese 3
REMINDER: Students must choose their authors and books for "Japanese Literature in Translation" project. As of today, only 2 students have had their books and authors approved.
Students spoke in pairs the dialogues they worked on yesterday, then handed in the written versions. Students also handed in summaries of “Setsubun” article.-
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Handed out verb list, at request of students – work on numbers 16-26 in deriving plain aff. form and plain neg. form, based on the verb group:
三年生 の 動詞
1。つくります makes
2。あらいます washes
3。およぎます swims
4。すいえい を します does swimming
5。さんぽ を します does walking
6。じょうば を します does horseback riding
7。買いもの を します does shopping
8。【お】じゃま します disturbs/bothers
9。つかいます uses
10。来ます (comes)
11。きます (wears above waist))
12。はきます (wears below waist))
13。はしります runs
14。おきます gets up
15。ねます goes to bed, sleeps
16。見ます sees, watches, looks at
17。食べます eats
18。いただきます humbly receives (before meal)
19。行きます goes
20。聞きます listens to, hears
21。のみます drinks
22。読みます reads
23。まちます waits
24。あびます takes a (shower)
25。かえります (person) returns home
26。ひきます plays (guitar or other stringed instrument)
27。ふきます blows (balloon or trumpet)
28。のばします stretches
29。立ちます stands
30。すわります sits
31。ねじります swivels, twists
32。まわします makes go around
33。はくしゅ します applauds, claps hands
34。すいます inhales
35。はきます (exhales)
36。あそびます plays (in the park, or with a dog, for example)
37。かきます writes
38。さわります sits
39。はなします speaks
40。います exists (animals and humans)
41。あります exists (inanimate things)
42。ございます (humbly) exists
43。会います meets (a person)
44。ふります falls (rain or snow)
45。あけます opens (door, for example)
46。しめます closes
47。買います (buys)
48。かいます (owns/raises pets)
49。わかります understands, knows
50。いいます says
51。あがります goes up (enters by stepping up), rises
52。出かけます goes out (on the town, to a movie, etc.)
53。うります sells
54。とります takes (photos, wallets)
55。入いります enters (bath or pool or room)
56。かします lends
57。サボる cuts class/job
58。しんじる/しんじられない believes/can't believe
60。そうじ を します cleans (house or room)
61。もらいます/もらえます receives/ can receive
62。かかる takes (time or money)
63。ねる goes to bed
64。はじまる starts
65。じゅんび する prepares/ does preparation
66。あさねぼう する oversleeps
67。 ちがう differs/ is different from
68。わたる crosses over (bridge, intersection)
69。まがる turns (left or right)
70。つれる takes/leads (a person to a place)
71。もつ holds/has
72。くりかえす repeats (song lyrics, etc.)
73。けっこん して いる is married
74。なくなる dies (a polite way of saying it about a person)
75。がっかり する is disappointed
76。つかれる to be (become) tired
77。つく to arrive
78。あげる to give (speaker giving "outgoing" gifts)
79。がんばる to try hard/persevere
80。【会社 に】 つとめる to be employed by (a company)
81。びっくり する to be surprised
82。あさねぼう する to oversleep
83。まける to lose (a game or contest or war)
84。かつ to win (a game or contest or war)
85。わすれる to forget
86。出る でる to leave, to emerge
87。出す だす to put out/ take out/ issue
88。ゆうしょう する to win the championship
89。りょこう する to travel
90。かえす to return a thing to its original place
(book to library, for example)
91. かよう to commute
Plain negative present sentences that also review relational particles.— in-class work, translate into English
ねこ は りす と あそばない。
なまけもの (lazy person) は ごぜん 五時 に おきない。
せいと は 大阪 の うた を うたわない。 せんせい は セーター を きない。
ミルウオーキー で 日本語 の 先生 に あわない の？
たかしまや デパート で 大きい くつ を 買わない。
いい 学生 は ぜんぜん 大学 の クラス (じゅぎょう) を サボらない。
スターバックス に あまり 出かけない。 ドイツ語 を はなして いる。
なぜ うち に かえらない の？
まい日 お父さん は かいしゃ に かよわない。
兄 は まだ けっこん して いない。
＊＊＊＊There will be a test on verb forms on Friday＊＊＊＊
Japanese 2
Went over page 49 in the workbook and had kids write answers on the board. Many problems with writing カタカナ、ローマじ, and かんじ｛食べます、行きます｝and corrections were made on board. Students then read each other’s answers and wrote corrections in their notebooks.
"Scantron final and writing sample" grade IS ON GRADEQUICK. Anyone who can't find the grade can get a printout from Kimmel Sensei.
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Homework: write the training schedule of a famous athlete, using the same kinds of sentences we worked on in 2 Kimono Lesson 5, in the workbook and in the text.
Japanese AP/4
Discussion of homework assignment, Yookoso: Continuing … workbook pages 172, 174-5 (K and L) Difficulties with L – we will research further
Culture: We watched documentary film KODO by French filmmaker Jacques Holender This group will perform at Orchestra Hall next week, the night of February 17th—extra credit if Sensei sees you there) Discussion with Imaoka and Dow, who have percussion experience.
Homework for all:
Be prepared to describe, out loud, your morning (usual morning or a particular morning), speaking from prepared notes, but not sentences. Refer to 日本との出会い：第五課
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Practice saying days of week, subjects, likes, dislikes, difficult, easy, yucky-tasting, delicious (with respect to subjects, foods, teachers, sports, etc.)
れきし の せんせい の おなまえ は GENSUKI せんせい と BO-DI せんせい と MICHERU せんせい と WAISU せんせい です。
えい語 の せんせい の おなまえ は ADAMUJI せんせい と SUPU-NA- せんせい と RAITO せんせい です。
Check workbook pages 92, 93, 96 (lesson 5 in 1 Kimono), vocab flash cards
Animal words student-generated on board.
Culture: We watched documentary film KODO by French filmmaker Jacques Holender This group will perform at Orchestra Hall next week, the night of February 17th—extra credit if Sensei sees you there)
＊＊＊＊Vocabulary test Friday: days of week, likes, dislikes, foods, adjectives (NOT school subjects)＊＊＊＊
Japanese 3
REMINDER: Students must choose their authors and books for "Japanese Literature in Translation" project. As of today, only 2 students have had their books and authors approved.
Students spoke in pairs the dialogues they worked on yesterday, then handed in the written versions. Students also handed in summaries of “Setsubun” article.-
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Handed out verb list, at request of students – work on numbers 16-26 in deriving plain aff. form and plain neg. form, based on the verb group:
三年生 の 動詞
1。つくります makes
2。あらいます washes
3。およぎます swims
4。すいえい を します does swimming
5。さんぽ を します does walking
6。じょうば を します does horseback riding
7。買いもの を します does shopping
8。【お】じゃま します disturbs/bothers
9。つかいます uses
10。来ます (comes)
11。きます (wears above waist))
12。はきます (wears below waist))
13。はしります runs
14。おきます gets up
15。ねます goes to bed, sleeps
16。見ます sees, watches, looks at
17。食べます eats
18。いただきます humbly receives (before meal)
19。行きます goes
20。聞きます listens to, hears
21。のみます drinks
22。読みます reads
23。まちます waits
24。あびます takes a (shower)
25。かえります (person) returns home
26。ひきます plays (guitar or other stringed instrument)
27。ふきます blows (balloon or trumpet)
28。のばします stretches
29。立ちます stands
30。すわります sits
31。ねじります swivels, twists
32。まわします makes go around
33。はくしゅ します applauds, claps hands
34。すいます inhales
35。はきます (exhales)
36。あそびます plays (in the park, or with a dog, for example)
37。かきます writes
38。さわります sits
39。はなします speaks
40。います exists (animals and humans)
41。あります exists (inanimate things)
42。ございます (humbly) exists
43。会います meets (a person)
44。ふります falls (rain or snow)
45。あけます opens (door, for example)
46。しめます closes
47。買います (buys)
48。かいます (owns/raises pets)
49。わかります understands, knows
50。いいます says
51。あがります goes up (enters by stepping up), rises
52。出かけます goes out (on the town, to a movie, etc.)
53。うります sells
54。とります takes (photos, wallets)
55。入いります enters (bath or pool or room)
56。かします lends
57。サボる cuts class/job
58。しんじる/しんじられない believes/can't believe
60。そうじ を します cleans (house or room)
61。もらいます/もらえます receives/ can receive
62。かかる takes (time or money)
63。ねる goes to bed
64。はじまる starts
65。じゅんび する prepares/ does preparation
66。あさねぼう する oversleeps
67。 ちがう differs/ is different from
68。わたる crosses over (bridge, intersection)
69。まがる turns (left or right)
70。つれる takes/leads (a person to a place)
71。もつ holds/has
72。くりかえす repeats (song lyrics, etc.)
73。けっこん して いる is married
74。なくなる dies (a polite way of saying it about a person)
75。がっかり する is disappointed
76。つかれる to be (become) tired
77。つく to arrive
78。あげる to give (speaker giving "outgoing" gifts)
79。がんばる to try hard/persevere
80。【会社 に】 つとめる to be employed by (a company)
81。びっくり する to be surprised
82。あさねぼう する to oversleep
83。まける to lose (a game or contest or war)
84。かつ to win (a game or contest or war)
85。わすれる to forget
86。出る でる to leave, to emerge
87。出す だす to put out/ take out/ issue
88。ゆうしょう する to win the championship
89。りょこう する to travel
90。かえす to return a thing to its original place
(book to library, for example)
91. かよう to commute
Plain negative present sentences that also review relational particles.— in-class work, translate into English
ねこ は りす と あそばない。
なまけもの (lazy person) は ごぜん 五時 に おきない。
せいと は 大阪 の うた を うたわない。 せんせい は セーター を きない。
ミルウオーキー で 日本語 の 先生 に あわない の？
たかしまや デパート で 大きい くつ を 買わない。
いい 学生 は ぜんぜん 大学 の クラス (じゅぎょう) を サボらない。
スターバックス に あまり 出かけない。 ドイツ語 を はなして いる。
なぜ うち に かえらない の？
まい日 お父さん は かいしゃ に かよわない。
兄 は まだ けっこん して いない。
＊＊＊＊There will be a test on verb forms on Friday＊＊＊＊
Japanese 2
Went over page 49 in the workbook and had kids write answers on the board. Many problems with writing カタカナ、ローマじ, and かんじ｛食べます、行きます｝and corrections were made on board. Students then read each other’s answers and wrote corrections in their notebooks.
"Scantron final and writing sample" grade IS ON GRADEQUICK. Anyone who can't find the grade can get a printout from Kimmel Sensei.
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Homework: write the training schedule of a famous athlete, using the same kinds of sentences we worked on in 2 Kimono Lesson 5, in the workbook and in the text.
Japanese AP/4
Discussion of homework assignment, Yookoso: Continuing … workbook pages 172, 174-5 (K and L) Difficulties with L – we will research further
Culture: We watched documentary film KODO by French filmmaker Jacques Holender This group will perform at Orchestra Hall next week, the night of February 17th—extra credit if Sensei sees you there) Discussion with Imaoka and Dow, who have percussion experience.
Homework for all:
Be prepared to describe, out loud, your morning (usual morning or a particular morning), speaking from prepared notes, but not sentences. Refer to 日本との出会い：第五課
New song, 「風」, text seems to be adapted from English poem beginning, “Who can see the wind, neither you nor I…”
Tuesday, February 3, 2009
February 3, 2009, Tuesday, a Block 1 Day
Independent Study
Go over page 172 in Yookoso: Continuing … workbook -- How to ask for definitions for things. Partial subject, the Inland Sea {recommend Donald Richie book, The Inland Sea}—new vocabulary 瀬戸内海
漢字 from that page: 海 ｛水 人 母 毎｝
Other new 漢字：長い、学長、外 内
Discussion of つけもの project , due February 24th
Classwork, and then homework: Handout and questions regarding 節分, questions to be answered 日本語 で (vocabulary questions dealt with in class)
Other homework: Be prepared to tell about your morning, either daily routine or a particular morning, referring to Ch. 5 of "An Encounter with Japan." Speak from note cards; do not read full sentences
節分（せつぶん） - Setsubun
二 月三日 （あるいは四日）は節分です。古い日本の暦では春夏秋冬の各季節が始まる日が定められていて、立春、立夏、立秋、立冬といい、それぞれの日の前日を節分と 呼んでいました。次第に新しい年の春を迎える時期にあたる立春の前日のことを主に節分と呼ぶようになり、今では節分といえばニ月三日のことだけをさすよう になりました。節分の日には、お寺や神社､家庭などで鬼（災いのシンボル）を追い出し福を招き入れる豆まきの行事がおこなわれます。
On February 3rd (or 4th), a traditional event called Setsubun is practiced in Japan. In the old Japanese calendar, the first day of each season (spring, summer, autumn and winter) was set, which was called "risshun", "rikka", "risshuu" and "ritto" respectively, and the day before the first day of each season was called "Setsubun". Gradually the word setsubun changed to mean only the day before the first day of spring as spring was considered to be the beginning of a New Year, and later became fixed to February 3rd (or 4th). On this day people practice a ceremony called Mamemaki (bean-throwing) at temples, shrines and at home to expel demons (symbol of misfortune) and invite fortune.
ネットで年中行事 名前
節分（せつぶん） ワークシート
「日本語メモ」ウエブサイトの「節分（せつぶん）」のページのリンクを使って下の質問についてしらべ、わかったことを書きなさい。
www.nihongomemo.com/nenchugyoji/setsubun.htm
１． 節分が２月3日（あるいは４日）におこなわれるのはどうしてですか。
２． 節分の日に「豆まき」をするのは何のためですか。
３． 「豆まき」にはどんなことをしますか。説明してください。
４． 「豆まき」のときにはなんと言いますか。その意味は英語で何ですか。
５． 歴史的に見て、節分はいつごろからおこなわれるようになりましたか。
６． あなた自身の文化で節分に似たような習慣・行事はありますか。
Japanese 3
Handout regarding today’s date, February 3rd, known as Setsubun in Japan:
Necessary 漢字 from this handout:：立つ、外、内、年男、年女、春、分
Dialogue practice in pairs, inviting people to do things (3 Kimono ch 6), having to negotiate different schedules for attending a movie together. Pattern dialogue, from which students, with different prompts, converse in arranging a particular time.
Homework:
1. write out dialogue (above) generated with above partner, double-spaced
2. three paragraph summary of Setsubun article, below
Setsubun From Wikipedia, the free encyclopedia
Setsubun, Tokuan shrine
"Celebrities throw roasted beans in Ikuta shrine, Kobe
In Japan, Setsubun (節分) is the day before the beginning of each season. The name literally means "seasonal division", but usually the term refers to the spring Setsubun, properly called Risshun (立春), celebrated yearly on February 3. In its association with the Lunar New Year, Spring Setsubun can be thought of (and indeed was previously thought of) as a sort of New Year's Eve, and so was accompanied by a special ritual to cleanse away all the evil of the former year and drive away disease-bringing evil spirits for the year to come. This special ritual is called mamemaki (豆撒き, lit. bean scattering).
Mamemaki
"Mamemaki is usually performed by the toshiotoko (年男) of the household (i.e. the male who was born on the corresponding animal year on the Chinese zodiac), or else the male head of the household. Pan-heated soybeans (called irimame 炒り豆) are thrown either out the door or at a member of the family wearing an Oni (demon or ogre) mask, while the throwers chant "Oni wa soto! Fuku wa uchi!" (鬼は外! 福は内!). The literal meaning of the words is something like "Demons out! Luck in!" The beans are thought to symbolically purify the home by driving away the evil spirits that bring misfortune and bad health with them. Then, as part of bringing luck in, it is customary to eat soybeans, one for each year of one's life, and in some areas, one for each year of one's life, plus one more for bringing good luck for the year to come. In the Heian era, a famous Buddhist monk was said to have driven away oni by throwing beans.
Other Practices：
"At Buddhist temples and Shinto shrines all over the country, there are celebrations for Setsubun. Priests and invited guests will throw roasted soy beans (some wrapped in gold or silver foil), small envelopes with money, sweets, candies and other prizes. In some bigger shrines, even celebrities and sumo wrestlers will be invited; these events are televised nationally. Many people will come, and the event turns wild, with everyone pushing and shoving to get the gifts tossed from above.
It is customary now to eat uncut maki-zushi (巻き寿司) called Eho-Maki (恵方巻) (Lit. "lucky direction roll") on Setsubun while facing the yearly lucky compass direction, determined by the zodiac symbol of that year. Charts are published and occasionally packaged with uncut maki-zushi during February. Some families will also put up small decorations of sardine heads and holly leaves on their house entrances so that bad spirits will not enter.
Regional Variations：
"While the practice of eating maki-zushi on Setsubun is historically only associated with the Kansai area of Japan, the practice has become popular nationwide due largely to marketing efforts by grocery and convenience stores.
In the Tohoku area of Japan, the head of the household (traditionally the father) would take irimame in his hand, pray at the family shrine, and then toss the sanctified beans out the door.
"Nowadays peanuts (either raw or coated in a sweet, crunchy batter) are sometimes used in place of soybeans.
"There are many variations on the famous Oni wa soto, fuku wa uchi chant. In the Nihonbashi area of Fukushima Prefecture, the chant is shortened to "鬼は外! 福は内!" (Oni wa soto! Fuku wa uchi!). And in the city of Aizuwakamatsu, people chant "鬼の目玉ぶっつぶせっ！" (Oni no medama buttsubuse!), lit. "Oni's eyeballs--smash smash!".
Japanese 2
Collect katakana practice sheets: むずかしかった です か。やさしかった です か。カタカナ は へん でした か。
Handout regarding today’s date, February 3rd, known as Setsubun in Japan (see entry for Japanese 3 class, above):
Necessary 漢字 from the handout:：立つ、外、内、男
Class listened to and practiced いいましょう二 from lesson 5 of 2 Kimono. We have a new use for て form:
1. ___て ください polite commands
2. ＿＿て います continuative forms is/am/are [do]ing
3. first verb ＿＿て and last verb in sentence ending form
—using the te form is how one indicates “and” between verbs (と and や are
for “and” between nouns)
example: まいにち ゴジラ は ひこうき を 食べて うみ を
のみます。Every day Godzilla eats a plane and drinks the ocean.
Homework:
1. page 49 in the workbook, sentences about sports training, using て form of verbs for “and”
2. three paragraph summary of Setsubun handout {えい語 で}
Extra handout on Takuan pickles:
Takuan
From Wikipedia, the free encyclopedia
Traditional takuan
Takuan (沢庵, Takuan?), also known as Takuwan, is a popular traditional Japanese pickle. It is made from daikon radish. In addition to being served alongside other types of tsukemono in traditional Japanese cuisine, takuan is also enjoyed at the end of meals as it is thought to aid digestion.
Takuan is made by first hanging a daikon radish in the sun for a few weeks until it becomes flexible. Next, the daikon is placed in a pickling crock and covered with a mix of salt, rice bran, optionally sugar, daikon greens, kombu, and perhaps chilli pepper and/or dried persimmon peels. A weight is then placed on top of the crock, and the daikon is allowed to pickle for several months. The finished takuan is usually yellow in colour, although most mass-produced takuan rely on food coloring for this effect.
Takuan is popular also in South Korea, and is called danmuji (단무지). It is used as a filling for gimbap, or as an accompaniment to Korean dishes, typically jajangmyeon.
Takuan Sōhō
From Wikipedia, the free encyclopedia
Takuan Sōhō (沢庵 宗彭, 1573–1645) was a major figure in the Rinzai school of Zen Buddhism.
Takuan Sōhō was born into a family of farmers in the town of Izushi, located in what was at that time called Tajima province (present-day Hyōgo Prefecture). At the age of 8 in 1581 young Takuan began his religious studies and 2 years later he would lead a life at a Buddhist monastery. By the age of 14 in 1587, Takuan started studying the Rinzai school of Zen Buddhism under the tutelage of his sensei Shun-oku Soen.
By the impressive age of 36 in 1608, Takuan's mastery of Zen granted him the privilege of being made abbot of the Daitoku-ji Temple in Kyoto, Japan. Unfortunately, Takuan's appointment was shortened as he left for a prolonged period of traveling. Throughout his journeys, Takuan raised and collected funds for the renovation of Daitoku-ji Temple and other Zen temples.
In 1629, Takuan was banished to northern Japan by the Shogunate of Hidetada Tokugawa due to his protest of political interference in Buddhist temple matters pertaining to ecclesiastical appointments. By 1632, there was a general amnesty after the death of Hidetada Tokugawa and Takuan's period of banishment came at an end. Later, Takuan was invited by Tokugawa Iemitsu (1604–51) to become the first abbot of Tokai-ji Temple in Edo, which was constructed especially for the Tokugawa family.
Takuan Sōhō died in Edo (present-day Tokyo) in December of 1645. At the moment before his death, Takuan painted the Chinese character 夢 ("dream"), laid down his brush and died. His tomb is located in the Shinagawa area of Tokyo at Oyama Cemetery of Tokaiji Temple.
It is stated that Takuan advised and befriended many persons, from all social strata of life. Some of those include:
Miyamoto Musashi (kenjutsu master)
Matsudaira Dewa no Kami (Daimyo)
Ishida Mitsunari (Daimyo)
Kuroda Nagamasa (Christian Daimyo)
Yagyū Munenori (Daimyo and kenjutsu master, head of Yagyū Shinkage-ryū style of swordsmanship) - Takuan's writings to kenjutsu master, Lord Yagyū Munenori, are commonly studied by contemporary martial artists.
Go-Mizunoo (abdicated Japanese Emperor)
Tokugawa Iemitsu (Shogun)
Itō Ittōsai (swordsman)
With regards to his character, Takuan remained largely unaffected by his popularity and famed reputation. Known for his ascerbic wit and integrity of character, Takuan exerted himself to bring the spirit of Zen Buddhism to many and diverse aspects of Japanese culture, such as Japanese swordsmanship, gardening, Sumi-e, Shodo, and Sado. His collected writings total 6 volumes and over 100 published poems, including his best known treatise, The Unfettered Mind. His influence still permeates the work of many present-day exponents of Zen Buddhism and martial arts. He has also been credited with the invention of the yellow pickled Daikon radish that carries the same name, "Takuan."
He is featured as a character in Vagabond, a manga series, which is largely based on Eiji Yoshikawa's equally successful book, Miyamoto Musashi.
Food of Japan, by Shirley Booth
2002, Interlink Books, New York and Northhampton
“Takuan is a daikon radish that has been pickled, through the process of lactic acid fermentation, with rice bran and salt, rice lees, or just salt. In any case, all over Japan it appears as the ubiquitous (and aromatic) yellow pickle served alongside traditional breakfasts, and almost every other meal as well. It is named after the monk Takuan Osho, who is supposed to have invented it in the 17th Century. That’s one s;tory of its etymology, another being simply that it comes from the Japanese word for preserve/store—蓄え｛たくわえ｝takuwae, but that’s not half as interesting, is it?”
Go over page 172 in Yookoso: Continuing … workbook -- How to ask for definitions for things. Partial subject, the Inland Sea {recommend Donald Richie book, The Inland Sea}—new vocabulary 瀬戸内海
漢字 from that page: 海 ｛水 人 母 毎｝
Other new 漢字：長い、学長、外 内
Discussion of つけもの project , due February 24th
Classwork, and then homework: Handout and questions regarding 節分, questions to be answered 日本語 で (vocabulary questions dealt with in class)
Other homework: Be prepared to tell about your morning, either daily routine or a particular morning, referring to Ch. 5 of "An Encounter with Japan." Speak from note cards; do not read full sentences
節分（せつぶん） - Setsubun
二 月三日 （あるいは四日）は節分です。古い日本の暦では春夏秋冬の各季節が始まる日が定められていて、立春、立夏、立秋、立冬といい、それぞれの日の前日を節分と 呼んでいました。次第に新しい年の春を迎える時期にあたる立春の前日のことを主に節分と呼ぶようになり、今では節分といえばニ月三日のことだけをさすよう になりました。節分の日には、お寺や神社､家庭などで鬼（災いのシンボル）を追い出し福を招き入れる豆まきの行事がおこなわれます。
On February 3rd (or 4th), a traditional event called Setsubun is practiced in Japan. In the old Japanese calendar, the first day of each season (spring, summer, autumn and winter) was set, which was called "risshun", "rikka", "risshuu" and "ritto" respectively, and the day before the first day of each season was called "Setsubun". Gradually the word setsubun changed to mean only the day before the first day of spring as spring was considered to be the beginning of a New Year, and later became fixed to February 3rd (or 4th). On this day people practice a ceremony called Mamemaki (bean-throwing) at temples, shrines and at home to expel demons (symbol of misfortune) and invite fortune.
ネットで年中行事 名前
節分（せつぶん） ワークシート
「日本語メモ」ウエブサイトの「節分（せつぶん）」のページのリンクを使って下の質問についてしらべ、わかったことを書きなさい。
www.nihongomemo.com/nenchugyoji/setsubun.htm
１． 節分が２月3日（あるいは４日）におこなわれるのはどうしてですか。
２． 節分の日に「豆まき」をするのは何のためですか。
３． 「豆まき」にはどんなことをしますか。説明してください。
４． 「豆まき」のときにはなんと言いますか。その意味は英語で何ですか。
５． 歴史的に見て、節分はいつごろからおこなわれるようになりましたか。
６． あなた自身の文化で節分に似たような習慣・行事はありますか。
Japanese 3
Handout regarding today’s date, February 3rd, known as Setsubun in Japan:
Necessary 漢字 from this handout:：立つ、外、内、年男、年女、春、分
Dialogue practice in pairs, inviting people to do things (3 Kimono ch 6), having to negotiate different schedules for attending a movie together. Pattern dialogue, from which students, with different prompts, converse in arranging a particular time.
Homework:
1. write out dialogue (above) generated with above partner, double-spaced
2. three paragraph summary of Setsubun article, below
Setsubun From Wikipedia, the free encyclopedia
Setsubun, Tokuan shrine
"Celebrities throw roasted beans in Ikuta shrine, Kobe
In Japan, Setsubun (節分) is the day before the beginning of each season. The name literally means "seasonal division", but usually the term refers to the spring Setsubun, properly called Risshun (立春), celebrated yearly on February 3. In its association with the Lunar New Year, Spring Setsubun can be thought of (and indeed was previously thought of) as a sort of New Year's Eve, and so was accompanied by a special ritual to cleanse away all the evil of the former year and drive away disease-bringing evil spirits for the year to come. This special ritual is called mamemaki (豆撒き, lit. bean scattering).
Mamemaki
"Mamemaki is usually performed by the toshiotoko (年男) of the household (i.e. the male who was born on the corresponding animal year on the Chinese zodiac), or else the male head of the household. Pan-heated soybeans (called irimame 炒り豆) are thrown either out the door or at a member of the family wearing an Oni (demon or ogre) mask, while the throwers chant "Oni wa soto! Fuku wa uchi!" (鬼は外! 福は内!). The literal meaning of the words is something like "Demons out! Luck in!" The beans are thought to symbolically purify the home by driving away the evil spirits that bring misfortune and bad health with them. Then, as part of bringing luck in, it is customary to eat soybeans, one for each year of one's life, and in some areas, one for each year of one's life, plus one more for bringing good luck for the year to come. In the Heian era, a famous Buddhist monk was said to have driven away oni by throwing beans.
Other Practices：
"At Buddhist temples and Shinto shrines all over the country, there are celebrations for Setsubun. Priests and invited guests will throw roasted soy beans (some wrapped in gold or silver foil), small envelopes with money, sweets, candies and other prizes. In some bigger shrines, even celebrities and sumo wrestlers will be invited; these events are televised nationally. Many people will come, and the event turns wild, with everyone pushing and shoving to get the gifts tossed from above.
It is customary now to eat uncut maki-zushi (巻き寿司) called Eho-Maki (恵方巻) (Lit. "lucky direction roll") on Setsubun while facing the yearly lucky compass direction, determined by the zodiac symbol of that year. Charts are published and occasionally packaged with uncut maki-zushi during February. Some families will also put up small decorations of sardine heads and holly leaves on their house entrances so that bad spirits will not enter.
Regional Variations：
"While the practice of eating maki-zushi on Setsubun is historically only associated with the Kansai area of Japan, the practice has become popular nationwide due largely to marketing efforts by grocery and convenience stores.
In the Tohoku area of Japan, the head of the household (traditionally the father) would take irimame in his hand, pray at the family shrine, and then toss the sanctified beans out the door.
"Nowadays peanuts (either raw or coated in a sweet, crunchy batter) are sometimes used in place of soybeans.
"There are many variations on the famous Oni wa soto, fuku wa uchi chant. In the Nihonbashi area of Fukushima Prefecture, the chant is shortened to "鬼は外! 福は内!" (Oni wa soto! Fuku wa uchi!). And in the city of Aizuwakamatsu, people chant "鬼の目玉ぶっつぶせっ！" (Oni no medama buttsubuse!), lit. "Oni's eyeballs--smash smash!".
Japanese 2
Collect katakana practice sheets: むずかしかった です か。やさしかった です か。カタカナ は へん でした か。
Handout regarding today’s date, February 3rd, known as Setsubun in Japan (see entry for Japanese 3 class, above):
Necessary 漢字 from the handout:：立つ、外、内、男
Class listened to and practiced いいましょう二 from lesson 5 of 2 Kimono. We have a new use for て form:
1. ___て ください polite commands
2. ＿＿て います continuative forms is/am/are [do]ing
3. first verb ＿＿て and last verb in sentence ending form
—using the te form is how one indicates “and” between verbs (と and や are
for “and” between nouns)
example: まいにち ゴジラ は ひこうき を 食べて うみ を
のみます。Every day Godzilla eats a plane and drinks the ocean.
Homework:
1. page 49 in the workbook, sentences about sports training, using て form of verbs for “and”
2. three paragraph summary of Setsubun handout {えい語 で}
Extra handout on Takuan pickles:
Takuan
From Wikipedia, the free encyclopedia
Traditional takuan
Takuan (沢庵, Takuan?), also known as Takuwan, is a popular traditional Japanese pickle. It is made from daikon radish. In addition to being served alongside other types of tsukemono in traditional Japanese cuisine, takuan is also enjoyed at the end of meals as it is thought to aid digestion.
Takuan is made by first hanging a daikon radish in the sun for a few weeks until it becomes flexible. Next, the daikon is placed in a pickling crock and covered with a mix of salt, rice bran, optionally sugar, daikon greens, kombu, and perhaps chilli pepper and/or dried persimmon peels. A weight is then placed on top of the crock, and the daikon is allowed to pickle for several months. The finished takuan is usually yellow in colour, although most mass-produced takuan rely on food coloring for this effect.
Takuan is popular also in South Korea, and is called danmuji (단무지). It is used as a filling for gimbap, or as an accompaniment to Korean dishes, typically jajangmyeon.
Takuan Sōhō
From Wikipedia, the free encyclopedia
Takuan Sōhō (沢庵 宗彭, 1573–1645) was a major figure in the Rinzai school of Zen Buddhism.
Takuan Sōhō was born into a family of farmers in the town of Izushi, located in what was at that time called Tajima province (present-day Hyōgo Prefecture). At the age of 8 in 1581 young Takuan began his religious studies and 2 years later he would lead a life at a Buddhist monastery. By the age of 14 in 1587, Takuan started studying the Rinzai school of Zen Buddhism under the tutelage of his sensei Shun-oku Soen.
By the impressive age of 36 in 1608, Takuan's mastery of Zen granted him the privilege of being made abbot of the Daitoku-ji Temple in Kyoto, Japan. Unfortunately, Takuan's appointment was shortened as he left for a prolonged period of traveling. Throughout his journeys, Takuan raised and collected funds for the renovation of Daitoku-ji Temple and other Zen temples.
In 1629, Takuan was banished to northern Japan by the Shogunate of Hidetada Tokugawa due to his protest of political interference in Buddhist temple matters pertaining to ecclesiastical appointments. By 1632, there was a general amnesty after the death of Hidetada Tokugawa and Takuan's period of banishment came at an end. Later, Takuan was invited by Tokugawa Iemitsu (1604–51) to become the first abbot of Tokai-ji Temple in Edo, which was constructed especially for the Tokugawa family.
Takuan Sōhō died in Edo (present-day Tokyo) in December of 1645. At the moment before his death, Takuan painted the Chinese character 夢 ("dream"), laid down his brush and died. His tomb is located in the Shinagawa area of Tokyo at Oyama Cemetery of Tokaiji Temple.
It is stated that Takuan advised and befriended many persons, from all social strata of life. Some of those include:
Miyamoto Musashi (kenjutsu master)
Matsudaira Dewa no Kami (Daimyo)
Ishida Mitsunari (Daimyo)
Kuroda Nagamasa (Christian Daimyo)
Yagyū Munenori (Daimyo and kenjutsu master, head of Yagyū Shinkage-ryū style of swordsmanship) - Takuan's writings to kenjutsu master, Lord Yagyū Munenori, are commonly studied by contemporary martial artists.
Go-Mizunoo (abdicated Japanese Emperor)
Tokugawa Iemitsu (Shogun)
Itō Ittōsai (swordsman)
With regards to his character, Takuan remained largely unaffected by his popularity and famed reputation. Known for his ascerbic wit and integrity of character, Takuan exerted himself to bring the spirit of Zen Buddhism to many and diverse aspects of Japanese culture, such as Japanese swordsmanship, gardening, Sumi-e, Shodo, and Sado. His collected writings total 6 volumes and over 100 published poems, including his best known treatise, The Unfettered Mind. His influence still permeates the work of many present-day exponents of Zen Buddhism and martial arts. He has also been credited with the invention of the yellow pickled Daikon radish that carries the same name, "Takuan."
He is featured as a character in Vagabond, a manga series, which is largely based on Eiji Yoshikawa's equally successful book, Miyamoto Musashi.
Food of Japan, by Shirley Booth
2002, Interlink Books, New York and Northhampton
“Takuan is a daikon radish that has been pickled, through the process of lactic acid fermentation, with rice bran and salt, rice lees, or just salt. In any case, all over Japan it appears as the ubiquitous (and aromatic) yellow pickle served alongside traditional breakfasts, and almost every other meal as well. It is named after the monk Takuan Osho, who is supposed to have invented it in the 17th Century. That’s one s;tory of its etymology, another being simply that it comes from the Japanese word for preserve/store—蓄え｛たくわえ｝takuwae, but that’s not half as interesting, is it?”
Monday, February 2, 2009
Feb. 2, 2009 Monday Eight Period Day
Japanese Independent Study
Handout regarding 沢庵｛たくあん｝の つけもの、takuan pickles
Go over pp 146-147 in textbook, exercises 8,9. and 10
Kanji: 自動詞、他動詞、自分、自動車、動く、動かす、車、力、目
Japanese 1
College acrostic pages using day-of-week syllables: nichi,getsu,ka,sui,moku,kin,do
Review “Monday’s menu and foods” and Monday’s animal and adjectives”
Iimashou 2 for Ch 5 – school subjects, easy and difficult
Homework: 1. Page 96 in workbook (students have already done 92 and 93)
2. Flashcards for foods, school subjects, and animals
Japanese 3
Check workbook pages 80 – 83
Page 84 in workbook – all about カラオケ、including reading radio advertisement—
“Do people do this for fun, in Japan?” asks one student. “Yes,” is the answer, with cultural discussion.
いいましょう 二 と 三
Discussion of Japanese song project: Due February 17th. Each student must sing (or chant), from memory, one Japanese song、handing out a copy of the lyrics to each class member and teacher.
New grammar form:
verb-stem ni traveling verb (usually)
ex. せいと は レストラン に 食べ に 行く。
The student will go to the restaurant (in order) to eat.
Homework is 10 sentences about what one will go to Washington, D.C. to do:
Ex. せんせい は オバマだいとうりょう に あい に ワシントン に 行く。The teacher will go to Washington (in order) to meet President Obama.
Japanese 2
Collect dialogues re-written in katakana and ROOMAji.
Handout katakana practice sheet from Yookoso: Continuing… workbook pages 10 and 11
Special katakana notes on the board:
Ti we Smith
ティ ワェ スミス
Japanese AP/4
Nelson’s Compact Kanji Dictionaries have been ordered!!!
Handout about Japanese pickles (crucial to lesson 5 of 日本との出会い):
Takuan--From Wikipedia, the free encyclopedia
Traditional takuan
Takuan (沢庵, Takuan?), also known as Takuwan, is a popular traditional Japanese pickle. It is made from daikon radish. In addition to being served alongside other types of tsukemono in traditional Japanese cuisine, takuan is also enjoyed at the end of meals as it is thought to aid digestion.
Takuan is made by first hanging a daikon radish in the sun for a few weeks until it becomes flexible. Next, the daikon is placed in a pickling crock and covered with a mix of salt, rice bran, optionally sugar, daikon greens, kombu, and perhaps chilli pepper and/or dried persimmon peels. A weight is then placed on top of the crock, and the daikon is allowed to pickle for several months. The finished takuan is usually yellow in colour, although most mass-produced takuan rely on food coloring for this effect.
Takuan is popular also in South Korea, and is called danmuji (단무지). It is used as a filling for gimbap, or as an accompaniment to Korean dishes, typically jajangmyeon.
Takuan Sōhō--From Wikipedia, the free encyclopedia
Takuan Sōhō (沢庵 宗彭, 1573–1645) was a major figure in the Rinzai school of Zen Buddhism.
Takuan Sōhō was born into a family of farmers in the town of Izushi, located in what wask at that time called Tajima province (present-day Hyōgo Prefecture). At the age of 8 in 1581 young Takuan began his religious studies and 2 years later he would lead a life at a Buddhist monastery. By the age of 14 in 1587, Takuan started studying the Rinzai school of Zen Buddhism under the tutelage of his sensei Shun-oku Soen.
By the impressive age of 36 in 1608, Takuan's mastery of Zen granted him the privilege of being made abbot of the Daitoku-ji Temple in Kyoto, Japan. Unfortunately, Takuan's appointment was shortened as he left for a prolonged period of traveling. Throughout his journeys, Takuan raised and collected funds for the renovation of Daitoku-ji Temple and other Zen temples.
In 1629, Takuan was banished to northern Japan by the Shogunate of Hidetada Tokugawa due to his protest of political interference in Buddhist temple matters pertaining to ecclesiastical appointments. By 1632, there was a general amnesty after the death of Hidetada Tokugawa and Takuan's period of banishment came at an end. Later, Takuan was invited by Tokugawa Iemitsu (1604–51) to become the first abbot of Tokai-ji Temple in Edo, which was constructed especially for the Tokugawa family.
Takuan Sōhō died in Edo (present-day Tokyo) in December of 1645. At the moment before his death, Takuan painted the Chinese character 夢 ("dream"), laid down his brush and died. His tomb is located in the Shinagawa area of Tokyo at Oyama Cemetery of Tokaiji Temple.
It is stated that Takuan advised and befriended many persons, from all social strata of life. Some of those include:
Miyamoto Musashi (kenjutsu master)
Matsudaira Dewa no Kami (Daimyo)
Ishida Mitsunari (Daimyo)
Kuroda Nagamasa (Christian Daimyo)
Yagyū Munenori (Daimyo and kenjutsu master, head of Yagyū Shinkage-ryū style of swordsmanship) - Takuan's writings to kenjutsu master, Lord Yagyū Munenori, are commonly studied by contemporary martial artists.
Go-Mizunoo (abdicated Japanese Emperor)
Tokugawa Iemitsu (Shogun)
Itō Ittōsai (swordsman)
With regards to his character, Takuan remained largely unaffected by his popularity and famed reputation. Known for his ascerbic wit and integrity of character, Takuan exerted himself to bring the spirit of Zen Buddhism to many and diverse aspects of Japanese culture, such as Japanese swordsmanship, gardening, Sumi-e, Shodo, and Sado. His collected writings total 6 volumes and over 100 published poems, including his best known treatise, The Unfettered Mind. His influence still permeates the work of many present-day exponents of Zen Buddhism and martial arts. He has also been credited with the invention of the yellow pickled Daikon radish that carries the same name, "Takuan."
He is featured as a character in Vagabond, a manga series, which is largely based on Eiji Yoshikawa's equally successful book, Miyamoto Musashi.
Food of Japan, by Shirley Booth
2002, Interlink Books, New York and Northhampton
“Takuan is a daikon radish that has been pickled, through the process of lactic acid fermentation, with rice bran and salt, rice lees, or just salt. In any case, all over Japan it appears as the ubiquitous (and aromatic) yellow pickle served alongside traditional breakfasts, and almost every other meal as well. It is named after the monk Takuan Osho, who is supposed to have invented it in the 17th Century. That’s one story of its etymology, another being simply that it comes from the Japanese word for preserve/store—蓄え｛たくわえ｝takuwae, but that’s not half as interesting, is it?”
AP Handout on 漢字：
自 ジ self {see目}
他 ほか、タ other {see人}
動く
動かす to move {see車,力}
うご
ドウ
動詞 どうし
verb
自動詞 自分 自動車
Intransitive verb oneself automobile
じどうし じぶん じどうしゃ
他動詞
Transitive verb
たどうし
動物
どうぶつ
Animal (“thing that moves”)
Japanese 4 class worked on choosing their vocabulary from lesson 5 while 漢字 lesson is going on with AP Japanese. Upcoming Japanese 4 project with have to do with つけもの： kinds, methods, actual making. Date not yet set.
Homework、both AP and Jpn 4:
Yookoso workbook page 172, all
Yookoso workbook pages 174 and 175, K and L
Handout regarding 沢庵｛たくあん｝の つけもの、takuan pickles
Go over pp 146-147 in textbook, exercises 8,9. and 10
Kanji: 自動詞、他動詞、自分、自動車、動く、動かす、車、力、目
Japanese 1
College acrostic pages using day-of-week syllables: nichi,getsu,ka,sui,moku,kin,do
Review “Monday’s menu and foods” and Monday’s animal and adjectives”
Iimashou 2 for Ch 5 – school subjects, easy and difficult
Homework: 1. Page 96 in workbook (students have already done 92 and 93)
2. Flashcards for foods, school subjects, and animals
Japanese 3
Check workbook pages 80 – 83
Page 84 in workbook – all about カラオケ、including reading radio advertisement—
“Do people do this for fun, in Japan?” asks one student. “Yes,” is the answer, with cultural discussion.
いいましょう 二 と 三
Discussion of Japanese song project: Due February 17th. Each student must sing (or chant), from memory, one Japanese song、handing out a copy of the lyrics to each class member and teacher.
New grammar form:
verb-stem ni traveling verb (usually)
ex. せいと は レストラン に 食べ に 行く。
The student will go to the restaurant (in order) to eat.
Homework is 10 sentences about what one will go to Washington, D.C. to do:
Ex. せんせい は オバマだいとうりょう に あい に ワシントン に 行く。The teacher will go to Washington (in order) to meet President Obama.
Japanese 2
Collect dialogues re-written in katakana and ROOMAji.
Handout katakana practice sheet from Yookoso: Continuing… workbook pages 10 and 11
Special katakana notes on the board:
Ti we Smith
ティ ワェ スミス
Japanese AP/4
Nelson’s Compact Kanji Dictionaries have been ordered!!!
Handout about Japanese pickles (crucial to lesson 5 of 日本との出会い):
Takuan--From Wikipedia, the free encyclopedia
Traditional takuan
Takuan (沢庵, Takuan?), also known as Takuwan, is a popular traditional Japanese pickle. It is made from daikon radish. In addition to being served alongside other types of tsukemono in traditional Japanese cuisine, takuan is also enjoyed at the end of meals as it is thought to aid digestion.
Takuan is made by first hanging a daikon radish in the sun for a few weeks until it becomes flexible. Next, the daikon is placed in a pickling crock and covered with a mix of salt, rice bran, optionally sugar, daikon greens, kombu, and perhaps chilli pepper and/or dried persimmon peels. A weight is then placed on top of the crock, and the daikon is allowed to pickle for several months. The finished takuan is usually yellow in colour, although most mass-produced takuan rely on food coloring for this effect.
Takuan is popular also in South Korea, and is called danmuji (단무지). It is used as a filling for gimbap, or as an accompaniment to Korean dishes, typically jajangmyeon.
Takuan Sōhō--From Wikipedia, the free encyclopedia
Takuan Sōhō (沢庵 宗彭, 1573–1645) was a major figure in the Rinzai school of Zen Buddhism.
Takuan Sōhō was born into a family of farmers in the town of Izushi, located in what wask at that time called Tajima province (present-day Hyōgo Prefecture). At the age of 8 in 1581 young Takuan began his religious studies and 2 years later he would lead a life at a Buddhist monastery. By the age of 14 in 1587, Takuan started studying the Rinzai school of Zen Buddhism under the tutelage of his sensei Shun-oku Soen.
By the impressive age of 36 in 1608, Takuan's mastery of Zen granted him the privilege of being made abbot of the Daitoku-ji Temple in Kyoto, Japan. Unfortunately, Takuan's appointment was shortened as he left for a prolonged period of traveling. Throughout his journeys, Takuan raised and collected funds for the renovation of Daitoku-ji Temple and other Zen temples.
In 1629, Takuan was banished to northern Japan by the Shogunate of Hidetada Tokugawa due to his protest of political interference in Buddhist temple matters pertaining to ecclesiastical appointments. By 1632, there was a general amnesty after the death of Hidetada Tokugawa and Takuan's period of banishment came at an end. Later, Takuan was invited by Tokugawa Iemitsu (1604–51) to become the first abbot of Tokai-ji Temple in Edo, which was constructed especially for the Tokugawa family.
Takuan Sōhō died in Edo (present-day Tokyo) in December of 1645. At the moment before his death, Takuan painted the Chinese character 夢 ("dream"), laid down his brush and died. His tomb is located in the Shinagawa area of Tokyo at Oyama Cemetery of Tokaiji Temple.
It is stated that Takuan advised and befriended many persons, from all social strata of life. Some of those include:
Miyamoto Musashi (kenjutsu master)
Matsudaira Dewa no Kami (Daimyo)
Ishida Mitsunari (Daimyo)
Kuroda Nagamasa (Christian Daimyo)
Yagyū Munenori (Daimyo and kenjutsu master, head of Yagyū Shinkage-ryū style of swordsmanship) - Takuan's writings to kenjutsu master, Lord Yagyū Munenori, are commonly studied by contemporary martial artists.
Go-Mizunoo (abdicated Japanese Emperor)
Tokugawa Iemitsu (Shogun)
Itō Ittōsai (swordsman)
With regards to his character, Takuan remained largely unaffected by his popularity and famed reputation. Known for his ascerbic wit and integrity of character, Takuan exerted himself to bring the spirit of Zen Buddhism to many and diverse aspects of Japanese culture, such as Japanese swordsmanship, gardening, Sumi-e, Shodo, and Sado. His collected writings total 6 volumes and over 100 published poems, including his best known treatise, The Unfettered Mind. His influence still permeates the work of many present-day exponents of Zen Buddhism and martial arts. He has also been credited with the invention of the yellow pickled Daikon radish that carries the same name, "Takuan."
He is featured as a character in Vagabond, a manga series, which is largely based on Eiji Yoshikawa's equally successful book, Miyamoto Musashi.
Food of Japan, by Shirley Booth
2002, Interlink Books, New York and Northhampton
“Takuan is a daikon radish that has been pickled, through the process of lactic acid fermentation, with rice bran and salt, rice lees, or just salt. In any case, all over Japan it appears as the ubiquitous (and aromatic) yellow pickle served alongside traditional breakfasts, and almost every other meal as well. It is named after the monk Takuan Osho, who is supposed to have invented it in the 17th Century. That’s one story of its etymology, another being simply that it comes from the Japanese word for preserve/store—蓄え｛たくわえ｝takuwae, but that’s not half as interesting, is it?”
AP Handout on 漢字：
自 ジ self {see目}
他 ほか、タ other {see人}
動く
動かす to move {see車,力}
うご
ドウ
動詞 どうし
verb
自動詞 自分 自動車
Intransitive verb oneself automobile
じどうし じぶん じどうしゃ
他動詞
Transitive verb
たどうし
動物
どうぶつ
Animal (“thing that moves”)
Japanese 4 class worked on choosing their vocabulary from lesson 5 while 漢字 lesson is going on with AP Japanese. Upcoming Japanese 4 project with have to do with つけもの： kinds, methods, actual making. Date not yet set.
Homework、both AP and Jpn 4:
Yookoso workbook page 172, all
Yookoso workbook pages 174 and 175, K and L
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