Tuesday, March 31, 2009

March 31, 2009 Tuesday A Block One Day

Tuesday, March 31, 2009, A Block One Day




Independent Study Japanese


Schachtman presents “Driving Tour of Chicago”

Begin ch 7, pages 69---top paragraph of 70

Discussion following items: 

Review : giving/receiving, now adding honorific/humilific forms

あげる ,  さしあげる
くれる, くださる(下さいますIrr.)
もらう, いただく

Work on sample sentences, as follows.

I give fruit to the neighbor/ the President.
The neighbor/the President gives fruit to me.
I receive fruit from the neighbor/the President


Homework: reread pages 92-99 in Yookosoo: Continuing…






Japanese 1

This class does not meet on Block One days.





Japanese 3


Ema (small signboard for writing wishes) project

Boone Kasuga Taisha Jinja
Yu Horyuji in Nara
Yan Todaiji in Nara
Sarchet Asakusa Kannon
Harrington Daibutsu in Kamakura
Tena Tsuru-ga-oka Hachiman-guu
Washington Kiyomizu-dera
Jara Byodo-in
Zhuang Meiji Jinguu
Amorntheerakul Ginkaku-ji
Cheng Kinkaku-ji

Design an ema with appropriate image; write 5 wishes on the back

Homework pages 102-103 workbook

Special vocabulary:

3着物8:
what to people wish for or pray for
where do they go to do it
what is the form of the prayer or wish

絵馬, えま

成績 せいせき results; record; grades

成績不振 せいせきふしん poor (academic) performance; poor (business) results (showing)

成績表 せいせきひょう report card; result sheet

成績証明書 せいせきしょうめいしょ transcript of results; report of results

願い事,   ねがいごと

健康,    けんこう

仏教,    ぶっきょう

神道,    しんとう

イスラム教, いすらむきょう

クリスト教, くりすときょう

ユダヤ教, ゆだやきょう

なります よう に  

天神様, てんじんさま (菅原道真 すがわら みちざね)

祈ります, いのります

お祈り, お いのり






Japanese 2

On board:

{おみせ は 何{なん}です か。}

何 {なに}を 売ります{うります} か。

______ は _______   ____ 円   です。
Product Number-counter price

Nouns of Position:

隣{となり}、間{あいだ}、上、下、前、後ろ、右、左、中

Students held up price lists for their stores and responded to questions in Japanese: “what do you sell?””how much is it?”

traditional Japanese store categories.


ペット屋、Pet Store,  Hershfang、 Murphy
くだもの屋、Goldberg and Pairs fruit store
おもちゃ屋 toy store Jackson、Zankowiak
でんき屋 small electrical appliances
店、みせ、テン, character for store that can stand by itself 
 (but 屋 exists only in compounds)
デパート、Department store Tenorio, Zavala
スーパー、Supermarket Diaz、Amurau
くすり屋, Pharmacy Diallo, Thimsuwan
ゆうびんきょく, Post Office
金もの屋, Hardware Store Amorntheerakul, Song
ようふく屋、 Clothing store Appling, Chan
おかし屋 Candy store James、Flores
本屋 Bookstore Mascarenas、Mine
パン屋 Bakery Yamasaki, Cambron
花屋 はなや Flower Shop Perez, Loeschke, Santoyo


うる もの の リスト
List of thing your pair will sell
At least 10 things, names in Japanese
A visual representation of each thing
Price in yen (for our purposes, the exchange rate is 100 yen to the dollar)
On a page at least 9 inches by 12 inches


In class : Iimashou Ichi for Chapter 7, kinds of stores and their locations
Homework: Continue to work with this page, as we will use it again as we talk tomorrow.




Japanese 4 and AP

This class does not meet on Block One Days.


Quiz “A Homestay in Japan” Chapter 6—postponed to Wed. because 5 people absent


Collect one typed page of summary of Kabuki handout


Warning: vocab test on this chapter coming up Wednesday.
Target vocabulary chosen by 4th year students –
手紙、 てがみ
生活、 せいかつ
外国人、 がいこくじん
同じ、 おなじ
食料品、 しょくりょうひん
ただ、
先日、 せんじつ
道路、 どうろ
近寄る、 ちかよる
美術品、 びじゅつひん
屋上、 おくじょう
机に向かう、 つくえ に むかう
親切な、 しんせつな
滝、 たき
多い、 おおい
覚える、 おぼえる
家具、 かぐ
忙しい、 いそがしい
こわがる
向かう、 むかう
地下街、 ちかがい
食品、 しょくひん
さぶとん

Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.

Each student has chosen to talk about chosen locales below

Feuer ―― not yet performed

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park

Hancock Observatory

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Monday, March 30, 2009

March 30, 2009 Monday An Eight Period Day

Monday, March 30, 2009, An Eight Period Day
Shortened periods today because of Long Advisory



Independent Study Japanese


Quiz “A Homestay in Japan” Chapter 6

Handout: Chapter 7 of NTND and basics for chapter

Homework: Start reading chapter





Japanese 1

Collect student-written Fox/Frog/Shopping eight-sentence story.

かえる  と きつね の かいもの
Frog and Fox (Went) Shopping
(Oh, the places they’ll go)

1. きつね は 森 に きました。
2. きのこ (Mushrooms)を かいました。
3. かえる は にわ に いきました。
4. はな (Flowers)を かいました。He doesn't really like flowers, but he bought them for his mother.
5. それから (After that)かえる は うみ に いきました。
6. すいえい を しました。
7. それから きつね と かえる は こども の くに (Children’s Country) に いきました。
8. ふうせん と ファネル・ケーキ を しました。



Iimashou Ichi and Ni – introduce past-tense adjectives

Homework: page 108 in workbook





Japanese 3

Handout on Jero/Jeddo, African-American/Nikkei-jin enka singer

Hand back literature papers – discussion – Sensei is very happy with what students have written.

Read and listen to Tai-iku-sai.
Iimashou Ichi kara Yon made.
Deshita plain form is data
Homework: Workbook pages 101 and 102



Japanese 2


Handout on Jero/Jeddo, African-American/Nikkei-jin enka singer

Collect Kabuki-article summary and manga translation for chapter 7
九十一ページ から 九十四 ページ に

Listen to manga dialogue and repeat

traditional Japanese store categories.


ペット屋、Pet Store,  Hershfang、 Murphy
くだもの屋、Goldberg and Pairs fruit store
おもちゃ屋 toy store Jackson、Zankowiak
でんき屋 small electrical appliances
店、みせ、テン, character for store that can stand by itself 
 (but 屋 exists only in compounds)
デパート、Department store Tenorio, Zavala
スーパー、Supermarket Diaz、Amurau
くすり屋, Pharmacy Diallo, Thimsuwan
ゆうびんきょく, Post Office
金もの屋, Hardware Store Amorntheerakul, Song
ようふく屋、 Clothing store Appling, Chan
おかし屋 Candy store James、Flores
本屋 Bookstore Mascarenas、Mine
パン屋 Bakery Yamasaki, Cambron
花屋 はなや Flower Shop Perez, Loeschke, Santoyo

しゅくだい for Tuesday:
うる もの の リスト
List of thing your pair will sell
At least 10 things, names in Japanese
A visual representation of each thing
Price in yen (for our purposes, the exchange rate is 100 yen to the dollar)
On a page at least 9 inches by 12 inches




Japanese 4 and AP


Quiz “A Homestay in Japan” Chapter 6—postponed because 5 people absent

Handout: article from Washington Post about Jero, enka singer with African-American/Nikkei-jin ancestry

Video of enka and other forms of Japanese popular music from New Year’s Eve Red and White Kohaku Show


Collect one typed page of summary of Kabuki handout



Warning: vocab test on this chapter coming up Wednesday.
Target vocabulary chosen by 4th year students –
手紙、 てがみ
生活、 せいかつ
外国人、 がいこくじん
同じ、 おなじ
食料品、 しょくりょうひん
ただ、
先日、 せんじつ
道路、 どうろ
近寄る、 ちかよる
美術品、 びじゅつひん
屋上、 おくじょう
机に向かう、 つくえ に むかう
親切な、 しんせつな
滝、 たき
多い、 おおい
覚える、 おぼえる
家具、 かぐ
忙しい、 いそがしい
こわがる
向かう、 むかう
地下街、 ちかがい
食品、 しょくひん
さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.


Each student has chosen to talk about chosen locales below

Feuer ―― not yet performed

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Thursday, March 26, 2009

March 26, 2009 Thursday An Eight Period Day

Thursday, March 26, 2009, An Eight Period Day
Shortened periods today because of Pep Rally



Independent Study Japanese


Talk “A Homestay in Japan” Chapter 6, in Japanese. Quiz Monday.

Grammar points reviewed:

1. いつか、どこか、どこでも、何でも
2. どう、どうやって、どんな
3. に ついて、の こと
4. ――て ほしい





Japanese 1

Working with verbs:
いきました (いって)  Went
かいました  (かって) Bought (reference かいもの を しました)
きました   (きて)  Came

Students as players of frog かえる And fox きつね:Perry and Betty
Students offered sentences from their homework, and we developed the story to a certain point.

かえる  と きつね の かいもの
Frog and Fox (Went) Shopping
(Oh, the places they’ll go)

1. きつね は 森 に きました。
2. きのこ (Mushrooms)を かいました。
3. かえる は にわ に いきました。
4. はな (Flowers)を かいました。He doesn't really like flowers, but he bought them for his mother.
5. それから (After that)かえる は うみ に いきました。
6. すいえい を しました。
7. それから きつね と かえる は こども の くに (Children’s Country) に いきました。
8. ふうせん と ファネル・ケーキ を しました。

Homework is to write out these 8 sentences from the story.

Demonstration of story with notebook/laptop handwriting shown on screen.

Go over カタカナHomework from yesterday – see below.
Can you figure out what these words are えい語で?
ピザ、 オイスター
_______________________________________________
アケード、 ビザ
_______________________________________________
ポテトチップ、 カット
_______________________________________________
ビデオ、 アイスコーヒー
_______________________________________________
オーバー、 カヌ
_______________________________________________
チーズ、 データ
_______________________________________________
カセットテープ、 ステーキ
_______________________________________________
タクシー、 バター
_______________________________________________
バケツ、 ピーナッツ
_______________________________________________
テキスト、 ハイカー
_______________________________________________
ビスケット、 カプチーノ
_______________________________________________




Japanese 3

Refilm Kamihachi Restaurant conversation – student performances.

Show extract from Kabuki – Yoshitsune no Sanbon Zakura
Written handout on Kabuki – homework is 1 page typewritten summary.

This assignment postponed to Thursday.
第八課 を 聞いて、言いました。
それから、こくばん で 先生 は あたらしい かんじ を かきました。

馬、鳥、島、駅: horse, bird, island, station



Japanese 2

traditional Japanese store categories.


ペット屋、Pet Store,  Hershfang、 Murphy
くだもの屋、Goldberg and Pairs fruit store
おもちゃ屋 toy store Jackson、Zankowiak
でんき屋 small electrical appliances
店、みせ、テン, character for store that can stand by itself 
 (but 屋 exists only in compounds)
デパート、Department store Tenoria, Zavala
スーパー、Supermarket Diaz、Amurau
くすり屋, Pharmacy Diallo, Thimsuwan
ゆうびんきょく, Post Office
金もの屋, Hardware Store Amorntheerakul, Song
ようふく屋、 Clothing store Appling, Chan
おかし屋 Candy store James、Flores
本屋 Bookstore Mascarenas、Mine
パン屋 Bakery Yamasaki, Cambron
花屋 はなや Flower Shop Perez, Loeschke, Santoyo

しゅくだい for Tuesday:
うる もの の リスト
List of thing your pair will sell
At least 10 things, names in Japanese
A visual representation of each thing
Price in yen (for our purposes, the exchange rate is 100 yen to the dollar)
On a page at least 9 inches by 12 inches

We saw a portion of a video on Kabuki.

しゅくだい:For Monday, 1-page typed summary of Kabuki article


I will collect the following on Monday, too九十一ページ から 九十四 ページ に よんで 下さい。えい語 で かいて 下さい。


.





Japanese 4 and AP



Video of information about kabuki and partial performance of play, Yoshitsune no Senbon Zakura.
Handout –homework is one typed page of summary

Review of elements from Chapter 6:

1. よう、ような、よう だ、よう に
2. 他動詞、自動詞 ―― 集まる、集める




Warning: vocab test on this chapter coming up next week.
Target vocabulary chosen by 4th year students –
手紙、 てがみ
生活、 せいかつ
外国人、 がいこくじん
同じ、 おなじ
食料品、 しょくりょうひん
ただ、
先日、 せんじつ
道路、 どうろ
近寄る、 ちかよる
美術品、 びじゅつひん
屋上、 おくじょう
机に向かう、 つくえ に むかう
親切な、 しんせつな
滝、 たき
多い、 おおい
覚える、 おぼえる
家具、 かぐ
忙しい、 いそがしい
こわがる
向かう、 むかう
地下街、 ちかがい
食品、 しょくひん
さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.


Each student has chosen to talk about chosen locales below

Feuer ―― not yet performed

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park

Lee – not yet performed

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Wednesday, March 25, 2009

March 25, 2009 Wednesday A Block Two Day

Wednesday, March 25, 2009, A Block Two Day



Independent Study Japanese


This class does not meet on Block Two days.      





Japanese 1

Introduction of new animal, fox, with song and “fox-cough” sound effect
きつね、ゴホン、ゴホン

Video of kabuki play with fox as main character – cultural explanation of fox in Japanese folklore and filial piety of fox (and humans) as ideal of Asian culture

Listen and repeat to opening manga of chapter 7 – introduce new verbs:
いきました (いって)  Went
かいました  (かって) Bought (reference かいもの を しました)

Students as players of frog かえる And fox きつね:Delan and Betty

Where did you go? What did you buy?
For example: went to Japan, bought green tea; went to Toguri’s, bought book

Work in pairs on worksheet.


かえる  と きつね の かいもの
Frog and Fox (Went) Shopping
(Oh, the places they’ll go)


どこ に いきました か。

なに を かいました か。

Three to five answers to each question.

Then switch to new katakana: ハ、ヒ、フ、ヘ、ホ、With maru and dakuten additions. Also ファ、フィ、フェ、フォ Combinations with vowels
Demonstrate with notebook/laptop handwriting shown on screen.

Then list of カタカナ Words to practice for homework


Can you figure out what these words are えい語で?

ピザ、 オイスター
_______________________________________________
アケード、 ビザ
_______________________________________________
ポテトチップ、 カット
_______________________________________________
ビデオ、 アイスコーヒー
_______________________________________________
オーバー、 カヌ
_______________________________________________
チーズ、 データ
_______________________________________________
カセットテープ、 ステーキ
_______________________________________________
タクシー、 バター
_______________________________________________
バケツ、 ピーナッツ
_______________________________________________
テキスト、 ハイカー
_______________________________________________
ビスケット、 カプチーノ
_______________________________________________




Japanese 3

Refilm Kamihachi Restaurant conversation – student performances.

Show extract from Kabuki – Yoshitsune no Sanbon Zakura
Written handout on Kabuki – homework is 1 page typewritten summary.

This assignment postponed to Thursday.
第八課 を 聞いて、言いました。
それから、こくばん で 先生 は あたらしい かんじ を かきました。

馬、鳥、島、駅: horse, bird, island, station



Japanese 2

Look at page 94 in the text -- stores and places of business are listed there. You will need to pick out a store and a partner because we will be getting ready to do our stores-and-shopping project. In addition to the ones in the chapter, here are some others. We will be using traditional Japanese store categories.


ペット屋、Hershfang、pet store
くだもの屋、Goldberg and Pairs fruit store
おもちゃ屋 toy store
でんき屋 small electrical appliances
店、みせ、テン, character for store that can stand by itself 
 (but 屋 exists only in compounds)
デパート、Department store
スーパー、Supermarket
くすり屋, Pharmacy
ゆうびんきょく, Post Office
金もの屋, Hardware Store
ようふく屋、 Clothing store



九十一ページ から 九十四 ページ に よんで 下さい。えい語 で かいて 下さい。


TEST Was Today !!!!.





Japanese 4 and AP

This class does not meet on Block One days. However, see information below:

AP oral presentation, driving tour of Chicago . Evaluation process by students. See rubric on earlier blog.

4th year Japanese city posters. Evaluation process by students –
.
Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で.
Written portion must be made up of complete sentences regarding the following information:
population;
location in Japan;
famous features and landmarks (for example, Chicago has Lake Michigan);
history;
famous products (for example, Hershey, PA, has chocolate);
destinations for sight-seeing;
any associated famous writers, artists, scientists, politicians;
art forms (for example, New York has the Broadway theaters).

Christian – Tokyo, Rosario – Nara, Charlie – Osaka, Tim - Yokohama
Scott – Kyoto, Brigid – Nagasaki, Keith – Hokkaido, Helen - Kobe
Jordan – Nagoya , Pun – Saitama City
****Due date Wed. March 25 ****

Student evaluation of each project

Name of City ___________________Name of Creator of Poster__________________

Physical appearance of poster ______________________ give a letter grade

Visual elements ____________________________ give a letter grade

Written elements (completeness, correctness, legibility) _______________________
give a letter grade


Student evaluators 1. _______________________ 2. ________________________




Warning: vocab test on this chapter coming up next week.
Target vocabulary chosen by 4th year students –
手紙、 てがみ
生活、 せいかつ
外国人、 がいこくじん
同じ、 おなじ
食料品、 しょくりょうひん
ただ、
先日、 せんじつ
道路、 どうろ
近寄る、 ちかよる
美術品、 びじゅつひん
屋上、 おくじょう
机に向かう、 つくえ に むかう
親切な、 しんせつな
滝、 たき
多い、 おおい
覚える、 おぼえる
家具、 かぐ
忙しい、 いそがしい
こわがる
向かう、 むかう
地下街、 ちかがい
食品、 しょくひん

さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.



Chicago Sight-seeing by Car 車でのシカゴ見物—pretend you are driving your Japanese guest around to show him the sights of the city 
運転の見物のツアー
1.日本語でspeak from notes, not text, for 5 minutes, notes to be handed in afterwards
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Each student has chosen to talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India

On Wednesday, after school, Japanese 4 students Potter, Reyes, Lai, and Edwards will answer, verbally, questions in section A, page 67, in “An Encounter with Japan.”

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Tuesday, March 24, 2009

March 24, 2009 Tuesday A Block One Day

Tuesday, March 24, 2009, A Block One Day



Independent Study Japanese



Samurai Triplets story -- due Thursday


Watkins and Barch did oral presentation – driving tour of Chicago  
運転の見物のツアー


Notes:

Destination に つきます
1979年(ねん Not とし)
いそいで Hurry
大きい Big、  高い、Tall
スポーツ を しました (Not あそびました)
Hyde Park の 中(なか、Not ちゅう)
ここ Here、高校(こうこう) High School
全て(すべて)Means “all”
灯台 (とうだい)Lighthouse       





Japanese 1

This class does not meet on Block 1 days.



Japanese 3


第八課 を 聞いて、言いました。
それから、こくばん で 先生 は あたらしい かんじ を かきました。

New kanji appropriate to this lesson--
See how they are related to each other: 馬、鳥、島、駅: horse, bird, island, station



Japanese 2

There were complaints from students that they were not ready for test and needed more review. They had not viewed this website. They received a reminder regarding the necessity for ASKING POLITELY, which is much better than DEMANDING RUDELY. Politeness is so central to Japanese language that it is even built into verbs and is a prefix addition to nouns.

Class re-iterated questions from yesterday and also reviewed some basic sentence patterns.

Review Kanji for nouns of position:

上、下、前、左、右、後ろ、隣、外、内、中、間、(聞く、門)


Addressed questions regarding the chapter ;TEST TOMORROW !!!!.

On board:

Previous uses of relational particle  に with certain verbs

1.Destination に Traveling Verb

2.Specific Time (With Name or Number) に Active Verb

3.A. Location (の Position) に Animal or Person が います。

B. Location (の Position) に Inanimate Object が あります。


Special idiomatic uses of relational particle に。

1. わたし は プール に はいりました。

2. わたし は まち で ともだち に あいました。

3. みんな は シカゴ に すんで いました。


Don’t mix up あります exists、with あいます meets、

“together” as a sort of adverbial phrase:

せんせい は せいと と いっしょ に えいが を 見ました。

Homework: Write 5 sentences for a projected test on elements of this chapter that YOU couldn’t answer without looking at the book.

Have you made flash cards for the vocabulary?





Japanese 4 and AP

This class does not meet on Block One days. However, see information below:

Homework for Wednesday:  AP oral presentation, driving tour of Chicago and 4th year Japanese city posters.

Warning: vocab test on this chapter coming up next week.
Target vocabulary chosen by 4th year students –
手紙、 てがみ
生活、 せいかつ
外国人、 がいこくじん
同じ、 おなじ
食料品、 しょくりょうひん
ただ、
先日、 せんじつ
道路、 どうろ
近寄る、 ちかよる
美術品、 びじゅつひん
屋上、 おくじょう
机に向かう、 つくえ に むかう
親切な、 しんせつな
滝、 たき
多い、 おおい
覚える、 おぼえる
家具、 かぐ
忙しい、 いそがしい
こわがる
向かう、 むかう
地下街、 ちかがい
食品、 しょくひん

さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Written portion must be made up of complete sentences regarding the following information: population; location in Japan; famous features and landmarks (for example, Chicago has Lake Michigan); history; famous products (for example, Hershey, PA, has chocolate; destinations for sight-seeing; any associated famous writers, artists, scientists, politicians; art forms (for example, New York has the Broadway theaters).

Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****
Pun – Saitama City



Reminder regarding upcoming AP Japanese Oral Project: 
****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物—pretend you are driving your Japanese guest around to show him the sights of the city 
運転の見物のツアー
1.日本語でspeak from notes, not text, for 5 minutes, notes to be handed in afterwards
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Each student has chosen to talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India

On Wednesday, after school, Japanese 4 students Potter, Reyes, Lai, and Edwards will answer, verbally, questions in section A, page 67, in “An Encounter with Japan.”

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Monday, March 23, 2009

March 23, 2009 Monday An Eight Period Day

Monday, March 23, 2009, an Eight Period Day



Independent Study Japanese



Students worked on Samurai Triplets story -- due tomorrow
Students will do oral presentation – driving tour of Chicago – tomorrow ―― 
運転の見物のツアー

Target vocabulary for upcoming test on Chapter 6

手紙、 てがみ

生活、 せいかつ

外国人、 がいこくじん

同じ、 おなじ

食料品、 しょくりょうひん

ただ、

先日、 せんじつ

道路、 どうろ

近寄る、 ちかよる

美術品、 びじゅつひん

屋上、 おくじょう

机に向かう、 つくえ に むかう

親切な、 しんせつな

滝、 たき

多い、 おおい

覚える、 おぼえる

家具、 かぐ

忙しい、 いそがしい

こわがる

向かう、 むかう

地下街、 ちかがい

食品、 しょくひん

さぶとん




Japanese 1


TEST on chapter 6

Checked workbook pages 104 and 105

Homework: manga of chapter 7 




Japanese 3

Students took a test TEST on 三着物:第七課

Vocab from chapter and verb conjugations and kanji


We re-filmed the Todai restaurant dialogue since the student who filmed them last time lost the data from her flash drive.

Homework: first photo story in Ch 8 – in English.



Japanese 2


Students finished showing their art work and reading their pair/group stories to the class.

Important corrections to the stories:

1. Use past tense CONSISTENTLY in narrative.
2. わたし は 人 に あいました。I met a person.
3. ぼく は おふろ に はいりました。I entered the bath.
4. ライト・セーバー で あそびました。I played with a light saber.
5. ライト・セーバー で けんか {を} しました。ライト・セーバー で 戦いました{たたかいました}。 Two ways of saying “I fought with a light saber.”
6. ライト・セーバー を つかいました。 I used a light saber.
7. お父さん は 釣り{つり}しました。Father did fishing.
8. バトル、フィシング should be avoided.


Addressed questions regarding the chapter , with a view to a test tomorrow.

On board:
Colors あかい、くろい、しろい、あおい、きいろい、―――

Special uses of relational particle  に with certain verbs

1. わたし は プール に はいりました。

2. わたし は まち で ともだち に あいました。

3. みんな は シカゴ に すんで いました。


Don’t mix up あります exists、with あいます meets、

“together” as a sort of adverbial phrase:

せんせい は せいと と いっしょ に えいが を 見ました。

Homework: Write 5 sentences for a projected test on this chapter that YOU couldn’t answer without looking at the book.

Have you made flash cards for the vocabulary?





Japanese 4 and AP


AP students and Jpn 4 students work in pairs to write a new letter for Amy, based on the chapter, but recipient is her Japanese language teacher back home. Hand in at end of period.

Homework for Wednesday:  AP oral presentation, driving tour of Chicago and 4th year Japanese city posters. See more details below.

Warning: vocab test on this chapter coming up next week.
Target vocabulary chosen by 4th year students –
手紙、 てがみ

生活、 せいかつ

外国人、 がいこくじん

同じ、 おなじ

食料品、 しょくりょうひん

ただ、

先日、 せんじつ

道路、 どうろ

近寄る、 ちかよる

美術品、 びじゅつひん

屋上、 おくじょう

机に向かう、 つくえ に むかう

親切な、 しんせつな

滝、 たき

多い、 おおい

覚える、 おぼえる

家具、 かぐ

忙しい、 いそがしい

こわがる

向かう、 むかう

地下街、 ちかがい

食品、 しょくひん

さぶとん


Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Written portion must be made up of complete sentences regarding the following information: population; location in Japan; famous features and landmarks (for example, Chicago has Lake Michigan); history; famous products (for example, Hershey, PA, has chocolate; destinations for sight-seeing; any associated famous writers, artists, scientists, politicians; art forms (for example, New York has the Broadway theaters).

Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****
Pun – Saitama City



Reminder regarding upcoming AP Japanese Oral Project: 
****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物—pretend you are driving your Japanese guest around to show him the sights of the city 
運転の見物のツアー
1.日本語でspeak from notes, not text, for 5 minutes, notes to be handed in afterwards
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Each student has chosen to talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India

On Wednesday, after school, Japanese 4 students Potter, Reyes, Lai, and Edwards will answer, verbally, questions in section A, page 67, in “An Encounter with Japan.”

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Friday, March 20, 2009

March 20, 2009 Friday An Eight Period Day

Wednesday, March 18, 2009, a Block Two Day



Independent Study Japanese



Handout from “An Introduction to Japanese Grammar and Communication Strategies” by Senko Maynard --- pages 287-291 – further material regarding
よう だ、よう な、 よう に

Students continued to work on their oral presentation – driving tour of Chicago


Japanese 1

1きもの6のよみしょうWork in class on Yomimashou for chapter 6. Answer questions about chapter.

Collected typing work from Wednesday.

TEST MONDAY

Friday: check workbook pages 104 and 105 




Japanese 3


Practice verb conjugations for the following verbs:

見る、聞く、返す{かえす}、借りる{かりる}

TEST MONDAY 三着物:第七課

We will re-film the restaurant dialogues since the student who filmed them last time lost the data from her flash drive



Japanese 2

Students showed their art work and read their pair/group stories to the class.

Characters: 登場人物{とうじょうじんぶつ}
ピンクのイルカ、ねこ、とら、白熊 {しろくま}、

小道具{こどうぐ}props ライト セーバー {かたかな}

所{ところ}Locales: ディズニーワールド、 だいどころ、うみ の ワールド

Important corrections:

1. Use past tense CONSISTENTLY in narrative.
2. わたし は 人 に あいました。I met a person.
3. ぼく は おふろ に はいりました。I entered the bath.
4. ライト・セーバー で あそびました。I played with a light saber.
5. ライト・セーバー で けんか {を} しました。ライト・セーバー で 戦いました{たたかいました}。 Two ways of saying “I fought with a light saber.”
6. ライト・せーばー を つかいました。 I used a light saber.
7. お父さん は 釣り{つり}しました。Father did fishing.
8. バトル、フィシング should be avoided.



Finish on Monday, and address questions regarding the chapter , with a view to a test next week, if possible.





Japanese 4 and AP

Hand out stage vocabulary from Japanese Theater presentation at the Payton Humanities Festival.

Useful resource online: Denshi Jisho (Google it) -- it supplies information on kanji as well as vocabulary

Distribute translation of chapter 6 of 日本との出会い。(It has been on this blogsite sinced yesterday).
日本語でSensei and students talk through the entire chapter together, asking and answering questions and clearing up grammatical confusion.  
Homrwork: Study!!! Also, AP work on oral presentation, driving tour of Chicago and 4th year work on Japanese city posters. See more details below.
Warning: vocab test on this chapter coming up next week.


Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Written portion must be made up of complete sentences regarding the following information: population; location in Japan; famous features and landmarks (for example, Chicago has Lake Michigan); history; famous products (for example, Hershey, PA, has chocolate; destinations for sight-seeing; any associated famous writers, artists, scientists, politicians; art forms (for example, New York has the Broadway theaters).
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****
Pun – Saitama City



Reminder regarding upcoming AP Japanese Oral Project: 
****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物—pretend you are driving your Japanese guest around to show him the sights of the city
1.日本語でspeak from notes, not text, for 5 minutes, notes to be handed in afterwards
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Each student has chosen to talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India

AP and Japanese 4 students answered, verbally, questions in section A, page 67, in “An Encounter with Japan.” AP students had to answer the more difficult questions; and Japanese 4 students had to answer the easier ones. Only one student gave answers of more than one sentence.

REMINDER: we must realize something important. In doing high school assignments or college assignments or tasks out in the world, everyone of us should be trying to do the best and most complete work possible, not the least possible.


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Humanities Festival Japanese Theater Presentation Vocabulary

Some Stage Vocabulary from March 18, 2009 Humanities Festival Presentation on Japanese Theater

舞台  {ぶたい}, 化粧  {けしょう}
Stage , make-up

芝居小屋 {しばいごや}, 衣裳 {いしょう}
Small theater , costume

大道具 {おおどうぐ }, 小道具 {こどうぐ}
Stage set pieces , props

台本 {だいほん}, 脚本 {きゃくほん}
Script , script

シナリオ , 前狂言 {まえきょうげん}
Script for play or film, opening play in a program

切り狂言 {きりきょうげん}, 開幕 {かいまく}
Closing play (in a program), curtain going up

三回舞台の埃を吸ったら、止められない。 
さんかい ぶたい の ほこり を すったら やめられない。
If you breathe the dust of the stage 3 times, you won’t be able to give it up.

Wednesday, March 18, 2009

March 18, 2009 Wednesday A Block Two Day

Wednesday, March 18, 2009, a Block Two Day



Independent Study Japanese

This class does not meet on Block Two Days


Japanese 1

Negative past tense verb sentences collected – examples written on board by students.
Sentence order important “VERB COMES LAST.” Don’t put です after another verb!


Distribution handout showing verb forms below:

Te form simple past aff.    English simple past neg.

たって たちました stood たちませんでした

すわって すわりました sat すわりませんでした

たべて たべました ate たべませんでした

のんで のみました drank のみませんでした

みて みました saw みませんでした

よんで よみました read (did read) みませんでした

{かいもの を}
して しました did しませんでした

{やきゅう を}
して しました played しませんでした
(baseball)


Sentences dictated in English in class, translated into Japanese. Had to be careful about relational particles.Finish typing for homework:
1. Eat the sushi, please.
2. I don’t like sushi.
3. I didn’t eat the sushi.
4. Look at the picture, please.
5. I don’t like the picture.
6. I didn’t look at the picture.

Work in computer lab 114 on word processing in Japanese. Type the dialogue twice, with different choices where choice is possible. Students save to their own network files with following label : 1k6.dialogue.typing.practice

Friday: check workbook pages 104 and 105 




Japanese 3

Azriel Washintgon, Jenny Jara and Amy Zhuang attended the Japanese theater lecture yesterday, though they did not sign in on the right sheet.

Counting in Japanese: days of month and minutes

Handout reading for ch 7 y読みましょう、第七課
Finish for homework. Write English translation on a separate sheet. Answer questions on the handout itself.

Checked pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

聞きましょう:C and D in class



Japanese 2

Alisa Amorntheerakul and Xindi Song attended Humanities Festival presentation on Japanese theater, even though their names did not appear on the sign-in sheet.

Students worked in pairs to finish twelve-sentence connected narrative (illustrated) of new story – elements below.”

Characters: 登場人物{とうじょうじんぶつ}
ピンクのイルカ、ねこ、とら、白熊 {しろくま}、

小道具{こどうぐ}props ライト セーバー {かたかな}

所{ところ}Locales: ディズニーワールド、 だいどころ、うみ の ワールド

Collected at end of period.





Japanese 4 and AP


Gladys Wu and Helen Lai attended Humanities Festival presentation in Japanese Theater, even though their names didn’t appear on the sign-in sheet.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Check with Sensei on written portion.
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****
Pun – Saitama City



Reminder regarding upcoming AP Japanese Oral Project: 
****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
1. choose 5 places
2. be sure to mention streets, but you don’t have to give complete directions unless you want to.
3. doesn’t have to be realistic in terms of time taken getting from place to place
4. hand in note cards after presentation

Driving tour of Chicago—Each student will talk about chosen locales below

Cerda

Brookfield Zoo
Kiddieland
Riis Park
El Ranchito
All-State Arena

Feuer

Little Italy
Planetarium
Sox Park
Margie's Candies
Wicker Park


Hoogstraten

Belmont Harbor
Wrigley Field
Museum of Science and Industry
Bucktown
Willis Tower


Imoka

MBT
Gale Street Inn
Museum of Contemporary Art
Chicago Cultural Center
Briar Street Theatre


Krogh

1. Zaca Tacos
2. Millennium Park
3. Rockefeller Chapel
4. Robie House
5. Promontory Point


Lee

Chinatown Square
Hellenic Museum and Cultural Center
United Center
Orchestra Hall
Hancock Observatory


Liu

Ping Tom park
Field Museum
Punky’s
Lincoln Park Zoo
Shedd Aquarium


Mui

Art Institute
Northerly Island
Tokyo Marina
35th Street Beach
Bank of America Theatre


Williams

Washington Park
EPSN Zone
Harpo Studios
Buckingham Fountain
Soldier Field


Wu

Greektown, Navy Pier, Grant Park, Water Tower, Devon - Little India


Handout from “An Introduction to Japanese Grammar and Communication Strategies” by Senko Maynard --- pages 287-291 – further material regarding
よう だ、よう な、 よう に

AP and Japanese 4 students answered, verbally, questions in section A, page 67, in “An Encounter with Japan.” AP students had to answer the more difficult questions; and Japanese 4 students had to answer the easier ones. Only one student gave answers of more than one sentence.

The class as a whole should have produced longer, more complete answers. In future, longer and more grammatical answers will be necessary, especially for the AP exam. Some students said they didn’t know more than one sentence would be necessary. In answer to that we must realize something important. In doing high school assignments or college assignments or tasks out in the world, everyone of us should be trying to do the best and most complete work possible, not the least possible.


Translation (semi-literal) of NTND Ch 6: Writing a Letter -- Number 1

Several weeks passed. During that time (she) was very busy, and Amy sent only short letters to her parents. Finally she got one (free) hour, and Amy decided to write a long letter. Amy put out her cushion and (sat) facing her desk. While gazing at the tile roofs outside the window, she though (about) how to explain Japanese life to her parents.


(Dear) Father, Mother

Are you well? I am fine. I enjoy Japanese life very much and the Yamashita family is very kind. I want you to meet them sometime.

In Japanese towns there are many houses everywhere. The streets are narrow, and cars and people are numerous, so it happens that (often) walking is awful(ly difficult).

When children see foreigners, it happens that they get scared. However, there are also children who come near and try to touch me and children who follow along behind me. There were children who said things like “Hallo,” “Foreigner,” and “Giant.” It’s interesting; however there are times when I get to hating it.

Father, do you remember that you were worried whether or not I would be able to eat Japanese cuisine? Japanese cuisine is delicious! Furthermore, it’s very pretty (to look at). By the way, there are also a lot of American fast food shops; so when I think I want a hamburger, I can buy one any time -- therefore don’t worry.

Uh, let’s see, what other kinds of interesting things are there? Oh yes, yes. I shall writing about shopping because Mother loves shopping. This thing (shopping) is truly great! The other day Akiko took me to a shopping market underground and to two department stores alongside the station.

In the (shopping) center there are various stores and restaurants. On the top floor there are even things like a waterfall and a fountain, and it is (all) very pretty.

After we saw the shopping center, we went to a department store. In the department store there is anything and everything. On the first floor, just as in American department stores, there are things like perfume and neckties. A difference [from American department stores] is that there are women store employees wearing uniforms around the entrance and the elevators who give guidance (information).

On other floors are furniture, eating utensils (tableware), toys, Western-style clothing, Japanese kimono, and such things. Other than that, there is an exhibit of art objects and even a playground for kids on the roof. However, the basement is greater than anything. There are food products collected from all over the world. There are free sample foods; so I ate American chocolate, Chinese buns with sweet bean paste, and, furthermore, French sweets. Both of you, Father and Mother, will surely get to like (this) [“when you come to visit” is the idea here].



Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Tuesday, March 17, 2009

March 17, 2009 Tuesday A Block One

Tuesday, March 17, 2009, a Block One Day



Independent Study Japanese


Students work on upcoming oral presentation, driving tour of Chicago, pointing out landmarks to visiting Japanese guest. See rubric posted March 17th. Due date March 24, 2009.

Barch chose the following 5 locales: Civic Opera, Planetarium, Soldier Field, University of Chicago, and Lincoln Park Zoo.

Homework: translate the following story into English—note review of giving and receiving verbs.

キメル先生の日本語の授業
2ようこそ:Continuing… 第二課
あげる、くれる、もらう


むかし むかし かまくら に 侍(さむらい)さん が 三人 いた。

友だち で は なくて 兄弟 (きょうだい) だった。

じつ は、 三っ子 だった。 お名前 は 平家(へいけ)さま だった。

一番 上 は ちょうなん の 一郎 で、一番 下 の は さんなん の 三郎 で、間 に はさまれ じなん の 次郎 だった。

もちろん、 三っ子  だった の で みんな の たんじょう日 は おなじ 日 だった。

二十日 の たんじょう日 の パーテイー は たいせつな パーテイー だった。

元禄(げんろく)十年二月二十日 に 兄弟 は 家 の 客間 で パーテイー を ひらいた。

お隣さん は 一郎 に すばらしい 馬 を くれた。

大名(だいみょう) は 次郎 に かたな を くれた。

三郎 は 一郎 に も 次郎 に も てぶくろ を あげた。

兄弟 の みんな は 先生 から ふで と ふでばこ を もらった。

パーテイー で 兄弟 と お客さん は おさけ を 飲んだり おもち を 食べたり した。

でも 三っ子 の お父さん と お母さん は お茶 の 方 が {日本酒にほんしゅう}おさけ より 好き だった。

お父さん は 茶道 (さどう)の エクスパート で お茶 を 飲まなければ ならなかった。

お茶 ばかり  飲んだ


Grammar points from Yookoso: Continuing…
Pages 191 and 201 – “seems” using よう な、よう だ、よう に
Above material can be used in homework assignment, that was due today but will be collected Friday.宿題{しゅくだい}:六十七ページ、II、十 の 文書、日本のデパートに買い物へに行くとしたら、どんな物を買いますか。



Japanese 1


Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.


This class does not meet on Block One days.

Wednesday: check workbook pages 104 and 105 




Japanese 3



Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Counting in Japanese: days of month

Wednesday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

Students handed in JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!

Each student spoke orally about his or her author and work. Many surprising aspects reported.

No explicit homework for tomorrow, but of course students should be reviewing and studying nightly.




Japanese 2

Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Students reported orally from their writing “ twelve-sentence connected narrative of New story – elements below.”

Characters: 登場人物{とうじょうじんぶつ}
ピンクのイルカ、ねこ、とら、白熊 {しろくま}、

小道具{こどうぐ}props ライト セーバー {かたかな}

所{ところ}Locales: ディズニーワールド、 だいどころ、うみ の ワールド

In class, worked in pairs at combining their stories into a pair narrative.

Homework: Tomorrow, bring paper and materials to produce (minimum) 15 sentence combined story, with illustrations. Each pair will hand in one story, with both names at the bottom.





Japanese 4 and AP

This class does not meet on Block One days.

However, see reminders below.

Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Check with Sensei on written portion.
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****




Reminder regarding upcoming AP Japanese Oral Project: ****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
1. choose 5 places
2. be sure to mention streets, but you don’t have to give complete directions unless you want to.
3. doesn’t have to be realistic in terms of time taken getting from place to place
4. hand in note cards after presentation

Yookoso: Continuing … pages 191 and 201 – uses of
よう だ、よう な、 よう に

Homework: Be able to answer, verbally, questions in section A, page 66, in “An Encounter with Japan.”


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Japanese 4 and AP Japanese rubric for oral presentations

Name of Student Presenter ____________________________
Presentation Rubric for Japanese
(purpose of presentation is to demonstrate mastery of curricular vocabulary and grammar, plus information about chosen subject)

Evaluating Student oral presentations

See below for possible points awarded in each category, 4 being highest and 1 being lowest in each category.

Amount of vocabulary and grammar structures
4 Uses most of this year’s grammar and a lot of its vocab.
3 Uses some of this year’s grammar and some of its vocab
2 Student uses a little of this year’s grammar and a little of the vocabulary.
1 Student uses almost none of this year’s grammar or vocabulary

Correctness of vocab and grammar structures
4 Grammar and vocab are 90% correct
3 Grammar and vocab are 70% correct
2 Grammar and vocab are 50% correct
1 Grammar and vocab are less than 40% correct.


Clarity of diction and correctness of pronunciation
4 Presentation is 90% understandable to listeners.
3 Presentation is 70% understandable to listeners.
2 Presentation is 50% understandable to listeners
1 Presentation is less than 40% understandable to listeners.


Fluency
4 Student speaks naturally and easily, with no inappropriate pauses.
3 Student pauses occasionally.
2 Student cannot say complete sentences without pausing—pauses every few words.
1 Student pauses for a long time after almost every word.


Creativity and appropriateness
4 Presentation is logical and clearly understandable. Humor and inventiveness are clearly present.
3 Most of information can be understood. Information is accurate.
2 Half of presentation can be understood. Some facts are inaccurate.
1 Less than 40% of presentation can be understood. Many facts lacking or incorrect.



Maximum 4 points per category. Total maximum points, 20.

Monday, March 16, 2009

March 16, 2009 Monday An Eight Period Day

Monday, March 16, 2009, an Eight Block Day



Independent Study Japanese


Finish reading “An Encounter with Japan”Chapter 6
Homework Oral Performance page 67, Section A, numbers 1-5
In class practice page 67 本当{ほんとう}、嘘{うそ}
Grammar points from Yookoso: Continuing…
Pages 191 and 201 – “seems” using よう な、よう だ、よう に
宿題{しゅくだい}:六十七ページ、II、十 の 文書、日本のデパートに買い物へに行くとしたら、どんな物を買いますか。



Japanese 1

Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.


Counting in Japanese: o’clock, months, by sevens, digits for ∏: 3-141592653


:Demonstrate te form with simple past tenses of verbs we know, and then add negative past, sending images and live writing through laptop logix onto screen, the following katakana words:

After eliciting oral responses, collect homework from Friday, which was to write each katakana word above in sentence, using one of our past-tense verbs (ate, drank, watched/saw, did read, played (sport), did (shopping/homework, etc.) or adjective-plus-です。
Homework: ten negative sentences, what one of the astrological animals did not do over the weekend.

Tuesday: check workbook pages 104 and 105 




Japanese 3



Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Counting in Japanese: days of month, digits for ∏: 3-1415926535897932384626


Monday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Lalita Amorntheerakul has chosen “Snow Country” by Nobel Prize winner Kawabata Yasunari. Camille Boone has chosen Mishima Yukio’s “After the Banquet.”

3-page typewritten paper (10 pt. or 12 pt. type, 1 inch margins) regarding the literary work student has chosen (and cleared with instructor)

Due Date: March 17, 2009. *****No extensions will be granted*****

Content:
Each student will write a 750 word paper of reader response (NOT a “book report”) regarding the work read, with references to his or her own ideas, life, and reading. Students may also write about what, if anything, seems Japanese from the point of view of Americans. Students should note what is surprising, and what is expected or unexpected in style or characters or story-line.
This is not a research paper about the life of the author. It is not a paper of literary analysis.
Students must be sure to use correct English grammar and correct spelling. Text must be divided appropriately into paragraphs. No more than four short quotations from the text are acceptable.
Students must consult with teacher and receive approval for their chosen books, which must be by a Japanese author. Here is a partial list of acceptable authors below.

Mori Ogai, Natsume Soseki, Murasaki Shikibu, Dazai Osamu, Abe Kôbo, Ariyoshi Sawako, Chikamatsu [Monzaemon], Enchi Fumiko, Endo Shusaku, Mishima Yukio, Ishikawa Jun, Kawabata Yasunari, Kinoshita Junji, [Kobayashi] Issa, [Matsuo] Bashô, [Masaoka] Shiki, Sei Shonagon, Oe Kenzaburô, Tanizaki Junichiro, Yosano Akiko, Zeami [Motokiyo], Osaragi Jirô



Japanese 2


Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Conunting practice: people, by threes, digits for ∏: 3-1415926535897932384626

Talked about “Three Chipmunks and the Governor” story --tough going through questions.

Homework:
In English、 (paying particular attention to “the rules,” as in 2 Kimono 6)
Write a twelve-sentence connected narrative of New story – elements below.

Characters: 登場人物{とうじょうじんぶつ}
ピンクのイルカ、ねこ、とら、白熊 {しろくま}、

小道具{こどうぐ}props ライト セーバー {かたかな}

所{ところ}Locales: ディズニーワールド、 だいどころ、うみ の ワールド





Japanese 4 and AP



Announcement: students who attend Humanities Festival presentation in Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Counting practice: days of month, indigenous numbers, digits for ∏: 3-1415926535897932384626

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Check with Sensei on written portion.
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya ****Due date Wed. March 25 ****


Oral review of Samurai Triplets story.



Reminder regarding upcoming AP Japanese Oral Project: ****Due date Wed. March 25 ****

Chicago Sight-seeing by Car 車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
1. choose 5 places
2. be sure to mention streets, but you don’t have to give complete directions unless you want to.
3. doesn’t have to be realistic in terms of time taken getting from place to place
4. hand in note cards after presentation

Yookoso: Continuing … pages 191 and 201 – uses of
よう だ、よう な、 よう に

Homework: Be able to answer, verbally, questions in section A, page 66, in “An Encounter with Japan.”


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Friday, March 13, 2009

March 13, 2009     Friday   An Eight Period Day

Wednesday, March 11, 2009, a Block Two Day



Independent Study Japanese


An Encounter with Japan Chapter 6
From 3rd paragraph on page 64 to last complete sentence on page 65
1. therefore から、だから
2.――たら if/when (often in the future)
3.人 を つれて 行く  to take/lead a person (someplace)
4.―――て くれました another person did something for speaker

Homework: page 67, section A, numbers 1-5
Be prepared to answer VERBALLY.



Japanese 1


Announcement: students who attend Humanities Festival presentation on Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

:
Go over English for words on katakana writing sheets. Students write on board. Then teacher projected, in large typeface, through laptop logix onto screen, the following katakana words:

ウィークエンド, ケーキ, サッカー,

テニス, コート, カレー・ライス,

ミルク, アイス, アイスクリーム,

スケートボード, ドア,

{キャロル・R・キメル は 日本語 が すき です。}

ペン, コーヒー, スパゲッティー

Homework: Write each katakana word above in sentence, using one of our past-tense verbs (ate, drank, watched/saw, did read, played (sport), did (shopping/homework, etc.) or adjective-plus-です。

1. workbook pages 104 and 105 




Japanese 3



Announcement: students who attend Humanities Festival presentation on Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.


Today there was time to prepare and rewrite restaurant dialogues for filmed performances of dialogues for Restaurant Kamehachi and Restaurant Todai. PERFORMANCE MONDAY


Monday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Lalita Amorntheerakul has chosen “Snow Country” by Nobel Prize winner Kawabata Yasunari. Camille Boone has chosen Mishima Yukio’s “After the Banquet.”

3-page typewritten paper (10 pt. or 12 pt. type, 1 inch margins) regarding the literary work student has chosen (and cleared with instructor)

Due Date: March 17, 2009. *****No extensions will be granted*****

Content:
Each student will write a 750 word paper of reader response (NOT a “book report”) regarding the work read, with references to his or her own ideas, life, and reading. Students may also write about what, if anything, seems Japanese from the point of view of Americans. Students should note what is surprising, and what is expected or unexpected in style or characters or story-line.
This is not a research paper about the life of the author. It is not a paper of literary analysis.
Students must be sure to use correct English grammar and correct spelling. Text must be divided appropriately into paragraphs. No more than four short quotations from the text are acceptable.
Students must consult with teacher and receive approval for their chosen books, which must be by a Japanese author. Here is a partial list of acceptable authors below.

Mori Ogai, Natsume Soseki, Murasaki Shikibu, Dazai Osamu, Abe Kôbo, Ariyoshi Sawako, Chikamatsu [Monzaemon], Enchi Fumiko, Endo Shusaku, Mishima Yukio, Ishikawa Jun, Kawabata Yasunari, Kinoshita Junji, [Kobayashi] Issa, [Matsuo] Bashô, [Masaoka] Shiki, Sei Shonagon, Oe Kenzaburô, Tanizaki Junichiro, Yosano Akiko, Zeami [Motokiyo], Osaragi Jirô



Japanese 2


Announcement: students who attend Humanities Festival presentation on Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.


Good performances of 2K6 dialogue today.

Brief introduction of “dictionary form” of verbs (plain affirmative present) on board.

Homework:
Write in English. Pay particular attention to “the rules.”

三匹【さんびき】のしまりす (chipmunks) や
シュワーズネガー・アーノルド 知事【ちじ】 や
ジョナー や くじら(whale)

1、さんびき の りす は ブルクリン に すんで いました。
2。なまえ は サイモン と アルビン と シアドー でした。
3。うた が じょうず でした。
4。ある 日 りす たち は イスラエル に いきました。
5。ふね で 行きました。
6。でも うみ の おおあらし が ありました。
7。ふね は うみ の 下【した】 に 行きました。
8。 シュワーズネガー・アーノルド 知事 も ふね に いました。
9。知事 は りす たち を たすかりました。
10。いっしょ に 知事 と りす たち くじら に およいで いました。
11。ジョナー は くじら の なか に すんで いました。
12。知事 は 『ジョナーさま、くじら に はいって も いい です か。』って
13。知事 と りす たち は くじら に はいりました。
14。くじら の なか で 知事 は ベビーシッター を しました。
15。シュワーズネガー・アーノルド 知事 は きびしい ひと でした。
16。そして きそく が ありました。
17。これ は きそく です:
一 ソーセージ や シュニッチュル を たべて は いい です。
二 マッチ を つかって は だめ です。
三 じょうば を して は いい です。 うま は エジプト の
王【おう】さま king, pharoah の うま でした。
四 ホット コーヒー を のんで は だめ です。
五 うたって は いい です。
18。くじら の なか で 何 を して いました か。
19。エアロビックス を して いました。
20。おすし を つくって いました。
21。シュワーズネガー・アーノルド 知事 は お金もちや さん です ね。
22。でも、 ベビーシッター の お金 を もらいました received か。
23。はい、一じかん に せん 五;百円 を もらいました。
24。くじら は イスラエル の かいがん に およぎました。
25。かいがん で みんな は 『さようなら』 って
26。それから りす たち や シュワーズネガー・アーノルド 知事 は
イルサレム に いきました。

単語: ふね boat、 たすかりました saved、 うみ の 下 down in the sea、 くじら の 中inside the whale 、おおあらし big storm、お 金もち やrich person、
かいがん ocean beach、 知事governor, ある日 one day, きそくrule(s)



Japanese 4 and AP



Announcement: students who attend Humanities Festival presentation on Japanese Theater (room 310, 3:00 p.m. , Tuesday) will receive extra credit.

Jpn 4 students research project on Japanese cities. Prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で. Check with Sensei on written portion.
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya Due date to be announced

AP Japanese students took the kanji test for chapter #5 in “A Homestay in Japan” 日本との出会い

Fourth year students translate the following story into English -- The Samurai Triplets. After the test was over, the AP students started on it.

Homework for both AP and 4th year: Translate into English the story below.

キメル先生の日本語の授業
2ようこそ:Continuing… 第二課
あげる、くれる、もらう


むかし むかし かまくら に 侍(さむらい)さん が 三人 いた。

友だち で は なくて 兄弟 (きょうだい) だった。

じつ は、 三っ子 だった。 お名前 は 平家(へいけ)さま だった。

一番 上 は ちょうなん の 一郎 で、一番 下 の は さんなん の 三郎 で、間 に はさまれ じなん の 次郎 だった。

もちろん、 三っ子  だった の で みんな の たんじょう日 は おなじ 日 だった。

二十日 の たんじょう日 の パーテイー は たいせつな パーテイー だった。

元禄(げんろく)十年二月二十日 に 兄弟 は 家 の 客間 で パーテイー を ひらいた。

お隣さん は 一郎 に すばらしい 馬 を くれた。

大名(だいみょう) は 次郎 に かたな を くれた。

三郎 は 一郎 に も 次郎 に も てぶくろ を あげた。

兄弟 の みんな は 先生 から ふで と ふでばこ を もらった。

パーテイー で 兄弟 と お客さん は おさけ を 飲んだり おもち を 食べたり した。

でも 三っ子 の お父さん と お母さん は お茶 の 方 が おさけ より 好き だった。

お父さん は 茶道 (さどう)の エクスパート で お茶 を 飲まなければ ならなかった。

お茶 ばかり  飲んだ

Students handed in the kanji crossword puzzle. There was some difficulty with 16 across, apparently.We found that “go east to Tokyo” should be the following expression in kanji: 東上 which means “go up to the east(ern) capital。It’s not 東京、とうきょう、the name of the city itself


Reminder regarding upcoming AP Japanese Oral Project: (due date to be announced)

Chicago Sight-seeing by Car 車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation

Class finished reading Chapter 6 of An Encounter with Japan – explanations of vocabulary and grammar


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Wednesday, March 11, 2009

March 11, 2009 Wednesday A Block Two Day

Wednesday, March 11, 2009, a Block Two Day




Independent Study Japanese


Independent Study does not meet on Block Two Days.



Japanese 1

Class continued work on katakana, with new writing pages including katakana from sa through no. Stroke order demonstrated by projecting from notebook computer on to screen in classroom.

Review of past tense verbs for this lesson: よみました、のみました、たべました、 ききました、みました、しました
{かいもの を しました。ゲーム を しました。からて を しました。}

Explicit introduction to telling time – o’clock
Text pages 73 and 74 いいましょう 一、  いいましょう 二
Hours and “half-past” examples:
いま なん じ です か。 いま 七 じ はん です。
What time is it now? It is seven-thirty now. 

Homework:
1. finish katakana writing sheets, with meanings of katakana words
2. workbook pages 104 and 105 




Japanese 3

Performances of dialogues for Restaurant Kamehachi and Restaurant Todai, in groups. Scripts and menus handed in.

Kanji practice with handout from site for Japanese school children:

http://www.geocities.jp/ki07ji/08/1nen2008.html

Kanji and relationships among kanji demonstrated and discussed:

日、 白い、 百、 早い、 音、   時、

目、 貝、 見る、 買う、 楽しい

村、 町、 市、

田、 男、 口、 足、 立つ、

Practicing days of the months and reading about Japanese national holidays and Golden Week.  3 着物 第七課

Homework:
Using each of the first 10 days of student’s favorite month, write a suggestion using plain volitional.
Example:
みなさん、五月二日 に テニス を しよう。

Monday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Lalita Amorntheerakul has chosen “Snow Country” by Nobel Prize winner Kawabata Yasunari. Camille Boone has chosen Mishima Yukio’s “After the Banquet.”

Project:

3-page typewritten paper (10 pt. or 12 pt. type, 1 inch margins) regarding the literary work student has chosen (and cleared with instructor)

Due Date: March 17, 2009. *****No extensions will be granted*****

Content:
Each student will write a 750 word paper of reader response (NOT a “book report”) regarding the work read, with references to his or her own ideas, life, and reading. Students may also write about what, if anything, seems Japanese from the point of view of Americans. Students should note what is surprising, and what is expected or unexpected in style or characters or story-line.
This is not a research paper about the life of the author. It is not a paper of literary analysis.
Students must be sure to use correct English grammar and correct spelling. Text must be divided appropriately into paragraphs. No more than four short quotations from the text are acceptable.
Students must consult with teacher and receive approval for their chosen books, which must be by a Japanese author. Here is a partial list of acceptable authors below.

Mori Ogai, Natsume Soseki, Murasaki Shikibu, Dazai Osamu, Abe Kôbo, Ariyoshi Sawako, Chikamatsu [Monzaemon], Enchi Fumiko, Endo Shusaku, Mishima Yukio, Ishikawa Jun, Kawabata Yasunari, Kinoshita Junji, [Kobayashi] Issa, [Matsuo] Bashô, [Masaoka] Shiki, Sei Shonagon, Oe Kenzaburô, Tanizaki Junichiro, Yosano Akiko, Zeami [Motokiyo], Osaragi Jirô


Japanese 2


Imagine the worst high school in the world. It’s name is Hideous High ひどい 高校{こうこう}
Using the te-wa-dame form, students ten dreadful rules from this high school’s rule book! Sentences were collected.

ひどい こうこう の きそく These rules were elicited from students today and written on the board. Numbers 1, 3, 4 are particularly heinous.

1. すって は だめ です。
2. かぜ を ひいて は だめ です。
3. うち に かえって は だめ です。
4. 食べて は だめ です。
5. おんがく を きいて は だめ です。
6. あそんで は だめ です。
7. たのしんで は だめ です。
8. 犬 は しゅくだい を 食べて は だめ です。

Homework: memorized dialogue for 2 Kimono Chapter 6 – due Friday.


Japanese 4 and AP


In computer 114 Jpn 4 students research Japanese cities, to prepare for visual project on chosen city. Final product must be 24” by 36”with photos, brochures, and explanatory writing 日本語で
Christian - Tokyo
Rosario - Nara
Charlie - Osaka
Tim - Yokohama
Scott - Kyoto
Brigid - Nagasaki
Keith - Hokkaido
Helen - Kobe
Jordan – Nagoya
Due date to be announced

AP Japanese students work on kanji for lesson 5 – stroke order demonstration, first on board, then projected on notebook computer through projector. Test on Friday.

朝 次 曜 起きる 考える 洗う 忘れる
台{所} 集まる 早い 和 魚
最{初} 前 お茶 お皿 空
黄色い みどり色 形{人形} 一切れ 計画
話す 電車 乗る 一番 商店街
お店



Upcoming AP Japanese Oral Project: (due date to be announced)

Chicago Sight-seeing by Car 車でのシカゴ見物
1.日本語でspeak from notes, not text, for 5 minutes
3. choose 5 places
4. be sure to mention streets, but you don’t have to give complete directions unless you want to.
5. doesn’t have to be realistic in terms of time taken getting from place to place
6. hand in note cards after presentation

Class finished reading Chapter 6 of An Encounter with Japan – explanations of vocabulary and grammar


Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

AP people:
***Kanji test on Lesson 5 has been postponed to Friday.**

Tuesday, March 10, 2009

March 10, 2009 Tuesday A Block One Day

Tuesday, March 10, 2009, a Block One Day




Independent Study Japanese


Work on finishing assignment from Monday, translation page 174 in Yookoso: Continuing…(the automobile chapter --help with some vocabulary terms.
十分
ハンドル
Hand in Wednesday, if you haven’t handed it in already.

Students had time to pick 5 Chicago locales each for oral explanation to Japanese visitor – showing him or her around Chicago by car
見物する {けんぶつ}   to do sightseeing

Chicago Sight-seeing by Car Oral Project 車でのシカゴ見物
1. 日本語でspeak from notes, not text, for 5 minutes
2. choose 5 places
3. be sure to mention streets, but you don’t have to give complete directions unless you want to.
4. doesn’t have to be realistic in terms of time taken getting from place to place
5. hand in note cards after presentation
6. Watkins will do: Sears Tower, Chicago Theater, Chicago Harbor Lighthouse, Wrigley Field, Statue of the Republic in Jackson Park
7. Schachtman will do: Millenium Park, Navy Pier, Old Watertower, Shedd Aquarium, Marina City
8. (this note added March 17) Barch will do the Civic Opera, the Planetarius, Soldiers Field, University of Chicago, and the Lincoln Park Zoo)

Homework: culture reading in Yookoso: Continuing… Ch 3
Page 140 and 141
Driver’s license in Japan
Katakana-izing words



Japanese 1

Class does not meet on Block One Days




Japanese 3

Performances of dialogues for Restaurant Kamehachi and Restaurant took place today, in groups. Scripts and menus were handed in.
We may re-do them and video them.

Kanji practice with handout from site for Japanese school children:

http://www.geocities.jp/ki07ji/08/1nen2008.html

Finish practicing these kanji for homework.

Monday Sensei MUST check pp. 88 and 89, and 87 and 93 (at least 12 sentences) in workbook

DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!
Lalita Amorntheerakul has chosen “Snow Country” by Nobel Prize winner Kawabata Yasunari.






Japanese 2



2 Kimono 6 – asking, giving, and refusing permission
Sentence model on board

{わたし は} ____ を  ____て も いい です か。
はい、____て は いい です。
{いいえ}_____て は だめ です。

Checked workbook pages 64 and 65
Interesting discussion of differences of meaning and usage between members of verb pair borrow-lend かります・かりる   かします・かす

Homework: Imagine the worst high school in the world. It’s name is Hideous High ひどい 高校{こうこう}
Using the te-wa-dame form, write ten dreadful rules from this high school’s rule book!


Japanese 4 and AP

This class does not meet on Block One days.

HOWEVER...

Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

AP people:
***Kanji test on Lesson 5 has been postponed to Friday.**

Monday, March 9, 2009

March 9, 2009 Monday An Eight Period Day

Sub Plans for Kimmel 2009.03.09, Monday
Eight Period Day

Dear Sub, Thanks for taking my classes today. I’ve got medical appointments. Here are the plans for today.

8:00 to 8:46 a.m.
First Period room 114 – Japanese Independent Study
Three students and I sit together at a table in the back of the computer lab.
This is review material.
a. students should read page 175 in their text,
Yookoso: Continuing with Contemporary Japanese,
b. and then write # 1 and 2 in English
c. all material should be handed in to you at the end of the period
Please make sure they hand in assignment to you at the end of the period, with both names in upper right hand corner of page.




9:04 to 9:50 a.m.
Second Period Japanese 1, room 110
Students write in their workbooks: exercise A on page 101, exercise D on page 102. If students finish the workbook pages, each one should write about what a friend or family member or super-hero or animal character did over the weekend, Saturday and Sunday. I encourage fantasy and fiction! Please collect these papers and put them in my mailbox.


9:54 to 10:40 a.m.
Third Period, room 102 – prep period


10:44 to 11:30 a.m.
Fourth Period, room 104 (Ms. Ma’s biology room) – Japanese 3
Students will:
a. do pages 87 and 93 (at least 12 sentences) of the Kimono level 3 workbook; much of this is review, although some of the contexts have changed
b. If they finish this, they may QUIETLY work on their dialogues for tomorrow (which would be today, if I were in school)
c. Please tell the students I’m sorry they will not be able to do their restaurant dialogues until tomorrow


11:33 a.m. to 12:20 p.m.
Fifth Period, room 110 – Japanese 2
a. Students should do pages 64, and 65 in the workbook—they MUST do the work IN CLASS – if some do not have workbooks, please have copies of those pages made in the library
b. Then they should translate page 84 in the text into English and give the paper to you at the end of the period.


12:24 to 1:10 p.m.
` Sixth Period, room 102 – prep/lunch


1:14 to 2 p.m.
Seventh Period, room 110 – Japanese 4/AP

The 4th year and AP students should sit as a mixed class, not as separate classes. However, this work is not pair work. Each student should hand in to you his or her own separate pages of written work at the end of the period. Students may use their dictionaries. This is review material.

a. students should read page 175 in their text,
Yookoso: Continuing with Contemporary Japanese,
b. and then write # 1 and 2 in English
c. all material should be handed in to you at the end of the period
Please make sure they hand in assignment to you at the end of the period, with both names in upper right hand corner of page.


2:04 to 2:50 p.m.
Eighth Period, room 102 – prep period `

Friday, March 6, 2009

March 5, 2009 Friday An Eight Period Day

Friday, March 6, 2009,
an Eight Period Day


Independent Study Japanese


Hand out sheet for working with McDonalds Japan website, in Japanese.
www.mcdonalds.co.jp/
Write all answers in Japanese.
Same with Wendies Japan website
www.nihon-wendies.co.jp
Finish for homework. This is due Monday.

Explain handout from lesson 7 from Yookoso: Invitation… pages 298 and 299 about using question words with ka, mo, and demo, to create indefinite pronouns.
Write sentences with nan/nani 何、なに forms using verb “to say.” Write sentences for dare だれ forms using verb “to meet.” Write sentences with itsu いつ forms using verb “to drink.” Write sentences using doko どこ forms with verb “to sing.” Write sentences using dore どれ (which one) forms using verb “to choose.” Write sentences using dochira どちら (which direction) forms using verb “to travel.
Finish for homework. This is due next Tuesday.



Japanese 1


Collect yesterday’s homework, which was to write out manga dialogue for 1 Kimono Chapter 6, in hiragana, ROMAji, katakana, and English. Also check flash cards for first 12 katakana.

Finish listening to manga dialogue for Kimono Chapter 7 and go on to Iimashou Ichi.
Classwork: workbook page 102, C and 103 E (finish for homework if not finished)

Homework: Write 5 sentences about what you did on Saturday and 5 more sentences about what you did on Sunday.
Sentence structure:

Time
expression に subject (I) は direct object を past tense verb ――ました。




Japanese 3



Then groups worked on aspects of upcoming restaurant performance. One more day of whole day work, and then performance will be Monday.
EACH STUDENT MUST HAND IN A COMPLETE VERSION OF THE DIALOGUE.

Monday Sensei MUST check pp. 88 and 89 in workbook

DON’T FORGET JAPANESE-LITERATURE-IN-TRANSLATION PROJECT!!!

Mr. Hipchen of Nanzan University and DePaul observed the class today.




Japanese 2


Collect homework:
2きもの6 の まんが を よんで 下さい。えい語 で かいて 下さい。

Start 2 Kimono 6 – asking, giving, and refusing permission

Listen to manga dialogue and to Iimashou Ichi and Ni
Homework: Workbook pages 59 (A), 60 (C), and 61 (D which reviews te forms)



Japanese 4 and AP


Cultural handout about letter writing from bi-lingual source, “Shikitari: Unfolding Japanese Traditions”pages 28 and 29
Kokusai Nihongo Kenkyuu-jo Hen [publisher International Japanese Language Research Center]
国際日本語研究所編
Formal expressions for seasonal greetings.
We will eventually write formal letters to the Principal of Ichiritsu High School.

Both groups
Homework from handout from lesson 7 from Yookoso: Invitation… pages 298 about questions words with ka, mo, and demo,
‘Write sentences with nan/nani forms using verb “to say.” Write sentences for dare forms using verb “to meet.” Write sentences with itsu forms using verb “to drink.” Write sentences using doko forms with verb “to sing.” Write sentences using dore (which) forms using verb “to choose.” Write verbs using dochira (which direction) forms using verb “to travel.”’

Students had trouble understanding these concepts. We talked about them at some length. They were even confused about difference in English between sometimes 時々 and (at) some time いつか.

Therefore hand out pages 299 and 300 from same text – examples and activity 3 – Activity 3 is homework

Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

AP people:
There will be a kanji test on Lesson 5 next Wednesday

Thursday, March 5, 2009

March 5, 2009 Thursday A Block Two Day

Thursday, March 5, 2009, a Block Two Day


Independent Study Japanese

Does not meet on Block Two Day



Japanese 1


Students finished watching the film , “Come See the Paradise.”
Discussion of Japanese language items recognized in film: おめでとう、しかた が ない、すわって、たって、いぬ、たんじょう日、おとうさん、おかあさん、
Discussion of World War II from Pacific perspective: American policy, Japanese American immigrants from Wakayama Prefecture near Hiroshima, “repatriated” No-No Boys, etc.

Proverbs:
1. A wasp always stings a crying face.
2. Seven times down, eight times up (七転び八起き、なな ころび や おき)

Homework: write out manga dialogue for 1 Kimono Chapter 6, in hiragana, ROMAji, katakana, and English




Japanese 3


Five students were absent because of biology event: Molasky, Harrington, Jara, Yan, Yu
Others received manga from Australian text O-Bento, pages 82-85 – talking about food, ordering food. Listen to CD of this portion.
Then groups worked on aspects of upcoming restaurant performance. One more day of whole day work, and then performance will be Friday.
EACH STUDENT MUST HAND IN A COMPLETE VERSION OF THE DIALOGUE.

Friday Sensei MUST check pp. 88 and 89 in 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


Comprehensive test on 2着物5.

Katakana for “Converse” shoes???Find dictionary site where this is given.

Homework:
2きもの6 の まんが を よんで 下さい。えい語 で かいて 下さい。





Japanese 4 and AP


Biology event made Feuer, Mui, Liu, Lai, Cerda late for class.

AP
Hand out sheet for working with McDonalds Japan website, in Japanese.
www.mcdonalds.co.jp/
Write all answers in Japanese.
Same with Wendies Japan website
www.nihon-wendies.co.jp

Japanese 4
Japanese 4 met as group to work on part of Ch. 6 read Tuesday from 日本との出会い—role of each student in working with chapter materials up to end of second paragraph on page 65: fine necessary review vocab., create list of new required words, grammar problems, cultural items, etc.
Ki-kun sent the following notes regarding possible proposals:
"-onigiri day
-gyoza (dumplings) day
-Tim is making a vocab list
-Rosario has a movie project in the works
-Jordan is working on a game that ISN'T trivia"
Next time Jpn 4 group must supply more details of group study.

Both groups
Return to classroom to work with handout from lesson 7 from Yookoso: Invitation… page 298。 about questions words with ka, mo, and demo,
Write sentences with nan/nani forms using verb “to say.” Write sentences for dare forms using verb “to meet.” Write sentences with itsu forms using verb “to drink.” Write sentences using doko forms with verb “to sing.” Write sentences using dore (which) forms using verb “to choose.” Write verbs using dochira (which direction) forms using verb “to travel.”

Be sure to continue to work with kanji-learning website

http://www.jpf.org.uk/language/kanjifiles/kanjicard.html

Wednesday, March 4, 2009

March 4, 2009 Wednesday A Block One Day

Wednesday, March 4, 2009, a Block one Day



Independent Study Japanese

Handout “basics” sheet for chapter 6 日本との出会い. Read out loud chapter 6 through end of second paragraph, page 64– explanations and translations— 両親{りょうしん}、だから、しか、親切{しんせつ}、etc.
Indefinite pronouns: いつか、だれか、何か、いつでも、何でも
会って{あって} ほしい です VS.会いたい です。
Introduction of “mapping” technique using 道路の路:口、足、名前の名、タ、前略の略 – Homework is to do the same with 5 more kanji from chapter. 
Handout of kanji crossword puzzle from www.kanji-sudoku.com – work on in class, then due as HOMEWORK 金曜日. Reference kanji list from Japanese Language Proficiency Exam Level 4



Japanese 1

Class did not meet today.



Japanese 3


Divided into two groups for two different restaurants, Todai and Kamehachi, class worked on deciding menu offerings for each restaurant while making menus. Continue tomorrow ( Amy chose 桃大 kanji for Todai, though according to visitor, Vice-Consul Yukiko Menda, the original kanji may have been 灯台)。 On board items for restaurant ordering dialogue:

いらっしゃいませ

何月何日

何名様   なんめいさま

ご注文 は   ごちゅうもん は

私 は __________ です。   いくら です か。

Customers speak plain forms to each other.
Waiter speaks polite forms at all times.
Customers speak polite forms to waiter.


Our visitor Vice-Consul Yukiko Menda talked about her work at Japan Foundation and at Consulate General of Japan. Amy Zhuang, Mike Sarchet, Elizabeth Sarchet, and Azrieal Washington did じこしょうかい in Japanese.

Sensei will check pages 88 and 89 of workbook 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. Mike Sarchet will do “The Temple of the Golden Pavilion” by the same author. Francisco Tena has chosen Matsuo Basho’s “Narrow Road to the Deep North.” ***Azrieal Washington has changed her choice to Mishima’s “The Sound of the Waves.”***





Japanese 2


A guest attended our class, Vice-Consul Menda from the Consulate General of Japan. She read a kamishibai of a folktale with Sensei, “The Bamboo Princess” or かぐや ひめ, a story from Japanese classical literature, originally known as たけとり ものがたり。Sally Chan filmed the reading.
Students who did self-introduction in Japanese : Mamadou Diallo, Rachel Goldberg, Alisa Amorntheerakul

Comprehensive test on 2 Kimono Chapter 5 tomorrow.



Japanese 4 and AP

This class does not meet on Block 1 days.