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.**