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