Tuesday: September 29, 2009 An Eight Period Day
JAPANESE 3 -- First period
Previously-announced vocab test on 3 Kimono Chapter 1, was given today.
After test, review of question words projected on board:
３きもの１ｑｕｅｓｔｉｏｎ ｗｏｒｄｓ
どこ , だれ
いつ , どうして、なぜ
何曜日、 曜日
何月 , 何人 How many people
何才「さい」, 何ばん
何匹「びき」 , 何本
どんな , どちら
どの, どれ
どう , 何ど
なにじん What nationality
Classwork and subsequent homework is translation of story, “Dominick is the owner of the supermarket,” into Japanese.
Extra vocabulary:
Brings (a thing) _____ を もって 来ます。
Is hungry おなか が すきました
Vigorous げんきな
1. Dominik is the owner of Dominick’s Supermarket.
2. The supermarket is in Oak Park.
3. A golf course is next door.
4. Nicole is the owner of the golf course.
5. She is famous, but she hates golf.
6. Yesterday Olivia, Rajamer, and Will played golf at the golf course.
7. Olivia, Rajamer, and Will were vigorous golf players [GORUFU no senshu].
8. At twelve o’clock, they were hungry.
9. They went to Dominick’s Supermarket.
10. They ate at “Weird Coffee Shop” in the supermarket.
11. Olivia ate fish.
12. Will ate sushi.
13. Will, Olivia, and Rajamer saw customers and store clerks.
14. The names of the customers were Gunther and Dante.
15. Gunther was a German, but Dante was an Italian.
16. Gunther liked the store clerk, Yumi.
17. Yumi was quiet and pretty.
18. At lunch break, Yumi ate one candy.
19. Hiyashi was a store clerk, too.
20. At lunch break, big Hiyashi ate tempura and rice balls.
21. Dante liked spaghetti, but he bought RAMEN at the supermarket.
22. Gunther bought chocolate strawberries.
REMINDER:
Sentence-ending conjugations for い adjectives：
――い です、――よくない です、――かった です、 ――くなかった です。
Sentence ending conjugations for な adjectives ：
――です、――じゃない です ｛Or で は ありません｝、――でした、 ――じゃなかった です ｛Or で は ありませんでした｝
｛Explanation for talking about kanji:
｛Kanji compound example –人口
｛えい語 で いみ は Population という こと です。
｛かんじ は 「ひと」 の じん と くち の 「こう」 です。｝
JAPANESE 1 – Fifth period
Quiz on reading hiragana あ To ど Plus ん
Hand out 1 Kimono texts, and listen to manga dialogue for chapter 1, with repeats.
Homework: Write the manga dialogue in hiragana, ROMAji, English, to the best of your ability.
Example:
さようなら
Sayounara
Good-bye
Study!
.
JAPANESE 2 -- Sixth period
Classwork: Katakana crossword puzzle with names of countries, foods, sports, and other katakana words
Dictation exercise （A simple schematic map of the New York metropolitan area is drawn on the board, with speakers A-san and B-san standing at opposite ends of the George Washington Bridge）
１． ここ は ニュー・ヨーク です。（A-san is speaking）
２． そこ は ニュー・ジャージー です。（A-san is still speaking）
３． あそこ は うみ です。（B-san is speaking）
４． ひまな とき、なに を します か。（A-san is speaking）
５． Student writes own version about what B-san might answer to the question number 4, above)
Homework:
１． Finish katakana crossword puzzle
２． Make a list of 20 words that should be on a vocabulary list for this lesson, 2 Kimono Ch. 1
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Graded verbal-performance assignment:
One-minute verbal weather forecast for city chosen by students:
“No text may be used. Only notes are permissible。”
Elizabeth: Naha City (Okinawa)
Camille: Morioka City
Johnny: Aomori City
Anton: Okinawa (a mistake)
Jerome: Kyoto
Mike: Maebashi in Gumma Pref.
Azrieal: Osaka
Tommy: Kobe
Amy: Chiba City
（Friday: Connie, Alisa, Anton (Okayama City) , Jennie）
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Students chose vocabulary for vocab test on 日本との出会い：第一課、to be given soon.
オリエンテーション
交換留学生、こうかんりゅうがくせい
汗、あせ
一家、いっか
やきもの
子供、こども
かえる
ふく
何度も、なんども
少し、すこし
ふうふ
所、ところ
紹介する、しょうかい する
心配、しんぱい
まず
初めて、はじめて
子供の時、こども の とき
なら
出会い、であい
全部、ぜんぶ
食事する、しょくじ する
興味、きょうみ
かどうか
喜ぶ、よろこぶ
呼ぶ、よぶ
分かりたい、わかりたい
着く、つく
自分、じぶん
湿度、しつど
気候、きこう
季節、きせつ
四季、しき
蒸し暑い、むしあつい
Homework for Friday:
1. We will finish weather forecast oral presentations
2. Be prepared to discuss, in Japanese, the pictures on page 51 of Nakama 2 text.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Tuesday, September 29, 2009
Monday, September 28, 2009
September 28, 2009 An Eight Period Day
Sub Plans for Kimmel 2009.09.28, Monday
Eight Period Day
Dear Sub, Thanks for taking my classes today. Here are the plans. The handouts are with a blue packet on the table in room 102, the World Language Department Office.
Warning: we've got a special schedule on Monday.
Japanese 3
Please give the handout to the students. They may use their texts and dictionaries as they work on the handout, but they must work silently and individually, NOT in pairs or groups. They should give the papers to you before leaving at the end of class.
Please make sure they hand in assignment to you at the end of the period, with first and last names in upper right hand corner of page.
8:50 to 9:00 a.m.
Advisory 201, room 110 – sophomore homeroom—
In the past, this class has serious problems with tardiness. Please be sure to leave me a list of names, if you can, telling me who is tardy, if you can.
Japanese 1
a. Students should do pages 32 and 33 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—I will check the work tomorrow. If they finish, they should study for the upcoming test Tuesday.
b. Please circulate among them to make sure they stay on task as much as possible. This is a large first year class. Please let knew the names of any students who do not do the classwork
Japanese 2
Classwork – Students should work on pages 28 and 29 in their workbooks (tell them that it’s in the Katakana section, working from the back. They should work quietly and individually, NOT in pairs or groups. I will check their work tomorrow.
Japanese 4/AP
Students should work in pairs – 1 Japanese 4 student with 1 AP student. That leaves 2 AP students to work together. Students must work on questions on page 30 of reading text, “A Homestay in Japan.” They must write out the answers to questions in sections I A and II. Vocabulary words they don’t understand will be found as footnotes on pages 26 through 30. Each pair of students should hand in papers to you at end of period.
Homework: Students must continue to work on their radio weather forecasts. We will start performing them tomorrow.
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.
Eight Period Day
Dear Sub, Thanks for taking my classes today. Here are the plans. The handouts are with a blue packet on the table in room 102, the World Language Department Office.
Warning: we've got a special schedule on Monday.
Japanese 3
Please give the handout to the students. They may use their texts and dictionaries as they work on the handout, but they must work silently and individually, NOT in pairs or groups. They should give the papers to you before leaving at the end of class.
Please make sure they hand in assignment to you at the end of the period, with first and last names in upper right hand corner of page.
8:50 to 9:00 a.m.
Advisory 201, room 110 – sophomore homeroom—
In the past, this class has serious problems with tardiness. Please be sure to leave me a list of names, if you can, telling me who is tardy, if you can.
Japanese 1
a. Students should do pages 32 and 33 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—I will check the work tomorrow. If they finish, they should study for the upcoming test Tuesday.
b. Please circulate among them to make sure they stay on task as much as possible. This is a large first year class. Please let knew the names of any students who do not do the classwork
Japanese 2
Classwork – Students should work on pages 28 and 29 in their workbooks (tell them that it’s in the Katakana section, working from the back. They should work quietly and individually, NOT in pairs or groups. I will check their work tomorrow.
Japanese 4/AP
Students should work in pairs – 1 Japanese 4 student with 1 AP student. That leaves 2 AP students to work together. Students must work on questions on page 30 of reading text, “A Homestay in Japan.” They must write out the answers to questions in sections I A and II. Vocabulary words they don’t understand will be found as footnotes on pages 26 through 30. Each pair of students should hand in papers to you at end of period.
Homework: Students must continue to work on their radio weather forecasts. We will start performing them tomorrow.
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.
Friday, September 25, 2009
September 25, 2009 An Eight Period Day
Friday: September 25, 2009 An Eight Period Day
JAPANESE 3 -- First period
Surprise vocab test on 3 Kimono Chapter 1, today: 10 questions, 5 from Japanese to English, 5 from English to Japanese. Today’s quiz will count for only a few points. Another vocabulary quiz next Tuesday will earn more points.
On board, new kinship terms:
Husband: 主人、しゅじん； ご主人、ごしゅじん
Wife: 家内、かない； 奥さん、おくさん
Daughter: 娘、むすめ；お嬢さん、おじょうさん
Son: 息子、むすこ（Also, せがれ）； 息子さん、むすこさん、｛お坊ちゃん、おぼっちゃん｝
In class, students were told to write in their notebooks every single word in Chapter 1 that they didn’t understand. This is a necessary preliminary step for acquiring this vocabulary. Making flash cards would be an excellent next step.
Learning this Chapter 1 vocabulary is HOMEWORK for the weekend!
Melisa C. read her homework sentences about Julia Child as ゆうめいな テレビ の コック。Then everyone else’s homework was collected.
REMINDER:
Sentence-ending conjugations for い adjectives：
――い です、――よくない です、――かった です、 ――くなかった です。
Sentence ending conjugations for な adjectives ：
――です、――じゃない です ｛Or で は ありません｝、――でした、 ――じゃなかった です ｛Or で は ありませんでした｝
｛Explanation for talking about kanji:
｛Kanji compound example –人口
｛えい語 で いみ は Population という こと です。
｛かんじ は 「ひと」 の じん と くち の 「こう」 です。｝
JAPANESE 1 – Fifth period
Practice writing Japanese from dictation:
１． Tsukue、つくえ
２． Aoi, あおい
３． O-sushi、おすし
４． Ongaku, おんがく
Some students feel class is going too fast. We will continue to encourage them. Come to tutorial Tuesday and Wednesday afternoons!
There will be a short test on reading hiragana あ to と、Including hiragana with dakuten, on next Tuesday.
We looked at hiragana homework that was written in new shaped formats.
A few had not completed the assignment
Working from the “Animal Shiritori” handout from Wednesday, we spoke sentences and projected them, using animal words and combining them with previous superhero information:
ROBIN は だちょう と こうもり が すき です。
Battoman は うし が すき です。
Kattouoman は ねこCat が すき です。
Wandaauoman は いぬDog が すき です。
Suupaaman は うま が すき です。
ねこ は いぬ が すき じゃ ない です。
しか は 「さんた」 が すき です。
Periods at the ends of sentences in Japanese are small circles.
Quotation marks are indicated by brackets, for example 「さんた」
Finish both these writing-practice assignments.
Study!
.
JAPANESE 2 -- Sixth period
Activities-in-places assignment—students read out loud from their homework and then handed it in. (See section below in quotes.)
We went over again the difference between using に to indicate the destination in a sentence with a “traveling verb” and using で to indicate a place/location were the action happens in a sentence with an “active verb.”
We listened to the audio portion of the lesson in the いいましょう 一 section:
ひまな とき ＿＿＿＿＿＿＿＿＿＿＿＿。
Lecture/demonstration of こ、そ、あ、ど Ssystem, as it relates to
Here (this place, near speaker) ここ
There (that place, near listener) そこ
Way over there (that place away from both speaker and listener) あそこ
Where (which place?) どこ
Martina and Darren assisted.
Homework assigned was
Workbook page 3, all of the page, and page 5, section E.
“Projection review of Places：
“こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
“New use for relational particle で to indicate place where active verb happens.
“Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
“マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.”
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Graded verbal-performance assignment:
AP students tried to tell narrative of 日本との出会い：第一課。
Each Jpn 4 student had to ask 2 questions.
Everyone has to try a lot harder next time!
Assignment due next week, Tuesday:
Each student must give a one-minute verbal weather forecast for the Japanese city chosen -- like a radio weather announcement. No text may be used. Only notes are permissible。
Elizabeth: Naha City (Okinawa)
Alisa: Sapporo
Camille: Morioka City
Johnny: Aomori City
Anton: Okayama City
Jenny: Sendai
Jerome: Kyoto
Connie: Nara
Tommy: Kobe
Amy: Chiba City
We listened to section 15 in “Strive for a 5: AP Japanese Practice Tests” pages 33 and 34 – downloadable content
Vocabulary handout information:
The seasons:
Spring, summer, fall, winter
春、夏、秋、冬
はる、なつ、あき ふゆ
シュン、カ、シュウ、トウ
春
9 strokes, Taught in grade 2
Radical: 日 , Parts: 一, ノ, 二, 日
Readings: Japanese kun: はる , Japanese on: シュン
夏
10 strokes、Taught in grade 2
Radical: 一（Nelson） 、Parts: 一, 夂, 自
Readings：Japanese kun: なつ Japanese on: カ、 ガ、 ゲ
秋
9 strokes、Taught in grade 2
Radical: 禾（Nelson 115） 、Parts: 火, 禾
Readings：Japanese kun: あき、Japanese on: シュウ
冬
5 strokes、Taught in grade 2
Radical: 攵 ( Nelson: 34)
Parts: 丶, 夂, 攵
Readings：Japanese kun: ふゆ、 Japanese on: トウ
The directions:
東、西、南、北
ひがし、にし、みなみ、きた
トウ、ザイ、ナン、ボク
東
8 strokes、Taught in grade 2
Radical: ノNelson: 4)、Parts: 一, ｜, 日, 木, 田
Readings：Japanese kun: ひがし 、Japanese on: トウ
西
6 strokes、Taught in grade 2
Radical: 西(It is its own radical in Nelson)
Parts: 西
Readings：Japanese kun: にし 、Japanese on: サイ、 ス、 セイ
南
9 strokes、Taught in grade 2
Radical: 十 (KanXi: 24)
Parts: 并, 冂, 十, 干
Readings：Japanese kun: みなみ 、Japanese on: ナ、 ナン
北
5 strokes、Taught in grade 2
Radical: 匕 、Parts: 匕, 爿
Readings：Japanese kun: きた 、Japanese on: ホク
Some Weather-forecast vocabulary:
季節、 きせつ、Season
四季、 しき、 The four seasons
湿度、 しつど、Humidity
気候、 きこう、Climate
たて、 Vertical
こおり、 Ice
美しさ、 うつくしさ、Beauty, beautifulness
選ぶ、 えらぶ、To choose
方、 かた、Person, people (when speaking honorifically)
上旬 、 じょうじゅん、First third of the month
雪祭り、 ゆきまつり、Winter Festival (Sapporo)
黄葉
紅葉 、 こうよう、Red/yellow autumn leaves
島国、 しまぐに、Island country
雨がシトシト、あめがしとしと、Rain drizzles
Extra credit for any student who finds a Japanese TV weather broadcast that can be played over our CPS network.
JAPANESE 3 -- First period
Surprise vocab test on 3 Kimono Chapter 1, today: 10 questions, 5 from Japanese to English, 5 from English to Japanese. Today’s quiz will count for only a few points. Another vocabulary quiz next Tuesday will earn more points.
On board, new kinship terms:
Husband: 主人、しゅじん； ご主人、ごしゅじん
Wife: 家内、かない； 奥さん、おくさん
Daughter: 娘、むすめ；お嬢さん、おじょうさん
Son: 息子、むすこ（Also, せがれ）； 息子さん、むすこさん、｛お坊ちゃん、おぼっちゃん｝
In class, students were told to write in their notebooks every single word in Chapter 1 that they didn’t understand. This is a necessary preliminary step for acquiring this vocabulary. Making flash cards would be an excellent next step.
Learning this Chapter 1 vocabulary is HOMEWORK for the weekend!
Melisa C. read her homework sentences about Julia Child as ゆうめいな テレビ の コック。Then everyone else’s homework was collected.
REMINDER:
Sentence-ending conjugations for い adjectives：
――い です、――よくない です、――かった です、 ――くなかった です。
Sentence ending conjugations for な adjectives ：
――です、――じゃない です ｛Or で は ありません｝、――でした、 ――じゃなかった です ｛Or で は ありませんでした｝
｛Explanation for talking about kanji:
｛Kanji compound example –人口
｛えい語 で いみ は Population という こと です。
｛かんじ は 「ひと」 の じん と くち の 「こう」 です。｝
JAPANESE 1 – Fifth period
Practice writing Japanese from dictation:
１． Tsukue、つくえ
２． Aoi, あおい
３． O-sushi、おすし
４． Ongaku, おんがく
Some students feel class is going too fast. We will continue to encourage them. Come to tutorial Tuesday and Wednesday afternoons!
There will be a short test on reading hiragana あ to と、Including hiragana with dakuten, on next Tuesday.
We looked at hiragana homework that was written in new shaped formats.
A few had not completed the assignment
Working from the “Animal Shiritori” handout from Wednesday, we spoke sentences and projected them, using animal words and combining them with previous superhero information:
ROBIN は だちょう と こうもり が すき です。
Battoman は うし が すき です。
Kattouoman は ねこCat が すき です。
Wandaauoman は いぬDog が すき です。
Suupaaman は うま が すき です。
ねこ は いぬ が すき じゃ ない です。
しか は 「さんた」 が すき です。
Periods at the ends of sentences in Japanese are small circles.
Quotation marks are indicated by brackets, for example 「さんた」
Finish both these writing-practice assignments.
Study!
.
JAPANESE 2 -- Sixth period
Activities-in-places assignment—students read out loud from their homework and then handed it in. (See section below in quotes.)
We went over again the difference between using に to indicate the destination in a sentence with a “traveling verb” and using で to indicate a place/location were the action happens in a sentence with an “active verb.”
We listened to the audio portion of the lesson in the いいましょう 一 section:
ひまな とき ＿＿＿＿＿＿＿＿＿＿＿＿。
Lecture/demonstration of こ、そ、あ、ど Ssystem, as it relates to
Here (this place, near speaker) ここ
There (that place, near listener) そこ
Way over there (that place away from both speaker and listener) あそこ
Where (which place?) どこ
Martina and Darren assisted.
Homework assigned was
Workbook page 3, all of the page, and page 5, section E.
“Projection review of Places：
“こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
“New use for relational particle で to indicate place where active verb happens.
“Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
“マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.”
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Graded verbal-performance assignment:
AP students tried to tell narrative of 日本との出会い：第一課。
Each Jpn 4 student had to ask 2 questions.
Everyone has to try a lot harder next time!
Assignment due next week, Tuesday:
Each student must give a one-minute verbal weather forecast for the Japanese city chosen -- like a radio weather announcement. No text may be used. Only notes are permissible。
Elizabeth: Naha City (Okinawa)
Alisa: Sapporo
Camille: Morioka City
Johnny: Aomori City
Anton: Okayama City
Jenny: Sendai
Jerome: Kyoto
Connie: Nara
Tommy: Kobe
Amy: Chiba City
We listened to section 15 in “Strive for a 5: AP Japanese Practice Tests” pages 33 and 34 – downloadable content
Vocabulary handout information:
The seasons:
Spring, summer, fall, winter
春、夏、秋、冬
はる、なつ、あき ふゆ
シュン、カ、シュウ、トウ
春
9 strokes, Taught in grade 2
Radical: 日 , Parts: 一, ノ, 二, 日
Readings: Japanese kun: はる , Japanese on: シュン
夏
10 strokes、Taught in grade 2
Radical: 一（Nelson） 、Parts: 一, 夂, 自
Readings：Japanese kun: なつ Japanese on: カ、 ガ、 ゲ
秋
9 strokes、Taught in grade 2
Radical: 禾（Nelson 115） 、Parts: 火, 禾
Readings：Japanese kun: あき、Japanese on: シュウ
冬
5 strokes、Taught in grade 2
Radical: 攵 ( Nelson: 34)
Parts: 丶, 夂, 攵
Readings：Japanese kun: ふゆ、 Japanese on: トウ
The directions:
東、西、南、北
ひがし、にし、みなみ、きた
トウ、ザイ、ナン、ボク
東
8 strokes、Taught in grade 2
Radical: ノNelson: 4)、Parts: 一, ｜, 日, 木, 田
Readings：Japanese kun: ひがし 、Japanese on: トウ
西
6 strokes、Taught in grade 2
Radical: 西(It is its own radical in Nelson)
Parts: 西
Readings：Japanese kun: にし 、Japanese on: サイ、 ス、 セイ
南
9 strokes、Taught in grade 2
Radical: 十 (KanXi: 24)
Parts: 并, 冂, 十, 干
Readings：Japanese kun: みなみ 、Japanese on: ナ、 ナン
北
5 strokes、Taught in grade 2
Radical: 匕 、Parts: 匕, 爿
Readings：Japanese kun: きた 、Japanese on: ホク
Some Weather-forecast vocabulary:
季節、 きせつ、Season
四季、 しき、 The four seasons
湿度、 しつど、Humidity
気候、 きこう、Climate
たて、 Vertical
こおり、 Ice
美しさ、 うつくしさ、Beauty, beautifulness
選ぶ、 えらぶ、To choose
方、 かた、Person, people (when speaking honorifically)
上旬 、 じょうじゅん、First third of the month
雪祭り、 ゆきまつり、Winter Festival (Sapporo)
黄葉
紅葉 、 こうよう、Red/yellow autumn leaves
島国、 しまぐに、Island country
雨がシトシト、あめがしとしと、Rain drizzles
Extra credit for any student who finds a Japanese TV weather broadcast that can be played over our CPS network.
Thursday, September 24, 2009
Japan Exchange Seminar 2009/09/24
Japan Exchange Seminar 2009 Meeting 2009/09/24
(for future posts about Japan Exchange, see the Exchange blog at
PaytonChicagoOsakaIchiritsu.blogspot.com
Students present:
Alisa A.
Tori A.
Lucas B.
Kashawna B.
Melisa C.
Sally C.
Monica C.
Alexy C.
Devin d. A.
Dimitri F.
Rachel G.
Xiaoyue (Joy) G.
Sergio H.
Naomi L.
Taylor M.
Colin M.
Nora M.
Yasmin P.
Nicole R.
Stephanie Alexis S.
Michael S.
Esmeralda T.
Ray T.
Jacob T.
Camille Lynn W.
Karen Y.
Amy X.
Amy Z.
Candy Z.
Activities:
1. Students filled out hosting form
2. Students looked at New Year cards and Valentines Day cards sent by Osaka students.
3. Exercise on communicating about self without speaking or writing (pretend you are one of your adult relatives)
4. Students talked about previous hosting experiences: Rachel, Michael, Camille
5. Student talked about guest school: Mike
6. Schedule: Osaka City Sr. High School group plans to arrive Nov. 1st and depart Nov. 8th.
7. Parent meeting planned for Wednesday, October 14
8. The week of the visit will be a no-seminar week.
9. Friday the 6th will be a non-attendance day for students.
10. Discussion of guest-host field trip (large coach bus must be rented)
Destinations
a.Museum of Science and Industry (what time does it open?)
b. Millenium Park
c. Navy Pier
11. Discussion of all-guest field trip
Destinations
i. City Hall
ii. Consulate
iii. Sears/Wilson Tower or Hancock Tower
12. What shall we discuss at future meetings?
a. Food
b. Physical aspects of home, including bathrooms
c. Host neighborhoods
d. Presents
e. “respect” issues
f. Cultural differences
g. Fund raising
h. Welcome banner
(for future posts about Japan Exchange, see the Exchange blog at
PaytonChicagoOsakaIchiritsu.blogspot.com
Students present:
Alisa A.
Tori A.
Lucas B.
Kashawna B.
Melisa C.
Sally C.
Monica C.
Alexy C.
Devin d. A.
Dimitri F.
Rachel G.
Xiaoyue (Joy) G.
Sergio H.
Naomi L.
Taylor M.
Colin M.
Nora M.
Yasmin P.
Nicole R.
Stephanie Alexis S.
Michael S.
Esmeralda T.
Ray T.
Jacob T.
Camille Lynn W.
Karen Y.
Amy X.
Amy Z.
Candy Z.
Activities:
1. Students filled out hosting form
2. Students looked at New Year cards and Valentines Day cards sent by Osaka students.
3. Exercise on communicating about self without speaking or writing (pretend you are one of your adult relatives)
4. Students talked about previous hosting experiences: Rachel, Michael, Camille
5. Student talked about guest school: Mike
6. Schedule: Osaka City Sr. High School group plans to arrive Nov. 1st and depart Nov. 8th.
7. Parent meeting planned for Wednesday, October 14
8. The week of the visit will be a no-seminar week.
9. Friday the 6th will be a non-attendance day for students.
10. Discussion of guest-host field trip (large coach bus must be rented)
Destinations
a.Museum of Science and Industry (what time does it open?)
b. Millenium Park
c. Navy Pier
11. Discussion of all-guest field trip
Destinations
i. City Hall
ii. Consulate
iii. Sears/Wilson Tower or Hancock Tower
12. What shall we discuss at future meetings?
a. Food
b. Physical aspects of home, including bathrooms
c. Host neighborhoods
d. Presents
e. “respect” issues
f. Cultural differences
g. Fund raising
h. Welcome banner
September 23, 2009 A Block Two Day
Wednesday: September 23, 2009 A Block Two Day
JAPANESE 3 -- First period
This class does not meet on Block Two days.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Writing hiragana in new shaped formats:
はね Jump
らせん Spiral
ひので Sunrise and ひぐれ Sunset (semi-circular)
まっすぐ Straignt (ahead)
なみ Waves
かくすい Pyramid
Also, しらとり、Animal Shiritori on paper。
Squirrel, Whale, Cow, Ostrich, Camel, Deer, Skunk, Crab, Horse, and Chicken are animals called for.
Finish both these writing-practice assignments.
Study!
.
JAPANESE 2 -- Sixth period
Activities-in-places assignment postponed until Friday. See section below in quotes.
Today we practiced certain kanji and saw stroke order by overhead projection:
上、下、半、時、万、千、百、曜(Students must be able to recognize and read this last kanji, but do not yet have to write it.)
Practice writing Katakana by vowel categories rather than by consonant rows – new shaped-format. FINISH FOR HOMEWORK.
“Look at page 6 in workbook:
“Projection review of Places：
“こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
“New use for relational particle で to indicate place where active verb happens.
“Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
“マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.”
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Graded verbal-performance assignment:
AP students tried to tell narrative of 日本との出会い：第一課。
Each Jpn 4 student had to ask 2 questions.
Everyone has to try a lot harder next time!
Assignment for next block day:
Each student must give a one-minute verbal weather forecast for the Japanese city chosen -- like a radio weather announcement. No text may be used. Only notes are permissible。
Elizabeth: Naha City (Okinawa)
Alisa: Sapporo
Camille: Morioka City
Johnny: Aomori City
Anton: Okayama City
Jenny: Sendai
Jerome: Kyoto
Connie: Nara
Tommy: Kobe
Amy: Chiba City
Extra credit for any student who finds a Japanese TV weather broadcast that can be played over our CPS network.
We handed out the 日本との出会い text today.
Homework for Friday: Be prepared to discuss, in Japanese, the pictures on page 51 of Nakama 2 text.
JAPANESE 3 -- First period
This class does not meet on Block Two days.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Writing hiragana in new shaped formats:
はね Jump
らせん Spiral
ひので Sunrise and ひぐれ Sunset (semi-circular)
まっすぐ Straignt (ahead)
なみ Waves
かくすい Pyramid
Also, しらとり、Animal Shiritori on paper。
Squirrel, Whale, Cow, Ostrich, Camel, Deer, Skunk, Crab, Horse, and Chicken are animals called for.
Finish both these writing-practice assignments.
Study!
.
JAPANESE 2 -- Sixth period
Activities-in-places assignment postponed until Friday. See section below in quotes.
Today we practiced certain kanji and saw stroke order by overhead projection:
上、下、半、時、万、千、百、曜(Students must be able to recognize and read this last kanji, but do not yet have to write it.)
Practice writing Katakana by vowel categories rather than by consonant rows – new shaped-format. FINISH FOR HOMEWORK.
“Look at page 6 in workbook:
“Projection review of Places：
“こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
“New use for relational particle で to indicate place where active verb happens.
“Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
“マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.”
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Graded verbal-performance assignment:
AP students tried to tell narrative of 日本との出会い：第一課。
Each Jpn 4 student had to ask 2 questions.
Everyone has to try a lot harder next time!
Assignment for next block day:
Each student must give a one-minute verbal weather forecast for the Japanese city chosen -- like a radio weather announcement. No text may be used. Only notes are permissible。
Elizabeth: Naha City (Okinawa)
Alisa: Sapporo
Camille: Morioka City
Johnny: Aomori City
Anton: Okayama City
Jenny: Sendai
Jerome: Kyoto
Connie: Nara
Tommy: Kobe
Amy: Chiba City
Extra credit for any student who finds a Japanese TV weather broadcast that can be played over our CPS network.
We handed out the 日本との出会い text today.
Homework for Friday: Be prepared to discuss, in Japanese, the pictures on page 51 of Nakama 2 text.
Tuesday, September 22, 2009
September 22, 2009 A Block One Day
Tuesday: September 22, 2009 A Block One Day
JAPANESE 3 -- First period
Several students spoke about their なつやすみ：Sally Chan, Sofia Flores, etc.
Famous members of certain professions written on board:
Architect けんちくか:
Frank Lloyd Wright
Mine Yoshijiro みね よしじろう
Ando Tadao あんど ただお
Frank Gehry
Cook/chef コック:
Julia Child
Rachel Ray
Emeril
Bobby Flay
Public servant/government employee こうむいん:
Joe Biden
Arnie Duncan
Hillary Clinton
Lawyer べんごし:
Clarence Darrow
Rachel Goldberg’s mother
Johnnie Cochran
Medical Doctor いしゃ:
Jonas Salk
Mehmet Oz
Dr. House (on the TV program “House”)
Electrical (in this category, a think about a company, not a person) でんきや:
General Electric
National
Toshiba としば
Braun
Adjective review (形容詞の復習 － けいようし の ふくしゅう
い Adjectives (“true” adjectives)
あすい、さむい、大きい、たかい、たのしい、おいしい、小さい、つまらない、やさしい、むずかしい、きびしい、おかしい、かわいい、こわい、あぶない、赤い、つめたい （“Cold” for liquids）、いたい、あおい
＿＿い、＿＿くない
＿＿かった、＿＿くなかった
なAdjectives (Adjectival nouns)
きれい、ハンサム、ゆうめい、たいせつ、しずか、へん、べんり、いや、すき、すてき、すき
です、じゃない です
でした、じゃなかった です。
Homework: Choose one individual person or company from list above. Write ten appropriate past-tense sentences about it, using as many adjectives as possible .
Kanji practice sheet handed out last week:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 next time.
Students should have finished kanji handout for homework. Be sure to keep reviewing these kanji!
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Practicing new hiragana た、ち、つ、て、と
See U. of Illinois video on writing and pronunciation.
だ、ズ、デ、ド、And ち Plus だくてん（Very rare）
Project on overhead:
だくてんDakuten
ちずMap
たの（No）しい
Enjoyable/fun
てきEnemy
たかいTall/high
あとAfter/later
さとうSugar
あてじ“Nickname Kanji”
さんSan（Three）
三Three
かぞくFamily
あついHot
あたたかいWarm
Practice writing on backs.
Study!
.
JAPANESE 2 -- Sixth period
Look at classwork pages from yesterday, especially page 6 in workbook:
Projection review of Places：
こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
New use for relational particle で to indicate place where active verb happens.
Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
JAPANESE 3 -- First period
Several students spoke about their なつやすみ：Sally Chan, Sofia Flores, etc.
Famous members of certain professions written on board:
Architect けんちくか:
Frank Lloyd Wright
Mine Yoshijiro みね よしじろう
Ando Tadao あんど ただお
Frank Gehry
Cook/chef コック:
Julia Child
Rachel Ray
Emeril
Bobby Flay
Public servant/government employee こうむいん:
Joe Biden
Arnie Duncan
Hillary Clinton
Lawyer べんごし:
Clarence Darrow
Rachel Goldberg’s mother
Johnnie Cochran
Medical Doctor いしゃ:
Jonas Salk
Mehmet Oz
Dr. House (on the TV program “House”)
Electrical (in this category, a think about a company, not a person) でんきや:
General Electric
National
Toshiba としば
Braun
Adjective review (形容詞の復習 － けいようし の ふくしゅう
い Adjectives (“true” adjectives)
あすい、さむい、大きい、たかい、たのしい、おいしい、小さい、つまらない、やさしい、むずかしい、きびしい、おかしい、かわいい、こわい、あぶない、赤い、つめたい （“Cold” for liquids）、いたい、あおい
＿＿い、＿＿くない
＿＿かった、＿＿くなかった
なAdjectives (Adjectival nouns)
きれい、ハンサム、ゆうめい、たいせつ、しずか、へん、べんり、いや、すき、すてき、すき
です、じゃない です
でした、じゃなかった です。
Homework: Choose one individual person or company from list above. Write ten appropriate past-tense sentences about it, using as many adjectives as possible .
Kanji practice sheet handed out last week:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 next time.
Students should have finished kanji handout for homework. Be sure to keep reviewing these kanji!
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Practicing new hiragana た、ち、つ、て、と
See U. of Illinois video on writing and pronunciation.
だ、ズ、デ、ド、And ち Plus だくてん（Very rare）
Project on overhead:
だくてんDakuten
ちずMap
たの（No）しい
Enjoyable/fun
てきEnemy
たかいTall/high
あとAfter/later
さとうSugar
あてじ“Nickname Kanji”
さんSan（Three）
三Three
かぞくFamily
あついHot
あたたかいWarm
Practice writing on backs.
Study!
.
JAPANESE 2 -- Sixth period
Look at classwork pages from yesterday, especially page 6 in workbook:
Projection review of Places：
こうえんPark
レストランRestaurant
うみ（Beach）sea
まちTown/downtown
くうこうAirport
にわGarden
森もりForest
としょかんLibrary
がっこうSchool
こうこうH.S.
山やまMountain
ディズニーワルド
Disney World
ともだち の うち Friend’s House
プールPool
たいいくかんGymnasium
えいがかんMovie theater
New use for relational particle で to indicate place where active verb happens.
Homework: Write a difference sentence for each place, using a subject and activity appropriate to the place. Example:
マイケル・ジョーダン は たいいくかん で バスケットボール を しました。Michael Jordan played basketball at the gymnasium.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
September 21, 2009 An Eight Period Day
Sub Plans for Kimmel 2009.09.21, Monday
Eight Period Day
Dear Sub, Thanks for taking my classes today. I’ve got jury duty. Here are the plans for today. The handouts for the Japanese 3 class are on the central table in room 102, the world language office.
8:00 to 8:46 a.m.
First Period room 114 – Japanese 3
Please give the handout to the students. They may use their texts and dictionaries as they work on the handout, but they must work silently and individually, NOT in pairs or groups. They should give the papers to you before leaving at the end of class.
Please make sure they hand in assignment to you at the end of the period, with first and last names in upper right hand corner of page.
11:33 a.m. to 12:20 p.m.
Fifth Period, room 110 – Japanese 1
a. Students should do pages 28 through 31 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—I will check the work tomorrow.
b. Please circulate among them to make sure they stay on task as much as possible. This is a large first year class. Please let knew the names of any students who do not do the classwork
12:24 to 1:10 p.m.
` Sixth Period, room 102 – Japanese 2
Classwork – Students should work on page 6, and then pages 10 through 13 in their workbooks. They should work quietly and individually, NOT in pairs or groups. I will check their work tomorrow.
1:14 to 2 p.m.
Seventh Period, room 110 – Japanese 4/AP
Students should work on pages 40, and 41 in the text, 2 Nakama. Instead of writing in the textbook itself, they should write on separate pieces paper that they hand in to you at the end of the period.
Homework: Write out answers in Japanese to the questions on page 42, section D
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.
Eight Period Day
Dear Sub, Thanks for taking my classes today. I’ve got jury duty. Here are the plans for today. The handouts for the Japanese 3 class are on the central table in room 102, the world language office.
8:00 to 8:46 a.m.
First Period room 114 – Japanese 3
Please give the handout to the students. They may use their texts and dictionaries as they work on the handout, but they must work silently and individually, NOT in pairs or groups. They should give the papers to you before leaving at the end of class.
Please make sure they hand in assignment to you at the end of the period, with first and last names in upper right hand corner of page.
11:33 a.m. to 12:20 p.m.
Fifth Period, room 110 – Japanese 1
a. Students should do pages 28 through 31 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—I will check the work tomorrow.
b. Please circulate among them to make sure they stay on task as much as possible. This is a large first year class. Please let knew the names of any students who do not do the classwork
12:24 to 1:10 p.m.
` Sixth Period, room 102 – Japanese 2
Classwork – Students should work on page 6, and then pages 10 through 13 in their workbooks. They should work quietly and individually, NOT in pairs or groups. I will check their work tomorrow.
1:14 to 2 p.m.
Seventh Period, room 110 – Japanese 4/AP
Students should work on pages 40, and 41 in the text, 2 Nakama. Instead of writing in the textbook itself, they should write on separate pieces paper that they hand in to you at the end of the period.
Homework: Write out answers in Japanese to the questions on page 42, section D
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.
Friday, September 18, 2009
September 18, 2009 An Eight Period Day
Friday: September 18, 2009 An Eight Period Day
JAPANESE 3 -- First period
2 Kimono Chapter 1: Kinds of work and jobs
どんな おしごと
１．レストラン の じゅうぎょういん
ホテル の じゅうぎょういん
２．レチェル さん の お父さん は おんがっか です。
３．なおみさん の お母さん は 大学 の きょうじゅう です。
４．メリサさん の お母さん と お父さん は パン屋 の オーナー です。
５．ソフィアさん の お父さん けいかん です。
６．カレンさん の お父さん は けんちくか です。 お母さん は しゅふ です。
７．エスメラルダさん の お父さん は 大工｛だいく｝ です。
だんご ３ きょうだい Song about family relationships, among other things
(Bundit showed us an additional song about a dumpling family – Dailymotion website)
ちょうなん 長男 oldest son
D.J.、Tyler, Jacoby, Raymond, Zach
じなん 次男 second son
Bundit
さんなん 三男 third son
None in this class
ちょうじょ 長女 oldest daughter
Jamie, Stephanie, Tori
Sofia, Yasmin, Rachel, Esmeralda, Susana
じじょ 次女 second daughter
Karen, Naomi, Alisa
さんじょ 三女 third daughter
Melisa
Kanji practice sheet handed out:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 Monday.
Finish kanji handout for homework.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Show Dango 3 Kyoudai song on Dailymotion website – hand out score and words in Japanese. Sing first two verses together.
Writing hiragana on each other’s backs.
Also, hiragana writing and reading practice sheet:
あ から そ まで、ん
Write the ROMAji for the following hiragana words.
おすし, さす, おおさか, けさ
Sushi, To pierce, Japanese city, This morning
かさ , じぞう, えさ, さか
Umbrella, Buddhist saint (non-historical), Animal feed or bait, Hill
いす , くさ, せき, あそこ
Chair , Grass , Seat , Over there
すき , しか , あじ , ぞう
Like, liked; Deer; Taste; Elephant
Write the hiragana for the following ROMAji words.
Eki, Kesu, Sukoshi, Asa
Station, To turn off, Slightly, Morning
Sansai , Souji, Ishi, Sen
Three yrs old , Cleaning, Stone or rock, Thousand
Show U. of Illinois video of hiragana さ、し、す、せ、そ
Continue to write in workbook:
Students are responsible for completing 22 and 23 on your own.
Homework is pages ２６ and ２７：Words with さ、し、す、せ、そ
.
JAPANESE 2 -- Sixth period
Watched Japanese animal name video on webside, DailyMotion.
New words: ぶた、にわとり、やぎ、おんどり
Sing 「はなこさん の まきば で」
Line by line through rest of manga 2Kimono Ch. 1
We went over kanji fromKanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook). Projected stroke order on overhead: 百、千、万、円
時 Is 日 Plus 土 And 寸。
土 And 寸 Together make
｛お｝てら、That is, temple.
時 Means time or o’clock.
You can think the following, if it helps you: TIME is measured by how the sun goes over the temple.
Homework: Do workbook pages 8 and 9, the ones referring to text pages 10 and 11 ―― てがみ
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Returned to discuss forms of page 36 of 2 Nakama and collected homework.
Finished reading aloud Ch 1 of “A Homestay in Japan” – questions ――AP people are responsible for being able to retell the story in Japanese
Handout of kanji sheets from 1 Nakama, pages 117, 118, 128, 129.
行、来、帰、食、飲、見、聞、読、書、話、高、校、出、会、買、
元気、入、薬、休み、体、病院、住所、語、好き、毎、回、度
Kanji stroke order displayed: 帰る
Some kanji for 「かさじぞう」Story –
作る、つくる、 To make
新しい、あたらしい、New
町、まち、Town
お正月、おしょうがつ、New Year
売ります、うります、Sells
待ちます、まちます、Waits
長い、ながい、Long
山道、やまみち、Mountain Road
雪、ゆき、Snow
自分、じぶん、One’s own(self)
古い、ふるい、Old
夜、よる、Night
立ちます、たちます、Stands
朝、あさ、Morning
Homework:
１．Finish kanji practice
２． Bring 「かさ じぞう」 narrative to class so that we can work on it Monday.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
2 Kimono Chapter 1: Kinds of work and jobs
どんな おしごと
１．レストラン の じゅうぎょういん
ホテル の じゅうぎょういん
２．レチェル さん の お父さん は おんがっか です。
３．なおみさん の お母さん は 大学 の きょうじゅう です。
４．メリサさん の お母さん と お父さん は パン屋 の オーナー です。
５．ソフィアさん の お父さん けいかん です。
６．カレンさん の お父さん は けんちくか です。 お母さん は しゅふ です。
７．エスメラルダさん の お父さん は 大工｛だいく｝ です。
だんご ３ きょうだい Song about family relationships, among other things
(Bundit showed us an additional song about a dumpling family – Dailymotion website)
ちょうなん 長男 oldest son
D.J.、Tyler, Jacoby, Raymond, Zach
じなん 次男 second son
Bundit
さんなん 三男 third son
None in this class
ちょうじょ 長女 oldest daughter
Jamie, Stephanie, Tori
Sofia, Yasmin, Rachel, Esmeralda, Susana
じじょ 次女 second daughter
Karen, Naomi, Alisa
さんじょ 三女 third daughter
Melisa
Kanji practice sheet handed out:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 Monday.
Finish kanji handout for homework.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
JAPANESE 1 – Fifth period
Show Dango 3 Kyoudai song on Dailymotion website – hand out score and words in Japanese. Sing first two verses together.
Writing hiragana on each other’s backs.
Also, hiragana writing and reading practice sheet:
あ から そ まで、ん
Write the ROMAji for the following hiragana words.
おすし, さす, おおさか, けさ
Sushi, To pierce, Japanese city, This morning
かさ , じぞう, えさ, さか
Umbrella, Buddhist saint (non-historical), Animal feed or bait, Hill
いす , くさ, せき, あそこ
Chair , Grass , Seat , Over there
すき , しか , あじ , ぞう
Like, liked; Deer; Taste; Elephant
Write the hiragana for the following ROMAji words.
Eki, Kesu, Sukoshi, Asa
Station, To turn off, Slightly, Morning
Sansai , Souji, Ishi, Sen
Three yrs old , Cleaning, Stone or rock, Thousand
Show U. of Illinois video of hiragana さ、し、す、せ、そ
Continue to write in workbook:
Students are responsible for completing 22 and 23 on your own.
Homework is pages ２６ and ２７：Words with さ、し、す、せ、そ
.
JAPANESE 2 -- Sixth period
Watched Japanese animal name video on webside, DailyMotion.
New words: ぶた、にわとり、やぎ、おんどり
Sing 「はなこさん の まきば で」
Line by line through rest of manga 2Kimono Ch. 1
We went over kanji fromKanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook). Projected stroke order on overhead: 百、千、万、円
時 Is 日 Plus 土 And 寸。
土 And 寸 Together make
｛お｝てら、That is, temple.
時 Means time or o’clock.
You can think the following, if it helps you: TIME is measured by how the sun goes over the temple.
Homework: Do workbook pages 8 and 9, the ones referring to text pages 10 and 11 ―― てがみ
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Returned to discuss forms of page 36 of 2 Nakama and collected homework.
Finished reading aloud Ch 1 of “A Homestay in Japan” – questions ――AP people are responsible for being able to retell the story in Japanese
Handout of kanji sheets from 1 Nakama, pages 117, 118, 128, 129.
行、来、帰、食、飲、見、聞、読、書、話、高、校、出、会、買、
元気、入、薬、休み、体、病院、住所、語、好き、毎、回、度
Kanji stroke order displayed: 帰る
Some kanji for 「かさじぞう」Story –
作る、つくる、 To make
新しい、あたらしい、New
町、まち、Town
お正月、おしょうがつ、New Year
売ります、うります、Sells
待ちます、まちます、Waits
長い、ながい、Long
山道、やまみち、Mountain Road
雪、ゆき、Snow
自分、じぶん、One’s own(self)
古い、ふるい、Old
夜、よる、Night
立ちます、たちます、Stands
朝、あさ、Morning
Homework:
１．Finish kanji practice
２． Bring 「かさ じぞう」 narrative to class so that we can work on it Monday.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Thursday, September 17, 2009
September 17, 2009 An Eight Period Day
Thurssday: September 17, 2009 An Eight Period Day
JAPANESE 3 -- First period
New review test on verbs was given today, Sept 16.
あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、じょうば します、あそびます、かいます、およぎます、かします、あけます、あいます、あらいます、かきます、食べます
How many of the verbs above are in Group 1? ____________________
How many are in Group 2? _________ How many in Group 3? ___________________
Write the following expressions in Japanese (you don’t have to use pronouns):
Begin, please. ________________________ I am writing ________________________
I’m not washing ____________________ Please meet (me) _____________________
Let’s drink (tea) __________________________ Please read______________________
Write all of the following sentence: (My) mother washed the car and waited at home.
______________________________________________________________________
Kanji practice sheet handed out:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 tomorrow.
Finish kanji handout for homework.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
Collected Weasley family tree posters、 a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
JAPANESE 1 – Fifth period
Show Dango 3 Kyoudai song on Dailymotion website – hand out score and words in Japanese. Sing first two verses together.
Go over pages 20 and 21 of hiragana words in workbook.
Show U. of Illinois video of hiragana さ、し、す、せ、そ
Continue to write in workbook:
Students are responsible for completing 22 and 23 on your own.
Homework is pages 24 and 25：さ、し、す、せ、そ
.
JAPANESE 2 -- Sixth period
Verb retest took place today.
We went over kanji fromKanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook). Projected stroke order on overhead: 百、千、万、円
時 Is 日 Plus 土 And 寸。
土 And 寸 Together make
｛お｝てら、That is, temple.
時 Means time or o’clock.
You can think the following, if it helps you: TIME is measured by how the sun goes over the temple.
Homework: Complete back of first kanji page, and then write kanji for front of next page, up to 土 Of 土よう日。｛日、本、人、月、火、水、木、金、土｝
We collected translations of manga for first chapter of 2 Kimono. Then we listened to the tape of that dialogue.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Illustrative Examples for page 36 in 2 Nakama text. Students developed information for grid, but then were somewhat puzzled as to how to put it into dialogue format. See below>
Grammar note: Plain past た・だ Plus ら
If/ when you do (verb) something
食べたら、If/when you eat――
飲んだら、If/when you drink—
読んだら、If/when you read—
Youkoso: An Invitation to Contemporary Japanese
お金 が あったら、それ を 買います。
If/when I have money, I will buy that.
おきゃくさま が 来たら、すぐ おしえて 下さい。
If/when a customer comes, tell me right away.
あした はれ だったら いい です ね。
It would be nice if the weather were clear tomorrow, wouldn’t it?
A. Speakers are X-san and Y-san
X.ダンスがしたい けど ダンス が できない
Y.どうして
X.足 に ひどい けが を したんだ
どうしたら いい？
Y.じゃ あたらしい くつ が 買える の？。
B. Speakers are X-san and Y-san
X. テニス が したい けど できない
Y. どうして
X. バスケットボール を した 時 足 に ひどい けが を した から テニス が できない。どうしたら いい
Y. びょういん に いって、 ね． おだいじ に。。。
C. Speakers are X-san and Y-san
X. 買い物 に 行きたい けど 行けないんだ
Y. どうして
X. 足 が いたい よ。 どうしたら いい？
Y. 少し マッサジ を したら どう？
D. Speakers are X-san and Y-san
X. 食べたい けど 食べられない
Y. どうして
X. 口 が いたい よ。どうしたら いい の？
Y. はいしゃさん の びょういん に 行ったら
どう？
E. Speakers are X-san and Y-san
X.バスケットボール が したい けど できない
Y. どうして
X.こし が いたいんだ。どうしたら いい の？
Y. バスケットボール を しないで。テレビ で 見たら どう？
Homework:
１． Rewrite your work （Nakama p. 36） so that it complies with the above form.
６． Translate handout 「かさじぞう」
Some kanji for 「かさじぞう」Story –
作る、つくる、 To make
新しい、あたらしい、New
Homework:
５． Using information you developed with categories from page 36 of Nakama Two, write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
６． Bring handed-out narrative to class so that we can work on it tomorrow.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
New review test on verbs was given today, Sept 16.
あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、じょうば します、あそびます、かいます、およぎます、かします、あけます、あいます、あらいます、かきます、食べます
How many of the verbs above are in Group 1? ____________________
How many are in Group 2? _________ How many in Group 3? ___________________
Write the following expressions in Japanese (you don’t have to use pronouns):
Begin, please. ________________________ I am writing ________________________
I’m not washing ____________________ Please meet (me) _____________________
Let’s drink (tea) __________________________ Please read______________________
Write all of the following sentence: (My) mother washed the car and waited at home.
______________________________________________________________________
Kanji practice sheet handed out:
一、二、三、四、五、六、七、八、九、十、百、千、万、円、時、{寺}、日、本、人、月、火、水、木、金、土、曜、上、下、中、半
Stroke order for 時 on board. Stroke order for 曜 tomorrow.
Finish kanji handout for homework.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
Collected Weasley family tree posters、 a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
JAPANESE 1 – Fifth period
Show Dango 3 Kyoudai song on Dailymotion website – hand out score and words in Japanese. Sing first two verses together.
Go over pages 20 and 21 of hiragana words in workbook.
Show U. of Illinois video of hiragana さ、し、す、せ、そ
Continue to write in workbook:
Students are responsible for completing 22 and 23 on your own.
Homework is pages 24 and 25：さ、し、す、せ、そ
.
JAPANESE 2 -- Sixth period
Verb retest took place today.
We went over kanji fromKanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook). Projected stroke order on overhead: 百、千、万、円
時 Is 日 Plus 土 And 寸。
土 And 寸 Together make
｛お｝てら、That is, temple.
時 Means time or o’clock.
You can think the following, if it helps you: TIME is measured by how the sun goes over the temple.
Homework: Complete back of first kanji page, and then write kanji for front of next page, up to 土 Of 土よう日。｛日、本、人、月、火、水、木、金、土｝
We collected translations of manga for first chapter of 2 Kimono. Then we listened to the tape of that dialogue.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Illustrative Examples for page 36 in 2 Nakama text. Students developed information for grid, but then were somewhat puzzled as to how to put it into dialogue format. See below>
Grammar note: Plain past た・だ Plus ら
If/ when you do (verb) something
食べたら、If/when you eat――
飲んだら、If/when you drink—
読んだら、If/when you read—
Youkoso: An Invitation to Contemporary Japanese
お金 が あったら、それ を 買います。
If/when I have money, I will buy that.
おきゃくさま が 来たら、すぐ おしえて 下さい。
If/when a customer comes, tell me right away.
あした はれ だったら いい です ね。
It would be nice if the weather were clear tomorrow, wouldn’t it?
A. Speakers are X-san and Y-san
X.ダンスがしたい けど ダンス が できない
Y.どうして
X.足 に ひどい けが を したんだ
どうしたら いい？
Y.じゃ あたらしい くつ が 買える の？。
B. Speakers are X-san and Y-san
X. テニス が したい けど できない
Y. どうして
X. バスケットボール を した 時 足 に ひどい けが を した から テニス が できない。どうしたら いい
Y. びょういん に いって、 ね． おだいじ に。。。
C. Speakers are X-san and Y-san
X. 買い物 に 行きたい けど 行けないんだ
Y. どうして
X. 足 が いたい よ。 どうしたら いい？
Y. 少し マッサジ を したら どう？
D. Speakers are X-san and Y-san
X. 食べたい けど 食べられない
Y. どうして
X. 口 が いたい よ。どうしたら いい の？
Y. はいしゃさん の びょういん に 行ったら
どう？
E. Speakers are X-san and Y-san
X.バスケットボール が したい けど できない
Y. どうして
X.こし が いたいんだ。どうしたら いい の？
Y. バスケットボール を しないで。テレビ で 見たら どう？
Homework:
１． Rewrite your work （Nakama p. 36） so that it complies with the above form.
６． Translate handout 「かさじぞう」
Some kanji for 「かさじぞう」Story –
作る、つくる、 To make
新しい、あたらしい、New
Homework:
５． Using information you developed with categories from page 36 of Nakama Two, write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
６． Bring handed-out narrative to class so that we can work on it tomorrow.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Wednesday, September 16, 2009
September 16, 2009 A Block Two Day
Wednesday: September 16, 2009 A Block Two Day
JAPANESE 3 -- First period
This class does not meet on Block Two days.
New review test on verbs will be given Thursday, Sept 16. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one. Today students received their tests, and rewrote them completely, with corrections、 in their notebooks.
After answering questions about characters in 3 Kimono (pages 4 and 5), students spoke in Japanese about their summer vacations.
We listened to tape for page 7 in text.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
On board:
Group 3 verbs:
かいもの します
すいえい します
じょうば します
さんぽ します
ランニング します
デモ します
サイクリング します
NOT Group 3 verbs:
はなします
かします
New nouns: しごと（Work）、アルバイト（Part-time or temp job）
とまります(Stay over night at hotel or someone’s house)
Kanji: 買います Keep an eye on your shell money when you BUY things
目 Eye
貝 Shell
見 An eye on legs SEES
Homework: a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Handed back test on hiragana a, i, u, e, and o, plus n(g). Students did much better this time. Students who received a grade below C must retake the test.
Homework is to complete pages 20 and 21 in the workbook, and write all words in ROMAji (Hepburn Romanization), using the new hiragana charges.
Random House Japanese-English, English-Japanese Dictionary was handed out to students today.
.
JAPANESE 2 -- Sixth period
Verb retest took place today.
Kanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook) were handed out today. Everyone did some writing, and we will discuss tomorrow
Handed out ２Kimono text.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Visitors today:
Akari Rokumoto from Chicago’s City of Osaka Office
Yuuka Katashima, 22 years old, a resident of Kobe who won Osaka’s annual English contest and is visiting Chicago, as part of her prize.
They performed the kamishibai, Kasa Jizo (The Hats of the Jizos).
Then they involved students in the traditional game, JanKen, as it is played in the Osaka area.
Then students wrote simple sentences, traded them, and acted them out. Finally, the sentences were combined into complex sentences.
ねこ は あそびます。
えんぴつ が うたう。
さかな を 食べる。
犬 が 読みます。
Combined into two sentences:
「さかな を 食べる」という 本 を 犬 が 読みます。
ねこ は えんぴつ が うたう の を 見ながら あそびます。
Combined into one sentence:
えんぴつ を 食べた さかな と ねこ が うたって、読める いぬ と あそびます。
Homework:
１． Using information you developed with categories from page 36 of Nakama Two, write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
２． Bring handed-out narrative to class so that we can work on it tomorrow.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
This class does not meet on Block Two days.
New review test on verbs will be given Thursday, Sept 16. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one. Today students received their tests, and rewrote them completely, with corrections、 in their notebooks.
After answering questions about characters in 3 Kimono (pages 4 and 5), students spoke in Japanese about their summer vacations.
We listened to tape for page 7 in text.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
On board:
Group 3 verbs:
かいもの します
すいえい します
じょうば します
さんぽ します
ランニング します
デモ します
サイクリング します
NOT Group 3 verbs:
はなします
かします
New nouns: しごと（Work）、アルバイト（Part-time or temp job）
とまります(Stay over night at hotel or someone’s house)
Kanji: 買います Keep an eye on your shell money when you BUY things
目 Eye
貝 Shell
見 An eye on legs SEES
Homework: a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Handed back test on hiragana a, i, u, e, and o, plus n(g). Students did much better this time. Students who received a grade below C must retake the test.
Homework is to complete pages 20 and 21 in the workbook, and write all words in ROMAji (Hepburn Romanization), using the new hiragana charges.
Random House Japanese-English, English-Japanese Dictionary was handed out to students today.
.
JAPANESE 2 -- Sixth period
Verb retest took place today.
Kanji practice sheets from Genki: An Integrated Course in Elementary Japanese (the workbook) were handed out today. Everyone did some writing, and we will discuss tomorrow
Handed out ２Kimono text.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Visitors today:
Akari Rokumoto from Chicago’s City of Osaka Office
Yuuka Katashima, 22 years old, a resident of Kobe who won Osaka’s annual English contest and is visiting Chicago, as part of her prize.
They performed the kamishibai, Kasa Jizo (The Hats of the Jizos).
Then they involved students in the traditional game, JanKen, as it is played in the Osaka area.
Then students wrote simple sentences, traded them, and acted them out. Finally, the sentences were combined into complex sentences.
ねこ は あそびます。
えんぴつ が うたう。
さかな を 食べる。
犬 が 読みます。
Combined into two sentences:
「さかな を 食べる」という 本 を 犬 が 読みます。
ねこ は えんぴつ が うたう の を 見ながら あそびます。
Combined into one sentence:
えんぴつ を 食べた さかな と ねこ が うたって、読める いぬ と あそびます。
Homework:
１． Using information you developed with categories from page 36 of Nakama Two, write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
２． Bring handed-out narrative to class so that we can work on it tomorrow.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Tuesday, September 15, 2009
September 15, 2009 A Block One Day
Tuesday: September 15, 2009 A Block One Day
JAPANESE 3 -- First period
New review test on verbs will be given Thursday, Sept 14. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one. Today students received their tests, and rewrote them completely, with corrections、 in their notebooks.
After answering questions about characters in 3 Kimono (pages 4 and 5), students spoke in Japanese about their summer vacations.
We listened to tape for page 7 in text.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
On board:
Group 3 verbs:
かいもの します
すいえい します
じょうば します
さんぽ します
ランニング します
デモ します
サイクリング します
NOT Group 3 verbs:
はなします
かします
New nouns: しごと（Work）、アルバイト（Part-time or temp job）
とまります(Stay over night at hotel or someone’s house)
Kanji: 買います Keep an eye on your shell money when you BUY things
目 Eye
貝 Shell
見 An eye on legs SEES
Homework: a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Reading projected sentences:
あきこ Wa こい が Suki Desu. Akiko likes koi (fish).
けん Wa Suupaaman Desu. Ken is Superman.
ですdesu means is/am/are.
Dakuten added to a hiragana results in a character with a “voiced” consonant.
か is pronounced ka, but が is pronounced ga.
こ is pronounced ko, but ご is pronounced go.
Handouts:
1. complete hiragana chart
2. kanji writing page for numbers 1-10
3.
On board results of word dictation
Kouen こうえん
Ike いけ
Ookii おおきい
Koe こえ
.
Re-test was yesterday, Tuesday. Finish handout page (see above) for homework, if you have not finished already.
Sensei checked flash cards for hiragana あ To こ、
And ん。
Homework: STUDY
JAPANESE 2 -- Sixth period
Camille Wright and Ami Sacco started off talking about their なつやすみ、日本語 で。 Their sentences were transcribed and projected on the screen in enlarged characters.
カミールさん の なつやすみ
１． St.Louis {サント・ルイス}に いきました。
２． あたらしい ともだち に
あいました。
３． おなまえ は ゆかりさん です。
４． とうきょう から きました。
５． ゆかりさん は かいもの を しました。
６． アルドズと「あきら」に いきました。
アミさん の なつやすみ
１． ちちゅうかい に いきました。
２． イタリアに いきました。
３． ガイドさん に あいました。
４． おなまえ は マリアさん でした。
５． ローマに すんで います。
６． パスタ は おいしかった です。
Everyone else will write similarly about his or her own summer vacation (Double spaced, numbered) for tomorrow.
Verb retest will take place tomorrow.
Hand out ２Kimono texts tomorrow.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
JAPANESE 3 -- First period
New review test on verbs will be given Thursday, Sept 14. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one. Today students received their tests, and rewrote them completely, with corrections、 in their notebooks.
After answering questions about characters in 3 Kimono (pages 4 and 5), students spoke in Japanese about their summer vacations.
We listened to tape for page 7 in text.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
On board:
Group 3 verbs:
かいもの します
すいえい します
じょうば します
さんぽ します
ランニング します
デモ します
サイクリング します
NOT Group 3 verbs:
はなします
かします
New nouns: しごと（Work）、アルバイト（Part-time or temp job）
とまります(Stay over night at hotel or someone’s house)
Kanji: 買います Keep an eye on your shell money when you BUY things
目 Eye
貝 Shell
見 An eye on legs SEES
Homework: a family tree of the Weasley family (from the Harry Potter series), at the time that Harry is 16 years old (i.e., everyone is still alive)
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Reading projected sentences:
あきこ Wa こい が Suki Desu. Akiko likes koi (fish).
けん Wa Suupaaman Desu. Ken is Superman.
ですdesu means is/am/are.
Dakuten added to a hiragana results in a character with a “voiced” consonant.
か is pronounced ka, but が is pronounced ga.
こ is pronounced ko, but ご is pronounced go.
Handouts:
1. complete hiragana chart
2. kanji writing page for numbers 1-10
3.
On board results of word dictation
Kouen こうえん
Ike いけ
Ookii おおきい
Koe こえ
.
Re-test was yesterday, Tuesday. Finish handout page (see above) for homework, if you have not finished already.
Sensei checked flash cards for hiragana あ To こ、
And ん。
Homework: STUDY
JAPANESE 2 -- Sixth period
Camille Wright and Ami Sacco started off talking about their なつやすみ、日本語 で。 Their sentences were transcribed and projected on the screen in enlarged characters.
カミールさん の なつやすみ
１． St.Louis {サント・ルイス}に いきました。
２． あたらしい ともだち に
あいました。
３． おなまえ は ゆかりさん です。
４． とうきょう から きました。
５． ゆかりさん は かいもの を しました。
６． アルドズと「あきら」に いきました。
アミさん の なつやすみ
１． ちちゅうかい に いきました。
２． イタリアに いきました。
３． ガイドさん に あいました。
４． おなまえ は マリアさん でした。
５． ローマに すんで います。
６． パスタ は おいしかった です。
Everyone else will write similarly about his or her own summer vacation (Double spaced, numbered) for tomorrow.
Verb retest will take place tomorrow.
Hand out ２Kimono texts tomorrow.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
Monday, September 14, 2009
September 14, 2009 An Eight Period Day
Monday: September 14, 2009 An Eight Period Day
JAPANESE 3 -- First period
New review test on verbs will be given Thursday, Sept 17. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one.
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
Characteristics for Group 1 were written on the board today, as were those of Group 2 and Group 3.
We listened to tape for pages 3, 4, and 5.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
Homework is to read pages 4 and 5 of text; make notes in English and be ready to speak about each of the new characters.
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Writing practice in class:
Write the ROOMAji for the following words in Nihon-go no hiragana (Japanese syllabary). That is, write the pronunciation. Don't worry about the English meaning. Try not to use the chart. Work alone, not in pairs, and work silently, please.
1。かこう _______________ 2。あおい _______________
3。あかい _______________ 4。あけ _______________
5。いこう _______________ 6。きけ _______________
7。かく _______________ 8。いく _______________
9。くう _______________ 10。きく _______________
11。いか _______________ 12。ええ _______________
13。かき _______________ 14。うき _______________
15。えき _______________ 16。いいえ_______________
17。うえき_______________ 18。こえ _______________
19。あき _______________ 20。いけ _______________
21。こい _______________ 22。あか _______________
23。かお _______________ 24。おかあ_______________
25。けえき_______________ 26。あけ _______________
27。いき _______________ 28。くうき_______________
29。おおきい_______________ 30。おおい _______________
Some vocabulary from workbook pages 16 and 17:
あたま Atama Head
あひる Ahiru Duck
あし Ashi Leg
あき Aki Autumn
いぬ Inu Dog
いち Ichi One （The number）
いす Isu Chair
.
Re-test was today, Monday. Finish handout page (see above) for homework, if you have not finished already.
Homework: make and bring flash cards for hiragana あ To こ、
And ん。
JAPANESE 2 -- Sixth period
We went over the quiz on the verbs. Student who had made mistakes rewrote the entire test in their notebooks. Next time, add あいます。
“よみます、のみます、たべます、さんぽ を します、いきます、たちます、きます、見ます、ききます、すわります、あけます、かいもの を します、しめます、すいえい を します、 かします、でます、おくれます、いそぎます、じょうば を します、
そうすけ くん の 日
｛Sousuke’s Day｝
Fill in the correct ひらがな verb for each of the following sentences:
（Every day）まいにち そうすけ くん は おすし を ＿＿＿＿＿＿＿。
そして、おちゃ を のみます。
金よう日 です。 がっこう に ＿＿＿＿＿＿＿。
（Will he be late?）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿か。
いいえ、(He will hurry) ＿＿＿＿＿＿＿＿＿＿＿＿＿。
がっこう の ドア を ＿＿＿＿＿＿＿＿＿＿＿。
そうすけ くん は ともだち に ＿＿＿＿＿＿＿＿＿＿＿。
ともだち は えんぴつ を かいました。
ともだち は えんぴつ を そうすけ くん に（Lends）＿＿＿＿＿＿＿＿。
えいご の クラス で そうすけ くん は えいが を ＿＿＿＿＿＿＿＿。
えいが が たのしい です。なまえ は 「ポニョ」です。
それから たいいく の プール｛Pool｝に いきます。
｛He swims｝＿＿＿＿＿＿＿＿＿＿＿＿＿＿。
そして プール を ｛Leaves｝ ＿＿＿＿＿＿＿＿＿＿＿。”
Homework is pages 16 and 17 in the Katakana portion of the workbook. (We are reviewing katakana from last year).
Tomorrow Camille Wright and Nora Molasky will start off talking about their なつやすみ、日本語 で。
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Hand out Chapter one of “A Homestay in Japan,” reading text with Japanese title 「日本との出会い」, along with list of vocab words, grammar points, and kanji. We will continue to read this text throughout the year, supplementing Nakama 2. This supplement will supply an on-going character set and narrative that we can continue to talk about in Japanese. Students wrote down an English translation for the portion that day.
We went over handout with review/reminder of verb conjugation patterns, which was homework for last night.
Homework: Using information you developed last night with categories from page 36 of Nakama Two. Write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
New review test on verbs will be given Thursday, Sept 17. (Many people had difficulty with the last one.) The re-test will count for twice as many points as the last one.
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
Characteristics for Group 1 were written on the board today, as were those of Group 2 and Group 3.
We listened to tape for pages 3, 4, and 5.
Explanation for talking about kanji:
Kanji compound example –人口
えい語 で いみ は Population という こと です。
かんじ は 「ひと」 の じん と くち の 「こう」 です。
Homework is to read pages 4 and 5 of text; make notes in English and be ready to speak about each of the new characters.
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Writing practice in class:
Write the ROOMAji for the following words in Nihon-go no hiragana (Japanese syllabary). That is, write the pronunciation. Don't worry about the English meaning. Try not to use the chart. Work alone, not in pairs, and work silently, please.
1。かこう _______________ 2。あおい _______________
3。あかい _______________ 4。あけ _______________
5。いこう _______________ 6。きけ _______________
7。かく _______________ 8。いく _______________
9。くう _______________ 10。きく _______________
11。いか _______________ 12。ええ _______________
13。かき _______________ 14。うき _______________
15。えき _______________ 16。いいえ_______________
17。うえき_______________ 18。こえ _______________
19。あき _______________ 20。いけ _______________
21。こい _______________ 22。あか _______________
23。かお _______________ 24。おかあ_______________
25。けえき_______________ 26。あけ _______________
27。いき _______________ 28。くうき_______________
29。おおきい_______________ 30。おおい _______________
Some vocabulary from workbook pages 16 and 17:
あたま Atama Head
あひる Ahiru Duck
あし Ashi Leg
あき Aki Autumn
いぬ Inu Dog
いち Ichi One （The number）
いす Isu Chair
.
Re-test was today, Monday. Finish handout page (see above) for homework, if you have not finished already.
Homework: make and bring flash cards for hiragana あ To こ、
And ん。
JAPANESE 2 -- Sixth period
We went over the quiz on the verbs. Student who had made mistakes rewrote the entire test in their notebooks. Next time, add あいます。
“よみます、のみます、たべます、さんぽ を します、いきます、たちます、きます、見ます、ききます、すわります、あけます、かいもの を します、しめます、すいえい を します、 かします、でます、おくれます、いそぎます、じょうば を します、
そうすけ くん の 日
｛Sousuke’s Day｝
Fill in the correct ひらがな verb for each of the following sentences:
（Every day）まいにち そうすけ くん は おすし を ＿＿＿＿＿＿＿。
そして、おちゃ を のみます。
金よう日 です。 がっこう に ＿＿＿＿＿＿＿。
（Will he be late?）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿か。
いいえ、(He will hurry) ＿＿＿＿＿＿＿＿＿＿＿＿＿。
がっこう の ドア を ＿＿＿＿＿＿＿＿＿＿＿。
そうすけ くん は ともだち に ＿＿＿＿＿＿＿＿＿＿＿。
ともだち は えんぴつ を かいました。
ともだち は えんぴつ を そうすけ くん に（Lends）＿＿＿＿＿＿＿＿。
えいご の クラス で そうすけ くん は えいが を ＿＿＿＿＿＿＿＿。
えいが が たのしい です。なまえ は 「ポニョ」です。
それから たいいく の プール｛Pool｝に いきます。
｛He swims｝＿＿＿＿＿＿＿＿＿＿＿＿＿＿。
そして プール を ｛Leaves｝ ＿＿＿＿＿＿＿＿＿＿＿。”
Homework is pages 16 and 17 in the Katakana portion of the workbook. (We are reviewing katakana from last year).
Tomorrow Camille Wright and Nora Molasky will start off talking about their なつやすみ、日本語 で。
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Hand out Chapter one of “A Homestay in Japan,” reading text with Japanese title 「日本との出会い」, along with list of vocab words, grammar points, and kanji. We will continue to read this text throughout the year, supplementing Nakama 2. This supplement will supply an on-going character set and narrative that we can continue to talk about in Japanese. Students wrote down an English translation for the portion that day.
We went over handout with review/reminder of verb conjugation patterns, which was homework for last night.
Homework: Using information you developed last night with categories from page 36 of Nakama Two. Write 4 conversations (as per the pattern on the page) --explaining the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Friday, September 11, 2009
September 11, 2009 An Eight Period Day
Friday: September 11, 2009 An Eight Period Day
JAPANESE 3 -- First period
Review test on verbs
“
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
How many of the verbs above are in Group 1? ____________________
How many are in Group 2? _________ How many in Group 3? _____________
Write the following expressions in Japanese (you don’t have to use pronouns):
Wait, please. ________________________ I am reading ________________________
I’m not swimming ____________________ Please lend me ______________________
Let’s begin __________________________ Please write (name) ___________________
Write all of the following sentence: The teacher walked and swam and played in the park.
______________________________________________________________________“
After test, “spitfire” exercise writing as many カタカナ And 漢字｛かんじ｝ As possible.
We watched video of song だんご ３ 兄弟
Handed out text, ３ Kimono
Homework is to read pages 1-3 of text and write everything in English.
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Below is today’s pretest on vowel-only hiragana and final n(g)
“Write the 6 hiragana we have learned so far:
＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿＿
A I U E O N(G)
Write the following hiragana words in Romanization (our alphabet).
あお（Blue） いい（Good） えん（Yen） うえ（Above, on）
＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿ ＿＿＿＿＿＿ ＿＿＿＿＿＿＿”
Class watched U. of Illinois video on the next 5 hiragana.
Homework is workbook pages 18 and 19: ka, ki, ku, ke, and ko
Some vocabulary from workbook pages 16 and 17:
あたま Atama Head
あひる Ahiru Duck
あし Ashi Leg
あき Aki Autumn
いぬ Inu Dog
いち Ichi One （The number）
いす Isu Chair
.
Re-test Monday on hiragana あ い う え お And ん
Collected POI of handout about Japanese popular culture.
JAPANESE 2 -- Sixth period
Quiz on the verbs.
“よみます、のみます、たべます、さんぽ を します、いきます、たちます、きます、見ます、ききます、すわります、あけます、かいもの を します、しめます、すいえい を します、 かします、でます、おくれます、いそぎます、じょうば を します、
そうすけ くん の 日
｛Sousuke’s Day｝
Fill in the correct ひらがな verb for each of the following sentences:
（Every day）まいにち そうすけ くん は おすし を ＿＿＿＿＿＿＿。
そして、おちゃ を のみます。
金よう日 です。 がっこう に ＿＿＿＿＿＿＿。
（Will he be late?）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿か。
いいえ、(He will hurry) ＿＿＿＿＿＿＿＿＿＿＿＿＿。
がっこう の ドア を ＿＿＿＿＿＿＿＿＿＿＿。
そうすけ くん は ともだち に ＿＿＿＿＿＿＿＿＿＿＿。
ともだち は えんぴつ を かいました。
ともだち は えんぴつ を そうすけ くん に（Lends）＿＿＿＿＿＿＿＿。
えいご の クラス で そうすけ くん は えいが を ＿＿＿＿＿＿＿＿。
えいが が たのしい です。なまえ は 「ポニョ」です。
それから たいいく の プール｛Pool｝に いきます。
｛He swims｝＿＿＿＿＿＿＿＿＿＿＿＿＿＿。
そして プール を ｛Leaves｝ ＿＿＿＿＿＿＿＿＿＿＿。”
Homework is pages 9, 10, and 15 in the Katakana portion of the workbook.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Test that was review of locations/positions.
“
Look at picture number 2 on page 7 of Nakama 2. Answer the following Japanese questions in complete Japanese sentences、using the informal/plain tenses. Be sure to write all appropriate relational particles, however. And no one-word answers!
１． テレビ は どこ に ある の？
２． 本だな の 上 に スタンド は ある の？
３． いしいれ の 中 に 何 が ある の？
４． まど の 外（そと）に 何 が みえる の？
５． 犬 が どこ に いる の？
６． この え は へや の え ？ 高校 の きょうしつ の え？
７． まど の 前 に 何 が ある の？
______________________________________________________________________”
Students worked on handout with review/reminder of verb conjugation patterns for the rest of the period.
Homework: finish verb conjugation handout and also prepare page 36 of Nakama Two. (We already went over all the expressions at the top for maladies, illness and the like.) Write 4 items for the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
JAPANESE 3 -- First period
Review test on verbs
“
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
How many of the verbs above are in Group 1? ____________________
How many are in Group 2? _________ How many in Group 3? _____________
Write the following expressions in Japanese (you don’t have to use pronouns):
Wait, please. ________________________ I am reading ________________________
I’m not swimming ____________________ Please lend me ______________________
Let’s begin __________________________ Please write (name) ___________________
Write all of the following sentence: The teacher walked and swam and played in the park.
______________________________________________________________________“
After test, “spitfire” exercise writing as many カタカナ And 漢字｛かんじ｝ As possible.
We watched video of song だんご ３ 兄弟
Handed out text, ３ Kimono
Homework is to read pages 1-3 of text and write everything in English.
INDEPENDENT STUDY JAPANESE – Third period
Independent Study did not meet today.
JAPANESE 1 – Fifth period
Below is today’s pretest on vowel-only hiragana and final n(g)
“Write the 6 hiragana we have learned so far:
＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿ ＿＿＿＿＿
A I U E O N(G)
Write the following hiragana words in Romanization (our alphabet).
あお（Blue） いい（Good） えん（Yen） うえ（Above, on）
＿＿＿＿＿＿＿ ＿＿＿＿＿＿＿ ＿＿＿＿＿＿ ＿＿＿＿＿＿＿”
Class watched U. of Illinois video on the next 5 hiragana.
Homework is workbook pages 18 and 19: ka, ki, ku, ke, and ko
Some vocabulary from workbook pages 16 and 17:
あたま Atama Head
あひる Ahiru Duck
あし Ashi Leg
あき Aki Autumn
いぬ Inu Dog
いち Ichi One （The number）
いす Isu Chair
.
Re-test Monday on hiragana あ い う え お And ん
Collected POI of handout about Japanese popular culture.
JAPANESE 2 -- Sixth period
Quiz on the verbs.
“よみます、のみます、たべます、さんぽ を します、いきます、たちます、きます、見ます、ききます、すわります、あけます、かいもの を します、しめます、すいえい を します、 かします、でます、おくれます、いそぎます、じょうば を します、
そうすけ くん の 日
｛Sousuke’s Day｝
Fill in the correct ひらがな verb for each of the following sentences:
（Every day）まいにち そうすけ くん は おすし を ＿＿＿＿＿＿＿。
そして、おちゃ を のみます。
金よう日 です。 がっこう に ＿＿＿＿＿＿＿。
（Will he be late?）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿か。
いいえ、(He will hurry) ＿＿＿＿＿＿＿＿＿＿＿＿＿。
がっこう の ドア を ＿＿＿＿＿＿＿＿＿＿＿。
そうすけ くん は ともだち に ＿＿＿＿＿＿＿＿＿＿＿。
ともだち は えんぴつ を かいました。
ともだち は えんぴつ を そうすけ くん に（Lends）＿＿＿＿＿＿＿＿。
えいご の クラス で そうすけ くん は えいが を ＿＿＿＿＿＿＿＿。
えいが が たのしい です。なまえ は 「ポニョ」です。
それから たいいく の プール｛Pool｝に いきます。
｛He swims｝＿＿＿＿＿＿＿＿＿＿＿＿＿＿。
そして プール を ｛Leaves｝ ＿＿＿＿＿＿＿＿＿＿＿。”
Homework is pages 9, 10, and 15 in the Katakana portion of the workbook.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
Test that was review of locations/positions.
“
Look at picture number 2 on page 7 of Nakama 2. Answer the following Japanese questions in complete Japanese sentences、using the informal/plain tenses. Be sure to write all appropriate relational particles, however. And no one-word answers!
１． テレビ は どこ に ある の？
２． 本だな の 上 に スタンド は ある の？
３． いしいれ の 中 に 何 が ある の？
４． まど の 外（そと）に 何 が みえる の？
５． 犬 が どこ に いる の？
６． この え は へや の え ？ 高校 の きょうしつ の え？
７． まど の 前 に 何 が ある の？
______________________________________________________________________”
Students worked on handout with review/reminder of verb conjugation patterns for the rest of the period.
Homework: finish verb conjugation handout and also prepare page 36 of Nakama Two. (We already went over all the expressions at the top for maladies, illness and the like.) Write 4 items for the “things I want to do but can’t, 4 reasons that come from the “sickness” expressions, and four things it would be good to do in this situation. Be ready to talk!
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
Thursday, September 10, 2009
September 10, 2009 A Block Two day
Thursday: September 10, 2009 A Block Two Day
INDEPENDENT STUDY JAPANESE – Third period
Independent Study does not meet on Block One days.
JAPANESE 1 – Fifth period
Speed-writing of hiragana on special squared paper.
Projected on overhead: え
あお
おい
あい
いいえ
うえ
あおい
おおい
いう
ええ
ん
Checked workbook pages 14 and 15.
Quiz tomorrow on hiragana あ い う え お And ん
Written on board:
A は B が すき です。
A wa B ga suki desu.
B は A が すき じゃ ない です。
B wa B ga suki ja nai desu.
Arigatô Dô itashimashite
Kudasai Sumimasen
Handout on Japanese popular culture -- POI due tomorrow
JAPANESE 3 -- first period
Japanese 3 does not meet on Block 2 days.
Pranee Pairs spoke about her experiences this past summer in Wakayama City, Japan. Class then developed sentences in Japanese from the information she shared with us.
プラ二―さんのアドベンチャー
プラ二―さん は せいふく を きて いました。
わかやま の おてんき が つゆ でした。
おてんき が あつかった です。
じてんしゃ で こうこう に 行きました。
こと「琴」 を ひきました。
みせ の 中 に おもちゃ のねこ が ありました。
まち は わかやま し でした。
ホーストファミリー の お母さん は きれいな 人 でした。
そして やさしい 人 でした。
ホーストファミリー の おねえさん は 二十五さい です。
Going over yesterday’s handout – verbs in English and te forms – discussion-review of verb groups:
Group 1 “Strong” most numerous, extra i syllable before the masu, use song to figure out how make te form
Group 2 “Weak” easiest to conjugate: take off masu and then add te or other endings
Group 3 “Irregular” only two verbs, します Does, and きます Comes
Homework:
1. NY Times article about Election in Japan – POI
2. be prepared to speak of own summer story
3. requirements page – get it signed
4. quiz on designated verbs from yesterday’s handout:
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
JAPANESE 2 -- Sixth period
See on video：New Song: Dango-san Kyoudai
The Three Dumpling Brothers
たべます Eats
のみます Drinks
よみます Reads
いきます Goes
たって
たちます Stands
きます Comes
ききます Hears, Listens to
みます見ます Sees, watches, looks at
すわります Sits
します（＋） Does (+ sports and さんぽ、すいえい、かいもの、じょうば
あけます Opens
あけて
しめて
しめます Closes
かして
かします Lends
Exercises
でます Leaves
いそぎます Hurries
おくれます Is (will be) late
1. Quiz tomorrow on the above verbs.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
New song: だんご ３ 兄弟 （きょうだい）Watched on Dailymotion.com. Sang first two verses together.
Speedwriting of known kanji -- 吐き出し Special format on squared paper.
Students handed in their POI’s of the NY Times article on the Japanese election.
AP students spoke several sentences each about the election in Japanese. Important vocabulary:
Election せんきょう
Liberal Democratic Party じみんとう
Prime Minister それだいじん (It’s Mr. Hatoyama)
All students worked on sections A and B of page 2 in Nakama 2, and then recorded information about themselves according to Section D of page 5.
Jpn 4 students then gave short self-introductions じこしょうかい。
Class proceeded to pages 6 and 7 of Nakama 2, working in pairs to practice exercise C on page 7.
なかま ２：Preliminary Chapter単語｛たんご｝Vocabulary
Sentence Structure:
Place の Position に Subject が います Or あります。
所 ところ Place
きょうしつ Classroom
たんす Dresser, armoire, etc.
時計 とけい Clock
かべ Wall
おいて Put
そば Nearby
隣 となり Beside
Test tomorrow on pages 6 and 7 of Nakama 2 。
INDEPENDENT STUDY JAPANESE – Third period
Independent Study does not meet on Block One days.
JAPANESE 1 – Fifth period
Speed-writing of hiragana on special squared paper.
Projected on overhead: え
あお
おい
あい
いいえ
うえ
あおい
おおい
いう
ええ
ん
Checked workbook pages 14 and 15.
Quiz tomorrow on hiragana あ い う え お And ん
Written on board:
A は B が すき です。
A wa B ga suki desu.
B は A が すき じゃ ない です。
B wa B ga suki ja nai desu.
Arigatô Dô itashimashite
Kudasai Sumimasen
Handout on Japanese popular culture -- POI due tomorrow
JAPANESE 3 -- first period
Japanese 3 does not meet on Block 2 days.
Pranee Pairs spoke about her experiences this past summer in Wakayama City, Japan. Class then developed sentences in Japanese from the information she shared with us.
プラ二―さんのアドベンチャー
プラ二―さん は せいふく を きて いました。
わかやま の おてんき が つゆ でした。
おてんき が あつかった です。
じてんしゃ で こうこう に 行きました。
こと「琴」 を ひきました。
みせ の 中 に おもちゃ のねこ が ありました。
まち は わかやま し でした。
ホーストファミリー の お母さん は きれいな 人 でした。
そして やさしい 人 でした。
ホーストファミリー の おねえさん は 二十五さい です。
Going over yesterday’s handout – verbs in English and te forms – discussion-review of verb groups:
Group 1 “Strong” most numerous, extra i syllable before the masu, use song to figure out how make te form
Group 2 “Weak” easiest to conjugate: take off masu and then add te or other endings
Group 3 “Irregular” only two verbs, します Does, and きます Comes
Homework:
1. NY Times article about Election in Japan – POI
2. be prepared to speak of own summer story
3. requirements page – get it signed
4. quiz on designated verbs from yesterday’s handout:
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
JAPANESE 2 -- Sixth period
See on video：New Song: Dango-san Kyoudai
The Three Dumpling Brothers
たべます Eats
のみます Drinks
よみます Reads
いきます Goes
たって
たちます Stands
きます Comes
ききます Hears, Listens to
みます見ます Sees, watches, looks at
すわります Sits
します（＋） Does (+ sports and さんぽ、すいえい、かいもの、じょうば
あけます Opens
あけて
しめて
しめます Closes
かして
かします Lends
Exercises
でます Leaves
いそぎます Hurries
おくれます Is (will be) late
1. Quiz tomorrow on the above verbs.
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
New song: だんご ３ 兄弟 （きょうだい）Watched on Dailymotion.com. Sang first two verses together.
Speedwriting of known kanji -- 吐き出し Special format on squared paper.
Students handed in their POI’s of the NY Times article on the Japanese election.
AP students spoke several sentences each about the election in Japanese. Important vocabulary:
Election せんきょう
Liberal Democratic Party じみんとう
Prime Minister それだいじん (It’s Mr. Hatoyama)
All students worked on sections A and B of page 2 in Nakama 2, and then recorded information about themselves according to Section D of page 5.
Jpn 4 students then gave short self-introductions じこしょうかい。
Class proceeded to pages 6 and 7 of Nakama 2, working in pairs to practice exercise C on page 7.
なかま ２：Preliminary Chapter単語｛たんご｝Vocabulary
Sentence Structure:
Place の Position に Subject が います Or あります。
所 ところ Place
きょうしつ Classroom
たんす Dresser, armoire, etc.
時計 とけい Clock
かべ Wall
おいて Put
そば Nearby
隣 となり Beside
Test tomorrow on pages 6 and 7 of Nakama 2 。
Wednesday, September 9, 2009
September 9, 2009, Wednesday
Wednesday: September 9, 2009 A Block One Day
INDEPENDENT STUDY JAPANESE – Third period
Independent Study does not meet on Block One days.
JAPANESE 1 – Fifth period
Handed out workbooks for 1 Kimono. Explanation of writing system in general and hiragana phonetic system in particular – recite syllables in gojuu-on order.
View U. of Illinois “Hiragana” writing demonstration video: あ to お
Homework is pages 14 – 16 [十四、十五、十六] in workbook, which includes character n{g} ん
After several students read from their papers, collect Superhero sentences about “Who Likes Whom”
JAPANESE 3 -- first period
Pranee Pairs spoke about her experiences this past summer in Wakayama City, Japan. Class then developed sentences in Japanese from the information she shared with us.
プラ二―さんのアドベンチャー
プラ二―さん は せいふく を きて いました。
わかやま の おてんき が つゆ でした。
おてんき が あつかった です。
じてんしゃ で こうこう に 行きました。
こと「琴」 を ひきました。
みせ の 中 に おもちゃ のねこ が ありました。
まち は わかやま し でした。
ホーストファミリー の お母さん は きれいな 人 でした。
そして やさしい 人 でした。
ホーストファミリー の おねえさん は 二十五さい です。
Going over yesterday’s handout – verbs in English and te forms – discussion-review of verb groups:
Group 1 “Strong” most numerous, extra i syllable before the masu, use song to figure out how make te form
Group 2 “Weak” easiest to conjugate: take off masu and then add te or other endings
Group 3 “Irregular” only two verbs, します Does, and きます Comes
Homework:
1. NY Times article about Election in Japan – POI
2. be prepared to speak of own summer story
3. requirements page – get it signed
4. quiz on designated verbs from yesterday’s handout:
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
JAPANESE 2 -- Sixth period
New Song: Dango-san Kyoudai
The Three Dumpling Brothers
だんご３きょうだい ｛
だんご３兄弟｝
１．くし に ささえて だんご、だんご、
みっつ ならんで だんご だんご
しょうゆ ぬられて だんご だんご
だんご さん きょうだい ｛Four hand claps｝
２．いちばん うえ は ちょうなん、ちょうなん
いちばん した は さん なん、 さんなん
あいだ に はさまれ じなん、じなん
だんご さん きょうだい ｛Four hand claps｝
Begin review of katakana using katakana side of workbook
Handout about daily routine, with vocab for months and days of week on the back.
Homework:
1. complete workbook katakana pages 7 and 8
2. complete daily-routine handout with times of day
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block 1 days.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
INDEPENDENT STUDY JAPANESE – Third period
Independent Study does not meet on Block One days.
JAPANESE 1 – Fifth period
Handed out workbooks for 1 Kimono. Explanation of writing system in general and hiragana phonetic system in particular – recite syllables in gojuu-on order.
View U. of Illinois “Hiragana” writing demonstration video: あ to お
Homework is pages 14 – 16 [十四、十五、十六] in workbook, which includes character n{g} ん
After several students read from their papers, collect Superhero sentences about “Who Likes Whom”
JAPANESE 3 -- first period
Pranee Pairs spoke about her experiences this past summer in Wakayama City, Japan. Class then developed sentences in Japanese from the information she shared with us.
プラ二―さんのアドベンチャー
プラ二―さん は せいふく を きて いました。
わかやま の おてんき が つゆ でした。
おてんき が あつかった です。
じてんしゃ で こうこう に 行きました。
こと「琴」 を ひきました。
みせ の 中 に おもちゃ のねこ が ありました。
まち は わかやま し でした。
ホーストファミリー の お母さん は きれいな 人 でした。
そして やさしい 人 でした。
ホーストファミリー の おねえさん は 二十五さい です。
Going over yesterday’s handout – verbs in English and te forms – discussion-review of verb groups:
Group 1 “Strong” most numerous, extra i syllable before the masu, use song to figure out how make te form
Group 2 “Weak” easiest to conjugate: take off masu and then add te or other endings
Group 3 “Irregular” only two verbs, します Does, and きます Comes
Homework:
1. NY Times article about Election in Japan – POI
2. be prepared to speak of own summer story
3. requirements page – get it signed
4. quiz on designated verbs from yesterday’s handout:
あけます、あいます、あらいます、かきます、あるきます、よみます、のみます、はなします、さんぽ します、はじまります、まちます、あそびます、かいます、およぎます、かします
JAPANESE 2 -- Sixth period
New Song: Dango-san Kyoudai
The Three Dumpling Brothers
だんご３きょうだい ｛
だんご３兄弟｝
１．くし に ささえて だんご、だんご、
みっつ ならんで だんご だんご
しょうゆ ぬられて だんご だんご
だんご さん きょうだい ｛Four hand claps｝
２．いちばん うえ は ちょうなん、ちょうなん
いちばん した は さん なん、 さんなん
あいだ に はさまれ じなん、じなん
だんご さん きょうだい ｛Four hand claps｝
Begin review of katakana using katakana side of workbook
Handout about daily routine, with vocab for months and days of week on the back.
Homework:
1. complete workbook katakana pages 7 and 8
2. complete daily-routine handout with times of day
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP – Seventh period
This class does not meet on Block 1 days.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
Tuesday, September 8, 2009
September 8, 2009, an Eight Period Day
Tuesday: September 8, 2009 An Eight Period Day
INDEPENDENT STUDY JAPANESE
3rd period [second block on Block One days]
JAPANESE 1
Opening Song:
Minnna de, Minna de
みんな で、みんな で
Konnichi wa こんにち は（Repeat）
Konnichi wa
Tanoshiku kyou mo,
Tanoshiku kyou mo
たのしく きょう も
（Repeat）
RAN RAN RAN,
RAN RAN RAN ラン ラン ラン （Repeat）
Who Likes Whom:
Characters: Superman, Catwoman, Batman, Robin, Wonder Woman
Superman likes Catwoman:
SUUPAAMANN wa KATTOUOMAN ga suki desu.
Does Superman like Catwoman?
SUUPAAMANN wa KATTOUOMAN ga suki desu ka?.
Yes No
Hai Iie
Homework: Write 6 sentences describing superhero relationships, following what’s above.
JAPANESE 3
Discussion of visit by Japanese students to Chicago in July, commemorating the 200 hundredth anniversary of President Lincoln’s birth. Host families were Goldberg, Krogh, Mine, Molasky, and Yamasaki.
We know that Pranee Pairs went to Japan this past summer with Youth for Understanding. She has not yet returned, but we look forward to learning about her experiences.
プラニーさんは日本に行きました。
１．
２．
Sensei went to Australia in August and spoke about it in Japanese, while students took notes.
先生はオーストラリアに行きました。
１．八月三日にオーストラリアにつきました。
２．ともだち に あいました。
３．ともだち の おなまえ は レアさん です。
４．レアさん は きれいな まち に すんで います。
５．その まち の なまえ は メルバーンし です。
６．人口は百万人です。
７．メルバーンの中に川はあります。
８．川の中にふねがあって、さかなもいます。
９．せんせい は けんぶつ ｛を｝しました。
１０。レアさん は あんない ｛を｝しました。
１１．八月 は シカゴ の なつ です が 八月 は オーストラリア を ふゆ です。
１２．おてんき が あたたくなかった です。
In class, work on handout from page 48 of Koukou Seikatsu 高校生活Book 1
Homework: finish filling out handout, filling in spaces for English and for the te form.
JAPANESE 2
せんせい は オーストラリア に 行きました。
い
１．八月三日に オーストラリアに いきました。
２．ともだち に あいました。
３．ともだち の おなまえ は レアさん です。
４．レアさん は おおきくて、かわいい まち に すんで います。
５．その まち の なまえ は メルバーンし（City） です。
６．レアさん の うち は ちいさい うち でした。
７．メルバーン の 川 は ャラ川 です。
８．メルバーン の こうえん は ひろい(Spacious, large) です。
９．メルバーン の レストラン は インド や ちゅうごく や ベトナム や イタリア の レストラン です。
１０．せんせい は その レストラン の たべもの を 食べました。
た
１１．おいしかった です。
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Handout of NY Times article about recent Japanese election.
AP and Jpn 4, write a POI of one page about it.
AP, be prepared to speak briefly about some aspects in Japanese.
Handout Practice Tests Workbooks to AP students.
Discussed AP summer flash card assignment.
Hand out Nakama 2 text to both AP and Jpn 4 students. We will try to go through the introductory review portion in 2 or 3 weeks.
All students, be prepared to speak briefly about summer vacation, in the way Sensei did about her trip to Australia.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
INDEPENDENT STUDY JAPANESE
3rd period [second block on Block One days]
JAPANESE 1
Opening Song:
Minnna de, Minna de
みんな で、みんな で
Konnichi wa こんにち は（Repeat）
Konnichi wa
Tanoshiku kyou mo,
Tanoshiku kyou mo
たのしく きょう も
（Repeat）
RAN RAN RAN,
RAN RAN RAN ラン ラン ラン （Repeat）
Who Likes Whom:
Characters: Superman, Catwoman, Batman, Robin, Wonder Woman
Superman likes Catwoman:
SUUPAAMANN wa KATTOUOMAN ga suki desu.
Does Superman like Catwoman?
SUUPAAMANN wa KATTOUOMAN ga suki desu ka?.
Yes No
Hai Iie
Homework: Write 6 sentences describing superhero relationships, following what’s above.
JAPANESE 3
Discussion of visit by Japanese students to Chicago in July, commemorating the 200 hundredth anniversary of President Lincoln’s birth. Host families were Goldberg, Krogh, Mine, Molasky, and Yamasaki.
We know that Pranee Pairs went to Japan this past summer with Youth for Understanding. She has not yet returned, but we look forward to learning about her experiences.
プラニーさんは日本に行きました。
１．
２．
Sensei went to Australia in August and spoke about it in Japanese, while students took notes.
先生はオーストラリアに行きました。
１．八月三日にオーストラリアにつきました。
２．ともだち に あいました。
３．ともだち の おなまえ は レアさん です。
４．レアさん は きれいな まち に すんで います。
５．その まち の なまえ は メルバーンし です。
６．人口は百万人です。
７．メルバーンの中に川はあります。
８．川の中にふねがあって、さかなもいます。
９．せんせい は けんぶつ ｛を｝しました。
１０。レアさん は あんない ｛を｝しました。
１１．八月 は シカゴ の なつ です が 八月 は オーストラリア を ふゆ です。
１２．おてんき が あたたくなかった です。
In class, work on handout from page 48 of Koukou Seikatsu 高校生活Book 1
Homework: finish filling out handout, filling in spaces for English and for the te form.
JAPANESE 2
せんせい は オーストラリア に 行きました。
い
１．八月三日に オーストラリアに いきました。
２．ともだち に あいました。
３．ともだち の おなまえ は レアさん です。
４．レアさん は おおきくて、かわいい まち に すんで います。
５．その まち の なまえ は メルバーンし（City） です。
６．レアさん の うち は ちいさい うち でした。
７．メルバーン の 川 は ャラ川 です。
８．メルバーン の こうえん は ひろい(Spacious, large) です。
９．メルバーン の レストラン は インド や ちゅうごく や ベトナム や イタリア の レストラン です。
１０．せんせい は その レストラン の たべもの を 食べました。
た
１１．おいしかった です。
Reminder: We all must be polite in the Japanese language classroom. Not only is it important in our lives in general – it is an essential part of Japanese culture. ください、おねがい します、ありがとう、すみません Are the most important words and phrases in Japanese.
JAPANESE 4 and AP
Handout of NY Times article about recent Japanese election.
AP and Jpn 4, write a POI of one page about it.
AP, be prepared to speak briefly about some aspects in Japanese.
Handout Practice Tests Workbooks to AP students.
Discussed AP summer flash card assignment.
Hand out Nakama 2 text to both AP and Jpn 4 students. We will try to go through the introductory review portion in 2 or 3 weeks.
All students, be prepared to speak briefly about summer vacation, in the way Sensei did about her trip to Australia.
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
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.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Requirements for Kimmel Sensei's Japanese Classes, Sept. 2009
Requirements for Classes taught by Kimmel Sensei (revised September, 2009)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. Home work must have NO "fringes," and must be in “double-spaced” format
(typed AND handwritten)
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. at any and all times, be ready to show ID and place on desk
2. no cell phones or Ipods or walkmans: if seen or heard during school hours, they will be confiscated and taken to Ms. Lumpkin.
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. Home work must have NO "fringes," and must be in “double-spaced” format
(typed AND handwritten)
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. at any and all times, be ready to show ID and place on desk
2. no cell phones or Ipods or walkmans: if seen or heard during school hours, they will be confiscated and taken to Ms. Lumpkin.
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Friday, September 4, 2009
requirements for Japanese classes, revised September, 2009
Requirements for Classes taught by Kimmel Sensei (revised September, 2009)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. Home work must have NO "fringes," and must be in “double-spaced” format
(typed AND handwritten)
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. at any and all times, be ready to show ID and place on desk
2. no cell phones or Ipods or walkmans: if seen or heard during school hours, they will be confiscated and taken to Ms. Lumpkin.
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Every day, bring:
1. a pencil
2. a 3 ring loose-leaf binder dedicated exclusively to Japanese, including blank paper, daily notes, and handouts, plus a hole puncher. Students are expected to write down whatever the teacher has written on the board and to keep all handouts and notes in the notebook. The teacher may periodically check on note taking and grade the notebook for completeness, and may do so without prior notice. Each day’s notes should be recorded on a separate, dated page, in chronological order.
3. both text and workbook
Homework:
1. Home work must have NO "fringes," and must be in “double-spaced” format
(typed AND handwritten)
2. Full name, first and LAST NAME in upper RIGHT hand corner of paper
3. name of class (for example, Japanese One)
4. Date: day, month, year, day of week
5. name of assignment: "weather assignment," "Page 3 in text," etc.
6. due at BEGINNING of class period
7. assignments handed in later than the due date may not be accepted—
credit for a late assignment will be less than 50%, if any credit is given at all
8. homework will be evaluated summatively, that is, according to the amount of the assignment
that has been successfully completed. The policy is designed to encourage production
and fluency. I also use homework to inform my teaching; so errors will be discussed as a
group. Summative grading is designed to continually encourage and increase the ability to
write Japanese text.
Attendance, behavior, courtesy, cooperation, and respect:
1. Daily attendance is essential, as is attentiveness and cooperation while you are in class.
2. Students will treat the teacher and other students with respect at all times. Disrespect shows lack of understanding of Japanese culture and will affect the participation portion of your grade.
3. No eating, drinking, or chewing gum--students must be able to speak clearly in class.
School rules will be enforced in the Japanese classroom:
1. at any and all times, be ready to show ID and place on desk
2. no cell phones or Ipods or walkmans: if seen or heard during school hours, they will be confiscated and taken to Ms. Lumpkin.
3. no hats, headbands, do-rags, head scarves, hoods
4. modest, appropriate clothing , without showing underwear
a. girls—no bare midriffs, spaghetti straps, mini-skirts, low necklines, or short-shorts
b. boys—no tank tops
c. no scatological, violent, or offensive/hateful language; drug, alcohol, or gang-related insignia
Grading Scale:
Grades are based on test scores and projects (70%), oral performance participation, including politeness and courtesy (15%), and in-class writing assignments and homework (15%) Letter equivalents for numerical scores are as follows.
i. 90 – 100% A
ii. 80 – 89% B
iii. 70 – 79% C
iv. 60 – 69% D
v. below 60% F
Even if there is no formal homework assignment on a particular day, students are expected to review notes every evening and to reread any materials covered that day. Surprise quizzes may be given at any time. Students should particularly focus on practicing the writing system daily, including the phonetic hiragana and katakana systems and the semantic kanji, Chinese characters as used in Japanese. Students should make flash cards for all vocabulary and writing symbols and review them on a daily basis.
Tutorial in Japanese is offered every Tuesday and Wednesday after school in room 110.
The teacher will post grades every 5 weeks. Parents who want to know more about their student’s progress are welcome to make contact at any time. The best way to reach the teacher is at the following e-mail address: crkimmel@cps.edu . She can also be reached on her cell phone, number, 773-833-7823, but communication by email is far more effective.
Students and teachers may enjoy following the blog for the Payton/Osaka Sr. H.S. exchange at the following web address: http://PaytonChicagoOsakaIchiritsu.blogspot.com.
Information about activities and assignments in Japanese classes can be found at
http://KimmelJapaneseClasses.blogspot.com.
I understand what is expected in Japanese class. Returning this form is my first graded homework assignment of the semester.
Student____________________________________________ _________________ (Date)
Parent_____________________________________________ _________________ (Date)
Fall Haiku for the Beginning of School
Fall Haiku for Beginning of School
By Yamaguchi Seishi 山口誓子
(Translated by Takashi Kodaira and Alfred H. Marks)
霧のこゑ ごゑ学校の 形して
Kiri ni koe goe gakkou no katachi shite
Voices in the fog,
Voices assuming a shape ---
The shape of a school.
月よりも 上空を飛ぶ 白鳥座
Tsuki yori mo Joukuu wo tobu hakuchou-za
Higher than the moon,
the white swan constellation
flying through the sky.
西までの 天路月にも 遥かなる
Nishi made no tenro no tsuki ni mo haruka naru
Even for the moon,
the heavenly journey west
is a distant one.
By Yamaguchi Seishi 山口誓子
(Translated by Takashi Kodaira and Alfred H. Marks)
霧のこゑ ごゑ学校の 形して
Kiri ni koe goe gakkou no katachi shite
Voices in the fog,
Voices assuming a shape ---
The shape of a school.
月よりも 上空を飛ぶ 白鳥座
Tsuki yori mo Joukuu wo tobu hakuchou-za
Higher than the moon,
the white swan constellation
flying through the sky.
西までの 天路月にも 遥かなる
Nishi made no tenro no tsuki ni mo haruka naru
Even for the moon,
the heavenly journey west
is a distant one.
Subscribe to:
Posts (Atom)
