Friday, March 26, 2010

March 26, 2010 A Block Two Day

Friday, March 26, 2010 An Eight Period Day


This was the last day in school for KJ students and their teacher, Mr. Sekiguchi. Tomorrow host families will bring them to Payton so that they can go on a huge group field trip with their fellow KJ students who are staying at ETHS and Glenbrook South High School. At 4:00 p.m. they will return to Payton and go home with their "buddies" to spend one last night in Chicago. On Sunday, the airport bus will leave Payton parking lot at 7:30 a.m., after we all sadly say, さよなら。




JAPANESE 3 -- First period

KJ visitors gave a 3-part demonstration –
1. なんでもバスケット Japanese   Game
(a little bit like musical chairs – the person who is “it” is called the おに)
2.した きり すずめ Japanese   Play
   (based on the traditional folktale, The Tongue-Cut Sparrow)
The moral of the story is, show restraint, and don’t be greedy, in other words, 遠慮 えんりょ。
3.よさこい ソーラン  Japanese   Dance
This song is about fishing and seeks to promote catching a lot of fish.

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

Khepereh R. helped out by videoing the class today.

KJ visitors gave a 3-part demonstration –
1. なんでもバスケット Japanese   Game
(a little bit like musical chairs – the person who is “it” is called the おに)
2.した きり すずめ Japanese   Play
   (based on the traditional folktale, The Tongue-Cut Sparrow)
The moral of the story is, show restraint, and don’t be greedy, in other words, 遠慮 えんりょ。
3.よさこい ソーラン  Japanese   Dance
This song is about fishing and seeks to promote catching a lot of fish.


The KJ students also sang their school song for us, while we followed along, looking at the musical score.



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period


KJ visitors gave a 3-part demonstration –
1. なんでもバスケット Japanese   Game
(a little bit like musical chairs – the person who is “it” is called the おに)
2.した きり すずめ Japanese   Play
   (based on the traditional folktale, The Tongue-Cut Sparrow)
The moral of the story is, show restraint, and don’t be greedy, in other words, 遠慮 えんりょ。
3.よさこい ソーラン  Japanese   Dance
This song is about fishing and seeks to promote catching a lot of fish.


The KJ students also sang their school song for us, while we followed along, looking at the musical score.



Be sure to register with Japanese site on Moodle。



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

Mr. Matsui, who arranged KJ’s trip, came to take photos, and Kimmel Sensei used to video camera to try to film the class.


KJ visitors gave a 3-part demonstration –
1. なんでもバスケット Japanese   Game
(a little bit like musical chairs – the person who is “it” is called the おに)
2.した きり すずめ Japanese   Play
   (based on the traditional folktale, The Tongue-Cut Sparrow)
The moral of the story is, show restraint, and don’t be greedy, in other words, 遠慮 えんりょ。
3.よさこい ソーラン  Japanese   Dance
This song is about fishing and seeks to promote catching a lot of fish.



The KJ students also sang their school song for us, while we followed along, looking at the musical score.

March 25, 2010 A Seminar Day

The Japan Exchange Seminar and our KJ High School guests went on a field trip. Everyone rode in a coach bus to the Museum of Science and Industry and to Garfield Park Conservatory. After returning to Payton at about 3:45 p.m., everyone waited in room 110 until it was time to attend a party at Ray T.'s house. People walked together to the N. Orleans Street home in Old Town. Mrs. T. made hamburgers, hot dogs, a raw vegetable platter, and delicious cupcakes for everyone.

Wednesday, March 24, 2010

March 24, 2010 A Block Two Day

Wednesday, March 24, 2010 A Block Two Day




JAPAN EXCHANGE:
KJ students attend classes with their Payton hosts. Ms. Koyasu visited Payton with Mr. Sekiguchi and Ms. Yamazaki
All KJ students went to the gym during second block (“3rd period), where Mr. Kuchii taught students how to do the ropes course overhead. Some students also used the climbing wall, supervised by Mr. Escobar.



JAPANESE 3 -- First period

This class does not meet on Block Two days.




JAPANESE 1 – Fifth period。

This class was observed by Mr. Sekiguchi and Ms. Koyasu.

Students and adults lined up, first in hiragana/katakana order, and then in alphabetical order. Then KJ guests taught us youth slang, わかもの の ことば、”young people’s words” as follows:


ケータイ cell phone
ヤバイ OMG
マジ really
超 ちょう very, extremely (a prefix)
イケメン a cool guy
うける funny
どんだけー response to a joke, whether good or bad
いみふ 
(意味不)”no meaning” or “I don’t understand”
いたい=
かわいそう pitiable
ぱくる=ぬすむ to steal, take
とりま 
(とりあえず まあ) “well, first of all”

We listened to part A in the listening portion of Kimono 6 (workbook)




Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period


This class also discussed the expressions presented in Japanese 1


ケータイ cell phone
ヤバイ OMG
マジ really
超 ちょう very, extremely (a prefix)
イケメン a cool guy
うける funny
どんだけー response to a joke, whether good or bad
いみふ 
(意味不)”no meaning” or “I don’t understand”
いたい=
かわいそう pitiable
ぱくる=ぬすむ to steal, take
とりま 
(とりあえず まあ) “well, first of all”

Class learned about asking permission: verb form て も いい です か。

Class started Lesson 6 of 2 Kimono – Terry’s Babysitting



Be sure to register with Japanese site on Moodle。



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

Students read along while KJ guests read next lesson, lesson 7 in “A Homestay in Japan”

KJ students presented their own slang, and Payton students taught American slang:

slang lesson -- Japanese 4 and AP

ぱない=かわったこと different, abnormal

神 (かみ)Great like すごい

ガチ=まじ=本当の Really

白ける=がっかり する to be disappointed

Lame= not cool= boring
Raw=cool, awesome
Treated=put down =denigrated
Cray-cray= crazy
Legit=popular abbreviation for legitimate=legal, acceptable

Kicks=sneakers

…that’s what she said

AP and Jpn 4 students listened to #18, “Health” in “Strive for a Five”

Also, we got copies of the KJ school song and practiced singing it.

Tuesday, March 23, 2010

March 23, 2010 A Block One Day

Tuesday, March 23, 2010 A Block One Day




JAPAN EXCHANGE:
The day began with Welcome Breakfast in room 110, which morphed into the first period class.
During 8th period (4th block) KJ guests went out to lunch at Café La Sera. Mrs. Estrada and Mr. Hermes joined us.
After school Asian-American Club had a meeting in room 110. Lalita and Alisa A. brought food from their father's restaurant. Payton students danced in various styles and taught dances to our guests.



JAPANESE 3 -- First period

1. All KJ-affiliated people (including Mr. Matsui and Ms. Yamazaki and Mr. Nozawa and Mr. Sekiguchi) and Payton personnel first lined up in hiragana/katakana order
2. All Kj and Payton personnel then lined up in alphabetical order
3. Sally C., Melisa C. and other students taught Cha Cha slide dance to KJ students, using video
4. Pictionary game, with Payton and KJ personnel on both teams, Team Yabai and Team Namako (sea slub) – Team Namako won
5. Whole group played Speed (Date) Friend, with KJ kids talking to five different Americans
6. Speed Write – 8 minutes to write, in Japanese or English, describing everything you remember about what happened in class today: people, clothes, food, events, etc.
7. Hot Seat – Esmeralda and Shou agreed to be interviewed by the group

Mr. Sekiguchi, Mr. Matsui, Ms. Yamazaki, and Mr. Nozawa observed, and sometimes participated.



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

Work on hiragana puzzles for numbers and animals.

Then the following was projected on screen at the front of the class

Numbers(いっ)せん , にせん
さんぜん, よんせん
ごせん, ろくせん
ななせん , はっせん
きゅうせん, (いち)まん 10,000
にまん , さんまん
よんまん , ごまん
ろくまん, ななまん
はちまん , きゅうまん
じゅうまん= 100,000
Katakana words: Sports
ベースボール, バレーボール, ゴルフ, サッカー,スポーツ
Katakana words: nations and capitols)
スリジャヤワルダナプラコッテ(city in Sri Lanka)
アルゼンチン,ドイツ,アメリカ,イギリス

Katakana words: food
ラーメン,パイナップル,ドーナツ,スパゲッティー,ピザ

Counting times (o’clock), months, days of week, ages –
Sing hiragana/katakana song
Count by 7’s

じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time

Homework:



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period


Crossword puzzles with clues in Japanese, answers in English – lots of katakana.

Three people did Hot Seat: Mr. Sekiguchi, Nicole R., and Yuka K. sat and answered questions.


American students should be able to write one question that you can ask our guests for each of these categories:
おきゃくさま の
1. 好きな うた・おんがく
2. 好きな えいが
3. ことわざ
4. 食べもの
5. 日本 の でんせつ
6. ともだち に ついて
7. 好きな どうぶつ
8. こうこう の クラブ
9. テレビ ばんぐみ
10. ごかぞく


Try to do practice without help at first, but then you make look up what you don’t know in your text and your dictionary.



Be sure to register with Japanese site on Moodle。



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, March 22, 2010

March 22, 2010 An Eight Period Day

Monday, March 22, 2010 An Eight Period Day






JAPANESE 3 -- First period

Interview 3 Payton students and 2 KJ students

seichou ni shitara nani ga shitai desu ka. 成長にしたら何がしたいですか。

___ ni naritai to iimashita. ____になりたいと言いました。

kangofu, bengoshi, isha, suidouya, haisha, shufu, kenchikuka,
看護婦かんごふ、弁護士べんごし、医者いしゃ、水道屋すいどうや、歯医者はいしゃ、主婦しゅふ、建築家けんちくか、Etc.


KJ no gakumon/jugyou -- which courses are most difficult?
KJの授業(じゅぎょう)の中でどれが一番(いちばん)むずかしいですか。

and we counted off

butsurigaku 物理学
suugaku 数学
seibutusugaku 生靴額
geijutsu (bijutsu, shodou, ongaku) 芸術(美術、書道、音楽)
eigo 英語
nihongo 日本語
gendai shakai 現代社会
sekai-shi 世界史
tai-iku 体育

Pauton students should be able to ask questions about the following subjects in Japanese when interviewing our KJ guests :
おきゃくさま の
1. 好きな うた・おんがく
2. 好きな えいが
3. ことわざ
4. 食べもの
5. 日本 の でんせつ
6. ともだち に ついて
7. 好きな どうぶつ
8. こうこう の クラブ
9. テレビ ばんぐみ
10. ごかぞく
11. 絵ゲーム Pictionary
12. Dance:
a. Cupid Shuffle
b. Cha Cha Slide
c. Algorithm March (Maybe KJ kids could teach us)



JAPANESE 1 – Fifth period。


Counting times (o’clock), months, days of week, ages –
Sing “Sakura” and “Hanako-san no makiba de…”

On board:

(わたし の) となり(さん) の ねこ は ______ ねこ です。
Put different adjectives in the blank.
Put different people in place of Tonari-sann
Put different animals in place of cat.
Americans write 5 different sentences and KJ guests help them.


じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time




JAPANESE 1 – Fifth period。


Counting times (o’clock), months, days of week, ages –
Sing “Sakura” and “Hanako-san no makiba de…”

On board:

(わたし の) となり(さん) の ねこ は ______ ねこ です。
Put different adjectives in the blank.
Put different people in place of Tonari-sann
Put different animals in place of cat.
Americans write 5 different sentences and KJ guests help them.


じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time




JAPANESE 1 – Fifth period。


Counting times (o’clock), months, days of week, ages –
Sing “Sakura” and “Hanako-san no makiba de…”

On board:

(わたし の) となり(さん) の ねこ は ______ ねこ です。
Put different adjectives in the blank.
Put different people in place of Tonari-sann
Put different animals in place of cat.
Americans write 5 different sentences and KJ guests help them.


じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time



JAPANESE 4 and AP – Seventh period


Jiko-shoukai by guests – our kids take notes and report back in Japanese.

Proverbs and tongue-twisters

Hand out pictures to two groups – each group must explain to others in Japanese


Discussion in Japanese regarding the topics below. Payton students should be able to ask the following questions in Japanese when interviewing our KJ guests :
おきゃくさま の
1. 好きな うた・おんがく
2. 好きな えいが
3. ことわざ
4. 食べもの
5. 日本 の でんせつ
6. ともだち に ついて
7. 好きな どうぶつ
8. こうこう の クラブ
9. テレビ ばんぐみ
10. ごかぞく
11. 暇なとき、趣味、興味
12. 前の旅行
13. 絵ゲーム Pictionary
14. Dance:
a. Cupid Shuffle
b. Cha Cha Slide
d. Algorithm March (Maybe KJ kids could teach us)
  15. speed date conversations

Friday, March 19, 2010

March 19, 2010 An Eight Period Day

Friday, March 19, 2010 An Eight Period Day






JAPANESE 3 -- First period

Pauton students should be able to ask questions about the following subjects in Japanese when interviewing our KJ guests :
おきゃくさま の
1. 好きな うた・おんがく
2. 好きな えいが
3. ことわざ
4. 食べもの
5. 日本 の でんせつ
6. ともだち に ついて
7. 好きな どうぶつ
8. こうこう の クラブ
9. テレビ ばんぐみ
10. ごかぞく
11. 絵ゲーム Pictionary
12. Dance:
a. Cupid Shuffle
b. Cha Cha Slide
c. Algorithm March (Maybe KJ kids could teach us)


Students handed in literature-in-translation project: student’s own reflections on the literature. This project is not about literary analysis. DUE DATE IS MARCH 19th. NO EXTENSIONS.
Get started RIGHT AWAY. So far, students have chosen (and received approval) as follows:

Bundit T., Endo Shusaku’s “The Sea and Poison”
Pranee P., Ariyoshi Sawako’s “The Twilight Years”
Esmeralda T., Dazai Osamu’s “Run, Melos! and Other Stories” (a short story collection) (approval is tentative)
Jamie H., Natsume Soseki’s “I Am a Cat” (may change)
Melisa C., Kawabata Yasunari’s “Snow Country”
Susana S., Abe Kobo’s “The Box Man”
D.J. M., Tanizaki Junichiro’s “Naomi” or ….
Sally C., Murasaki Shikibu’s “Tale of Genji” (which translation?)
Karen Y., Mishima Yukio’s “Spring Snow”
Yasmin P., Murasaki Shikibu’s “Diary of Lady Murasaki”
Sofia F., Oe Kenzaburo’s “’Teach Us to Outgrow Our Madness’ and Other Stories”
Tori A., Dazai Osamu’s “The Setting Sun”
Naomi M., Mishima Yukio’s “Confessions of a Mask”
Rachel G., Oe Kenzaburo’s “ The Silent Cry “

(Sally C. handed in Murakami Haruki’s “After Dark” for extra credit)



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

Discussion of questions we might ask our guests.
1. どの (Which) うた・おんがく が すき です か。
2. えいが が すき です か。アヴァター を みました か。
3. 日本 の ことわざ を いって ください。
4. アメリカ の 食べもの が すき です か。 なに が おいしい です か。
5. ももたろう は 日本 の でんせつ です。 すき です か。
6. ともだち の なまえ は なん です か。
7. わたし は いぬ が すき です。 どうぶつ が すき です か。
8. KJ の クラブ は なん です か。
9. どの テレビ ばんぐみ が すき です か。
10. ごかぞく は?


Homework:

1着物6:蛙の週末{ウイークエンド}

かえる の ウイークエンド

1. 土よう日 に かえる は まんが を 読みました。{よ}
2. かえる は まんが が すき です。
3. それから、一じ はん に かえる は ピザ を 食べました。{た}
4. おかあさん の おいしい ピザ でした。{was}
5. おばあさん は ラジオ を 聞きました。{き}
6. でも かえる は テレビ を 見ました。{み}
7. かえる は ラジオ が すき じゃ ない です。
8. 九じ はん に かえる は ねました。{went to bed}
9. おやすみなさい。
10.日よう日 に …..     Write all negatives for sentences 10 – 18
Notes:
Negative past ending is …ませんでした
Negative for です is で は ありません
Negative for でした is で は ありませんでした


じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time

Homework:
Pages 102, 103 in workbook

At 3 o‘clock I went to bed. 
Incorrect:
に さん 時 わたし は しました ねむり。
Correct:
三 時 に わたし は ねました。

Sentence structure on board yesterday.

Time  に  Subject は  __direct object___ を Verb

Homework:
Write one sentence for each of the twelve hours of the clock, stating what you did at that time. This doesn’t have to be factual. You are practicing the structure.
Example (do not use this): 一 じ に わたし は おちゃ を のみました。



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Write one question that you can ask our guests for each of these categories:
おきゃくさま の
1. 好きな うた・おんがく
2. 好きな えいが
3. ことわざ
4. 食べもの
5. 日本 の でんせつ
6. ともだち に ついて
7. 好きな どうぶつ
8. こうこう の クラブ
9. テレビ ばんぐみ
10. ごかぞく
11. 絵ゲーム Pictionary

Try to do practice without help at first, but then you make look up what you don’t know in your text and your dictionary.

In-class translation assignment, was due this past Friday:
1. あり と せみ と くも と けむし は 四ひき の ともだち です。 (ant, cicada, spider, caterpillar)
2. なつやすみ に 四ひき の ともだち は こうえん に いきます。
3. 「こうえん で あそびましょう。」って
4. きょう は 六月十一日 です。
5. おてんき が とても いい です。
6. あり と せみ と くも と けむし は 木 の うえ に います。
7. おとこ の ひと{ 男の人} と おんな の ひと {女の人} が 木 の した で(に) 四人 すわって います。
8. 男の人 は ジーンズ を はいて いて、ポロシャツ を きて います。
9. おてんき が あつい で 男の人 は くつ(シューズ)を はいて いません。
10. 女の人 は スカート と サンダル を はいて いて タンクトップ を きて います。
11. でも 人々(ひとびとーーPeople) は ちいさい どうぶつ(Animals)が こわい です。
12. 人々 は あり と せみ と くも と けむし を 見ます。
13. 「むし が いや です よ」って
14. 「にげましょう!(Let‘s run away)」
15. むし は 「いい です ね。いま こうえん は あぶなくない です。あそびましょう。」って
16. いっしょ に おいしい ピックニック を 食べます。



Be sure to register with Japanese site on Moodle。



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


Discussion in Japanese regarding the topics below. Payton students should be able to ask the following questions in Japanese when interviewing our KJ guests :
おきゃくさま の
1. 好きな 歌 うた・音楽 おんがく
2. 好きな 映画 えいが
3. 諺 ことわざ
4. 食べ物
5. 日本 の 伝説 でんせつ
6. 友達 に ついて
7. 好きな 動物 どうぶつ
8. 高校 の クラブ
9. テレビ 番組 ばんぐみ
10. ご家族 ごかぞく
11. 暇なとき、趣味、興味
12. 前の旅行
13. 絵ゲーム Pictionary
14. Dance:
a. Cupid Shuffle
b. Cha Cha Slide
d. Algorithm March (Maybe KJ kids could teach us)
  15. speed date conversations


Elizabeth A. made her  cultural presentations in class. Anton H. will present on the next block day, next Wednesday.

Presentation should be 4 minutes long – they are big topics. AP and 4th year people should supply Japanese vocabulary lists to everyone in the class. Students may speak from notes, but not from text-with-sentences.

Wednesday, March 17, 2010

March 17, 2010 A Block Two Day

Wednesday, March 17, 2010 A Block Two Day






JAPANESE 3 -- First period

This class does not meet on Block Two days.





JAPANESE 1 – Fifth period。


Iimashou san for Lesson 6 –
いいましょう 三
じかんひょう Time  chart
Time chart and school subjects

じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time

Homework:
Pages 102, 103 in workbook

At 3 o‘clock I went to bed. 
Incorrect:
に さん 時 わたし は しました ねむり。
Correct:
三 時 に わたし は ねました。

Sentence structure on board yesterday.

Time  に  Subject は  __direct object___ を Verb

Homework:
Write one sentence for each of the twelve hours of the clock, stating what you did at that time. This doesn’t have to be factual. You are practicing the structure.
Example (do not use this): 一 じ に わたし は おちゃ を のみました。



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Students spoke in Japanese about each other’s fashion posters, which they took notes on yesterday.
Quinton H, Ami S., Perry H., Alice M., Camille W., Gavin C., Betty N., Nicole R., Darren G., and Jason D. spoke (Jason may redo)

Details of assignment:
Fashion Poster
1. Photo/drawing of attractive, well-dressed person.
2. Sentences describing what this person is wearing (be careful about verbs).
3. Give this person a name and invent a biography. Write sentences telling about this person: description, free time, family, likes-and-dislikes, etc.
4. All writing should be on the face of the poster.
5. Writing should be beautiful and clear and correct.

Last week there was pair work on the ともだち と の かいわ for this lesson. Students in pairs must expand this with data from the reading on the season. Be ready to hand it in on Monday. Each individual student in pair must have a copy of the revised conversation.

In-class translation assignment, was due this past Friday:
1. あり と せみ と くも と けむし は 四ひき の ともだち です。 (ant, cicada, spider, caterpillar)
2. なつやすみ に 四ひき の ともだち は こうえん に いきます。
3. 「こうえん で あそびましょう。」って
4. きょう は 六月十一日 です。
5. おてんき が とても いい です。
6. あり と せみ と くも と けむし は 木 の うえ に います。
7. おとこ の ひと{ 男の人} と おんな の ひと {女の人} が 木 の した で(に) 四人 すわって います。
8. 男の人 は ジーンズ を はいて いて、ポロシャツ を きて います。
9. おてんき が あつい で 男の人 は くつ(シューズ)を はいて いません。
10. 女の人 は スカート と サンダル を はいて いて タンクトップ を きて います。
11. でも 人々(ひとびとーーPeople) は ちいさい どうぶつ(Animals)が こわい です。
12. 人々 は あり と せみ と くも と けむし を 見ます。
13. 「むし が いや です よ」って
14. 「にげましょう!(Let‘s run away)」
15. むし は 「いい です ね。いま こうえん は あぶなくない です。あそびましょう。」って
16. いっしょ に おいしい ピックニック を 食べます。



Be sure to register with Japanese site on Moodle。



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


Mike S. and Jenny J. made their cultural presentations in class. Mike spoke about clothing in Japan, with a powerpoint. Jenny spoke about the family system. Elizabeth A will present on Friday. Azrieal W., Connie Y., and Anton H. will present on the next block day, next Wednesday.

Presentation should be 4 minutes long – they are big topics. AP and 4th year people should supply Japanese vocabulary lists to everyone in the class. Students may speak from notes, but not from text-with-sentences.

In class, page 190 of 2 Nakama, frequency of doing certain actions. Fill in grid for self and for class in general.

In class, Listening #9-1 from “Strive for a Five:” Cell-phone etiquette
Important vocabulary:
マナー、マナーモード
守りましょう(まもりましょう)let’s keep, let’s preserve
電車内(でんしゃない)inside the train
携帯電話(けいたいでんわ)cell phone
歩行中(ほこうちゅう)while walking, while on foot
迷惑(めいわく)annoyance, bother, nuisance trouble
危険(きけん)danger, dangerous
電源(でんげん)を切る(きる)to cut off the power
留守番電話(るすばんでんわ)telephone answering machine (function)
運転中(うんてんちゅう)while driving
罰金(ばっきん)(monetary) fine


Start in class, Reading #10, about cellular phones, from “Strive for a Five”
Read in pairs and try to choose correct answers before looking words up in dictionary. Finish for homework.

Also for homework, do practice kanji pages 101-104 from 2 Nakama workbook.

Tuesday, March 16, 2010

March 16, 2010 A Block One Day

Tuesday, March 16, 2010 A Block One Day






JAPANESE 3 -- First period

Jamie H. performed her song today, “Sakura Sake”
Tyler L. and Karia J still have not performed their songs.

Discussion of literature-in-translation project. “Reader Response” means that we want the student’s own reflections on the literature. This project is notj about literary analysis. Students took in-class time to do further work on their projects.

There will be a test on plain forms of verbs, present affirmative and negative, plus te forms, on Friday.


On board:


Don’t forget the literature-in-translation project. Very important point: DUE DATE IS MARCH 19th AND THERE WILL BE NO EXTENSIONS.
Get started RIGHT AWAY. So far, students have chosen (and received approval) as follows:

Bundit T., Endo Shusaku’s “The Sea and Poison”
Pranee P., Ariyoshi Sawako’s “The Twilight Years”
Esmeralda T., Dazai Osamu’s “Run, Melos! and Other Stories” (a short story collection) (approval is tentative)
Jamie H., Natsume Soseki’s “I Am a Cat” (may change)
Melisa C., Kawabata Yasunari’s “Snow Country”
Susana S., Abe Kobo’s “The Box Man”
D.J. M., Tanizaki Junichiro’s “Naomi” or ….
Sally C., Murasaki Shikibu’s “Tale of Genji” (which translation?)
Karen Y., Mishima Yukio’s “Spring Snow”
Yasmin P., Murasaki Shikibu’s “Diary of Lady Murasaki”
Sofia F., Oe Kenzaburo’s “’Teach Us to Outgrow Our Madness’ and Other Stories”
Tori A., Dazai Osamu’s “The Setting Sun”
Naomi M., Mishima Yukio’s “Confessions of a Mask”
Rachel G., Oe Kenzaburo’s “ The Silent Cry “

(Sally C. will read Murakami Haruki’s “After Dark” for extra credit)



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。


Iimashou ichi and ni for Lesson 6 –
いいましょう 一、いいましょう 二
ウィークエンド に なに を しました か。
いま なんじ です か。

じ - 時 – O-clock, a point in time
じかん - Hour (duration)an amount of time

Sentence structure on board

Time  に  Subject は  __direct object___ を Verb

Homework:
Write one sentence for each of the twelve hours of the clock, stating what you did at that time. This doesn’t have to be factual. You are practicing the structure.
Example (do not use this): 一 じ に わたし は おちゃ を のみました。



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Students handed in fashion posters. Then each student chose 3 posters and recorded the information. Tomorrow they will speak about the posters they read and recorded, in Japanese

Details of assignment:
Fashion Poster
1. Photo/drawing of attractive, well-dressed person.
2. Sentences describing what this person is wearing (be careful about verbs).
3. Give this person a name and invent a biography. Write sentences telling about this person: description, free time, family, likes-and-dislikes, etc.
4. All writing should be on the face of the poster.
5. Writing should be beautiful and clear and correct.

Last week there was pair work on the ともだち と の かいわ for this lesson. Students in pairs must expand this with data from the reading on the season. Be ready to hand it in on Monday. Each individual student in pair must have a copy of the revised conversation.

In-class translation assignment, was due this past Friday:
1. あり と せみ と くも と けむし は 四ひき の ともだち です。 (ant, cicada, spider, caterpillar)
2. なつやすみ に 四ひき の ともだち は こうえん に いきます。
3. 「こうえん で あそびましょう。」って
4. きょう は 六月十一日 です。
5. おてんき が とても いい です。
6. あり と せみ と くも と けむし は 木 の うえ に います。
7. おとこ の ひと{ 男の人} と おんな の ひと {女の人} が 木 の した で(に) 四人 すわって います。
8. 男の人 は ジーンズ を はいて いて、ポロシャツ を きて います。
9. おてんき が あつい で 男の人 は くつ(シューズ)を はいて いません。
10. 女の人 は スカート と サンダル を はいて いて タンクトップ を きて います。
11. でも 人々(ひとびとーーPeople) は ちいさい どうぶつ(Animals)が こわい です。
12. 人々 は あり と せみ と くも と けむし を 見ます。
13. 「むし が いや です よ」って
14. 「にげましょう!(Let‘s run away)」
15. むし は 「いい です ね。いま こうえん は あぶなくない です。あそびましょう。」って
16. いっしょ に おいしい ピックニック を 食べます。



Be sure to register with Japanese site on Moodle。



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.

March 15, 2010 An Eight Period Day

2010.03.15 March 15, 2010
Kimmel Sensei was absent today, but the lesson plans below were followed in classes. 

First Period – Japanese 3—room 110

Instructions for students: “On a piece of paper that you will hand in, write 25 verbs that we have learned this year and last year. Write each one in the MASU form, the plain/dictionary (affirmative) form, the plain negative form, and the te form. The example is in Romanization, but you must use hiragana and kanji exclusively.
“Example:
“Okimasu Okiru Okinai Okite”

Advisory – sophomore advisory 201


Fifth Period – Japanese 1 – room 110

Write the following words on the board, being sure to give an enlarged paper copy to visually impaired student. Instructions to students: “Thinking about your weekend, and using verbs from the chapter in the text, write 10 true complete Japanese sentences about your weekend, or invent a ten-sentence weekend you or somebody else might have spent, a superhero or movie star or tiger or dragon, for instance. You may use the extra verbs on the board. Each sentence should be different from all the others. Hand in your story at the end of the period. Don’t forget your first and last name!”
OKIMASHITA got up
NEMASHITA went to bed
KAKIMASHITA wrote
BENKYOU SHIMASHITA studied
HANASHIMASHITA spoke





Sixth Period – Japanese 2 – room 110

Instructions for students: “Read page 72 in the textbook. The top section of the page tells you about how the listener responds to the speaker in a Japanese conversation. Then write your own conversation, following the directions at the bottom of the page, so that you write out what both people will say: ten sentences, plus responses. As you are writing, refer to the notes on page 73. Write on every other line on a page of notebook paper and hand it in at the end of the period. “




Seventh period – Japanese 4 and AP Japanese – room 110

Instructions for students: “Be sure you have your Nakama textbook. Go to page 216. Read the description of the radicals that are ‘enclosing shapes.’ Study the kanji on pages 217-219. Then write out the correct pronunciations, in hiragana, for all the kanji on the 8 sentences at the top of the page on 220 Hand that page in at the end of class. If you still have class time, you may do more work on your culture presentations.”

Sunday, March 14, 2010

March 12, 2010 An Eight Period Day

Friday, March 12, 2010 An Eight Period Day

Kimmel Sensei was absent today with flu. The following were the lessons conducted by the substitute teacher.



First Period – Japanese 3—room 110

Instructions for students: “Work in pairs to make an original crossword puzzle or word-finder puzzle, using all of the vocabulary on page 89 of the text. Be sure to make the solution and also a blank version of the puzzle, with clues. There will be a quiz on this vocabulary when I get back to school. Work fast! You will hand it in at the end of the period. Also, don’t forget that the literature-in-translation project will be due Friday – NO EXTENSIONS”

Advisory – sophomore advisory 201


Fifth Period – Japanese 1 – room 110

Write the following words on the board, being sure to give an enlarged paper copy to visually impaired student. Instructions to students: “The following words should be written in Katakana when you write them in Japanese, though you may sometimes be surprised what that Katakana turns out to be. You may use your text, your dictionaries, your charts, or any of the handouts you have received to try to find out the correct Katakana ‘spelling’. Then write each word in a separate Japanese sentence and hand the paper in at the end of the period. Work silently and individually. This is not a pair project or a group project.”
Hot dog, spaghetti, cake, ice, Jose, Amanda, pen, door, bus, taxi, Canada, coffee, hamburger, juice, bread, jam, panda, sauce, ham, butter, doughnut



Sixth Period – Japanese 2 – room 110

Instructions for students: “Read pages 70 and 71 in the textbook and write it all out in English, Then, write out an explanation in English about how the Japanese school year differs from the American one. After that, write a sentence in Japanese for each month of the Chicago school year, Sept. through June, telling about something that happens in the month. Write on every other line on a page of notebook paper and hand it in at the end of the period. “


Seventh period – Japanese 4 and AP Japanese – room 110

Instructions for students: “Be sure you have your Nakama textbook. Go to page 188 and look at the vocabulary and expressions having to do with academics. Then, working in pairs, write out the sentences on page 189 in section E, filling in the blanks with words from page 188. After that, read ‘things you should or should not do” vocabulary at the bottom of 189. The whole class can quietly discuss the grid on the top of 109, and figure out how many people do what actions, and how often. If there’s time, make a quick chart and fill it in as a whole class. This is a review of adverbs of frequency.”

Wednesday, March 10, 2010

March 10, 2010 A Block Two Day

Wednesday, March 10, 2010 A Block Two Day






JAPANESE 3 -- First period

This class does not meet on Block Two days.





JAPANESE 1 – Fifth period。

Introduced Katakana na through mo – writing practice, including the following Katakana vocabulary:

Katakana Reading――――――――――――――Words


ナイス, ナッツ, ニース, ニット, カヌー, ヌードル, ネオン, ネット, ノミネート,

ノーコメント, ハッカー, ハイカー, コーヒー, ヒーター, スカーフ, タフ

ヘアスタイル, ヘンリー, ホスト, ホテル, マスク, マーケット, ミッキー

ミス, ホーム, ムース, メーカー, メッセージ, モナコ, モーター

Homework: Choose ten of these words, words whose English meaning you are sure of (having checked up on it in the dictionary), and write ten sentences in Japanese (be sure to double space).





Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Reminder about fashion project: showed Nora M’s poster as an example. Project begins with finding a photo of a good-looking, well-dressed person in a fashion magazine (Ebony, Jet, etc. are of course OK) to describe. Students suggested an online site: Hot Topics. Due Friday

Details of assignment:
Fashion Poster
1. Photo/drawing of attractive, well-dressed person.
2. Sentences describing what this person is wearing (be careful about verbs).
3. Give this person a name and invent a biography. Write sentences telling about this person: description, free time, family, likes-and-dislikes, etc.
4. All writing should be on the face of the poster.
5. Writing should be beautiful and clear and correct.

Pair work on the ともだち と の かいわ for this lesson. Students in pairs must expand this with data from the reading on the season. Be ready to hand it in on Monday. Each individual student in pair must have a copy of the revised conversation.

In-class translation assignment, due Friday:
1. あり と せみ と くも と けむし は 四ひき の ともだち です。 (ant, cicada, spider, caterpillar)
2. なつやすみ に 四ひき の ともだち は こうえん に いきます。
3. 「こうえん で あそびましょう。」って
4. きょう は 六月十一日 です。
5. おてんき が とても いい です。
6. あり と せみ と くも と けむし は 木 の うえ に います。
7. おとこ の ひと{ 男の人} と おんな の ひと {女の人} が 木 の した で(に) 四人 すわって います。
8. 男の人 は ジーンズ を はいて いて、ポロシャツ を きて います。
9. おてんき が あつい で 男の人 は くつ(シューズ)を はいて いません。
10. 女の人 は スカート と サンダル を はいて いて タンクトップ を きて います。
11. でも 人々(ひとびとーーPeople) は ちいさい どうぶつ(Animals)が こわい です。
12. 人々 は あり と せみ と くも と けむし を 見ます。
13. 「むし が いや です よ」って
14. 「にげましょう!(Let‘s run away)」
15. むし は 「いい です ね。いま こうえん は あぶなくない です。あそびましょう。」って
16. いっしょ に おいしい ピックニック を 食べます。



Be sure to register with Japanese site on Moodle。



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

Students work on upcoming cultural presentations in class – laptop cart.
Elizabeth A and Mike S and Jenny J will present on the next block day.

Presentation should be 4 minutes long – they are big topics. AP and 4th year people should supply Japanese vocabulary lists to everyone in the class. Students may speak from notes, but not from text-with-sentences.

Tuesday, March 9, 2010

March 9, 2010 A Block one Day

Tuesday, March 9, 2010 A Block One Day






JAPANESE 3 -- First period



Song performance due today: Each student thought about a Japanese song (NOT one we have sung already) to perform (in Japanese, of course), as karaoke or a cappella, in class. (The Red and White Kohaku show might supply some appropriate songs)

D.J., Rachel G., Bundit T., Yasmin P., Melisa C., Esmeralda T., Naomi M., Susana S., Sofia F., Alisa A., Stephanie Z., Xindi S., and Zack J. performed today. Tyler L. and Jamie H. must perform on Friday.

On board:
3 Kimono 6

"stem" of the verb = what remains after you take off masu

See 言いましょう 三 And explanation on page 89 of text.

Examples:

こうこう へ うたい に 来ました。 I came to school (in order) to sing.
えいが を 身 に いきました。 I went to see a movie.
うち へ 食べ に かえりました。I went home to eat. 

Form: 

Destination へ Verb stem に Traveling verb.

Homework:

Write 10 sentences telling what you went to Osaka to do --

大阪 へ  ___ に 行きました。

Warning: Do not use online translation sites. Use of these sites constitutes plaigiarism under Payton World Language Dept. policy.

Sally C., Tatara women’s work song from Mononoke Hime
Raymond A., Last Train Knot Lamp
Rachel G., “The girl in Byakkoya” by Hirasawa Susumu
Jacoby J., “After Dark” by Asian Kung-Fu Generation
Sofia F., “Hoshi ni negai wo” by Flumpool
Susana S., Ware wa umi no ko” (artist unknown)
Yasmin P., “Ringo no uta” by Voltaire
Xindi S., Yui – Tokyo
DJ M., Ue wo muite arukou (“the sukiyaki song) by Sakamoto Kyuu
Pranee P., “Everything” by Arashi
Melisa C., “Ryuusei namida” by Chiaki Kuriyama
Zack J., ‘I’ll Make a Man Out of You” from Mulan (Japanese version)
This song is not approved – not originally in Japanese.
Alisa A., “Life” by Yui
Tori A., “Teen Titans” by Puffy Amiyumi
Zack. J., “21 Fingers” by The Pillows
Naomi M., “Always” by Mai Kuraki
Karen Y., “Say the Word” by Namie Amuro
Bundit T., “Ride on a Shooting Star” by The Pillows





Don’t forget the literature-in-translation project. Very important point: DUE DATE IS MARCH 19th AND THERE WILL BE NO EXTENSIONS.
Get started RIGHT AWAY. So far, students have chosen (and received approval) as follows:

Bundit T., Endo Shusaku’s “The Sea and Poison”
Pranee P., Ariyoshi Sawako’s “The Twilight Years”
Esmeralda T., Dazai Osamu’s “Run, Melos! and Other Stories” (a short story collection) (approval is tentative)
Jamie H., Natsume Soseki’s “I Am a Cat” (may change)
Melisa C., Kawabata Yasunari’s “Snow Country”
Susana S., Abe Kobo’s “The Box Man”
D.J. M., Tanizaki Junichiro’s “Naomi” or ….
Sally C., Murasaki Shikibu’s “Tale of Genji” (which translation?)
Karen Y., Mishima Yukio’s “Spring Snow”
Yasmin P., Murasaki Shikibu’s “Diary of Lady Murasaki”
Sofia F., Oe Kenzaburo’s “’Teach Us to Outgrow Our Madness’ and Other Stories”
Tori A., Dazai Osamu’s “The Setting Sun”
Naomi M., Mishima Yukio’s “Confessions of a Mask”
Rachel G., Oe Kenzaburo’s “ The Silent Cry “

(Sally C. will read Murakami Haruki’s “After Dark” for extra credit)



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

Listened to new lesson # 6 and started いいましょう 一

Collected translation/transliteration of 1Kimono: chapter 6 pages 69 to 71 in ROMAji and in えい語





Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Reminder about fashion project: showed Nora M’s poster as an example. Project begins with finding a photo of a good-looking, well-dressed person in a fashion magazine (Ebony, Jet, etc. are of course OK) to describe. Students suggested an online site: Hot Topics. Due Friday

Discussion 日本語 で  regarding months of seasons, weather, and typical activities.

Pair work on the ともだち と の かいわ for this lesson. Students in pairs must expand this with data from the reading on the season


Be sure to register with Japanese site on Moodle。



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.

March 8, 2010 An Eight Period Day

Monday, March 8, 2010 An Eight Period Day


ANNOUNCEMENT TO ALL CLASSES: “Parent meeting for Japan Exchange will take place on Wed., March 10, at 6:30, in room 110.”


First Period – Japanese 3—room 110

Instructions for students: “Read page 84 in text and translate into English the Japanese portion. Also translate all of page 86 into English. Hand all this in at the end of the period.”

Advisory – sophomore advisory 201


Fifth Period – Japanese 1 – room 110

Please print out the section below and make 30 copies. One of the copies should be enlarged for Stephanie Hernandez (Mrs. Bogunia or Mrs. Wynn in room 108 can help you)           Handout for Japanese 1 class:

Kanji for days of the week,in sentences.Note how the pronunciation of each kanji 
changes in different settings. What do these sentences mean? Translate them into English. You may use your dictionaries and charts. Sometimes you may have to guess!

日よう日 の 日月(じつげつ) は やさしい です。

月よう日 の 月(つき) を みました か。

火よう日 の 山 の 火じ(かじ) は むずかしい です。

水よう日 の 川 の お水(おみず) を きいて ください。

木よう日 の おおきい 木(き) は さわって ください。

みんな は 金よう日 の お金(おかね) が すき です。

土よう日 の 火山(かざん) の 土(つち)は きたない です ね。

More kanji combinations to think about – try to write a new sentence for each one.
火水:ひみず  fire-and-water, in other words, discord
水月:すいげつ reflection of the moon (in the water)
月月:つきづき every month  金本い:きんほんい gold standard
土木がく:どぼくがく civil engineering


Sixth Period – Japanese 2 – room 110

Instructions for students: “Using the information about the seasons on page 68 of rhe textbook, write a description of a high school student’s activities in 2009. You must write at least 6 sentences for each season, 24 sentences in all, and include time indicators for months as well. Be sure to include information about what your student wears in each season. Write on every other line on a page of notebook paper and hand it in at the end of the period. “


Seventh period – Japanese 4 and AP Japanese – room 110

Instructions for students: “Answer all the questions on page 67 of A Homestay in Japan, writing at least two complete sentences in Japanese for each answer (and that includes the true and false questions). Hand in at the end of the class period. Don’t forget to double-space. Try to use as many as possible of the grammar forms we’ve been working on.”

March 5, 2010 An Eight Period Day

Friday, March 5, 2010 An Eight Period Day






JAPANESE 3 -- First period



We listened to line-by-line portion on the tape of the first photo story in this lesson – page 174 in text.

Song performance due today: Each student thought about a Japanese song (NOT one we have sung already) to perform (in Japanese, of course), as karaoke or a cappella, in class. (The Red and White Kohaku show might supply some appropriate songs)

Pranee P., Karen Y., Jacoby J., Sally C., Tori A., and Raymond A. performed today. More next Monday.

Warning: Do not use online translation sites. Use of these sites constitutes plaigiarism under Payton World Language Dept. policy.

Sally C., Tatara women’s work song from Mononoke Hime
Raymond A., Last Train Knot Lamp
Rachel G., “The girl in Byakkoya” by Hirasawa Susumu
Jacoby J., “After Dark” by Asian Kung-Fu Generation
Sofia F., “Hoshi ni negai wo” by Flumpool
Susana S., Ware wa umi no ko” (artist unknown)
Yasmin P., “Ringo no uta” by Voltaire
Xindi S., Yui – Tokyo
DJ M., Ue wo muite arukou (“the sukiyaki song) by Sakamoto Kyuu
Pranee P., “Everything” by Arashi
Melisa C., “Ryuusei namida” by Chiaki Kuriyama
Zack J., ‘I’ll Make a Man Out of You” from Mulan (Japanese version)
This song is not approved – not originally in Japanese.
Alisa A., “Life” by Yui
Tori A., “Teen Titans” by Puffy Amiyumi
Zack. J., “21 Fingers” by The Pillows
Naomi M., “Always” by Mai Kuraki
Karen Y., “Say the Word” by Namie Amuro
Bundit T., “Ride on a Shooting Star” by The Pillows





Don’t forget the literature-in-translation project. Very important point: DUE DATE IS MARCH 19th AND THERE WILL BE NO EXTENSIONS.
Get started RIGHT AWAY. So far, students have chosen (and received approval) as follows:

Bundit T., Endo Shusaku’s “The Sea and Poison”
Pranee P., Ariyoshi Sawako’s “The Twilight Years”
Esmeralda T., Dazai Osamu’s “Run, Melos! and Other Stories” (a short story collection) (approval is tentative)
Jamie H., Natsume Soseki’s “I Am a Cat” (may change)
Melisa C., Kawabata Yasunari’s “Snow Country”
Susana S., Abe Kobo’s “The Box Man”
D.J. M., Tanizaki Junichiro’s “Naomi” or ….
Sally C., Murasaki Shikibu’s “Tale of Genji” (which translation?)
Karen Y., Mishima Yukio’s “Spring Snow”
Yasmin P., Murasaki Shikibu’s “Diary of Lady Murasaki”
Sofia F., Oe Kenzaburo’s “’Teach Us to Outgrow Our Madness’ and Other Stories”
Tori A., Dazai Osamu’s “The Setting Sun”
Naomi M., Mishima Yukio’s “Confessions of a Mask”
Rachel G., Oe Kenzaburo’s “ The Silent Cry “

(Sally C. will read Murakami Haruki’s “After Dark” for extra credit)



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

REtest on Chapter 5 of Kimono (school subjects, likes and dislikes, foods, adjectives, animals), plus sentences from “Come See the Paradise” and kanji/katakana practice sentences.

Collect colored images of Edo Period townsmen at leisure-time activities: 塗り絵

Homework: 1Kimono: chapter 6 pages 69 to 71 in ROMAji and in えい語





Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Class went over reading about Florence Joyner and よみましょう for this chapter.

We discussed fashion project: start by finding a photo of a good-looking, well-dressed person in a fashion magazine (Ebony, Jet, etc. are of course OK) to describe. Students suggested an online site: Hot Topics.

Homework is to translate page on seasons for this lesson. Discussion of importance of seasons in Japanese culture.


Be sure to register with Japanese site on Moodle。



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

Handout from Yookoso pages 283, 284, and 285
Special espressions for writing letters: 拝啓(はいけい)、敬具
Necessity for more formal style in letters and sections devoted to seasonal and weather content, plus best wishes for health of recipient.

2 Nakama 205 to 209
Student-generated sentences using し and ながら ---

1.Winnetkaの森を雪で歩きながら、森を掃除した し、電話のゲームをしました。
2.皆はおしゃべりながらマニキュアーをした し 歌 を 歌った し 笑いました。
3.会社でサービスをしながら 封筒で住所を書いたし 手紙 を サイン しました。

Cultural topics chosen for upcoming presentations – 四年生の日本語の生徒、英語で(But with 単語のリスト)――AP の生徒、日本語で (単語のリスト)

Jenny J. – “Self, family, and friends”
Connie Y – “leisure – traditional arts, hobbies, and sports)
Tommy Y – “Nature and environment”
Amy Z – “School and education”
Mike S – “Clothing, 和服、洋服)”
Azrieal W – “Communication and media”
Elizabeth A – “Technology – internet, private and public phones, cell phones”
Lalita A – “Rites of life – weddings, funerals, gift exchanges, letters”
Anton H – “Transportation – Japanese trains, buses, bicycles, cars”
Johnny C – “Shopping – kinds of stores, vending machines, Jpn money”
Jerome M – “Folklore, traditional culture, legends and stories”



Earlier this week, we read out loud first two chapters Chapter 6 of “A Homestay in Japan,” discussing meaning, etc.

Handout from Yookoso about すぎる as a suffix ending with stems of verbs and adjectives to convey meaning of “too much”
食べ過ぎる、To eat too much
むずかし過ぎる、To be too difficult

Wednesday, March 3, 2010

March 3, 2010 A Block Two Day

Wednesday, March 3, 2010 A Block Two Day






JAPANESE 3 -- First period

This class does not meet on Block Two Days






JAPANESE 1 – Fifth period。

Test on Chapter 5 of Kimono (school subjects, likes and dislikes, foods, adjectives, animals), plus sentences from “Come See the Paradise” and kanji/katakana practice sentences.

Handout of images of Edo Period townsmen at leisure-time activities: 塗り絵





Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Many students could not complete homework for today: page 52 in workbook – reading about Florence Joyner.—so we worked on word-by-word translation in class, with special attention to katakana words. Homework was よみましょう for this chapter.

Next time we will discuss fashion project: start by finding a photo of a good-looking, well-dressed person in a fashion magazine (Ebony, Jet, etc. are of course OK) to describe.


Be sure to register with Japanese site on Moodle。



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

Film crew from Tokyo Broadcasting came to film first 10 minutes of class.

“Strive for a Five” reading units numbers 9 and 10: email messages and paragraphs about cell phones.
Some relevant vocabulary:
美術館 びじゅつかん
改札口 かいさつぐち
練習 れんしゅう
自動車 じどうしゃ
風邪 かぜ
経済 けいざい
試験 しけん
携帯電話 けいたいでんわ
目覚める めさめる
機能 きのう
聞く=聴く
料金 りょうきん
授業 じゅぎょう
場合 ばあい
定額 ていがく
絵文字 えもじ
急用 きゅうよう
病院 びょういん
喫茶店 きっさてん



We read out loud first two chapters Chapter 6 of “A Homestay in Japan,” discussing meaning, etc.

Handout from Yookoso about すぎる as a suffix ending with stems of verbs and adjectives to convey meaning of “too much”
食べ過ぎる、To eat too much
むずかし過ぎる、To be too difficult

Homework: read pages 205 to 209 in 2 Nakama, reviewing verb-stem +ながら with し as “and FURTHERMORE”

We will discuss new projects on aspects of Japanese culture on Friday.

Tuesday, March 2, 2010

March 2, 2010 A Block One Day

Tuesday, March 2, 2010 A Block One Day






JAPANESE 3 -- First period

Sing song for Girls’ Day/Doll Festival (ひな祭り). Showed mini-set of Ohina Matsuri figures.

In-class handout for working on kanji – pages 38 and 69 from workbook.
Demonstration on board of how kanji parts fit together. Examples.
門、聞く、間
日、時、曜
寺、時
言、話、読、語
口、何、言、話、読、語
土、(Don‘t confuse with 士)寺、時
士、読
イ、何


Kanji for verbs projected (also some stroke order on board):
食、上、読、出、飲、行、曲、言、渡、話、売、来、聞、
買、見、下、思
Homework for Friday (in addition to song) is to write each kanji verb in ます, plain aff., and ない form (except write only “please” for 下)


Homework for weekend was:3着物:第六課 Plain neg.verb example dialogue –rewrite twice with two new verbs replacing “go” and (watch) that make sense under the circumstances. We reviewed this verbally, today.

B.今日 私 は ともだち と 話しました。
A.何 と 言いました か。
B.ともだち は 「レストラン に 行かない?」と 言いました。
A.そう です か。 行きますか。
B.いいえ、行けない と 思います。
A.行かないで ください。
B.どうして?
A.オリンピック を 見て 下さい。
B.オッケー


We listened to line-by-line portion on the tape of the first photo story in this lesson – page 174 in text.

Song performance due this Friday: Each student should start thinking about a Japanese song (NOT one we have sung already) to perform (in Japanese, of course), as karaoke or a cappella, in class. (The Red and White Kohaku show might supply some appropriate songs)

Sally C., Tatara women’s work song from Mononoke Hime
Raymond A., Last Train Knot Lamp
Rachel G., “The girl in Byakkoya” by Hirasawa Susumu
Jacoby J., “After Dark” by Asian Kung-Fu Generation
Sofia F., “Hoshi ni negai wo” by Flumpool
Susana S., Ware wa umi no ko” (artist unknown)
Yasmin P., “Ringo no uta” by Voltaire
Xindi S., Yui – Tokyo
DJ M., Ue wo muite arukou (“the sukiyaki song) by Sakamoto Kyuu
Pranee P., “Everything” by Arashi
Melisa C., “Ryuusei namida” by Chiaki Kuriyama
Zack J., ‘I’ll Make a Man Out of You” from Mulan (Japanese version)
This song is not approved – not originally in Japanese.
Alisa A., “Life” by Yui
Tori A., “Teen Titans” by Puffy Amiyumi
Zack. J., “21 Fingers” by The Pillows
Naomi M., “Always” by Mai Kuraki
Karen Y., “Say the Word” by Namie Amuro
Bundit T., “Ride on a Shooting Star” by The Pillows





Don’t forget the literature-in-translation project. Very important point: DUE DATE IS MARCH 19th AND THERE WILL BE NO EXTENSIONS.
Get started RIGHT AWAY. So far, students have chosen (and received approval) as follows:

Bundit T., Endo Shusaku’s “The Sea and Poison”
Pranee P., Ariyoshi Sawako’s “The Twilight Years”
Esmeralda T., Dazai Osamu’s “Run, Melos! and Other Stories” (a short story collection) (approval is tentative)
Jamie H., Natsume Soseki’s “I Am a Cat” (may change)
Melisa C., Kawabata Yasunari’s “Snow Country”
Susana S., Abe Kobo’s “The Box Man”
D.J. M., Tanizaki Junichiro’s “Naomi” or ….
Sally C., Murasaki Shikibu’s “Tale of Genji” (which translation?)
Karen Y., Mishima Yukio’s “Spring Snow”
Yasmin P., Murasaki Shikibu’s “Diary of Lady Murasaki”
Sofia F., Oe Kenzaburo’s “’Teach Us to Outgrow Our Madness’ and Other Stories”
Tori A., Dazai Osamu’s “The Setting Sun”
Naomi M., Mishima Yukio’s “Confessions of a Mask”
Rachel G., Oe Kenzaburo’s “ The Silent Cry “

(Sally C. will read Murakami Haruki’s “After Dark” for extra credit)



Continuing to practice plain neg forms of verbs:

Gr. III:   しない、来ない(こない)
Gr. II:    食べない、起きない(おきない)
Gr. I:  会わない(あわない)、立たない(たたない)、座らない(すわらない)、読まない(よまない)、とばない、書かない(かかない)、およがない、話さない(はなさない)

Be sure to register with Japanese site on Moodle.   








JAPANESE 1 – Fifth period。

Come See the Paradise sentences

1. おなまえ は かわむら りり です. Her name is Kawamura Lily. (Japanese name order)
2. りり さん は はたち です. Lily is 20 years old.
3. りり さん は やさしい です. Lily is gentle.
4. りり さん の おとうさん は かわむら さん です. Lily’s father is Mr. Kawamura.
5. りり は ジャック マガ-ン [Jack McGurn] が すき です. Lily likes Jakku Magaan.
6. ジャック は りり が だいすき です.Jack likes Lily a lot.
7. でも かわむら さん は ジャック が あんまり...(すき じゃ ない です.) However, Mr. Kawamura doesn’t like Jack very much.
8. かわむら さん は 日本じん [person] です. Mr. Kawamura is Japanese (a Japanese person).
9. ジャック は 日本じん では ありません.Jack is not Japanese.
10. かわむら さん は むずかしい です か.Is Mr. Kawamura difficult?
11. りりさん は みに ちゃん の おかあさん です. Lily is Mini’s mother.
12. みに ちゃん は かわいい です ね. Mini is cute.
13. みに ちゃん は アイス クリ-ム[aisu kuriimu] が すき です. Mini likes ice cream
14. アイス クリ-ム は おいしい です. Ice cream is delicious.


Don’t forget hiragana/katakana/kanji writing practice –

1. The name of the dragon is Aki (a hiragana name). たつ の なまえ は あき です。
2. Aki is a great dragon from Japan.あき は 日本 の すごい たつ です。
3. Aki’s friend (ともだち) is a wild boar of Thailand.あき の ともだち は タイ の いのしし です。
4. The wild boar’s name is Ace (a katakana name). いのしし の なまえ は エース です。
5. Ace and Aki like shaved-ice かきごおり and sweets. エース と あき は かきごおり や おかし が すき です。
6. Shaved ice and sweets are delicious. かきごおり や おかし は おいしい です。
7. However (でも) fermented soy beans ( なっとう) is yucky-tasting. でも なっとう は まずい です。
8. The Japanese dragon is noisy. 日本 の たつ は うるさい です。
9. The wild boar is a cute (movie) star (katakana word). いのしし は かわいい スター です。
10. Ace and Aki’s teacher is Mr. Kawayama. エース と あき の せんせい は 川山 さん です。(real name would be 河山 in Japanese)
11. Teacher Kawayama is a gentle history teacher. 川山 せんせい は やさしい れきし の せんせい です。
12. Teacher Kawayama likes origami.川山 せんせい は おりがみ が すき です。
13. Aki and Ace also like origami. あき と エース も おりがみ が すき です。
14. Everybody loves Totoro. みな は ととろ が だいすき です。
15. Is origami difficult? No, not very...おりがみ は むずかしい です か。いいえ、あんまり・・・

There will be a test tomorrow, March 3rd on school subjects, likes and dislikes, foods, adjectives, animals, etc., all material up to and including chapter 5 of Kimono.



Be sure to register with Japanese site on Moodle。






JAPANESE 2 Sixth Period

Song for Ohina Matsuri on March 3, 2010

Akari o tsukemashou bonbori ni
明かりをつけましょう ぼんぼりに
Ohana o agemashou momo no hana
お花をあげましょう 桃の花
Go-nin bayashi no fue taiko
五人ばやしの 笛太鼓
Kyo wa tanoshii Hinamatsuri
今日は楽しいひな祭り

Let's light the lanterns
Let's set peach flowers
Five court musicians are playing flutes and drums
Today is a joyful Dolls' Festival

Color Words Generated in Class for
2 Kimono Chapter 5

ぎん いろ (の) silver
むらさき (の) purple
あおい blue
ダイダイ (の) (older word) orange
オレンジ いろ (の)(more modern usage) orange
くろい black
しろい white
みどり いろ (の)green
ピンク (の) pink
もも いろ (の)pink (peach color)
きいろい yellow
ちゃ いろ (の) brown (tea color)
あかい red
はい いろ (の)gray (ash color)
こん いろ (の)very dark blue

Students drew pictures and, sitting back to back, described the clothing to each other. Then they listened to a dictation and reported back what they had understand:

キン・ユウナア は せんしゅ です。アイス・スケート が 大好き です。フィキュアー・スケート が すき です。ピンク の セーター を きて います。みじかくて あかい スカート を はいて います。 しろい アイス・スケート を はいて います。

言いましょう三 (Clothing vocab.in カタカナ)
We discussed weekend Homework:Page 48 in workbook.

Homework for tomorrow: page 52 in workbook – reading about Florence Joyner.

Next time we will discuss fashion project: start by finding a photo of a good-looking, well-dressed person in a fashion magazine (Ebony, Jet, etc. are of course OK) to describe.


Be sure to register with Japanese site on Moodle。



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.