Monday, June 7, 2010 First Final Exam Day
JAPANESE 3 -- First period
Students performed final dialogues and handed in scripts in both Japanese and English.
Fellow students observed while referring to rubric handed out last year and used again this year. Only variation is that this year memorization was not required.
Teacher collected texts. The following students still have not handed in their texts: Sofia F., Torri A., Karen Y., Bundit T., Jamie H., Stephanie Z., Tyler L., Karia J., Rachel G., Esmeralda T., Xindi S.
JAPANESE 1
No final exam today.
JAPANESE 2
No final exam today.
JAPANESE 4/AP
No final exam today.
Tuesday, June 8, 2010
Friday, June 4, 2010
June 4, 2010 An Eight Period Day
Friday, June 4, 2010 An Eight Period Day
JAPANESE 3 -- First period
Students took the second portion of the scantron final and the writing portion as well.
The rubric for evaluation of final dialogues (same criteria as last year) was distributed to each student. Final dialogues will be performed on Monday.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took the secondt part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took the second part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Students worked on their final projects in the library today, with coaching from Kimmel Sensei
Some students handed their stories in, as scheduled. The rest will hand them in on the day of the oral, when we will read them together and to each other.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: 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
Students took the second portion of the scantron final and the writing portion as well.
The rubric for evaluation of final dialogues (same criteria as last year) was distributed to each student. Final dialogues will be performed on Monday.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took the secondt part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took the second part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Students worked on their final projects in the library today, with coaching from Kimmel Sensei
Some students handed their stories in, as scheduled. The rest will hand them in on the day of the oral, when we will read them together and to each other.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: 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
June 3, 2010 A Block Two Day
Thursday, June 3, 2010 A Block Two Day
JAPANESE 3 -- First period
This class does not meet on Block Two days.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took first part of scantron portion of final
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took first part of scantron portion of final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Anton H. and Lalita A. gave their presentations today.
Students worked on their final projects in computer lab 114 today, with coaching from Kimmel Sensei
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: 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.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took first part of scantron portion of final
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took first part of scantron portion of final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Anton H. and Lalita A. gave their presentations today.
Students worked on their final projects in computer lab 114 today, with coaching from Kimmel Sensei
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: 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, June 2, 2010
June 2, 2010 A Block One Day
Wednesday, June 2, 2010 A Block One Day
JAPANESE 3 -- First period
All students worked on their dialogues during the first part of the period.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
Ｂio students Pranee, Jamie, Naomi, Stephanie, and DJ saw heart transplant in DL Lab today during second half of Block One. They will take first part of the Japanese III scantron in Mrs. Havlik’s classes tomorrow – at her suggestion.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
All students worked on their dialogues during class.
Requirements for final dialogue next Monday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board for review in class today ---
おもしろい Ｉｎｔｅｒｅｓｔｉｎｇ， ｉｎ ａ ｇｏｏｄ ｗａｙ
わたし・ぼく は おなか が すきました。 Ｉ ａｍ ｈｕｎｇｒｙ．
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
All students worked on their dialogues during class.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board today, list of special formal expressions あいさつ：
１． おはよう ございます
２． こんにち は
３． こんばん は
４． おやすみなさい
５． いただきます
６． ごちそうさま でした
７． おじゃま します、 おじゃま しました
８． おげんき です か。
９． ＿＿＿＿ は いかが です か。
１０． はじめまして
１１． どうず よろしく
１２． いいえ、そう で も ない です。
１３． もし もし
１４． どうぞ あがって ください
１５． いって きます、いって らっしゃい
１６． いらっしゃいませ
１７． まいど ありがとう ございました。
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
JAPANESE 3 -- First period
All students worked on their dialogues during the first part of the period.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
Ｂio students Pranee, Jamie, Naomi, Stephanie, and DJ saw heart transplant in DL Lab today during second half of Block One. They will take first part of the Japanese III scantron in Mrs. Havlik’s classes tomorrow – at her suggestion.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
All students worked on their dialogues during class.
Requirements for final dialogue next Monday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board for review in class today ---
おもしろい Ｉｎｔｅｒｅｓｔｉｎｇ， ｉｎ ａ ｇｏｏｄ ｗａｙ
わたし・ぼく は おなか が すきました。 Ｉ ａｍ ｈｕｎｇｒｙ．
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
All students worked on their dialogues during class.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board today, list of special formal expressions あいさつ：
１． おはよう ございます
２． こんにち は
３． こんばん は
４． おやすみなさい
５． いただきます
６． ごちそうさま でした
７． おじゃま します、 おじゃま しました
８． おげんき です か。
９． ＿＿＿＿ は いかが です か。
１０． はじめまして
１１． どうず よろしく
１２． いいえ、そう で も ない です。
１３． もし もし
１４． どうぞ あがって ください
１５． いって きます、いって らっしゃい
１６． いらっしゃいませ
１７． まいど ありがとう ございました。
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
Tuesday, June 1, 2010
June 1, 2010 An Eight Period Day
Monday, June 1, 2010 An Eight Period Day
JAPANESE 3 -- First period
On board review—
1. Relational particles
(h)e へ 東京 へ 行く。
De で
１．としょかん で 読む。In this sentence, で means “at” or “in” a place where action occurs, in a sentence with an active verb.
2. バス で かえる。In this sentence, で means “by means of” transport in a sentence with a traveling verb. (Some traveling verbs: 行く、来る、かえる、入る（はいる）、あるく、はしる)
3. フォーク で 食べる。 In this sentence, で means “with” as in by means of a tool or language or writing system in a sentence with an active verb.
4. ケンくん は ハンサム で しずかな 人 です。In this sentence, で means “and” and is functioning as the て form of です。
To と
2. “Describe your town”
Existence
この へん・町（まち） に ＿＿＿＿Ａ＿＿＿＿ が あります か。
Ａ は Ｂ の 右、左、側、隣、前、後ろ に Ｂ が あります。
Ａ ａｎｄ Ｂ ａｒｅ ｐｌａｃｅｓ：はし、こうさてん、こうえん、こうてい、森、林、としょかん、びょういん、しんごう、大学、ホテル、バスてい、フェリーのりば、きっさてん、デパート、Ｅｔｃ．
AP Bio students Pranee, Jamie, Naomi, Stephanie, and DJ are supposed to see heart transplant in DL Lab tomorrow.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
On board for review in class today ---
Relational Particles:
を indicates direct object
は indicates topic/subject
が in wa/ga pattern sentences
A wa B ga suki desu
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying”
も also, too
か makes a statement into a question
ね “right?” confirming question at end of sentence
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Today’s on-board second year review
Relational Particles:
を indicates direct object
は indicates topic/subject
が 1. in wa/ga pattern sentences
A wa B ga suki desu
2. means “but” between two independent clauses
3. used in expressions describing people
4. indicates direct object in sentences with potential verbs
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
3. indicates tool/language/writing system in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying
も 1. also, too
2. use when asking permission
か 1. turns a sentence into a question
2. means “or” between two verbs
ね “right?” confirming question
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
＿＿＿て います、いま した
＿＿＿て いません、い ませんでした
＿＿＿て も いい・だ め です か
＿＿＿て は いい・だ め です。
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
だしました
きました Wore 上
はきました Wore 下
およぎました
シャワー を あびまし た
売りました うりました
つすくりました
つかいました
はしりました
あるきました
まちました
あらいました
かりました
出かけました、でかけま した
とりました
ありました
いました
はなしました
うたいました
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Connie Y., Azrieal W., and Jerome M. gave their presentations today. Anton H. and Lalita A. still have not done so.
REMINDER:
STUDENTS WHO HAVE NOT ORALLY PRESENTED THEIR CULTURAL TOPICS MUST ARRANGE TO DO SO.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
JAPANESE 3 -- First period
On board review—
1. Relational particles
(h)e へ 東京 へ 行く。
De で
１．としょかん で 読む。In this sentence, で means “at” or “in” a place where action occurs, in a sentence with an active verb.
2. バス で かえる。In this sentence, で means “by means of” transport in a sentence with a traveling verb. (Some traveling verbs: 行く、来る、かえる、入る（はいる）、あるく、はしる)
3. フォーク で 食べる。 In this sentence, で means “with” as in by means of a tool or language or writing system in a sentence with an active verb.
4. ケンくん は ハンサム で しずかな 人 です。In this sentence, で means “and” and is functioning as the て form of です。
To と
2. “Describe your town”
Existence
この へん・町（まち） に ＿＿＿＿Ａ＿＿＿＿ が あります か。
Ａ は Ｂ の 右、左、側、隣、前、後ろ に Ｂ が あります。
Ａ ａｎｄ Ｂ ａｒｅ ｐｌａｃｅｓ：はし、こうさてん、こうえん、こうてい、森、林、としょかん、びょういん、しんごう、大学、ホテル、バスてい、フェリーのりば、きっさてん、デパート、Ｅｔｃ．
AP Bio students Pranee, Jamie, Naomi, Stephanie, and DJ are supposed to see heart transplant in DL Lab tomorrow.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
On board for review in class today ---
Relational Particles:
を indicates direct object
は indicates topic/subject
が in wa/ga pattern sentences
A wa B ga suki desu
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying”
も also, too
か makes a statement into a question
ね “right?” confirming question at end of sentence
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Today’s on-board second year review
Relational Particles:
を indicates direct object
は indicates topic/subject
が 1. in wa/ga pattern sentences
A wa B ga suki desu
2. means “but” between two independent clauses
3. used in expressions describing people
4. indicates direct object in sentences with potential verbs
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
3. indicates tool/language/writing system in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying
も 1. also, too
2. use when asking permission
か 1. turns a sentence into a question
2. means “or” between two verbs
ね “right?” confirming question
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
＿＿＿て います、いま した
＿＿＿て いません、い ませんでした
＿＿＿て も いい・だ め です か
＿＿＿て は いい・だ め です。
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
だしました
きました Wore 上
はきました Wore 下
およぎました
シャワー を あびまし た
売りました うりました
つすくりました
つかいました
はしりました
あるきました
まちました
あらいました
かりました
出かけました、でかけま した
とりました
ありました
いました
はなしました
うたいました
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Connie Y., Azrieal W., and Jerome M. gave their presentations today. Anton H. and Lalita A. still have not done so.
REMINDER:
STUDENTS WHO HAVE NOT ORALLY PRESENTED THEIR CULTURAL TOPICS MUST ARRANGE TO DO SO.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
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