Thematic+Unit

= 日本の高校の多様性　Variations among Japanese High Schools =

**Goals of this unit** Unit Overview Expected Outcome: At the end of this unit students will be able to discuss some of the diversity/variety of the high schools of Japan. Areas of focus: Classes and their timing, daily, weekly semester and yearly Seasonal Events Public vs. Private Schools Focus Schools The students will begin this unit by an initial study of the courses students typically are required to take on a high school level. they will be responsible for recognizing the kanji for those subjects and will have a formative assessment of that. This material will be built on gradually with attention to timing, beginning with daily time schedules and working up to weekly, semester, and yearly variations. Much of this material will be presented and drilled by the teacher using a number of structural patterns of opinion and comparison. To help facilitate this process the pattern 'X to iu no' (kookoo, seito, etc.) will be used and reinforced. 日本の高校の状態を日本語で説明出来るようになる. その情報をもとに有名な資産家で日本に高校を作りたいという４人のアメリカ人の有名で資産家にアドバイスする

**Targeted Standards** Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

**Introduction** Japan is known as a country which places strong emphasis on primary and secondary school education and takes pride in being a country with one of the highest literacy rates in the world, and being ranked competitively in the sciences and mathematics fields as well. Though schools are responsible to the Ministry of Education (Mombusho) there is a large variety of expression in the individual schools while maintaining the standards set by the ministry.

As students are coming into the classroom a slide show of Japanese high school students will be running. [|2-high school life 日本高校の多様性ー Diversity within Japanese High Schools]

**＊Knowledge Level Lesson** **＊**

COMMUNICATION Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. CULTURES Standard 2:1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2:2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTION Standard 3:1: Students reinforce and further their knowledge of other disciplines through the foreign language COMPARISON Standard 4:1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Pre-activity 1. Ask students for their first thoughts when one says "Japanese High School." What image comes to mind? Teacher will write them down on the board. 2. Follow up with a short clip of Japanese student life: [|life of high school][| http://www.tjf.or.jp/deai/contents/search/photo_top.html] 3. Check on students prior assumptions, have they changed or been confirmed?

You are going on a fact finding mission. Follow the web site list below and check each school for the category you have been assigned from the chart below, and find out the pertinent facts about the school. If the particular fact applies to your school, mark はい if not, いいえ, otherwise where there is an ＊ give the information asked for. If not applicable, write なし.

[]

Group 1: 国立沖縄高専　　 http://www.okinawa-ct.ac.jp/ Group 2: 東京都立新宿山吹雪高等学校 [] Group 3: 千里国際学園 [] Group 4: 大阪産業大学 [] Group 5: 甲南女子高等学校 [] Group 6: 岩手 不来方高等学校　http://www2.iwate-ed.jp/koz-h/ Group 7: 北海道 函館ラ・サール高校 [] Group 8: 早稲田 高校 [] Group 9: 北海高校 [] Group 10: 北野高校 []

学校についてのチャート ーSchool Facts Chart School || Japan School || Japan School || Japan School || Japan School || Japan School || Japan School || Japan School || Japan School || Japan School || Japan School || private school ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || entrance exam required ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || number of students. ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || tuition for a year. ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || uniform require ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || co-ed/all male or female ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || school trip/ overseas school trip ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || 運動部がある sports' team achievement ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || 音楽活動がある music club achievement ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   || foreign teacher ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * .................................................. || American
 * 高校の名前 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * 私立高校
 * 受験入学
 * 生徒数 ＊
 * 授業料は1年いくら ＊
 * 制服
 * 男女共学
 * 海外修学旅行
 * 国体/インターハイレベルの
 * 全日本音楽大会にでれる
 * 外国人の先生

When students have completed their 10 school investigations on their assigned topic they will present the information they found for the rest of the class to fill in. Discussion on differences, what they like, what they are surprised by, etc.

Homework: What else can you find out about Japanese schools? For homework investigate the differences by following up on these internet sites and be prepared to present your findings in class tomorrow (sites will be assigned to groups). 1. [] 2. [] 3. [] 4. [] 5. [] 6. []

**＊Comprehension Level Lesson** **＊** Standard 1.1 ** : ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 2:1** : ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied **. ** Standard 2:2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Standard 3:1** : ** Students reinforce and further their knowledge of other disciplines through the foreign language Standard 4:1** : ** Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 * CULTURES **
 * CONNECTION **
 * COMPARISON **

Assessment with Rubric 漢字 vocabulary and kanji x3 || the student knows the meaning, pronunciation and writes all the listed kanji without having the handouts comfortably. || the student knows the meaning and pronounces them comfortably without having the handouts but need help to write them || the student knows the meaning without having the handouts comfortably but needs help to pronounce and write || The student cannot tell the meaning, pronounce or write the listed Kanji without handouts. || research x2 || Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. || Needs assistance or supervision to use suggested internet links and/or to navigate within these sites || cooperation x1 || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, or supports the efforts of others. Often is not a good team player ||
 * || さすが〜 || よくできたね || がんばったね || もうひといき ||
 * 単語と
 * 検索
 * 共同性

ユニット単語 Unit Vocabulary
 * || 漢字 || 読み || 意味 ||
 * 系 ||  ||   ||   ||
 * || 文科系 || ぶんかけい || the humanities course ||
 * || 理数系 || りすうけい || the science/math course ||
 * || 体育系 || たいいくけい || the sport course ||
 * 年間行事 ||  || ねんかんぎょうじ || annual events ||
 * || 入学式 || にゅうがくしき || entrance ceremony ||
 * || 体育祭 || たいいくさい || sports day ||
 * || 文化祭 || ぶんかさい || cultural day ||
 * || 卒業式 || そつぎょうしき || graduation ceremony ||
 * || 国内修学旅行 || こくないしゅうがくりょこう || graduation trip in Japan ||
 * || 海外修学旅行 || かいがいしゅうがくりょこう || overseas graduation trip ||
 * || 全国大会 || ぜんこくたいかい || all states ( all Japan) ||
 * || インターハイ || いんたーはい || all states ( all Japan) ||
 * || 受験 || じゅけん || entrance exam ||
 * || 進学率 || しんがくりつ || rate of going universities ||
 * || 就職 || しゅうしょく || getting a job ||
 * || 私立 || しりつ || private ||
 * || 公立 || こうりつ || public ||
 * || 学生数 || がくせいすう || number of students ||
 * || 授業料 || じゅぎょうりょう || tuition ||
 * || 留学生 || りゅうがくせい || exchange students ||
 * || 外国人教師 || がいこくじんがくせい || foreign teacher ||
 * || 教育 || きょういく || education ||
 * || 教育 || きょういく || education ||

漢字練習　＃1 上の漢字表からたくさん使われている漢字を見つけ　何かい使われているかによってグループ分けをして下さい. In the preceding list of vocabulary, many kanji repeat a number of times in different words, some only show once. In the following chart, place kanji of your choice, note how many times they show up (count!), and draw in the space provided all the word combinations that you find. You are responsible for finding 15 kanji. Two examples are already given. You may repeat words used. Not sure how to draw the kanji? Check with the teacher.


 * 漢字 ||  || 何回 ||   || ............................................................ ||   || 漢字 ||   || 何回 ||   || .................................................................. ||
 * 国 ||  || 三回 ||   || 国内、国外、外国人 ||   ||   ||   ||   ||   ||   ||
 * 教 ||  || 二回 ||   || 教師、教育 ||   ||   ||   ||   ||   ||   ||

漢字練習　＃２ つぎのじゅくごは　英語で何でしょう. 1~16のじゅくごをみていみを英語で書きましょう.
 * **学ー がく、learn ** ||  ||   ||   || (English meaning) ||   || **立- りつ、stand ** ||   ||   ||   || (English meaning) ||
 * 修— conduct well ||  || 1. || 修学 ||   ||   || 公— public ||   || 7. || 公立 ||   ||
 * 進— advance ||  || 2. || 進学 ||   ||   || 私— private ||   || 8. || 私立 ||   ||
 * 生— living ||  || 3. || 学生 ||   ||   ||   ||   ||   ||   ||   ||
 * 留— stay, remain ||  || 4. || 留学 ||   ||   || **国- こく、country ** ||   ||   ||   ||   ||
 * ||  ||   ||   ||   ||   || 内— inside ||   || 9. || 国内 ||   ||
 * **教- きょう、teach ** ||  ||   ||   ||   ||   || 外— outside ||   || 10. || 国外 ||   ||
 * 師— teacher ||  || 5. || 教師 ||   ||   ||   ||   || 11. || 外国人 ||   ||
 * 育— raise, train ||  || 6. || 教育 ||   ||   || 全— all、everything ||   || 12. || 全国 ||   ||
 * **行- 　ぎょう、do, act ** ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * 事— thing ||  || 13. || 行事 ||   ||   ||   ||   ||   ||   ||   ||
 * 旅— trip ||  || 14. || 旅行 ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || 15. || 旅人 ||   ||   ||   ||   ||   ||   ||   ||
 * ||  || 15. || 旅人 ||   ||   ||   ||   ||   ||   ||   ||

漢字練習　＃３ はことはこをむすびつけて　ながいじゅくごを作って下さい. 英語で意味も書いて下さい. Making kanji word combinations. In the following exercise, what other known vocabulary items can you build from the following character cards? Your job is to make complete words by adding at __least__ one other card. How many words can you make by putting at least another card? You need to define these words. 例（れい）　私立　＋　高校　ーーー＞　私立高校

1. 国内修学旅行＝国内＋修学＋旅行 2. 国外修学旅行＝国外＋修学＋旅行 3. 外国人教師＝外国＋人＋教師 4. 公立高校＝公立＋高校

漢字練習 ＃４ 1. GO to Erin’s Website, chapter #5. [] 2. Practice writing the words below with Erin's program. おしゅう字のれんしゅうです.
 * 教師、教育
 * 公立、私立
 * 行事、旅行、旅行
 * 国内、国外、外国人、全国
 * 修学、進学率，学生数，留学生，

漢字練習　＃５ 声を出して読みましょう. Take turns reading out loud the following sentences with your partner.

1. 妹と姉は女子の　私立高校へ　通っています. 2. あの学校の　文化祭　という　行事を　知らないでしょう. 3. 外国旅行は　高いの　でしょう. 4. 公立高校の学生も海外へ修学旅行へ行きたい. 5. 公立と　私立とでどちらの方が進学が高いですか. 6. 男子校の学生は外国人の英語教師に会いたい. 7. 全ての年間行事の中でどの行事が一番好きですか. 8. 女子校と男子校と共学とでどこへ行きたいと思いますか.

漢字練習　＃６ Challenge Lesson: differentiate lessons for the students who need a challenge. 漢字を入れて文を書きましょう. そして英語でいみも書いて下さい.

１. __にほん__の　__こうこう__で　__いちねん__で　一番　__おお__きい　__ねんかんぎょうじ__は何.

２. あめりか__じん__は　__いっしゅうかん__に　何回　__にほんご__クラスをとりますか.

３. __いちがっき__は　__しがつ__に　始まり　__さんがっき__は　__さんがつ__に　終る.

４. __ぶんか__祭と　__たいいく__祭とで　どちらの__ほう__が　おもしろいと　__おも__いますか.

５. __らいねん__から　__だんしこう__が　__じょしこう__と　いっしょの　__きょうがく__になる　かもしれません.

６. __しゅうがくりょこう__は　__がいこくりょこう__が　よいと　__おも__います.

７. __しんがく__率の__たか__い__がっこう__は　__がくせい__数が　__おお__い.


 * COMMUNICATION **
 * Standard ** 1.1: ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * CULTURES **
 * Standard 2:1** : ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 * Standard 2:2** : ** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
 * CONNECTIONS **
 * Standard 3:1** : ** Students reinforce and further their knowledge of other disciplines through the foreign language
 * COMPARISONS **
 * Standard 4:2** : ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

１. 各グループがウェブサイトで調べた事を発表する. ２. 聞いている者は発表された事をチャートに書きこむ.

文法ぶんぽうのれんしゅうをしましょう.

AとB とで　どちらのほうが〜 AとBとCの中で　（どれ、だれ、いつ、） と思います． 〜しょう、〜かもしれません. ４. 調べた学校の事を　テクノロジーを使って発表する.

What are the similarities ? What are some of the unique characteristic in a particular school? What do you like and dislike?

Assessment


 * COMMUNICATION **
 * Standard **1 .2: ** Students understand and interpret written and spoken language on a variety of topics
 * CULTURES **
 * Standard 2:1** : ** Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
 * Standard 2:2** : ** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
 * CONNECTIONS **
 * Standard 3:2** : ** Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
 * COMPARISONS **
 * Standard 4:1** : ** Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
 * Standard 4:2** : ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * COMMUNITIES **
 * Standard 5:1** : ** Students use the language both within and beyond the school setting

[|.pdf]
 * 1) 留学生のことを読むのでエレンを見る. Since there is a reading practice, the students will watch a short video to prepare them. .[|https://www.erin.ne.jp/jp/lesson01/basic/index.html]
 * 2) 教科書を読む． Adventure III, chap.2
 * 3) １０個の質問をこたえながや答えを探しながら読む. hand out.
 * 1) Differentiate lesson for higher level. 戸田高校が上のダイアグラムのどこに入っているかをきめる.

Assessment http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDownloadFile& []

Formative assessment Class Participation Quizzes

**＊Synthesis Level Lesson** **＊ ＊Analysis Level Lesson** **＊**
1. 有名人が日本に高校を作りたいのでアドヴァイスが欲しいとあなたに言ってきました. 貴方の思っている『夢の学校』とはどんな学校かをvoice thread を作って有名人におくりましょう. You have decided you want to open a school in Japan. Luckily you have one of several benefactors to choose from to help make this a reality. The benefactors include: Donald Trump, Bill Gates, Angelina Joulie, Colby Bryant, or Hillary Clinton. What you need to do is supply the information to one of the possible benefactors to help influence them in their decision of to whom to donate money. Therefore you need to decide on a number of factors: 1. Who you will ask for a donation. 2. Where in Japan you want to build. 3. What kind of school you want to build. Be specific. Public/private, coed/mixed, specialized/focus, etc. 4. What size school. 5. What size population. 6. Why this is a worthwhile project. This project will be presented through the use of a voice letter, and you will need to connect to VoiceThread to achieve this. []


 * COMMUNICATION **
 * Standard ** 1.1: ** Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * Standard ** 1.3: ** Students present information,concepts,and ideas to the audience of the listeners or readings on a variety topics.
 * CULTURES **
 * Standard 2:2** : ** Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
 * CONNECTIONS **
 * Standard 3:2** : ** Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
 * COMPARISONS **
 * Standard 4:2** : ** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * COMMUNITIES **
 * Standard 5:2** : ** Students show the evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

the video letter || Video has a clear and interesting purpose. || Video is interesting but purpose is somewhat unclear. || Video is not very interesting and purpose is somewhat unclear. || Video is not interesting and has no desirable purpose. || Japanese high school || student showed excellent knowledge of content, needing no cues and showing no hesitation in talking. || students showed excellent knowledge of content, but a students needed note cards a couple times to talk. || student showed excellent knowledge of content, but often needed note cards to talk || student needed note cards all the time to talk ||
 * || 4 || 3 || 2 || 1 ||
 * purpose of
 * knowledge of
 * usage of Japanese language || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word || Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * technology || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. ||

Evaluation
The students in class will evaluate each other on their individual performances.

the video letter || Video has a clear and interesting purpose. || Video is interesting but purpose is somewhat unclear. || Video is not very interesting and purpose is somewhat unclear. || Video is not interesting and has no desirable purpose. || Japanese high school || student showed excellent knowledge of content, needing no cues and showing no hesitation in talking. || students showed excellent knowledge of content, but a students needed note cards a couple times to talk. || student showed excellent knowledge of content, but often needed note cards to talk || student needed note cards all the time to talk ||
 * || 4 || 3 || 2 || 1 ||
 * purpose of
 * knowledge of
 * usage of Japanese language ||  ||   ||   ||   ||
 * technology || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. ||

assessment

evaluation || Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). || Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend) || Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend). || Fills out most of the peer evaluation but scoring appears to be biased. ||
 * || さすが〜！4 || よくできたね　3 || がんばったね　2 || もう一息　1 ||
 * evaluation of students

.