スミス幸子先生

=OUTLINE=

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: Academic classes and their timing, daily, weekly, semester and yearly seasonal events, differences between a private and public high school. 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 which will be used. We will have formative assessment of that. These materials 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 the following structural pattens of opinion and comparison. 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 自分が留学するならどの高校に行きたいかを決める.

Pre-activity
1. クラスに入って来た時スライドショーがかかっているhttp://photobucket.com/images/japanese%20highschool/ 2. 日本の学校に着いて知っている事をペアーで話し合う

Knowledge 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
 * COMMUNICATION **** - **
 * CULTURES **
 * CONNECTION **
 * COMPARISON **

Assessment with Rubric



1. 学校ユニットの必要単語を習う. Recognize the meaning and sound of the unit vocabularies and kanji. For differentiate lesson, some will learn how to write the selected Kanji. 2. テクノロジーを使い決められた学校について調べてわかったことをチャートに書きこむ. （学校ウエッブサイトは決められている）Use the website to research the school that is assigned to and fill these information in the school fact charts. http://www.tjf.or.jp/deai/contents/teacher/te_index.html http://www.tjf.or.jp/deai/contents/search/photo_top.html http://www.rubymoon.org/school/ http://www1.pref.tokushima.jp/kankyou/seikatsubunka/seikatsujouhouHP/e/07.html http://www.gic.or.jp/english/pdf/seikatu-e/e-h.pdf http://wpedia.goo.ne.jp./enwiki/Secondary_education_in_Japan http://ci.nii.ac.jp/naid/110001877846 Group 1: 沖縄県立南原高等学校 http://www.yamabuki-hs.metro.tokyo.jp/ Group 2: 東京都立新宿山吹雪高等学校 http://www.yamabuki-hs.metro.tokyo.jp/ Group 3: 千里国際学園 http://www.senri.ed.jp/ Group 4: 大阪産業大学 http://www.osaka-sandai.ed.jp/pc/ Group 5: 甲南女子高等学校　 http://konan-gs.ed.jp/ Group 6: 岩手 Group 7: 北海道 函館ラ・サール高校　　http://www.h-lasalle.ed.jp/ Group 8: 早稲田 高校　　　　　　　　　http://www.waseda-h.ed.jp/ Group 9: 北海高校 http://www.hhs.hokkai-t-u.ac.jp/ Group 10: 北野高校 http://www.osaka-c.ed.jp/kitano/kitanozen/index.html as a class, we go through the questions of Shorecrest high school before they go to research of their assigned school male/female/ co-ed uniform entrance exam private sports music students tuition school trip foreign teacher
 * 1) share what they discuss to in a class and a teacher write them down on the board
 * 2) Show the short clip of a life of a high school girl. [|life of high school] http://www.tjf.or.jp/deai/contents/search/photo_top.html
 * 3) Go into the website below and find out if the school you are assigned apply the particular fact applies to your school, put O in a box, and if not, put X in it. Put appropriate words or numbers where ＊ is in a box.. For example,Shorecrest HS is public school. So I put “O” in “public school” and “X” in private school box.

学校についてのチャート ーSchool Facts Chart School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese School || Japanese 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


 * ＊　ユニット単語 **をならいましょう


 * ||= 漢字 || 読み || 意味 || 知っている ||
 * 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 ||  ||   ||   ||
 * 年間行事 ||=  || ねんかんぎょうじ ||   ||   ||
 * ||= 入学式 || にゅうがくしき ||  ||   ||
 * ||= 体育祭 ||  ||   ||   ||
 * ||= 文化祭 ||  ||   ||   ||
 * ||= 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 ||  ||   ||
 * || 国外修学旅行 || こくがいしゅうがくりょこう ||  ||   ||
 * || 全国大会 || ぜんこくたいかい ||  ||   ||
 * || インターハイ ||  ||   ||   ||
 * || 受験 || じゅけん || entrance exam ||  ||
 * その他 || 進学率 || しんがくりつ ||  ||   ||
 * || 就職 || しゅうしょく ||  ||   ||
 * || 私立高校 || しりつ ||  ||   ||
 * || 公立高校 || こうりつ ||  ||   ||
 * || 学生数 || がくせいすう ||  ||   ||
 * || 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 || がいこくじん ||  ||   ||
 * || 教師 || きょうし ||  ||   ||
 * || 教育 || きょういく ||  ||   ||
 * || 教育 || きょういく ||  ||   ||

漢字練習　＃1 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.

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.

修— conduct well 　 1.修学— 進— advance 2.進学— 生— living 3.学生— 留— stay, remain 4.留学—
 * 学ー がく、learn **

師— teacher ５. 教師、 育— raise, train ６. 教育
 * 教- きょう、teach **

公— public ７. 公立、 私— private 8. 私立
 * 立- りつ、stand **

内— inside 9.国内、 10. 国外 外— outside 12. 外国人、 全— all、everything, 13.全国
 * 国- こく、country **

事— thing 14.行事 旅— trip 15. 旅行、 16..旅人
 * 行- 　ぎょう、do, act **

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. How many words can you make by putting at least another box? You need to tell the meaning of 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. https://www.erin.ne.jp/jp/lesson05/letstry/game.html 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 (adventure III, work book Chapter 2) 声を出して読みましょう.

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　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 differentiate lessons for the students who needs 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.

Comprehension 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
 * 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.

３. 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

Application Level Lesson

 * 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


 * 1) 留学生のことを読むのでエレンを見る. [|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

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

Formative assessment Class Participation Quizzes

Synthesis Lesson
1. 今までの資料をもとにもし自分自身が日本に留学する時　どの高校へ行きたいかを決める. 2. 行きたい学校ごとにグループを作りどうしてその学校を選んだかをスキットにする. a. 一日のスケジュール／何時から何時まで b. 一週間のスケジュール c. 年間行事・1〜３学期 d. 習った表現　〜でしょう 〜と思います 〜かもしれません. 〜から／〜だから 〜と言う高校 e. テクノロジー　Google map

Evaluation
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. The famous and wealthy American wold like to build a high school in Japan. He/She came to you for the advice what would be the "dream high school" in Japan. Now your group are making the video with a voice letter to him/ her by using Voice Thread and Avatar.

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 Joulet, Colby Bryant, or Hillary Clinton.

Assessment with Rubric 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 ||
 * 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.
 * || さすが〜！上手　4 || よくできたね. ３ || がんばったね. 2 || もう一息　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. ||