アンドリュー先生

This is not the presentation, just notes leading up to some of it. Look up Thematic Unit.

 **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 kanzi 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 the following structural patterns of opinion and comparison. Tho help facilitate this process the pattern 'X to iu no (kookoo, seito, etc.) will be used.

**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.

As students are coming into a classroom, the slide show of high school students will be on. [|2-high school life 日本高校の多様性ー Diversity within Japanese High Schools] **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 the sciences and mathematics 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. (..........;.................. Andrew, would you write the introduction to this chapter? I think we only need to have a couple sentences. What do you think about opening the class to say " one word" when they hear "Japanese high school". As students tell something like "uniform" "cram school" " baseball team" "" " cute boys" ......on the white board.  After writing all their impression, we give the site of each high school on DEAI? what do you think?

Assessment **Rubric of the final test** **Rubric of the final project**
 * Formative Assessment || % || Summative Assessment || % ||
 * Participation ||  || Final test ||   ||
 * Homework ||  || Final Projects ||   ||
 * Weekly vocabulary, listening, ||  ||   ||   ||

__＊Knowledge Level Lesson__ --- 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 Website: an entrance exam || X ||  ||   ||   ||   || connected to a univeristy ||  ||   ||   ||   ||   || organization ||  ||   ||   ||   ||   || overseas ||  ||   ||   ||   ||   || 運動部がある/state level of sports team ||  ||   ||   ||   ||   || 音楽活動がある/state level of music club ||  ||   ||   ||   ||   || allow working part time job ||  ||   ||   ||   ||   || dormitory available ||  ||   ||   ||   ||   || exchange students? ||  ||   ||   ||   ||   || tuition for a year. 生徒数 ＊ number of students. ||  ||   ||   ||   ||   ||
 * 1) make a pair
 * 2) discuss and write down at least 8 words or sentences that comes to you when you hear high schools in Japan
 * 3) share what they discuss to in a class and a teacher write them down on the board
 * 4) 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
 * 5) 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.
 * || ショークレスト高校 || XXXXXX高校 || XXXXXX高校 || XXXXXX高校 || XXXXXX高校 ||
 * 場所/ location ＊ || ワシントン州/USA ||  ||   ||   ||   ||
 * 公立高校/public school || O ||  ||   ||   ||   ||
 * 私立高校/private school || X ||  ||   ||   ||   ||
 * 受験入学/need to pass
 * 高校のみ/ high school alone ||  ||   ||   ||   ||   ||
 * 高校と大学/high school
 * 宗教/ associate to a religious
 * 制服/ uniform ||  ||   ||   ||   ||   ||
 * 男女共学/co-ed ||  ||   ||   ||   ||   ||
 * 海外修学旅行/school trip is
 * 国体/インターハイレベルの
 * 全日本音楽大会にでれる
 * アルバイトをしてもよい
 * 寮生活
 * 留学生はいますか
 * 授業料は1年いくら ＊


 *  ユニット単語 **
 * || 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 ||  ||   ||   ||
 * || 文化祭 ||  ||   ||   ||


 * 年間行事 || 卒業式 || そつぎょうしき || graduation ceremony ||  ||

しゅうがくりょこう || school trip || 知っている || ８００人以上 ||  ||   ||   ||
 * 年間行事 || 国内修学旅行 || こくない
 * || 海外修学旅行 || かいがい || overseas school trip ||  ||
 * || 全国大会 || ぜんこくたいかい || the National Athletic Meet ||  ||
 * || インターハイ ||  || the National Athletic Meet ||   ||
 * || 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 || しりつ ||  ||   ||
 * || 公立 || こうりつ ||  ||   ||
 * || 学生数
 * || 学生数


 * その他 || 授業料 || じゅぎょうりょう || tuition || 知っている ||
 * || 留学生 || りゅうがくせい || exchange student ||  ||
 * || 外国人教師 || がいこくじんきょうし || foreign teacher ||  ||
 * || 教育 || きょういく || education ||  ||

ーーーーーーー This is a work in progress. Thematic Unit: Diversity and Variations of a Japanese High School Sachiko Smith, Shorecrest High School in Washington Japanese Andrew Bulkley Seabury High School Level: High school 4th year Estimated time: ***** Predicate = (verbal, adjectival, nominal + da)
 * Expected Outcome: At the end of this unit students will be able to discuss the diversity, the variations and the make up of the high schools of Japan as contrasted with the American system. Areas of focus:**
 * Classes**
 * Seasonable events **
 * Public vs. private institutions**
 * Ethnic diversity**
 * Application **
 * __Structural patterns__ reinforced and/or newly taught will be those of opinion and comparison.**

APPLICATION Opinion: 1. Predicate + desyoo 2. Predicate + to omoimasu 3. Predicate + ka mo siremasen 4. Doo site, response: Predicate + kara Comprehension Comparison of two: Q: X to Y to, dotira (no hoo) ga/o + predicate? A: X (no hoo) ga/o + predicate. //X wa Y yori + predicate .// Y wa X hodo + negative predicate. Comparison of three: Q: X to Y to Z no uchi (no naka) de dore ga/o ichiban + predicate, (add yoku with verbal predicate)? A: X wa ichiban + predicate (add yoku with verbal predicate). // X wa Y yori + predicate (add yoku with verbal predicate) + kedo, Z hodo + negative predicate.

__Vocabulary will include__: 日本の授業の名前：英語、数学、歴史、体育、国語、（文学？）、音楽、＋？ 総持寺間、昼ご飯 教育制度

When students are comfortable with subjects taught in Japanese classrooms, they will be given different sample schedules of a typical Japanese high school student so that they can practice in groups of two to find out the differences between the schedules they hold. This will initially deal with just a daily schedule, the focus being a number of timing structures. Review times, dates, with 一年中、学期中、一週間中、一日中. __Cultural__ information presented: ） Differences between 公立学校、私立学校

With Bloom’s Taxonomy as a vehicle for task oriented question construction, we will go through these six categories: Knowledge Comprehension Application Analysis Synthesis Evaluation