Glastonbury Foreign Language Program
Curricular Unit: Restaurant (Japanese)
Grade: 1
Subject/Topic Area(s): Restaurant
Key Words: Sumimasen, ~to ~, ~wo kudasai, sushi, ringo, mizu, gyuunyuu, chottomatte kudasai, douzo, arigato, itadakimasu, mushamusha, oishii, gochisousama

Standards:

Major standards— 1.1, 1.2, 2.1, 3.1, 4.1
Supporting standards— 1.3, 5.1

Brief Summary of Unit (including curricular context and unit goals):

The students learn the vocabulary and expressions related to this unit through listening to the storybooks and teachers' dialogue, then practice saying them through guessing games, etc. The students take turns to role-play a customer and a waiter/waitress at a restaurant and practice ordering using polite expressions.

Number of days for activity: 3-4 weeks

Materials and resources (including technology and multimedia):

Picture books of “Itadakimasu”, “Harapeko aomushi”, “How did my parents learn to eat”, video “Big Bird In Japan”, plastic fruits, sushi, and salad, milk and water bottle, menu, table, chair, handouts of picture cards and small menu

Identifying Desired Results

•  What essential questions will guide this unit and focus teaching/learning?

What is my favorite food? What are my friends' favorite foods?
How can I ask politely for something I want?
What manners do I have to know if I were to go to Japan? What do I have to say before and after eating if I were in Japan?
What do Japanese people eat?

•  What enduring understandings are desired?

Student will understand...

That there are different types of restaurants in Japan and some serves similar foods as what we eat.
That we use kind words to ask for foods or other things we need.

•  What key knowledge and skills will students acquire as a result of this unit?

Students will know…

that some names of the foods in Japanese are similar to English such as salad.
that some of the foods Japanese people eat are similar to what we eat, but some are not.

Students will be able to…

say food items in Japanese, and order or ask for them politely.
role-play customer and a waitress/waiter with partners.

Vocabulary:

Grammar:

•  What do they already know that will help them learn new information? Where and when did they learn it?

Greetings and kind words they learned in kindergarten.

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
Class participation, role-play of customer and waiter/waitress

Quizzes, Tests, Prompts, Work Samples:
Matching activity

Unprompted Evidence (observations, dialogues):
Observation, reciting, question/answer

Student Self-Assessment:
Vocabulary check list

Lessons:

Links to Relevant Web Sites:  

Assessment Blueprint (Performance Tasks)

Task Title:
Approximate Time Frame:
Standards:
Purpose: check those that apply Formative – Summative –
Description of Task:



Evidence of desired understanding:

Criteria of judgment:

Evaluative Tools: check those that apply
Analytic Rubric –
Holistic Rubric –
Criterion (performance) list –
Checklist –

Assessment Blueprint (Other Evidence)

•  What is being assessed?

•  Describe the assessment.  

•  What is the purpose of the assessment?      

•  Criteria of judgment/evaluative tools: