Glastonbury Foreign Language Program
Curricular Unit: Let's Eat! (Japanese)
Grade: 6
Subject/Topic Area(s): Eating in Japan
Key Words: taberu, nomu, tabemono, niku, butaniku, toriniku, gyuuniku, kudamono, mikan, biwa, kaki, yasai, kome, gohan, raisu, karee raisu, udon, soba, ramen, tsukemono, senbei, norimaki, futomaki, okashi, keekii, aisu kuriimu,shirearu, tosuto, pan, gyuunyuu, sakana, gohan, miso shiru, koonfureeku, sarada, toosutosaradasando, beekoneggu, yooguruto, chokokurisupii, asagohan, hirugohan, bangohan, resutoran, menyuu, desaato, nomimono, gyunyuu, miruku, juusu, koora, ryori suru, tsukuru, oyatsu, snakku
Standards:
Major standards— 1.1, 1.3, 2.1, 2.2 , 5.1
Supporting standards— 3.2, 3.4 , 4.2, 5.2
Brief Summary of Unit (including curricular context and unit goals):
Students will identify food items that make up the Japanese diet, including those that have come from other countries, by food category and as borrowed words. Students will be able to state the times of their meals as well as what they eat and compare food prices in the U.S. and in Japan. They will create a table setting and use it in a roleplay.
Number of days for activity: 4 weeks
Materials and resources (including technology and multimedia):
flash cards with pictures and names of food items, "Shashin Paneru Banku" pictures of mealtimes at their various locations in Japan, video on ordering at a restaurant in Japan, video of gameshow where contestants guess which fruit or vegetable is the cheapest and rank them from least to most expensive, authentic restaurant menu, food bingo cards, supermarket fliers in Japanese and in English, fruit-either real or plastic, children's book showing fruit and how it is served
Identifying Desired Results
• What essential questions will guide this unit and focus teaching/learning?
What are the how, when, and what of eating foods and eating in Japan?
• What enduring understandings are desired?
Student will understand...
how to decode a menu in order to order food in Japan, the difference between foods and food prices here and in Japan, how meals are served and eaten in Japan, how to politely receive or refuse food, how to offer food, how to find and eat food in Japan.
• What key knowledge and skills will students acquire as a result of this unit?
Students will know…
how to use the particle de to say "by means of" and to indicate activity in a place.
Students will be able to…
describe the times they eat, what they eat, and where they eat it.
politely accept food using the phrase "itadakimasu", say it's delicious, "oishii desu," or politely refuse, "iie kekkou desu."
offer food using the polite expression, douzo."
Vocabulary:
Grammar:
• What do they already know that will help them learn new information? Where and when did they learn it?
They've learned food vocabulary in Grades 2 and 4 at the Magnet School .
Determining acceptable evidence
• What evidence will show that students understand?
Performance Tasks:
Create a table setting to use in role play, perform restaurant role play
Quizzes, Tests, Prompts, Work Samples:
dictation quizzes on new vocabulary; written and oral tests; worksheets; vocab notebook; brief written prompts
Unprompted Evidence (observations, dialogues):
Observation of student knowledge of vocabulary used during word Bingo
Practiced dialogues for skits and role-plays
Observation of verbal performance in class
Student Self-Assessment:
Open-ended self-assessment form at the end of the unit
Lessons:
Lesson 1:Vocabulary -- Categorizing known and new food vocabulary
Lesson 2: Describing mealtimes and meals
Lesson 3: Compare food items in fliers and in game show video
Lesson 4: Asking how much food items are in a shopping dialogue and roleplayLesson 5: What do you want to eat? Table project
Lesson 6: What do you want to eat? Restaurant role play
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: