Glastonbury Foreign Language

Glastonbury Foreign Language Program
Curricular Unit: Experiencing a foreign exchange in Japan (Japanese)
Grade: 8
Subject/Topic Area(s): foreign exchange, Japan
Key Words: gaikokugo, kokugo, gaikoku no kata, gaikokujin, gaijinsan, gaijin, hiroi, semai, se ga hikui, se ga takai, ~jin, hito, ~kata, kowai, gaikokugo, kokugo, pera pera desu/shaberu, zenzen wakarimasen, hazukashii, yubinkyoku, koen, jinja, otera, kyokai, machi, deai, ryouko suru, traveler, documents, passport, application, jinkou, jusho, nenrei

Standards:

Major standards— 1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.1, 4.2
Supporting standards— 5.1, 5.2

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

Students will study the vocabulary and concepts necessary to participate in a foreign exchange. They will do presentations based on research of a city in Japan . They will view a video about English-speakers living in Japan . They will simulate scenarios typical of a foreign exchange experience. They will correspond with students from Japan . Through these lessons and experiences, students will appreciate the linguistic and cultural challenges and the rewards of a foreign exchange.

Number of days for activity: 15-20

Materials and resources (including technology and multimedia):

Internet access

Power point or a presentation program

Yookoso! video

NHK video

Nihon to no Deai

Identifying Desired Results

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

Can we experience the meaning of “foreign” through a simulated foreign exchange in Japan ?
What are the steps necessary to go on an exchange?
Can you compare geographically your host country to your native country?
How is the climate different from yours?
What are the main tourist places that you can visit?
How is the food different?
What type of currency is used and what is the exchange rate?

• What enduring understandings are desired?

Student will understand...

The organizational skills necessary to participate in an exchange
How an exchange program can enrich and transform their lives
The feelings experienced upon arriving in a foreign country

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

Students will know…

Geography of Japan
Cultural facts about Japan

Students will be able to…

Write in a journal
Use key knowledge in their presentations, journals and interview skits
Answer questions on each presentation
Compare on a Venn diagram their host country to their native country

Vocabulary:
related to an exchange program

Structures:
Vte + imasu, X wa Y yori adjective desu

Grammar:
verb classification, dictionary form of verbs, present progressiv, ~mashou. verb ending, usage of I-adjectives and na-adjectives

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

Use of simple comparative form (grade 6)
Weather and food (K-5)
~masu verb endings (4-6)
Use of particles wa, o, ni, ka (4-6)

Determining acceptable evidence

• What evidence will show that students understand?

Performance Tasks:
Role play qualifying interview, create a power point presentation

Quizzes, Tests, Prompts, Work Samples:
Assessments on fellow students' presentations, written responses to prompts in their journals, vocabulary tests, Venn diagram comparing the two countries

Unprompted Evidence (observations, dialogues):
class discussion, warm-up questions

Student Self-Assessment:
Students will write a paragraph describing what they have learned from this unit

Lessons:

• Lesson 1 – What do we need to go abroad? Passport, application, visa, etc.

• Lesson 2 – What is my host country like? Research facts and geography of Japan

• Lesson 3 – What does it feel like to go to a foreign country?

• Lesson 4 – How to create or enhance your Power Point presentations

• Lesson 5 – How to describe feelings using adjectives

• Lesson 6 – How to narrate by combining sentences with transitions and the te form
• Lesson 7 – How to use chronological connectors such as sorekara and ato de by creating a timeline of their trip

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: