Glastonbury Foreign Language Program
Curricular Unit: Shopping in Japan (Japanese
Grade: High School - Japanese II
Subject/Topic Area(s): Handling Japanese money, price comparisons between here and Japan , appreciation of quality, metric system in weights, heights, shoe and clothing sizes, going to a store, shops and stores, shopping, clothes.
Key Words: kau, takai, yasui, takasugiru, onegaishimasu, irrasshaimase, ikaga desu ka, dou deshou ka, choudai itashiamsu, doumo arigatou gozaimasu, gozaimashita, ikko, nikko, sanko, ikura, shoshomatte kudasai, change, kureditto kaado, okane, okanemochi, pay, sell urau, iro, kiiro, chairo, murasaki, aoi, akai, shiroi, kuroi, pinku, mizuiro, midori iro, hadena

Standards:

Major standards—
Supporting standards—

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

Number of days for activity: 8 weeks

Materials and resources (including technology and multimedia):

Yookoso! 2 nd ed. Textbook, workbook, CD, audiotape, video
Japanese travel guides
Picture cards and photographs
Japanese money
Realia, kanji flashcards

Identifying Desired Results

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

Why is Japan so expensive?
What is Japanese culture?
How is learning a language like playing a game or solving a puzzle?

•  What enduring understandings are desired?

Student will understand...

Students will understand the polite language used by clerks in a shopping situation and how to respond appropriately as a customer.

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

Students will know…

When something happens: Temporal Clauses ending in toki
Indefinite pronoun no
Making if-then statements: the tara conditional
Going somewhere with a purpose: Using the particle ni to express purpose
Reporting hearsay: souda
Saying whether or not something is true: kadouka
Giving reasons with…shi, ...shi
Dake, ~yasui,~nikui

Students will be able to…

Vocabulary:

Grammar:

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

Determining acceptable evidence

•  What evidence will show that students understand?

Performance Tasks:
skits that involve roleplay

Quizzes, Tests, Prompts, Work Samples:


Unprompted Evidence (observations, dialogues):
dialogues

Student Self-Assessment:

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: