SECOND LANGUAGES Japanese – Content Elaborations Grade 5 – rōmaji: Japanese written phonetically using the English alphabet syllabaries: the syllabic writing systems of Japanese questions: e.g., (dō ), (nani ), (doko ), (dare ) どう なに どこ だれ descriptions: e.g., numbers, colours, sizes self and others basic expressions used in greetings, salutations, and getting to know others, such as (ohayō gozaimasu ) おはようございます commands: e.g., (suwatte ) すわって oral histories: e.g., conversations with an Elder about celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works. works of art: e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism common elements: e.g., activities, clothing, dance, decorations, traditions, food, music, parades, sports cultural festivals and celebrations: e.g., Festival, Sakura Blossom Festival, Shichi-Go-San Obon Festival, New Year’s Area of Learning: SECOND LANGUAGES Japanese Grade 6 — BIG IDEAS Listening and viewing We can explore our Reciprocal communication Stories help us to Learning about language with intent helps us identity through a is possible using acquire language and from diverse communities high-frequency words helps us develop cultural understand a message. new language. understand the world and patterns. around us. awareness. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following:
SECOND LANGUAGES – Japanese Content – Elaborations Grade 5 rōmaji: Japanese written phonetically using the English alphabet syllabaries: the syllabic writing systems of Japanese questions: e.g., どう (dō ), なに (nani ), どこ (doko ), だれ (dare ) descriptions: e.g., numbers, colours, sizes self and others basic expressions used in greetings, salutations, and getting to know others, such as おはようございます (ohayō gozaimasu ) commands: e.g., すわって (suwatte ) oral histories: e.g., conversations with an Elder about celebrations, traditions, and protocols identity: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. place: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works. works of art: e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism common elements: e.g., activities, clothing, dance, decorations, traditions, food, music, parades, sports cultural festivals and celebrations: e.g., Obon Festival, New Year’s Festival, Sakura Blossom Festival, Shichi-Go-San Area of Learning: SECOND LANGUAGES — Japanese Grade 6 BIG IDEAS Listening and viewing with intent helps us understand a message. We can explore our identity through a new language. Reciprocal communication is possible using high-frequency words and patterns. Stories help us to acquire language and understand the world around us. Learning about language from diverse communities helps us develop cultural awareness. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following:
en_second-languages_5-10_japanese_elab.docx