Area of Learning: SECOND LANGUAGES Japanese Grade 5 — BIG IDEAS Listening and viewing Both verbal and Reciprocal communication We can explore Stories help Each culture has with intent helps us cues contribute is possible using our identity through us to acquire traditions and ways acquire a new language. meaning in language. frequency words and a new language. language. of celebrating. patterns. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following: Thinking and communicating rōmaji Recognize different scripts and syllabic sounds Japanese syllabaries Identify key information in slow, clear speech and other texts common, high-frequency vocabulary, sentence structures, and expressions, including: Comprehend stories simple questions and descriptions Comprehend high-frequency vocabulary in slow, clear speech and other texts self and others Use language-learning strategies basic commands Interpret non-verbal cues to increase understanding First Peoples perspectives connecting language and Respond to simple commands and instructions culture, including oral histories, identity, and place Participate in simple interactions Japanese works of art Seek clarification of meaning Japanese communities in Canada Share information using the best suited to their own presentation format common elements of Japanese cultural festivals and and others’ diverse abilities celebrations Personal and social awareness Consider personal, shared, and experiences, perspectives, and others’ worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge
Area of Learning: SECOND LANGUAGES — Japanese Grade 5 BIG IDEAS Listening and viewing with intent helps us acquire a new language. Both verbal and cues contribute meaning in language. Reciprocal communication is possible using words and patterns. We can explore our identity through a new language. Stories help us to acquire language. Each culture has traditions and ways of celebrating. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize different scripts and syllabic sounds Identify key information in slow, clear speech and other texts Comprehend stories Comprehend high-frequency vocabulary in slow, clear speech and other texts Use language-learning strategies Interpret non-verbal cues to increase understanding Respond to simple commands and instructions Participate in simple interactions Seek clarification of meaning Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge Students are expected to know the following: rōmaji Japanese syllabaries common, high-frequency vocabulary, sentence structures, and expressions, including: simple questions and descriptions self and others basic commands First Peoples perspectives connecting language and culture, including oral histories, identity, and place Japanese works of art Japanese communities in Canada common elements of Japanese cultural festivals and celebrations frequency
en_second-languages_5-10_japanese_elab.docx