SECOND LANGUAGES Japanese – Content Elaborations Grade 11 – questions: e.g., ことができますか using appropriate transition words such as sequence of events: 〜てから opinions: e.g., なぜなら, 〜からです time frames: e.g., 〜ました, 〜ませんでした language formality and etiquette: elements of formal and informal speech and writing, such as the distinguishing features of major Japanese dialects (e.g., and plus other accents, idiomatic expressions, and local slang vocabulary ほんとう ほんま), 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: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. works of art: e.g., creative works in dance, drama, music, visual arts regional dialects: e.g., the endings of words, phrases or sentences can change depending on region; some words are unique to certain regions of Japan indigenous peoples: Ainu and Okinawan peoples cultural appropriation: use of a cultural knowledge, story, song, or drama, shared without permission or motif, theme, “voice,” image, without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn Area of Learning: SECOND LANGUAGES Japanese Grade 12 — BIG IDEAS Language Sharing our feelings, With increased language Exploring diverse forms of Becoming more proficient learning is a opinions, and beliefs in a proficiency, we can discuss cultural expression promotes in a new language new language contributes and justify opinions with greater understanding and enables us to explore lifelong process. to our identity. nuance and clarity. appreciation of cultures worldwide. global issues. 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 11 questions: e.g., ことができますか sequence of events: using appropriate transition words such as 〜てから opinions: e.g., なぜなら, 〜からです time frames: e.g., 〜ました, 〜ませんでした language formality and etiquette: elements of formal and informal speech and writing, such as the distinguishing features of major Japanese dialects (e.g., ほんとう and ほんま), plus other accents, idiomatic expressions, and local slang vocabulary 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: A sense of place can be influenced by, for example, territory, food, clothing, and creative works. works of art: e.g., creative works in dance, drama, music, visual arts regional dialects: e.g., the endings of words, phrases or sentences can change depending on region; some words are unique to certain regions of Japan indigenous peoples: Ainu and Okinawan peoples cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn Area of Learning: SECOND LANGUAGES — Japanese Grade 12 BIG IDEAS Language learning is a lifelong process. Sharing our feelings, opinions, and beliefs in a new language contributes to our identity. With increased language proficiency, we can discuss and justify opinions with nuance and clarity. Exploring diverse forms of cultural expression promotes greater understanding and appreciation of cultures worldwide. Becoming more proficient in a new language enables us to explore global issues. 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_11-12_japanese_elab.docx