JLTN Quarterly Teaching Materials

Vol. 17 No. 2, September, 2002
Summer Vacation Unit
By: Hiroko Nagai
(Memorial and North High School, Eau Claire WI)

Table of Contents

Introduction:

Unit Development Considerations

Trips to Japan with my students were the foundation for the development of this unit. These materials are designed for use the beginning of the school year with my combined second and third year class. This unit provides students the opportunity to get to know each other better as they share the events of their summer vacation. Students are curious about one another and naturally inclined to discuss the ups and downs of their summers. These materials capitalize on that "real world" desire and provide students with motivation to use Japanese to share information. The unit is also designed to generate cultural connections. Activities are included to introduce students to various aspects of the summer season in Japan.

When creating a unit I strive to insure that students are given the opportunity to develop skills in multiple modes of communication. In this materials set, interpretive skills are applied in the context of reading passages describing summer events; interpersonal skills are practiced in the context of peer dialogues; and presentational skills are developed through letter writing activities.

I endorse the position of Grant Wiggins (Educational Leadership 49,8:26-33, "Creating Tests Worth Taking, 1992) that assessment activities need to reflect "real world" tasks and that the aim of any assessment must be to improve performance not simply to monitor it. With that goal in mind, assessments for this unit are performance oriented. Assessment task criteria and grading rubrics are included in these materials and shared with students in advance. Students are empowered by knowing performance expectations and target knowledge as they begin an activity. It allows them to become active agents and self-assessors in the learning experience. Post-performance feedback in the form of rubrics is designed to provide students with meaningful information about their accomplishments and areas for improvement.

Beyond choosing a theme, making connections to the culture of Japan, including a balance of communicative activities, and designing assessment procedures, I also identify the language skills students need to navigate the unit. Vocabulary lists, kanji worksheets, grammar practice handouts, and comprehension exercises are included. These may require modification to fit your local teaching context. It is my hope that they provide a useful model from which you can create your own materials to best fit your classes.

Finally, whenever I "complete" the development of a new unit I ask myself the following questions borrowed from Wisconsin Department of Public Instruction publication Planning Curriculum for Learning World Languages (2002, p. 57-58)

  1. Is there a sense of connectedness throughout the unit and across communicative modes?
  2. Are the communication standards targeted in the performance appropriate for the task?
  3. Are students engaged in learning while they are "doing"?
  4. Are the expected performances set at the appropriate level?
  5. Is the unit worth doing?

I hope other teachers can find something of value in these materials for use in their own classrooms. Thanks to The Quarterly for providing teachers this forum for sharing ideas.

Unit Notes

Theme: Summer Vacation
Level: Novice High (Japanese 2/3)
Instructional Time: 7-10 Class Periods (50 min)

Purpose:

  1. Students will understand written materials on familiar topics.
  2. Students will carry on a short conversation about personal interests what they have done.
  3. Students will share information in writing.

Standards:

Communication 1.1 1.2 1.3
Culture 2.1(writing the Japanese mailing address)
Comparison 4.1 4.2

Communication Modes and Assessments:

  1. Interpretive: Read the personal journals and newspaper article about a trip to Japan
  2. Interpersonal: Ask and answer questions about summer vacation
  3. Presentational: Write a postcard to pen-friend in Japan

Structures and Vocabulary:

Cultural Elements:

  1. Learn Japanese letter writing conventions
  2. Learn about summer vacation in Japan

Table of Contents

Part 1 A: 夏休み何をしましたか。（日本の新聞から）

Teacher Notes
Newspaper Article with Kana/Kanji Worksheet

Part 1 B: 夏休み何をしましたか。（日本のえはがきから）

Teacher Notes
Postcard Text
Postcard Vocabulary
Comprehension Worksheet
Vocabulary/Particle Practice Sheet

Part 2: 　　私の夏休み　 (Expressing Time/Duration)

Teacher Notes
Handout (Time/Duration)
Worksheet(Time/Duration)

Part 3: 　 友達の夏休み　(Conversation Practice)

Teacher Notes
Sample Conversation Handout
Adjective Worksheet
Assessment Task Description - Dialogue Performance
Assessment Rubric

Part 4: 　 夏休みの手紙を書こう　

Teacher Notes
Kanji/Expressions Worksheet
Address Writing Handout
Assessment Task Description - Writing a Postcard
Peer Review Checklist - Postcard
Assessment Rubric

Part 5: 　 日本の夏休み　

Japan Forum On-line Article
http://www.tjf.or.jp/eng/ge/ge08obon.htm
Post Reading Exercise




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