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
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:
Thinking and communicating Recognize the relationships between Japanese characters and sounds, including intonation, tone of voice, and meaning Identify key information in slow, clear speech and other simple texts Comprehend stories Comprehend high-frequency words and patterns in slow, clear speech and other texts Use language-learning strategies Interpret non-verbal cues to increase understanding Respond to questions, simple commands, and instructions Exchange ideas and information, both orally and in writing Seek clarification of meaning using common statements and questions 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 Japanese letter patterns Japanese syllabaries common, high-frequency vocabulary, sentence structures, and expressions, including: types of questions basic particle usage descriptions of people hobbies and topics of interest common emotions and states of physical health First Peoples perspectives connecting language and culture, including oral histories, identity, and place Japanese works of art indigenous peoples of Japan cultural aspects of Japanese communities around the world
Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Recognize the relationships between Japanese characters and sounds Comprehend key information and supporting details in slow, clear speech and other texts Comprehend meaning in stories Use language-learning strategies to increase understanding Use pitch, accent, and tone to convey meaning Follow instructions to complete a task and respond to questions Exchange ideas and information, both orally and in writing Seek clarification of meaning using common statements and questions Share information using the presentation format best suited to their own and others’ diverse abilities Personal and social awareness Identify, share, and compare linguistic and cultural information about Japanese communities Examine 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: hiragana and katakana common, high-frequency vocabulary, sentence structures, and expressions, including: types of questions instructions and comparisons descriptions of people basic particle usage common elements of stories First Peoples perspectives connecting language and culture, including oral histories, identity, and place Japanese works of art cultural aspects of Japanese communities around the world indigenous peoples of Japan