Area of Learning: SECOND LANGUAGES — Japanese Grade 11 BIG IDEAS Listening and viewing with intent supports our acquisition of a new language. Language and culture are interconnected and shape our perspective, identity, and voice. The communicative context determines how we express ourselves. Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. Developing proficiency in a new language provides unique opportunities for careers, travel, personal growth, and study abroad. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Thinking and communicating Derive meaning in speech and a variety of other texts and contexts Demonstrate degrees of formality in speech and writing to reflect different purposes Analyze cultural points of view in texts Recognize how choice of words affects meaning Use various strategies to increase understanding and produce oral and written language Narrate stories, both orally and in writing Respond personally to a variety of texts Exchange ideas and information, both orally and in writing Express themselves with growing fluency, both orally and in writing Share information using the presentation format best suited to their own and others’ diverse abilities Students are expected to know the following: an increasing range of kanji increasingly complex vocabulary, sentence structures, and expressions, including: complex questions sequence of events in stories explanation and justification of opinions points of view past, present, and future time frames language formality and etiquette First Peoples perspectives connecting language and culture, including oral histories, identity, and place Japanese works of art distinguishing features of major Japanese regional dialects histories and worldviews of the indigenous peoples of Japan contributions of Japanese Canadians to society ethics of cultural appropriation and plagiarism Area of Learning: SECOND LANGUAGES — Japanese Grade 11 Learning Standards (continued)
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: