Japanese 10

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Listening and viewing with intent supports our acquisition and understanding of a new language.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. 
give us unique ways to understand and reflect on meaning.
Expressing ourselves and engaging in conversation in a new language require courage, risk taking, and perseverance.
Cultural expression
represents the experience of the people from whose culture it is drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
can take many different forms.
Acquiring a new language provides a unique opportunity to access and interact with diverse communities.

Content

Learning Standards

Content

hiragana and katakana
two components of the Japanese writing system which comprise of syllabic kana and indicate specific phonetic lettering
and an increasing range of kanji
increasingly complex vocabulary, sentence structures, and expressions
e.g., しがたがない
, including:
past, present, and future time frames
e.g., 食べます (tabemasu:present tense, future tense), 食べました (tabemashita:past tense)
elements of common texts
e.g., format (letter versus email message), language, context, audience (informal versus formal), purpose
common elements of stories
place, characters, setting, plot, problem and resolution
First Peoples perspectives connecting language and culture, including 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.
, and place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Japanese works of art
e.g., creative works in dance, drama, music, visual arts
indigenous peoples
Ainu and Okinawan peoples
of Japan
cultural practices
e.g., activities, clothing, dance, festivals, food, history, land, music, protocols, rituals, traditions; relating to celebrations, holidays, and events such as 子どもの日, たなばた
in various Japanese communities
contributions of Japanese Canadians to society
ethics of 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
and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize the relationships between Japanese characters, sounds, and meaning
Identify and pronounce groupings of letters such as あ(a),い(i),う (u),え(e),お(o).
Comprehend key information and supporting details in speech and a variety of other texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning and viewpoints in stories
Use various strategies
  • For example:
    • integrate new vocabulary into familiar Japanese structures
    • take risks to extend language boundaries
    • use a variety of reference materials
to increase understanding and produce oral and written language
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use past, present, and future time frames.
  stories
e.g., introduce simple stories such as Momotarō and common story phrases such as 〜といいます, 〜とききました
, both orally and in writing
Interpret non-verbal cues
Recognize Japanese non-verbal cues for situations (e.g., だめです with arms crossed in front of a person).
to increase understanding
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Respond to questions and instructions
Seek clarification and verify
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., わかりません).
meaning

Personal and social awareness

Describe regional, cultural, and linguistic practices of Japanese communities and their role in shaping cultural identity
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants with service in Japanese
with Japanese people and communities
Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize the importance of story in personal, family, and community identity
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge