Big Ideas
Big Ideas
Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire 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.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Knowing about diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
hiragana and katakana
two components of the Japanese writing system which comprise of syllabic kana and indicate specific phonetic lettering
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including: - types of questionse.g., なにがすきですか(nani ga suki desu ka)
- instructionsclassroom directions such as きいて(kiite),たって(tatte)and comparisonse.g., using opposites such as たかい (takai), ひくい (hikui)
- descriptions of peoplee.g., hair colour, physical attributes, likes and dislikes
- basic particle usage
common elements of stories
e.g., 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, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects
activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals
of Japanese communities around the world e.g., Japan, United States, Australia, Canada, Brazil, Peru
indigenous peoples
Ainu and Okinawan peoples
of Japan
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between Japanese characters and sounds
Japanese has an open-syllable sound structure with five vowels (a, i, u, e, o).
Comprehend key information
answers to questions such as だれ (dare), なに (nani),どこ (doko), いつ(itsu)
and supporting details in slow, clear speech and 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 in stories
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding
Use pitch, accent, and tone to convey meaning
Follow instructions to complete a task and respond to questions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., わかりません [wakarimasen], もういちどおねがいします [mō ichido onegaishimasu]).
of meaning using common statements and questions
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
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
e.g., values, practices, traditions, perceptions
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