Project presentation: Japanese After the Tsunami

Project presentation: Japanese

After the TsunamiKaoru StewardYasuko Moyer

Keiko OnoPrinceton Community Japanese Language School

Princeton NJ

2013 Startalk/NHLRC Heritage Teacher WorkshopUCLA, CAJuly 21-26, 2013

Student Profile

age 10-12

Students are/do….

-speak Japanese only to one parent at home who is a native speaker (mostly 1st generation).-not much exposure to spoken Japanese outside of the nuclear family except on Sundays at school. -A good portion of the students visit relatives in Japan every few years

Prerequisites Each student must pass a placement test to enroll in HL class.Must have age appropriate Basic Interpersonal Communication Skills（ BICS) and basic reading and writing skillsBUT NOT age level Cognitive Academic Language Proficiency　　　 (CALP)

HH Theme / Content ObjectivesTheme Remember Tsunami

-What can I do now?

Content Objectives

-Learn/recall what happened (communication)-Build a personal connection to the 2011 tsunami disaster (community, culture, connection)-Think about “what I can do” for the ongoing/unresolved issues now and into the future (community, connection, comparison, culture)

Language objectives3 modes grammar itemsInterpretive mode

Vocabulary Tsunami related (new) vocab

Interpersonal mode

-hearsay mode-subjunctive mode -expressing one’s wish, polite form of causatives

-I have heard that/It is said that…)-If I had been there, what I could have done…./ If I were there today, what I could do…)-I would like to ask/let the politician/adult people do ….

Presentational mode

Register Polite way/idiomatic expressions for interview/asking questions to the guest speaker in class

Assessment

Formative Assessment

Vocabulary quizWork sheet Homework

Summative Assessment

PresentationPost card project

Unit Plan (45 min. each)

Task Homework

DAY 1 Scaffolding activities- Japanese geography, pictures, vocabulary

Find a picture.Interview sheet.

DAY 2 Presentation-Introduction of the reading text

Vocabulary sheetReading materials

DAY 3 Reading text (newspaper article) -Review vocabulary with the sheet -prepare for the post card project

Writing work sheet

DAY4 Discussion, Writing activities Prepare the questions for the speaker.

DAY 5 Guest Speaker

Day 1 Facst: Who, What When, Where, How

Task 1:Color the prefectures in blue, which was hit by the earthquake and tsunami on March 11, 2011.

Task:2Write those prefectures in kanji.

Day 1: Scaffolding activities (1) geography

Day 1: Scaffolding activities (2) vocabulary Important vocabulary for this unit:

災害 disaster 震災 earthquake disaster 地震 earthquake 津波 tsunami原発 nuclear power plant 発電 power

generation 　支援 support

助け合い mutual aid

Research(homework)

Bring a photograph of the disaster to class to share

online

Interview(homework)

Interview your family member at home or in Japan: Where were you then? What did you do? etc.

Interview sheet

Vocab quiz 1

Presentation Students show and explain their photographs. Students present their interview results.

Intro to Reading text

Teacher distributes and reads aloud the text to the studentsIntroduce vocabulary for the text

Day 2 ： presentation introduction of the reading text

Day 3 Reading text from a newspaper article被災地支援、はがきの輪　「つながっている」伝えたい、中１呼びかけに４３知事 ( ちじ )が返信

被災地へ、日本中が応援していることを伝えたい。力を貸してもらえませんか――。中学１年生の女の子が手紙にしたためた願いに、全国の知事が応えた。出来上がったのは「はがきの輪」。　「輪」を作ったのは、東京都の磯谷（いそがい）理乃さん（１２）。祖母が仙台市に住んでいる。震災後、「私にできることは何？」と考えた。テレビや新聞で目にする被災地の人たちは悲しみに暮れていた。「つらくて寂しくて、ひとりぼっちの気持ちになってるんじゃないかな……」。そんなとき、自分ならどうしてほしいだろう。「私たちはつながっていること、日本中のみんなが応援していることを伝えたい」。両手を広げたイラストを、全国の知事に描いてもらい、それをつなげて大きな「輪」を作ることを思いついた。被災地へのメッセージも寄せてほしい、と書き添えた。

　「私はまだ中学生で東北地方にボランティアに行くことも、沢山（たくさん）のお金を寄付する事も出来ません。それでも私にも何か出来る事があると信じてこのお手紙を書いています」。手紙の文面を考えるのに１週間、清書するのに４時間かかった。月に５００円のお小遣いをため、お年玉の残りも使って切手や返信用のはがき代を出し、６月下旬に投函（とうかん）した。 これまでに４３の道府県(どうふけん)からはがきが届いた。　「中学生のお願いなんて相手にしてもらえないかもって半分思ってた。被災地(ひさいち)への温かな気持ちがこんなに集まって、すごくうれしい」と理乃さん。届いたはがきはカラーコピーし、テープでつなげた。　この夏、母と一緒に、宮城県庁(みやぎけんちょう)と東松島市役所(ひがしまつしましやくしょ)を訪ねて「輪」を届けた。市長は「疲れた時にこれを見ると元気が出るね」と喜んでくれたという。　震災から半年。震災の話題が減っていくことに不安を感じる。「みんなの関心が薄れたら、復興(ふっこう)は遅れてしまう。被災地に目を向け続けてほしい。はがきの輪が、そのきっかけになってもらえたら」

Day 3: Reading materials Vocabulary list

Vocabulary Prounciation Meaning (you can write in English.)

輪 わ被災地 ひさいち応援 おうえん支援物資 しえんぶっ

し文面 ぶんめん返信用 へんしんよ

う跳び上がる とびあがる似顔絵 にがおえ復興 ふっこう

Day 3

• Review glossary– vocab quiz 2• Model reading by the teacher• Each student reads aloud one paragraph • The teacher asks content questions to check for

understanding after each paragraph• Discussion and reflection: students share how they felt

→ 　“ What can I do?”• Make a request to the Prime Minister • Compose sentences using grammatical patterns provided

by the teacher

Day 4: 　 Discussion based on homework assignment Writing activities (post card)

Write a request to the prime minister about what can/should be done on a postcard using proper register .

Day 5: Guest Speaker (register)

Assign each student a question to ask the speaker Welcome remarks – prepare and recite Ask questions Expressing appreciation –prepare and recite ( oral and written )

* Thank you letter to thespeaker