May 20, 2013


The class has decided that we WON'T have a chapter test over Chapter 11 and 12 content, but it will be part of your plays.

May 17, 2013


Two-hour delay, so today was only about 20 minutes of intense writing time. Sensei presented the award winners from the National Japanese Exam with their certificates, and Mackenzie provided some snacky foods.

May 16, 2013


Project writing day

May 15, 2013


Instead of Stonecutter, the story of Kintaro is now the stuff.

May 14, 2013


We got started on planning for the project. Make sure to check the detailed instructions from yesterday's notes. Team Chris, Chris, Danielle, Audrey, and Tiffany are planning on doing the story of Momo Taro. Team Satvam, Nathanael, Ian, Liam, and Mackenzie decided on doing the story "Stonecutter". Unfortunately, Japanese language sources say that this story is originally European, so this team will need to choose something else.

May 13, 2013


We took a look at the story of The Mouse Bride, and then finished the story with an alternate ending that had Chuuko marrying a human instead. Gross. Then we divided into two teams and took a look at the instructions for the massive Final Project/Review Extravaganza/Opportunity to Show Off. We will have a fair amount of time during class to do this project. Here's the rubric for the actual performance as well.

May 10, 2013


We talked with the moms about several Japanese folk tales. For Monday, make sure to study the information in Chapter 11, Section 1. We skipped this chapter earlier, since 先生 wanted to end with it.

May 9, 2013


We had a test over Chapter 15 today, and got back the Chapter 13 Translation Test (finally!). If you are interested in doing test corrections, get those in ASAP.

May 8, 2013


We practiced the grammar from Chapter 15, Section 4 together - using verbs in the て form, followed by giving/receiving verbs to mean that someone is doing a favor for another person. For example, 友だちは私にケーキを作ってくれました。 (A friend made a cake for me.) 私はおとうとに本をよんであげます。 (I read books for my little brother.) We also read the story from the start of Chapter 15 in the textbook, answered some questions about it, and came up with a few more. Tomorrow is the Chapter 15 test, so make sure to review!

May 7, 2013


先生 had to go home unexpectedly, so everyone practiced together.

May 6, 2013


We took a look at some of the Star Festival site together. We looked at the first four destinations together, including the Liquor Store interview.

May 3, 2013


We had conversations with the moms using the same questions that we did for yesterday's Speed Dating, plus a few more of the same type. Things got weird, as usual.

May 2, 2013


We started with a vocabulary quiz that included Chapter 15, Section 3. Then we added a new pattern that starts with た Form: if you add a ら at the end, it becomes "if/when ___ happens". Then we did "Speed Dating" to practice combining this with the ~たり pattern from the other day. For example: 明日、学校がなかったら、たくさんねたり、ゲームをしたりします。

May 1, 2013


Today we did "Speed Dating" style practice conversations. Keep an eye on the schedule!

April 30, 2013


We had a quiz on Chapter 15, Section 2 vocabulary. Then we took a look at the kanji 心 and 思 Next, we practiced the grammar in Section 2 - listing SOME of the actions someone does by putting the verb into the た form, then adding a り to the end, then adding します at the end of the whole list (きのう、本を読んだり、テレビを見たりしました。). Take a look at that section in the textbook for a more detailed explanation.

April 29, 2013


We reviewed giving/receiving verbs today, first using a diagram from way back at the end of Japanese 1. Next, we described NHL players who give or receive WAY too much. (お金をもらいすぎます。ほかのチームにポインツをあげすぎます。)Last, we described what we'd like to give Danielle as a nice birthday present. She decided that she wanted to receive the strawberry cake that Audrey offered. (いちごのケーキをもらいたいです。)

April 26, 2013


We had a fire drill to start the class right, then talked with the moms about their own families' eating habits. Do they eat much Japanese food? Do they usually eat Western-style food at home? What about when they were children?

**Grades for Thursday's test have already been recorded, but the server for ProgressBook will be down for most of the weekend for maintenance.

April 25, 2013


We had the Chapter 13 and 14 test today.

April 24, 2013


We reviewed a little bit for tomorrow's test over Chapters 13 and 14. Friday is International Day at lunch, so if you are interested in bringing in food for credit, please read this explanation of how to get credit for that. If you are interested in working at the Japan table, please ask your fifth period teacher for permission to miss class, and you will be given a pass on Friday if your teacher says you can go.

April 23, 2013


We had a kanji quiz, as promised, which seemed to go well. Then we played Typhoon to review Chapter 13 and 14 content.

April 22, 2013


We read the story from the beginning of Chapter 14 together, then practiced the Q&A at the end of the chapter together with a partner. Tomorrow, we'll have a kanji quiz that includes all recent characters up to and including 古.

April 18, 2013


We had a short vocabulary quiz, then shared our homework from last night. We practiced a little bit of talking about what Danielle does every day, then took a look at the pattern that turns a regular verb or adjective into the form that means that something is "too much" (eat too much, food is too spicy, it's too quiet, etc.).

Verbs:


drop ます

+

すぎます (or すぎる if you want the plain form)

い Adjectives:


drop い

+

すぎます (or すぎる if you want the plain form)

な Adjectives:


don't change it

+

すぎます (or すぎる if you want the plain form)

Make sure to learn your two new kanji (多 and 少) and to keep practicing new vocabulary and grammar over the long weekend.


April 17, 2013


Today we verbally practiced recent cooking vocabulary by asking and answering riddles about recipes. For tonight, use the grammar pattern shown in Chapter 14, Sections 2 & 3 that turns an adjective into an adverb to write ten sentences about what you do on an average day. You need to use a different adverb for each sentence, but the verbs can be repeated. します、きります、and なります seem like they'd be useful...

  • い Adjectives - drop the い and add く to make the adverb (大きい becomes 大きく)
  • な Adjectives - add a に to make the adverb (しずか becomes しずかに)

April 16, 2013


Today was a translation test. Tomorrow we're back to Chapter 14, so take a look at Section 3 vocabulary.

April 15, 2013


We started with a review of Chapter 13 vocabulary, then took a look at the two kanji listed in the syllabus for Friday and today. Then we practiced following and giving directions using the simplified map of Kyoto. Tomorrow's test will be a translation relating mostly to Chapter 13 content, but you will receive a visual in order to help give you some context.

April 12, 2013


We read through a recipe together with the moms and then created some recipes of our own. Remember, we are planning on having a test on Tuesday - the syllabus has been adjusted to reflect this change. We'll be adding TWO kanji on Monday, since we didn't look at 肉 together on Friday.

April 11, 2013


We had a vocabulary quiz, then reviewed recent kanji and introduced two more: 立 and 作 Next, we practiced using the "way of doing" pattern that puts a verb stem together with かた(方)to make a noun. Tomorrow, we'll work on giving instructions for a recipe with the moms, so take a look at the optional vocabulary from Section 1 that might be helpful.

April 10, 2013


We got back the previous test and briefly went over the results together. We'll keep practicing comparisons - if you feel shaky with that skill, you're not alone! Next, we looked at the dialogue from Chapter 13, and re-created it with a more interesting storyline. We briefly talked about some of the vocabulary from Chapter 14, Section 1, and about 先生's big plans to cook some actual food together during class.

April 9, 2013


We looked at the information for the JET-MIP, even though next year is the earliest that most people in Japanese class could apply. The link is on your class's Main Page.
Then some good old review of recent kanji, and we spent some time reviewing comparison sentence patterns and creating personalized examples. Everyone should make sure to have at least one sentence using より and one using ほど that is very clear to YOU to memorize as an example.

Typing with one hand is VERY slow and exhausting, so the test is delayed until further notice. Pretend that Wednesday is actually Thursday, and take a look at Chapter 14, Section 1 vocabulary.

April 8, 2013


先生 skipped school for NO GOOD REASON other than a badly injured arm.

April 5, 2013


The moms taught us the kanji of the day: 近
Then we practiced more with the Kyoto map, and had the option of moving on to use the complicated Mishima map.

April 4, 2013


Today's new kanji: 所 Make sure to check out the Kanji Alive link on your Main Page for this. We practiced using the Kyoto map too.

April 3, 2013


Today we had a vocabulary quiz, then we reviewed vocabulary for things that you might see on a map. We practiced following directions for getting around on a map of Kyoto. Don't forget your "one new, two review" kanji for homework, and watch the schedule for the textbook section to study tonight.

April 2, 2013


Today we practiced giving and following directions for walking around a town. We also had a new kanji to practice. Remember - one new and two review each day! Bring your textbook to class on Wednesday.

March 22, 2013


We shared our timed writings from Thursday with the moms, got some advice from them on wording and phrasing, and practiced recent kanji. If you are interested in applying to be a camp counselor at Camp OFLA, you need to e-mail 先生 as a reminder for her to write a recommendation letter, even if you've talked with her about it. She's old and forgetful, and needs written reminders. Take a look at the syllabus for what's coming up after the break!

March 21, 2013


We did a timed writing comparing fast food and sit down restaurants. We also practiced the vocabulary for the first section of Chapter 13, and 先生 introduced the next kanji. Remember to practice your one new and two review kanji tonight! We will be showing the moms our timed writings tomorrow. Also, check to see whether you'd like to apply to be a counselor at Camp OFLA.

March 20, 2013


Today was the Chapter 9&10 Test.

March 19, 2013


We took the National Japanese Exam today, thereby entering all of you into a competition to win scholarships, trips to Japan, etc, etc., etc. Your scores are visible through ProgressBook, but do not affect your grade.

March 18, 2013


We checked our "one new, two review", and Sensei stamped our papers to mark the ones we'd already done. We checked some more workbook pages, but didn't finish the listening practice. Check the class Moodle site for the audio files (the link has also been added to the Japanese 2 Main Page at the right).

Tomorrow's the National Japanese Exam, so bring earbuds, and report to the computer lab instead of the regular classroom.

March 15, 2013


We checked on our "one new, two review" kanji, and clarified expectations. Then we worked on the rest of the workbook packet... Check the schedule - it has been adjusted, and is in its final form. We'll do review on Monday, National Japanese Exam on Tuesday, and a Chapter 10 Test on Wednesday.

March 14, 2013


We are starting a schedule of one new kanji per day. Each day, at the start of class, Sensei will introduce a new character. For homework every day, everyone is expected to learn that character, and also to choose two kanji from the checklist to review.

March 13, 2013


We checked another workbook page together. Woo hoo. *sigh*

March 12, 2013


We checked a second workbook page together.

March 11, 2013


We checked over the first page (front and back) from the worksheet packet. All studying and learning of new information is on hold for this week! Keep working in this packet if you need something to do.

March 8, 2013


We practiced the grammar pattern for the potential form of verbs with the moms by talking about all sorts of TOTALLY TRUE things that each group member is able to do or not able to do.

March 7, 2013


Sensei was at ANOTHER all-day meeting. The sub handed out packets that were photocopies of the workbook pages, and we worked on them during class.

March 6, 2013


Snow Day!

March 5, 2013


We had a long kanji quiz, then went over to the computer lab to practice typing in Japanese. We looked at how to set up a computer for multiple languages, including how to set up both a Mac and a PC. That information is also available here. We practiced typing and converting hiragana into the correct kanji. Everyone should practice this a little bit - with not much practice, you can get to be just as fast at typing in Japanese as you are in English, I promise.

March 4, 2013


Review past kanji! In your textbook pp. 462-473 there is a list of all the kanji that have appeared so far in the textbook, including several examples of words that use each one. On textbook pp. 545-546 there is a chart that shows the same characters, together with the pronunciations of each.

If you are interested in requesting copies of the official workbook pages for this textbook chapter, please e-mail or sign up with sensei ASAP. Copies will only be made for those who request them.

March 1, 2013


We told our stories to the moms and they suggested edits.

February 28, 2013


Sensei was absent. We wrote a story about one of the Dixit cards in groups.

February 27, 2013


We had a quiz about Chapter 10, Section 1 vocabulary. Then we read a handout about a guy who is interested in fashion together.

February 26, 2013


We translated and went over yesterday's test.

February 25, 2013


Test Day!

February 22, 2013


Ice Day!

February 21, 2013


We finished and read our Goldilocks stories together, then played 20 Questions. Keep studying those comparison patterns! We also got back the most recent translation test, which made Sensei very very happy, because the responses were so creative and well-written and wonderful.

February 20, 2013


We had a vocabulary quiz, then practiced comparison patterns by re-telling the story of Goldilocks and the Three Bears.

Hints for comparisons:
First write a true description sentence.
  • チョコレートがおいしいです。(Chocolate is yummy.)
  • べんきょうすることがきらいです。(I hate studying.)
  • リアムくんはしずかじゃありません。(Liam isn't quiet.)
  • オードリさんはかみがながくないです。(Audrey's hair isn't long.)
Next, add some other noun that could be compared to the first one. The noun from the original sentence is the more extreme one of the two things being described.
  • チョコレートが (potato chips) おいしいです。
  • べんきょうすることが (dying) きらいです。
  • リアムくんは (Mackenzie) しずかじゃありません。
  • オードリさんは (Tiffany) かみがながくないです。
If the whole sentence has a positive ending, use より and if it has a negative ending, use ほど after the comparison noun.
  • チョコレートがポテトチップスよりおいしいです。(Chocolate is yummier than potato chips.)
  • べんきょうすることがしぬことよりきらいです。(I hate studying more than dying.)
  • リアムくんはマケンジさんほどしずかじゃありません。(Liam isn't as quiet as Mackenzie.)
  • オードリさんはティファニーさんほどかみがながくないです。(Audrey's hair isn't as long as Tiffany's.)

February 19, 2013


Felix-sensei was a pitiful little pile of yuck, so sensei was absent and class was a study hall.

February 14, 2013


We did our first timed writing in the compare/contrast format found on the AP exam. We will be doing these on a regular basis throughout the rest of the year.

February 13, 2013


We completed a vocabulary quiz on Chapter 9, Section 2 terms. Then we worked on reading and summarizing classmates' writing homework. Tomorrow, we will do a timed writing that uses comparison terms.

February 12, 2013


We posted our signs around the school, labeling the gym, the bathrooms, etc., etc. Let's see if they're still up in a couple of days, or whether they've been grabbed by people who are jealous of your fierce 日本語 skills. We also told the sad, sad tale of Peter and his disappointing meal at a restaurant. For homework, write out your own story of someone's trip to a restaurant, using the grammar that we've been practicing for making comparisons. Take a look at the schedule again to see what Chapter and Section that is.

February 11, 2013


We had a quiz over the Chapter 9 kanji, then a conversation about Satvam and the various mysterious items in his lunch. Each group then started to write a story using the same grammar that we were using to compare Satvam's food items. We will hear these tomorrow.

February 8, 2013


Today we read some more about Frog and Toad SLOOOOOOOWLY so that we could stay in Japanese, but understand everything. Some really good work from everyone! Nice use of different strategies to figure out mysterious terms without English! Check the calendar for what to study for Monday.

February 7, 2013


Today we had a translation test using the information from Chapter 7. I'll have the results early next week...

February 6, 2013


We finished our Cinderella stories today, and sensei read them out loud to the class. Niiiiiice. Thursday will be a test over the content in Chapter 7. It will be another translation-style test, but there will also be some kanji writing required.

February 5, 2013


Today we continued work on our Cinderella stories, which we'll present tomorrow in class. You're keeping an eye on the schedule, and know that we have a test on Thursday, right?

February 4, 2013


We talked a little bit about the holiday せつぶん and watched a delightful video of children celebrating the holiday (check the calendar on the top page of the wiki).

We started writing our own versions of Cinderella, and will finish those tomorrow.

February 1, 2013


Today we worked with the moms to start creating evidence to add to our LinguaFolio portfolios. Remember, the link to the LinguaFolio site is always on the right-hand side of this page!

For homework, bring in proof that you spent at least 15 minutes studying Japanese over the weekend. Easy points! Everyone is registered for the National Japanese Exam on March 19th, which will take place during third and fourth periods. Mark your calendars!

January 31, 2013


We had a vocabulary quiz and talked about the study methods homework assignment. We also spent a big portion of the class talking together and using these vocabulary terms.

A reminder: National Japanese Exam forms are due Friday, February 1st. This is a leveled exam, so you will be taking a test that is written specifically for students who have been studying Japanese for only a year and a half! I really think that you'll do well, and would like everyone to take the test.

January 30, 2013


We went over the Chapter 5 & 6 Test today, then spent some time practicing vocabulary. For tomorrow, each person needs to bring in documentation of what he or she did to practice for Japanese class. Remember, the expectation is that you are spending a minimum of 15 minutes each day studying vocabulary for Japanese class.

If you have a smart phone/iPad, etc., try downloading the LFO to Go app - we'll be trying to add evidence to your LinguaFolio file on Friday. Take a look at what you have so far; Japanese 2 students should be working to add evidence that proves that they are working on the skills in the "Novice Mid" level. FYI, the latest information that I have from College Board indicates that the texts on the AP exam are intended to be written at an "Intermediate Low" or "Intermediate Mid" level, so if you are improving your skills by a column each year, you are on track to be able to do well on the exam.

January 29, 2013


We had a quiz over the vocabulary and sentence patterns in Chapter 7, Section 1. We talked for a little bit to practice this information, then continued working on the hallway signs.

January 28, 2013


Today we were introduced to ClassDojo.com as a way for Sensei to keep track of participation. You will nee your individual code, which is showing in ProgressBook next to your participation grade, in order to log in.

We also started work on signs for the school's hallways. The goal is to make signs that would be helpful and eye-catching for a Japanese mom or student who doesn't speak much English and is new to the school.


January 23, 2013


Today we practiced the kanji for Chapter 7. Continue studying them for homework, and bring your textbook with you to class. On Thursday, you will work on learning Chapter 7, Section 1 vocabulary.


January 22, 2013


Today we had a test over Chapters 5 & 6. Please notice that (as shown on the calendar) you need to study Chapter 7 kanji for Wednesday! Your tests will probably be graded and posted on Wednesday night.

Don't forget your National Japanese Exam paper!

January 17, 2013


We used the Review Questions at the end of Chapter 6 to review for Tuesday's test. The Japanese versions are on the CD-ROM.

E-mail sensei on Friday (January 18) if you want to meet with her to talk about your grade or to make up any work.

January 16, 2013


We had a quiz over the time terms in Chapter 6, Section 4, and practiced them by asking questions about how many times a day/week/month/etc. people do certain things. We also translated part of the dialogue at the start of Chapter 6.

Bring your textbook to class on Thursday, and keep reviewing the whole chapter. Don't forget the Review Questions at the end of Chapter 6.

January 15, 2013


We had a quiz on Chapter 6, Section 3 Grammar. We also went over the results from the semester exam.

We practiced new vocabulary that tells the length of time. Most of the terms just add a 間(かん)to the end of a time word that we already know. So いちじ (1 o'clock) becomes いちじかん (one hour long). Counting days follows the same pattern as days of the month + かん except for the word "one day long" which is いちにち. Counting how many months long is the exception; the suffix for those is 〜かげつ. Try practicing by using the CD-ROM for that section.

Check the schedule! Bring in the form if you've decided to take the National Japanese Exam.

January 14, 2013


We went to a computer lab to start using the online version of LinguaFolio. The first time that you log in, take care of the following tasks:
  1. Click on your name, then Profile in the top right corner of the screen.
  2. Update everything that you can in your Profile, including adding Japanese and removing English from the Languages list.
  3. If you are taking another language class, you may want to also add that language.
  4. Click on the Can Do tab, then on the left-hand side of one of the bars shown.
  5. Answer the questions in the survey that appears, then save.
  6. Return to the Can Do tab. If the section of the bar shows as solid green, click on the section immediate to the right of that green bar, and answer those survey items.
  7. Repeat this process until a section of the bar appears as green bubbles. That shows where you currently are for that aspect of your Japanese skills.
  8. If you have a bubbly section, move on to the next row, and repeat this process until you have completed all rows.
  9. Click on the Biography tab, and complete as much of that information as possible. Note that this is not just asking about Japanese, these questions relate to all of the practice that you have had learning and using second/foreign languages.
  10. The last stop should be the Interculturality tab. Create an entry that describes your experience talking with the Japanese moms last Friday.

Make sure to check the schedule to see what tomorrow's quiz will be over. Strongly consider the National Japanese Exam, and bring in the form if you have decided to take the test.

January 11, 2013


We read a Frog and Toad story with the moms. We read VERY SLOWLY and tried to understand everything.

On Monday, we will meet in the computer lab in room C212.

January 10, 2013


We took a quiz over the vocabulary in Chapter 6, Section 2, and discussed other common (non-telephone) uses for those terms. We also played the telephone game to practice vocabulary.

We finally have access to use the online version of LinguaFolio! We will be going to a computer lab on Monday in order to get started using it, but if you want to log in ahead of time, use your standard school password and ID here.


January 9, 2013

We reviewed various terms for saying that you "can" do something. Remember that some of these patterns are talking about your ability, and some of them are talking about rules that give or deny permission. The pattern in Chapter 6, Section 1 is talking about your ability.

We scanned some Frog and Toad books to try to find these patterns and use that information to understand those phrases.

For homework, keep looking at the schedule and following it. When is our next written test?

January 8, 2013


Sensei was absent on Monday, due to her son getting ear tubes. He seems to be feeling really good now, so hooray! The sub should have given you a packet of pages with information about New Year's Eve and New Year's Day in Japan. It was all written in Japanese, so your job was to try to figure out as much as possible.

You should be checking the Japanese 2 Schedule every day to see what I expect you to review before class. Today, we had a quiz about the kanji in Chapter 6. Yes, I realize that you already had a different quiz about this information. It's review. We also talked about the work that you did yesterday.

For tonight, take another look at the schedule and study the information that it tells you to study! Hey, by the way, when do we next have a test?


December 20, 2012


Your tests are all done! Hooray! FYI, here is my translation of the last section of the exam:

"My teacher loves Japanese 2. Why does she like it? Because there are a lot of odd students. The students write interesting stories, so the teacher has to study new Japanese too. This year, studied "sneak in" and "steal", etc. And we wrote stories about Batman. In Chris's Batman story, Batman and Morgan Freeman bought a new house in Columbus. In Danielle's story, Batman went to the supermarket and bought bananas and a sandwich. Every day, she comes to school, sees the people in Japanese 2, and is very happy."

December 17, 2012


Be kind to yourself and to your classmates this week; everyone is stressed out and being genuinely nice will go a long way. Review, but don't over-do it. Sleep. Don't forget to eat breakfast.

December 14, 2012


We talked with the moms using the Review Questions mentioned in yesterday's notes. Please check the schedule on the wiki's Home Page to see what time each exam and review period will take place. Please check the Japanese 2 Spring Schedule for information on what you are expected to study to get ready for class on Monday, January 7.

December 13, 2012


We played review games together as a class. When studying on your own, use the Review Questions at the end of Chapter 2, Chapter 4, and Chapter 6 (up to item #12). Also try using some of the practice activities and games found on the Adventures in Japanese 2 CD-ROM.


December 12, 2012


Same as yesterday. We will play review games as a class on Thursday.

December 11, 2012


We reviewed for the semester exam together. Allen-sensei got a phone call after first period asking her to go get her son and take him to the doctor, so this is a VERY late note. No new homework.

December 10, 2012


We checked the homework together, and talked about the semester exam. The exam will include information found in textbook Chapters #1-5. Bring your textbook and any useful materials to class tomorrow. We will have a Study Day.

December 7, 2012


We talked with the moms about our plans and expectations for the weekend starting with the sentences that we wrote as homework.

For homework, write out your responses to the questions in Activities B and C on textbook pp. 192.

December 6, 2012


We had a kanji quiz on Chapter 6. We practiced writing kanji together. We introduced the sentence pattern [plain form] はずです。and [plain form] つもりです。More information on these patterns is in Chapter 6, Section 3.

For homework, write a few sentences using this pattern. You will be talking with the moms about your plans and expectations for the weekend.

December 5, 2012


We had a vocabulary quiz, and graded it together. We then wrote stories using the new vocabulary.

For homework, learn the Chapter 6 kanji.

December 4, 2012


We checked our homework together, and added reasons for each of our answers.
We created explanations for why Audrey's throat is sore today. verb/い adjective から BUT noun/な adjective で when you're explaining

For homework, learn the vocabulary in Chapter 6, Section 1 (nine items total).

December 3, 2012


We put together our versions of the stories that we wrote for homework.

For homework, write out the responses that YOU would give for each of the questions in activities B and C on textbook p. 160. Preview Chapter 6.

November 30, 2012


We talked with the moms about some famous Japanese むかしばなし

For homework, write your ending for the story of むらさきロックス that we started on Thursday. We will put our ideas together on Monday to make a class version of the story.

November 29, 2012


The third group performed, and we started to tell an original version of the story of Goldilocks and the Three Bears.

November 28, 2012


We performed two of our variations on the dialogue at the start of Chapter 5. The third group will perform tomorrow. We'll also tell the story of Goldilocks and the Three Bears together tomorrow.

November 27, 2012


We had a quiz on the Chapter 5 Kanji.
We worked together to complete a worksheet that practices the recent grammar. Then we worked on performing the dialogue from the beginning of Chapter 5. We also altered the ending in each group.

For homework, practice your part in the dialogue. On Wednesday, each group will perform, including their original ending.

November 26, 2012


We read a new book from the reader series with a partner.

We are going to be totally unsurprised by having a kanji quiz on Tuesday.

November 20, 2012


We turned in our photo essays! Hooray!
We acted out the dialogue from the start of Chapter 5 in the textbook.

For homework, study the grammar in textbook Chapter 5, Section 2 (beginning on p. 154). Also, learn the kanji in Chapter 5.
If you are interested in extra credit for reading this page, e-mail Allen-sensei with the message "Chocolate milk mustache".

November 19, 2012


We took a last look at any questions about the photo essay project together.

We acted out the dialogue from the start of textbook Chapter 4, though some people were not all that dramatic...

For homework, preview the dialogue at the start of Chapter 5. Ken and Mari have arrived at the restaurant to eat lunch. Now what? Be prepared to act out ANY of the roles in this dialogue.

November 16, 2012


We shared our stories with the moms and talked with them about our weekend plans. We stayed in Japanese (ALMOST 100% of the time), and didn't use dictionaries, and impressed せんせい with our skills.

For homework, we'll finish the photo project and bring everything in on Monday for last questions. せんせい strongly recommended that saving a copy of the project (even if that means photocopying it) to add to everyone's LinguaFolios. On Monday, we'll also read the story from the textbook about Ken and his bad driving.

November 15, 2012


We continued writing our group stories, and since Satvam was absent, his group wrote him into their story in an unflattering way. We'll share these stories with the moms on Friday.

November 14, 2012


We had a quiz over the kanji in textbook Chapter 4.
We worked together to plan a story in each group that uses as much of the Chapter 1-4 vocabulary as possible. Each group has begun writing this story, but we'll continue in class tomorrow.

For homework, follow the same instructions as yesterday to complete and send in the Learning Inventory part of your Lingua Folio. Everyone who has successfully submitted the How Do I Learn document has already received credit in ProgressBook. Also, Preview the story at the beginning of Chapter 4 in your textbook (beginning on p. 104). There is a casual version as well as a more polite version.

November 13, 2012


We filled out the first section of a LinguaFolio portfolio, and will follow these steps to turn in a copy to せんせい

  1. Choose LinguaFolio and Language Background tags.
  2. Choose the document How Do I Learn.
  3. Save a copy to your computer before filling anything in.
  4. Complete a copy, using the notes you made in class today. **Note that the line at the bottom of each section is for you to add any additional strategies that you think would be useful in developing this skill.
  5. Change the file name: add lastname_firstname to the beginning of the file name.
  6. E-mail a copy of the file to せんせい: allen_rebecca@dublinschools.net

We previewed the kanji in Chapter 4. We will be totally unsurprised if a kanji quiz happens.

November 12, 2012


We took a vocabulary test, and talked about goals for Friday practice with the Moms who volunteer in our class.
Friday goals:
  1. Only speak in Japanese.
  2. Treat every member of the group as part of a conversation.
  3. Make sure that you understand everything that is said, and ask questions if you don't understand.

Useful terms for Friday (Also look in textbook Chapter 1):
  1. to understand: わかります
  2. Say it again, please. もう いちど いって ください。
  3. Answer, please. こたえて ください。
  4. Try to say _. [_] を いって みて ください。
  5. Describe _. [_] を せつめい して ください。
  6. Ask _. [_] に きいて ください。

November 7, 2012


We reviewed vocabulary for Chapters 1-4 using flashcards. We are eliminating 10-15 of the terms in this list, and will have a vocabulary test on Monday.

Words to remove:
りょう (dormitory)
うんてんめんきょ (driver's license)

November 5, 2012


We reviewed our translations of the story about Toshio.
We'll continue working on the Photo Essay Project, which is due on November 20th (the last school day before Thanksgiving Break).

November 2, 2012


Well, we were all outside for an evacuation, so there was no class. Dang it.

November 1, 2012


We read the scary stories that each group wrote together. 「くじらのゆうれい」 was maybe a little bit scarier.
We worked as groups to translate a story about Toshio into Japanese. The story is on a handout, and each paragraph practices a different sentence pattern.
Yesterday's quiz about ない form was handed back.
Tonight we are continuing to translate the story, and we'll work on that with the moms tomorrow.