1st Year Syllabus 2008

Portland Public Schools Grant High School 1st Year Japanese Instructor: Stephen Luft School Year: 2008-2009

NCES/eSIS Course Number Subject: 1st Year Japanese

School: Grant High School Days of week offered: 4 Contact information: [email protected]

Prerequisites: None Type of credit(s) earned: Core: Elective Pathway: Arts and Communications, Human Resources

Course description (refer also to current forecast guide description): Students will learn how to perform many functions in Japanese, including how to introduce themselves, how to describe a location, how to ask and give the time, how to discuss likes and dislikes, how to discuss a price, and how to discuss daily activities. Students will learn to use the two Japanese syllabic writing systems (hiragana and katakana) and will begin to study kanji. In learning to speak and listen, read and write in Japanese, focus will be given to behaviors that are culturally appropriate. Students will also learn about Japanese cultural achievements. Learning objectives: • Students will use memorized words, phrases, and expressions in everyday situations. • Students will be able to respond to simple directions. • Students will be able to recognize common vocabulary words in context. • Students will understand the mechanics of the Japanese writing system • Students will be able to read and write using hiragana and katakana • Students will be introduced to various aspects of Japanese culture References, text book(s), resources: Yookoso! second edition and workbook Assessment/evaluation/grading policy: Grades will be based on the following: 30% Class Participation 20% Assignments 25% Quizzes 25% Tests/Projects A = 100% - 90%

B = 89% - 80%

C = 79% - 70% D = 69% - 60% F = 59% - 0%

Participation: Points are given for participating positively in class (participating in discussions, answering teacher questions, using Japanese during activities, etc.). Points are taken away for participating negatively in class (using English when Japanese should be used, making inappropriate comments, disrespecting the teacher or fellow classmates, etc.). To receive full credit, one generally needs between 5 and 10 points each week. A negative 5 in participation will result in detention, which will include contacting your parents. Opportunities for extra participation points are also available outside of class. Assignments: This includes written work done both during and outside of class. 9/2/08

Page 1 of 3

Quizzes: Performance quizzes, where you are graded on how well you can communicate in Japanese, are generally every Thursday. If you prefer, you can take these quizzes after school rather than during school, but if you forget to come by 3:30pm, this privilege will no longer be available. There will also be quizzes on the writing system. Tests/Projects: Tests are given whenever a unit is finished, and do not necessarily correspond with the end of the quarter. Projects related to Japanese culture also go in this category. The weekly schedule of assignments, quizzes, and tests is given on the class blog: www.ghjapanese1.blogspot.com. Make-up Policy: • Late work will be accepted for half credit • Late work for excused absences may be turned in for full credit. • Major projects (essays, culture projects, etc.) will receive a 10% deduction each day late. • It is the students’ responsibility to be aware of due dates and to turn in assignments on time. Student opportunities to meet state benchmarks for work samples: N/A Behavioral expectations: • Respect others: listen to others, use appropriate language, treat others’ property with respect. • No drinking or eating in class • No hats • No electronic devices • Hall Pass: to be used no more than once per class period, and you are not to be gone longer then 5 minutes. Safety issues and requirements: N/A Additional opportunities: ( ( ( ( (

) field trips ) work shadows related to curriculum ) paid or non-paid internships ) project-based learning ) service-learning

Schedule of topics/units covered (optional) Student Accommodation(s)1 and support available: (e.g., tutoring, differentiated instruction): Activities which include differentiation strategies from the following list will be used in this class: - Open-ended activities - Role-play - Using multiple intelligence theory to provide access to different kinds of learners - Flexible grouping - Multi-level writing activities - Ongoing (formative) assessments 9/2/08

Page 2 of 3

Conference Time: Thursday conference period or by appointment Please inform the instructor as soon as possible if you require accommodation. Signature of instructor completing this form: Effective date of syllabus: September 3, 2008 Department Head Approval (if applicable)

School Year: 2008/2009

Administrator Approval: (by signing this form the administrator verifies that the course code written on this form is accurate and that this code has been correctly placed into eSIS by the school’s data clerk and that the teacher listed on the syllabus meets the endorsement requirements as set forth by ODE and NCLB)

1

“Accommodation” means an alteration in how a test is presented to or responded to by the person tested; it includes a variety of alterations in presentation format, response format, setting in which the test is taken, timing or scheduling. The alterations do not substantially change level, content or performance criteria. The changes are made in order to provide a student equal access to learning and equal opportunity to demonstrate what is known. For student with disabilities, accommodations may be stated on the student’s individualized education plan (IEP).

9/2/08

Page 3 of 3