MoHS Japanese 2 Resources
Ebisuya-sensei, Fukada-sensei, Wong-sensei 2014-2015
Give a virtural campus tour of Moanalua High School from your perspective.
Each topic we cover will add a new chapter to your "My Year in Japanese 2" VoiceThread.
Follow the directions outlined in the project sheet below to guide you through this year-long project.
Campus Tour Project
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The pictures or other graphics should represent the things in your bubble map that you can say
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Set up your slides effectively
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Add pictures or graphics that are relevant to what you are able to say
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Do not add too many pictures or graphics to any one slide. You will need to address each picture you include
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Use your best judgement to decide how to include the visuals to help your presentation be effective
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Make as many slides as you need to cover the different topics you want to talk about
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Think of each slide as a paragraph
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Organize your images logically, in an easy to follow order
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Do NOT include any words in Japanese
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Save your slides as a jpeg using the “save as…” feature
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Different programs have different procedures
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Ask for help if you don’t know how to save a file in a different format
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Use the “help” function for step-by-step instructions
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Be sure to include a section title slide with your name, period, date of recording
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When you have saved your jpeg pictures
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Save your files in an appropriate labeled folder
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If you want to work on them in class, please send the files to yourself or save them onto a thumb drive
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Slide Preparation
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Using your bubble map as a guide
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Create a collage using PowerPoint, Keynote, Word or any other document that can accept pictures
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Create appropriate slides
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Subtitle Slide: Campus Tour Project
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Name
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Date
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Period
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Credit slide
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Cite your sources appropriately (especially for clip art and photos)
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List “thank you” for assistance to acknowledge those who helped you prepare
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Glossary/Vocabulary slide (to be added after the recording is done)
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Include all new words or grammar patterns that you used that were not a part of what was covered up to Topic 11.
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Give both Japanese and English equivalents
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Planning
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Create a new bubble map to brainstorm, plan and organize the information you will talk about to introduce your current classes and teachers
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Include and overview of your schedule
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the bell schedule
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what classes you have each period
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who the teachers are
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Describe your classes
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Pick 3 classes to focus on
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your best
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your most difficult
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your favorite teacher
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Include physical and positional descriptions
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where the classroom is located
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what is special in the classroom
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how the classroom is set up
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Include what you think about the class and the teacher
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what you like and dislike
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what happens
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what you do
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Discuss different information for each class (try not to repeat the same things over and over)
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Fill in your bubble map with only English! No vocabulary or grammar in Japanese!
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exception: people's names written in Katakana
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NO paragraphs or scripted sentences allowed in your bubble map or outline!
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Use a variety of grammar patters and vocabulary that were covered up to Topic 11
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focus on the new patterns
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use appropriate grammar that fits the situation and content
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Procedures:
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Start with your "My Year in Japanese 2" VoiceThread Presentation
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Using the same slide presentation as your self-introduction, family introduction and activities.
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Adding a new section-starting with a new (sub)-title page.
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Create a new bubble map to brainstorm, plan and organize the information you will talk about to talk about your classes and teachers
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Use a variety of grammar patters and vocabulary that were covered up to Topic 11
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Using your bubble map as a guide to create your slides
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Do NOT write a script!
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Work out sentence patterns on your bubble map or in your planning notes
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Must be presented without notes or help and recorded in class during the assessment period
Parameters:
ES.VA2.O Vocabulary Application
ES.VA2.O Vocabulary Application
eXceeds
Meets
Emerging
Not met
-Accurately applies appropriate new and previously learned grammar to target content orally,
-Consistently selects accurate particles with appropriate placement, uses natural order and appropriate tenses and forms.
-Structure choice enhances meaning of the content/message.
(100%)
-Applies some newly learned grammar to the target content orally.
-Relies on previously learned grammar patterns.
-May include some distracting particle selection and placement, order, form and tense that interrupt the flow and understanding of the content and ideas.
(95%>n>50%)
-Applies some newly learned grammar to the target content orally.
-Relies on previously learned grammar patterns.
-May include some distracting particle selection and placement, order, form and tense that interrupt the flow and understanding of the content and ideas.
(95%>n>50%)
- Minimally applies newly learned grammar orally.
-Relies on prior knowledge of structures or mostly on set phrases.
-Contains repeated, distracting errors in particle selection, placement, order, form or tense.
-Errors interfere with the flow of content and ideas, and inhibits understanding.
(n<50%)
eXceeds
Meets
Emerging
Not met
-Accurately selects most appropriate vocabulary to express target content effectively
-Word choice and form enhances meaning of the content/message
-Accurate orthography, spelling, form and tense effectively communicates content/message
(100%)
-Selects appropriate target vocabulary to express target content effectively
-Word choice and form convey meaning of the content/message
-Orthography, spelling, form or tense may contain minimal, non-distracting errors that do not detract from content/message
(n>90%)
-Selects some new, but mostly previously learned vocabulary to express target content
-Word choice, form, orthography, spelling or tense may contain distracting errors that affect understanding and interrupt flow of content/message
(90%>n>50%)
-Minimally selects a few new, but mostly relies on previously learned vocabulary to express target content
-May use distracting non-target language words/spelling/orthography
-Word choice, form, spelling, orthography or tense contain distracting errors that affect understanding and prevents flow of content/message
(90%>n>50%)
After the assessment day, visit your selected classmates’ presentations on your own
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Listen to the presentations you are assigned
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Add at least 1 comment (agreement, a “me, too” or other questions) to each slide in Japanese
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Ask questions to clarify things
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Ask questions to find out more details
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Add in your own opinion to share or make connections
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Find the Peer Assessment survey below
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Comment on their presentation appropriately, referencing the criteria to justify your rating as you fill out the survey items
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Give the ratings from the three rubrics
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Justify your rating with examples or direct reference to the presentation
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Make suggestions for improvements
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Praise successfully meeting the criteria
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Repeat the peer assessment process for each presentation you are assigned to rate
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2.3.1 Oral Presentation Content Rubric
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Recording On Assessment Day
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Bring a set of earphones/ear buds
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Be sure the volume on the laptop is turned down to about 25% or less of the volume bar
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Go to VoiceThread
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find your "My Year in Japanese 2" presentation
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open it
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Press the “Comment” button, then select “record”
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Start recording your presentation
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Always start the recording on the Subtitle page with
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Period
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Name (last, first)
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Title of the presentation
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Date (year, month, date, day of the week) that you are recording
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Maximum 15 minutes to record the rest of your presentation
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After saving, listen again to a few seconds to be sure your recording has been saved
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Listen to the first few seconds before you save
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Use the “draw” tool to write or point out specific things on your slides as you talk about them
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Signing on to VoiceThread
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Open Safari or any other browser you like to use
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Go to the VoiceThread site: https://ed.voicethread.com
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Open your "My Year in Japanese 2" project
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Click on the gear/wheel and select "edit"
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Upload your new slides
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You should already see the slides from the Self-Introduction section
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Click “Upload” to upload your slides
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This may take a while
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You can reorder the slides by sliding them around the screen once they are all loaded
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Do not do anything more at this point
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Your presentation should alredy be shared with your Period Group.
Not met
Meets
eXceeds
Emerging
-Does not participate in conversation readily to provide any details or to attempt to elaborate on a familiar topic in the target language
-May ask questions, but does not clarify information and may stray off topic or ask irrelevant questions
-May answer queries, but does not elaborate on the topic/content, and may not give appropriate information or strays off topic repeatedly
-Task incomplete or unsuccessful
-Primarily uses previously acquired vocabulary and grammatical structures, with minimal use of newly introduced grammar or vocabulary
-Contains distracting errors that impede understanding
-Does not self-correct and includes repeated errors in production and understanding
-Attempts to participate in conversation to provide some details and to somewhat elaborate on a familiar topic in the target language
-Asks questions to sometimes clarify information, but may stray off topic or ask irrelevant questions
-Answers queries to somewhat elaborate on the topic/content, but may not give appropriate information or may stray off topic
-Task may be incomplete or unsuccessful
-Uses target vocabulary and grammatical structures, but may contain distracting errors
-Does not self-correct or includes repeated errors
-Engages in conversation to provide details and to elaborate on a familiar topic and complete a task in the target language
-Asks appropriate questions to clarify information
-Answers queries appropriately to elaborate on the topic/content
-Completes task within the situation
-Accurately uses target vocabulary and grammatical structures appropriately (self-corrects and does not repeat any non-distracting errors)
-Readily engages in conversation to provide details and to elaborate on a familiar topic and complete a task in the target language
-Accurately asks appropriate questions to clarify information
-Answers queries completely and appropriately to elaborate on the topic/content
-Completes task within the situation
-Accurately uses a variety of newly and previously introduced vocabulary and grammatical structures appropriately (self-corrects and does not repeat any non-distracting errors)
WL.IS.Y2.1.2: Provide details to elaborate on familiar topics and ask clarifying questions.
WL.IS.Y2.1.1: Ask and answer questions to get information and clarify something that has been not clearly understood.
-Engages in conversation to gather/give necessary information to complete a task in the target langauge
-Asks relevant questions based on the topic or situation to get needed information
-Answers queries appropriately to share needed information
-Responds to statements or questions using introduced culturally appropriate language or body language
-Completes the task within the situation
-Accurately uses the newly introduced vocabulary and grammatical structures
-Minor errors are not repeated and do not distract from understanding and communication
-Readily engages in conversation to sustain a topic, gather/give appropriate information and complete a task in the target language
-Accurately asks questions appropriate to the conversational topic or situation to get information
-Answers queries completely and appropriately to share information
-Actively clarifies things that are not clearly understood using appropriate communication strategies
-Completes task within the situation
-Accurately uses a variety of newly and previously introduced vocabulary and grammatical structures appropriately (self-corrects and does not repeat any non-distracting errors)
-Participates in conversation to gather/give information, but does not attempt to engage others, in the target language
-Asks questions, may be off topic, to get information
-Answers questions, but may be responding inappropriately
-May use inappropriate or culturally unacceptable responses to statements or questions
-Task may be incomplete or unsuccessful
-May not use newly introduced vocabulary and grammatical structures, relying on prior knowledge only
-Errors in word choice, grammatical structure or logical flow are distracting and affect accurate understanding and communication
-Does not engage in conversation readily by asking or answering questions, may need to be coerced or forced
-May ask some questions, but is mostly off topic, distracting or incomprehensible
- May answer some questions, but is mostly off topic, distracting or incomprehensible
-Does not use introduced, culturally appropriate responses
-Task is incomplete and unsuccessful
-Does not use newly introduced vocabulary and grammaticl structures, relying only on prior knowledge
-Errors are very distracting and affect understanding and communication
Not met
Emerging
Meets
eXceeds
eXceeds
Meets
Emerging
Not met
-Clearly and logically presents an organized narrative including information, descriptions or explanations orally in the target language based on a familiar experience/event
-Accurately uses a variety of introduced sentence patterns and set phrases appropriately
-May include strings of related sentences with appropriate sentence connectors
-Accurately applies a range of new and applicable introduced vocabulary
-Completes the task
-Uses target language exclusively
-Does not rely on any notes or language cues
*If impromptu: does not rely on any notes or other translation assistance to prepare
-Presents an organized narrative including information, descriptions or explanations orally in the target language on a familiar experience/event
-Accurately uses introduced sentence patterns
-May include set phrases and strings of sentences with appropriate sentence connectors
-Accurately applies newly introduced vocabulary relevant to the topic
-Completes the task
-Uses target language with minimal, non-distracting extraneous native language interjections
-May use non-target language notes or cues, minimally
*If impromptu: may use notes minimally to prepare, but does not rely on other translation assistance
-Presents a narrative with some information, basic descriptions or simple explanations orally in the target language on a familiar experience/event
-Presentation may not be organized or logical or may be off topic making it difficult to understand
-Uses some simple sentences or set phrases with sentence connectors, but may contain distracting or repeated errors
-Uses some newly introduced sentence patterns, but they may contain distracting or repeated errors
-May include new vocabulary, but word choice may be distracting
-Task may be incomplete
-Use of non-target language is distracting and affects understanding of the message
*If impromptu: uses notes and some translation assistance to prepare
-Attempts to present very simple narrative with some information, basic descriptions or simple explanations orally in the target language on a familiar experience/event
-Presentation is disorganized or off topic
-Uses mostly set phrases or previously learned sentences with little attempt at new patterns
-Sentence connectors may be misused or incorrect
-If new sentence patterns are used, they may be incorrect
-Uses mostly previously learned vocabulary
-Contains repeated distracting errors the affect understanding
-Task is incomplete
-Use of non-target language is distracting and affects understanding
*If impromptu: heavily uses notes and translation assistance to prepare