MoHS Japanese 2 Resources
Ebisuya-sensei, Fukada-sensei, Wong-sensei 2014-2015
Using a program called VoiceThread, all students will do a family-introduction using prepared slides. Recordings will be done under assessment conditions during class.
Everything must be done in Japanese!
Family-Introduction Project Sheet
Click on the link below to access VoiceThread, then log-in to create a new presentation.
Family-Introduction
"My Year in Japanese 2" series
Planning
-
Create a new bubble map to brainstorm, plan and organize the information you will talk about to introduce your family
-
Include and overview of your family as a whole
-
You decide who your family members include
-
-
Describe each family member
-
Try to talk about a minimum of 3 people/pets
-
Include physical and behavioral descriptions
-
Discuss different information for each person (try not to repeat the same things over and over)
-
-
Fill in your bubble map with only words or short phrases and basic sentences in Japanese
-
NO paragraphs or scripted sentences!
-
-
Use a variety of grammar patters and vocabulary that were covered up to Topic 9
-
Refine your bubble map and add more grammar and vocabulary as you review
-
Be sure to start each recording with the following:
-
Your Period # - Period 3 or さんじかんめ
-
Your name - Last, First
-
Title of the assessment/recording
-
Date - Year, Month, Day, Day of the Week
-
Start with your "My Year in Japanese 2" VoiceThread Presentation
-
Using the same slide presentation as your self-introduction
-
Adding a new section
-
-
Create a new bubble map to brainstorm, plan and organize the information you will talk about to introduce your famil
-
Use a variety of grammar patters and vocabulary that were covered up to Topic
-
Using your bubble map as a guide to create your slides
-
Do NOT write a script!
-
Work out sentence patterns on your bubble map or in your planning notes
-
-
Must be presented without notes or help and recorded in class during the assessment period
Parameters:
Procedures:
Slide Preparation
-
Using your bubble map as a guide
-
Create a collage using PowerPoint, Keynote, Word or any other document that can accept pictures
-
Create appropriate slides-in Japanese as much as possible. Samples are posted on the Self Introduction Project page.
-
Subtitle Slide: Family Introduction Project
-
Name
-
Date
-
Period
-
-
Credit slide
-
Cite your sources appropriately (especially for clip art and photos)
-
List “thank you” for assistance to acknowledge those who helped you prepare
-
-
Glossary/Vocabulary slide (to be added after the recording is done)
-
Include all new words or grammar patterns that you used that were not a part of what was covered up to Topic 9
-
Give both Japanese and English equivalents
-
-
-
-
The pictures or other graphics should represent the things in your bubble map that you can say
-
Set up your slides effectively
-
Add pictures or graphics that are relevant to what you are able to say
-
Do not add too many pictures or graphics to any one slide. You will need to address each picture you include
-
Use your best judgement to decide how to include the visuals to help your presentation be effective
-
-
Make as many slides as you need to cover the different topics you want to talk about
-
Think of each slide as a paragraph
-
Organize your images logically, in an easy to follow order
-
Do NOT include any words in Japanese
-
-
-
Save your slides as a jpeg using the “save as…” feature
-
Different programs have different procedures
-
Ask for help if you don’t know how to save a file in a different format
-
Use the “help” function for step-by-step instructions
-
-
Be sure to include a section title slide with your name, period, date of recording
-
When you have saved your jpeg pictures
-
Save your files in an appropriate labeled folder
-
If you want to work on them in class, please send the files to yourself or save them onto a thumb drive
-
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%)
-
Recording On Assessment Day
-
Bring a set of earphones/ear buds
-
Be sure the volume on the laptop is turned down to about 25% or less of the volume bar
-
Go to VoiceThread
-
find your "My Year in Japanese 2" presentation
-
open it
-
-
Press the “Comment” button, then select “record”
-
Start recording your presentation
-
Always start the recording on the Subtitle page with
-
Period
-
Name (last, first)
-
Title of the presentation
-
Date (year, month, date, day of the week) that you are recording
-
-
-
Maximum 15 minutes to record the rest of your presentation
-
After saving, listen again to a few seconds to be sure your recording has been saved
-
Listen to the first few seconds before you save
-
Use the “draw” tool to write or point out specific things on your slides as you talk about them
-
-
-
Signing on to VoiceThread
-
Open Safari or any other browser you like to use
-
Go to the VoiceThread site: https://ed.voicethread.com
-
Open your "My Year in Japanese 2" project
-
Click on the gear/wheel and select "edit"
-
Upload your new slides
-
You should already see the slides from the Self-Introduction section
-
Click “Upload” to upload your slides
-
This may take a while
-
You can reorder the slides by sliding them around the screen once they are all loaded
-
-
-
Do not do anything more at this point
-
Your presentation should alredy be shared with your Period Group.
2.3.1 Oral Presentation Content Rubric
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
After the assessment day, visit your selected classmates’ presentations on your own
-
Listen to the presentations you are assigned
-
Add at least 1 comment (agreement, a “me, too” or other questions) to each slide in Japanese
-
Ask questions to clarify things
-
Ask questions to find out more details
-
Add in your own opinion to share or make connections
-
-
Find the Peer Assessment survey below
-
Comment on their presentation appropriately, referencing the criteria to justify your rating as you fill out the survey items
-
Give the ratings from the three rubrics
-
Justify your rating with examples or direct reference to the presentation
-
Make suggestions for improvements
-
Praise successfully meeting the criteria
-
-
Repeat the peer assessment process for each presentation you are assigned to rate
-
-
Reflection
Complete the Reflection Survey in English.
When peer ratings are done, re-visit your presentation and listen to the comments from your classmates.
-
Respond to any questions or comments in Japanese on each slide
-
Add relevant information based on the questions asked
MoHS goggle account needed to access survey.
Writing Assessment-follow up activity
-
Write a letter to a visiting student
-
Visit an assigned classmate's presentation (it will be a different presentation)
-
Listen carefully to the presentation
-
After you are done, turn off the presentation then write a letter in Japanese
-
Use the appropriate format
-
-
The scenario:
-
You will be hosting a student from Japan. On one of the days, you will not be able to stay with your visiting sudent, so a friend is going to help take him/her for the day.
-
-
Write a letter to the visiting student to introduce your friend and your friend's family
-
Do not just copy down what they said, paraphrase and summarize in your own words
-
Start by introducing your friend/classmate
-
Include as much information about him/her and the family as you can remember
-
Share your thoughts, feelings, impressions about all of them
-
eXceeds
Meets
Emerging
Not met
-Clearly and logically writes in the target language about the selected topic
-Accurately uses a variety of sentences, strings of sentences and appropriate expanded vocabulary
-Is organized, easily understandable
-Completes the task
-Uses the appropriate format
-Uses appropriate orthography
-Accurately writes in the target language about the selected topic
-Accurately uses introduced sentences or phrases and introduced vocabulary
-Is organized
-Task is complete
-May include non-distracting errors
-Uses the appropriate format
-Writes about the selected topic mostly in the target language
-Uses simple phrases, familiar vocabulary and/or some memorized words and phrases
-May include distracting error
-Is not organized
-Does not follow the format
-Task is not complete
-Attempts to write about the selected topic in the target language
-Uses mostly memorized words and phrases
-Is unorganized
-Contains many distracting errors
-Does not follow the format
-Does not follow the topic
-Does not complete the task
-Use of non-target language prevents effective communicatio
2.3.3 Written Presentation Content Rubric
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