MoHS Japanese 2 Resources
Ebisuya-sensei, Fukada-sensei, Wong-sensei 2014-2015
Using a program called VoiceThread, all students will do a self-introduction using a set of prepared slides. Recordings will be done under assessment conditions during class.
Everything must be done in Japanese!
Self-Introduction Project Sheet
Self-Introduction
Be sure to start each recording with the following:
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Your Period # - Period 3 or さんじかんめ
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Your name - Last, First
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Title of the assessment/recording
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Date - Year, Month, Day, Day of the Week
Reflection
Complete the Reflection Survey in English.
"My Year in Japanese 2" series
Parameters:
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Start with the bubble map as a guide to brainstorm and organize
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Put yourself in the center and add items that represent what you can say in Japanese at this time.
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Fill it in with only words or short phrases in Japanese, NO sentences!
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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.
Procedures:
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Create an avatar to use in the program
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Recommended program: http://www.faceyourmanga.com/
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You can use any other program, as long as it’s free or you already have access
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You will need to enter a valid email address to receive your completed avatar
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Be creative, but it must be rated “G” and represent you
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Save your avatar file on your desktop for future use
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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 title slide with your name, period, date of recording, section title
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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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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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To log in
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Login name: Firstname.Lastname@hidoe.ed.voicethread.com
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Password: online
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Detailed tutorials are available in the Browse tab, blue and white thumbnails
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Upload your avatar to use as your identity
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click onto the icon next to the left arrow after you log in or click on your name in the upper right corner and click on “My Identities”
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select “edit”
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upload your new avatar
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please do NOT create any other identities
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Upload your slides
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Click on the “Create” tab
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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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Name your presentation: “My Year in Japanese 2”
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At the very bottom, there are some tabs
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Select the “publishing options”
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Check of the first 3 boxes
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Click “save”
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Do not do anything more at this point
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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, find your presentation and open it
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Press the “Comment” button, then select “record”
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- A small box may appear, select “allow”
- Start recording your presentation
- Always start the recording with
- Period
- Name (last, first)
- Title of the presentation
- Date (year, month, date, day of the week) that you are recording
- Always start the recording with
- Use the “draw” tool to write or point out specific things on your slides as you talk about them
- Listen to the first few seconds before you save
- After saving, listen again to a few seconds to be sure your recording has been saved
- Maximum 15 minutes to record
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When you are done, close your presentation by clicking on the X in the upper right corner. You should see your thumbnail and a list of groups on the left-side. Slide your thumbnail into your Period group. When you click on the group, you should see all the presentations created by those in your period.
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”) and 1 question (based on the content presented) to each slide in Japanese
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Listen carefully to the presentation on each slide
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Based on what was shared, comment and ask follow up questions to get more information
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Stay on topic and try to add logical, next-step, indepth inquiries
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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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When peer ratings are ALL done, re-visit your presentation and listen to the comments from your classmates.
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Respond to any questions or comments in Japanese on each slide
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Answer questions in Japanese
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Add relevant information based on the questions asked
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Add more indepth information to clarify or defend your presented content
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MoHS goggle account needed to access survey.
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
2.3.1 Oral Presentation Content Rubric
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%)
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%)
ES.GA2.O Grammar Application
This is a sample of the project title slide. You can make your own or take this one.
This is a subtitle slide. It marks the beginning of a new section of this year-long project. Create your own unique slide to fit your presentation.
Please include a page of all your cited resources.
This is a sample of the project title slide. You can make your own or take this one.
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-in Japanese as much as possible. Samples are posted on the website.
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Title slide
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Project title-“My Year in Japanese 2” (you only need to do this once)
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Name
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Period
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Subtitle Slide: Self Introduction 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 7
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Give both Japanese and English equivalents
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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
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)