This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• view, listen to, and to some extent read creative works, and respond to them in various ways

SUGGESTED INSTRUCTIONAL STRATEGIES

• Provide adequate visual and contextual support as students listen to simple Japanese haiku  poems. Then have them compose their own haiku in English or in simple Japanese.
• Show students a video on a Japanese art form (e.g., raku, bonzai, kabuki  ) and, if possible, invite a local expert to demonstrate or speak to the class about the art. Invite students to create publicity posters promoting that art form.
• Have students listen to a Japanese story and, in groups, practise acting or miming it. Assist students in presenting the story as Readers' Theatre.
• Ask students in groups to listen to and read simple, traditional Japanese songs written in kana . Have them learn the words to a song and sing it as part of a school or class concert.
• Provide students with various Japanese greeting cards for different celebrations. Ask them to identify common Japanese expressions and use them to create their own cards for classmates or pen pals. Encourage students to incorporate the art of origami .
• Display a selection of Japanese manga . Invite students to create their own manga using learned vocabulary. Discuss elements of the manga form, including styles of visual representation, storylines, stereotypes, and gender roles.

SUGGESTED ASSESSMENT STRATEGIES

• As students work with a variety of Japanese creative works, watch for evidence that they are increasing in:
  • openness and sensitivity to the role of Japanese arts and literature
  • knowledge of Japanese artistic and literary traditions and genres
  • interest in contemporary arts
  • willingness to offer opinions and views
  • participation in and commitment to class or group activities
• When students create haiku  , look for evidence that they:
  • use the correct number of syllables per line
  • provide themes that contain elements of nature, seasons, or similar Japanese themes
  • use imagery that captures mood and feeling
  • are willing to take risks to use new vocabulary, structures, or formats
  • are interested in the haiku  presented by other students
• Present a Japanese television show or movie and invite students to create titles for it. Provide feedback on the extent to which:
  • the titles reflect the theme or message of the movie
  • some key details and unique characteristics of the movie are included
  • the work shows engagement in the movie (e.g., goes beyond minimum requirements; attempts to add something interesting or unusual)
• Occasionally, have students reflect on their responses to creative works by responding to prompts such as:
  • A Japanese poem, story, or song that stands out in my mind is _____________ , because _____________ .

RECOMMENDED LEARNING RESOURCES

• Haiku
• Mangajin's Basic Japanese Through Comics

• Moshi Moshi

• Rapanese 1, 2, 3

Previous Page Next Page

  BC Ministry of Education Home Page