Topic : Clothing

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• ask and respond to simple questions

It is expected that students will:

• locate information from age-appropriate Japanese-language resources to complete authentic tasks
• convey acquired information in oral and visual forms, and to some extent in writing using some words and short phrases in romaji 

It is expected that students will:

• identify key vocabulary related to some characteristics of Japanese culture and society
• identify and demonstrate an understanding of some cultural elements of Japan

Overview

This three-week unit explored traditional Japanese clothing. Students developed vocabulary associated with clothing, had opportunities to ask and respond to simple questions, and examined details and traditions associated with Japanese clothing. Assessment was based on posters that students in pairs created and presented.

Planning for Assessment and Evaluation

Students engaged in a variety of activities to build vocabulary, practised asking questions and responding, and gained an awareness of aspects of Japanese culture. The goals for each day were discussed with students. The teacher highlighted the importance of participating and demonstrating an open attitude.

• Students viewed videos, slides, posters, photographs, and other illustrations showing a variety of formal and informal traditional Japanese clothing and accessories. As a class, students then brainstormed lists of specific features they noticed and questions they wanted to explore.

• Students tried on and experimented with wearing a variety of Japanese formal (kimono ) and informal (yukata ) wear and accessories. The teacher demonstrated how to correctly wear certain apparel and talked about traditions surrounding the clothing. Students added to their personal dictionaries vocabulary and diagrams related to Japanese clothing.

• Students observed and closely examined traditional clothing as represented in traditional Japanese block art. They then replicated pictures of traditional clothing using a similar style.

• Using Japanese magazines, students also created clothing collages around a theme or category of clothing.

• Throughout the unit, the teacher reviewed vocabulary, and students added words and pictures to their personal dictionaries.

• The teacher introduced students to stems such as Nan desu ka? (What is that?) _____________desu . (It is a _____________ .) Students answered using nouns for clothing and apparel. Students practised using pictures or items of clothing for questions and responses.

• Students worked in pairs to create posters showing what they had learned about traditional clothing. They presented the posters orally to the class, using a question-and-answer format.

Defining the Criteria

The teacher reviewed the learning outcomes and goals for this unit, explained the requirements of the tasks, and discussed the following key criteria.

Poster

• information is complete and relevant
• includes a variety of traditional clothing from different categories
• purpose of clothing is detailed and explained
• diagrams show specific features and characteristics
• logically organized and clearly presented

• practised structures are used correctly
• includes a variety of vocabulary for clothing
• pronunciation is approximate (message is generally understandable)
• attempts to self-correct
• uses non-verbal gestures to help convey meaning
• listens attentively to other students

Assessing and Evaluating Student Performance

The teacher used rating scales based on the criteria to assess student performance. The teacher and students discussed the criteria and rating scales before the evaluation.

Poster

Rating	Criteria
Outstanding	Meets all criteria. Goes beyond the basic requirements to demonstrate additional learning (e.g., includes vocabulary beyond the practised list, uses romaji to identify clothing, features interesting or unusual details, labels include explanation or analysis).
Good	Complete and accurate. Uses the structures and vocabulary provided to present required information. Includes a wide variety of clothing.
Satisfactory	Meets the requirements. Clothing is mostly from limited categories. May omit some information or make errors (e.g., labels or matches to diagram are incorrect or incomplete).
Requirements Not Met	May be incomplete, inappropriate, or incomprehensible.

Oral Presentation

Rating	Criteria
Outstanding	The student presents the required information, typically reciting carefully rehearsed expressions and structures, and may include an introductory or concluding phrase. The student clearly makes an attempt to speak Japanese. The result is somewhat understandable, although it may take some effort on the part of the listener. Pauses tend to be at the end of phrases or sentences. Student shows awareness of his or her speech and attempts to self-correct (often by restating a sentence or phrase).
Good	The student reads or recites the required information. Most parts can be understood, given the context. Pauses frequently and may restart if he or she makes a blatant pronunciation error. May ask for confirmation after a particularly challenging word or phrase.
Satisfactory	The student reads or recites the information and attempts to provide accurate Japanese pronunciation of words and structures that have been practised in class. The results tend to mix Japanese and English pronunciations, sometimes within a single word, but it is comprehensible with some effort on the part of the listener (teacher may understand easily; students may have a great deal of difficulty). The student pauses frequently and tends to focus on individual words.
Requirements Not Met	May be incomplete, inappropriate, or incomprehensible.

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