Topic : Stories and Celebrations

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• demonstrate a willingness to experiment with hiragana and katakana to communicate basic information

It is expected that students will:

• convey acquired information in oral and visual forms, and to some extent in writing using some words and short phrases in romaji  and some words in hiragana  and katakana 

It is expected that students will:

• view and listen to creative works with visual and contextual support, and respond to them in various ways

It is expected that students will:

• demonstrate an understanding of the basic characteristics of Japanese daily life

Overview

During this unit, students looked at locally approved traditional Japanese stories such as Bamboo Princess, Momotaro , and Issonboshi . They also looked at related celebrations such as Girls' Day and Children's Day. (This unit began on Girls' Day, the third day of the third month, and ended on Children's Day, the fifth day of the fifth month.) Assessment was based on displays recreating aspects of the celebrations, and the retelling of a story using the traditional storytelling form, kamishibai .

Planning for Assessment and Evaluation

• Students listened to a variety of traditional Japanese stories told in English. Then they discussed the characters, features, and intended message of each story. In groups, students dramatized aspects of the stories using a Readers' Theatre format.

• The teacher and students discussed similarities and differences between Japanese stories and other folk tales (e.g., English, other cultures). Students then looked at a variety of familiar folk tales and Japanese folk tales to compare heroes, imaginary creatures, and magical elements.

• Students watched videos about the traditional samurai and the roles of women and men in traditional Japanese society. Then they created traditional samurai hats and paper dolls using folding papers. Students also made traditional carp, which indicate the number of boys in a family.

• The teacher introduced students to the significance and unique aspects of Japanese celebrations such as Girls' Day and Children's Day. Students compared these celebrations to Mother's Day, Father's Day, and Valentine's Day.

• Groups of students researched specific aspects of the celebrations (e.g., food enjoyed at the celebrations, activities, clothing) and set up visual displays showing unique and significant aspects.

• Each student chose a story to retell to a younger buddy. They followed the traditional storytelling form, kamishibai, using large story cards. Although most of the retelling was in English, students were encouraged to use Japanese words and phrases.

Defining the Criteria

The teacher reviewed the learning outcomes for activities in this unit and explained the requirements of each task to students. The teacher and students agreed that the following key criteria should be demonstrated in the assigned tasks.

Celebration Research and Display

• contains general details about the celebration
• indicates purpose of the celebration
• indicates significance of the celebration today and in the past
• offers accurate representations of key items and events (e.g., clothing, food)
• matches samples and examples to the event
• includes Japanese labels and words where appropriate
• logically organized with visual impact

• includes key events
• organized in correct sequence
• represents all characters on cards
• reflects elements of Japanese culture and traditions in the cards (e.g., clothing, scenery, artistic style)
• incorporates common Japanese words and phrases such as mukashi, mukashi  (long ago, long ago) as much as possible
• shows awareness of the audience (clarity, expression)

The teacher used rating scales to evaluate activities in this unit.

Celebration Research and Display

Criteria	Rating	Comments
contains general details about the celebration
indicates purpose of the celebration
indicates significance of the celebration today and in the past
offers accurate representations of key items and events (e.g., clothing, food)
matches samples and examples to the event
includes Japanese labels and words where appropriate
logically organized with strong visual impact

Key:

3-Outstanding

2-Good

1-Satisfactory

0-Not Demonstrated

Story Retelling

Rating	Criteria
Outstanding	Story follows appropriate sequence and has characters that are realistic and distinct. Student clearly portrays individual and unique aspects of the characters and uses various voices and expression. Story cards contain traditional aspects, and details in artwork represent Japanese style. Student reflects the traditional kamishibai way of telling a story. Japanese words, including those learned in other contexts, are incorporated. Student displays confidence, and pacing of story shows awareness of the audience.
Good	Story contains the important aspects. Characters are clearly defined. Student attempts to include storytelling elements. Story cards are complete, contain necessary information, and are used in retelling the story. Student attempts to follow the traditions of kamishibai. Includes learned Japanese words and phrases. Student shows an awareness of the audience.
Satisfactory	Story has most of the important aspects, although the characters or sequence of events are not clearly defined. Story cards are used but not always at the appropriate place; may not represent the significant aspects of the story. There is some awareness of the traditions surrounding kamishibai. Includes some learned Japanese words and phrases, although they are not always understandable. Student may pause and need some support to continue.
Requirements Not Met	May be incomplete, inappropriate, or incomprehensible

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