Topic: Location, Position, and Direction

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

• exchange information on familiar topics, using hiragana, katakana, and some kanji (see Appendix A) in familiar Japanese linguistic patterns
• describe or narrate events, situations, or experiences with some supporting detail
• interact in a variety of communicative situations drawn from real life

It is expected that students will:

• use relevant information from a variety of age-appropriate Japanese-language resources to complete authentic tasks
• convey acquired information in oral and visual forms, and in writing using hiragana, katakana, and some kanji (see Appendix A)

It is expected that students will:

• employ various culturally specific Japanese manners and gestures
• identify the characteristics of gender, age, relationships, situations, and occupations that affect the use of language in Japanese

Overview

The teacher presented a unit with language activities related to giving directions and describing positions and locations. Evaluation was based on:

• oral presentations describing rooms in houses
• maps, labelled in Japanese, of students' neighbourhoods
• oral interactions, including prepared dialogues
• written memos giving directions and locations

Planning for Assessment and Evaluation

• To review existing vocabulary, students played a "Hit the Bull's Eye" game. Using Japanese, they directed partners, who had their eyes closed, to move their fingers to touch the target. After the activity, the teacher recorded a list of the words and phrases students had used.

• The teacher modelled location and position patterns to describe and ask questions about:
  • location of items in the classroom
  • position of students in relation to one another
  • location of lockers in relation to one another Students used the patterns to respond.

• Students created individual diagrams of the classroom or the locker area and then practised using the location vocabulary and patterns by orally describing their drawings to partners. They were encouraged to ask questions in Japanese to clarify meaning.

• Through a number of structured exercises, students practised writing simple and complex sentences using basic patterns for describing position. The teacher also provided cloze exercises in which students filled in blanks with appropriate particles or vocabulary. The exercises included pictures, diagrams, and maps.

• The teacher asked students to demonstrate mastery learning of location vocabulary by completing a test. The teacher provided a list of words and phrases. After students practised using the words individually and with partners, they were given time to write correct expressions on sheets provided.

• Each student prepared a short oral presentation to describe the items located in a room in her or his house (usually the bedroom). The presentation was to include specific vocabulary and patterns related to position and location, as well as adjectives that described the items. The teacher also discussed the criteria for oral presentations and provided students with a rating scale that they could use to self-assess as they practised. After his or her presentation, the student completed a learning log entry, identifying an aspect of the presentation that had gone well and an area that needed work.

• Students participated in the "Placing People" game. Some students were selected as participants, one was the "teacher." Participants and other students stood at the back or front of the room, and the "teacher" instructed a student to sit in a certain seat, using the kara ichibanme-no position pattern. The rest of the students assisted by giving the student clues (hidari-ni itte ), without repeating the teacher's instructions. All interaction had to be in Japanese.

• Students were shown illustrations (e.g., slides, pictures, photographs) of a Japanese neighbourhood. They then discussed the similarities and differences between a typical Japanese neighbourhood and their own, focussing on addresses, streets, store types, and special buildings. The teacher compiled their ideas on a chart.

• Students drew and labelled maps in Japanese, detailing their neighbourhoods. Each student also prepared a second map with no labelled items. In pairs, students asked questions to complete the second map. Before handing in the maps, students were asked to complete self-assessments.

• The teacher provided specific instruction and practice in using language, vocabulary, and dialogue for giving directions. A dialogue was provided with special emphasis on language style and patterns used. A map was included for reference.

• With partners, students practised the direction dialogues. The pairs then created their own dialogues and presented them to the class.

• Each student wrote two memos in which he or she described locations and gave directions to an exchange student or a friend. They chose from topics such as the following:
  • to a visiting exchange student, explain that you will be home late and where to find food and things in the kitchen
  • to an exchange student who will visit this summer, describe how to get from the airport or bus station to your home
  • to a friend, explain where a great park is located

Defining the Criteria

The teacher reviewed with students the learning outcomes for these activities, explained the requirements of each task, and, where applicable, discussed key criteria. The teacher emphasized that the most important quality in all assignments would be students' abilities to communicate meaning.

Oral Presentation

Meaning

• main ideas are understandable
• information is relevant and appropriate

• pronunciation and intonation are appropriate
• shows fluidity (brief pauses do not interfere with the presentation)
• self-corrects as needed (e.g., restarting or repeating)
• presentation is from memory or notes (not read from prepared text)
• questions from other students are answered

• includes appropriate vocabulary and patterns that describe location or position
• vocabulary supports and enhances meaning
• includes descriptive words (adjectives)

• visual images are displayed clearly (e.g., not too small, not too detailed)
• all necessary information is provided
• labelled items are correct and only in Japanese
• provide some creativity and originality

• provides clear message that is appropriate to describing location or position
• vocabulary and patterns support the message of giving directions
• demonstrates appropriate use of structure, tense, and level
• uses Japanese as much as possible
• uses strategies to maintain interaction and avoid communication breakdown
• shows fluidity (pauses are brief and do not interfere with meaning)
• uses non-verbal communication as required (e.g., bowing, hand gestures)
• language style is appropriate to the situation
• where relevant, uses appropriate etiquette associated with giving directions

Meaning/Content

• includes required information
• information is clear, relevant, and accurate
• includes details to enhance explanation

• uses wide range of vocabulary to support message
• uses appropriate particles and patterns to support message
• sentence patterns are varied
• minor errors do not reduce effectiveness
• clear and logical organization of details enhances meaning
• transitions are clear and appropriate
• language level and style are appropriate
• sustains an easy flow of language

• hiragana  and katakana  are used correctly
• kanji , if used, are appropriate and written correctly

Assessing and Evaluating Student Performance

The teacher used rating scales to evaluate students' demonstration of the learning outcomes. Students had copies of the scales as they prepared their assignments. In some instances, they had discussed the scales and used them in previous activities. The same rating scales were also adapted for other performance tasks carried out during the course. Communication of meaning received high weighting in assigning a grade.

The teacher completed a rating scale for the maps. Students were asked to rate their maps using the same scale. The teacher also used a rating scale to assign individual marks for participation in the oral interaction and dialogue. For the two memos, the teacher used a four-point holistic scale to evaluate student writing. The teacher also offered detailed oral and written comments concerning meaning/content, language, and orthography.

Oral Presentation

Rating	Criteria
A     B   C	Meaning Relevant, appropriate, and detailed. Student names the items and includes clear details about where they are and what they are like. Includes information to clarify and extend understanding. Provides additional information and clarifies when prompted by questions. Relevant and appropriate, with some detail. Provides the information needed and includes some description of the items. Provides additional information for clarity, but may not be able to respond to questions when asked. Relevant and appropriate, with basic information. Names the items and provides a simplistic description. Often has difficulty understanding or responding to questions.
A     B     C	Presentation Does not hinder or obscure meaning. Pronunciation and intonation are appropriate. Uses cue cards or memory rather than reading every word. Pauses are usually appropriate and brief. The student makes some attempt to correct errors. May include visual aids to add interest and clarity. Meaning not obscured; pronunciation and intonation may include minor errors or close approximation. May frequently refer to cue cards or written text. Delivery is at times halting, with frequent pauses or hesitation. Some attempts to correct errors, but often not successful. May include visual aids. The listener must pay close attention, since pronunciation and intonation are at times not appropriate. Meaning is obscured, and delivery is generally hesitant, with frequent pauses. Tends to rely on written notes. Usually unaware of errors and unable to answer most questions. Nevertheless, a presentation does occur.
A     B   C	Language Appropriate vocabulary, patterns, and levels used throughout. Adjectives are declined correctly, and various patterns are used to describe the items and their locations. Student takes risks with new vocabulary and patterns to enhance meaning and add interest. Appropriate to the topic. Includes the required vocabulary and patterns, but student tends to use those that have been practised in class. May use English when asked questions. Appropriate to topic, but may include inappropriate usage or style. Tends to rely on simple constructions and basic vocabulary.
I/F	Has not completed the requirements of the assignment.

Maps of Neighbourhood

Feature	Teacher/Peer		Self
appropriate title	Rating	Comments	Rating	Comments
clearly displayed
easy to read and use
includes required information
labels are correct and complete
uses only Japanese
accurately represents neighbourhood
provides more that is required (e.g., includes unusual detail, innovative features)
Total

Key:

3-Strong

2-Satisfactory

1-Minimal

0-Not Evident

Oral Interaction

Rating	Criteria
A	Information or message is clear, complete, and appropriate to topic. Interaction is effective, expressive, and at times demonstrates some sense of spontaneity. The student uses a wide range of vocabulary and communication strategies. Errors may occur, but they do not reduce the effectiveness of the presentation. The student goes beyond what is expected for this category.
B	Information or message is usually clear and easy to understand. Interaction is sustained, expressive, and varied, but the student may be hesitant. Errors in vocabulary, structure, or tense may occur, but they do not obscure the message.
C	Information or message is appropriate, but it is unclear in parts of the presentation. Interaction is hesitant and punctuated by long pauses. Vocabulary and sentence patterns tend to be basic, repetitive, and copied from the provided examples. Errors are common and interfere with the message. May not be able to use correct level or style.
I/F	The information or message is unclear, incomplete, inappropriate, or too short to evaluate. Little Japanese is used, and the student does not demonstrate an understanding of the basic vocabulary or patterns.

Memos

Rating	Criteria
A	Goes beyond the requirements of the task to demonstrate extended learning or new applications. Takes risk with language, sometimes making errors when attempting to express complex ideas or new patterns. Information is clear, relevant, accurate, and logically organized. Includes credible explanations and uses a wide range of vocabulary and structures to enrich expression. Uses a variety of scripts accurately. Errors do not impede meaning.
B	Information is clear, relevant, accurate, and detailed. Includes credible explanations and supporting details. Uses a range of useful vocabulary and structures, but with some repetition. Also uses script appropriately and may even use some kanji. Errors do not hinder meaning.
C	Information is relevant and accurate, but it is unclear in some places. Some detail is presented to help explanations, but links are weak. May lack logical organization. Vocabulary, structures, and sentence patterns are basic and somewhat repetitive. Errors are more common, but do not seriously affect meaning. Script may be used incorrectly. Meets length requirement.
I/F	Information or message is unclear, incomplete, or inappropriate. Too short and contains numerous errors that make it difficult to understand meaning or content.

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