kodomo No Ie

Saturday Japanese Class News

October 2015

1: Class 1 (Kindergarten) - Ms. Ozeki
2: Class 2 (Elementary Lower Grades) - Ms. Umehata
3: Class 3 (Elementary middle grades) - Ms. Yamada
4: Class 4 (Elementary Upper Grades) - Ms. Oota
5: Class 5 (SAT AP Preparation) - Ms. Sakamoto


October 2015 – The Candy House!l!


Class 1 (Kindergarten) - Ms. Ozeki

Lesson Goals:
- Ability to read their own names written in Hiragana or Katakana.
- Participate in the Candy House event and able to select and buy the desired candy.

Class Activities:
- Word game to look for the letters they've learned, using Hiragana cards.
- Sing seasonal songs with movements and good rhythm.
- Participate in the Candy house event.

Grammar and Vocabulary:
- Find words that start with the Japanese vowel sounds (a, i, u, e, o)
- Write those words in a proper order and nice penmanship.


Class 2 (Elementary Lower Grades) - Ms. Umehata

Lesson Goals:
- Participate in Candy House project: be able to carry out conversations as a merchant and a customer for buying and selling of candies.
- Ability to communicate information such as when, where and what.
- Learn to write thank you letters to the guests

Class Activities:
- In-class conversation practice related to Candy House project: "Irasshaimase (Welcome to the store)", "Zenbude Ikuradesuka? ( How much is it?)", "Zenbude ___ sento desu (total is ___cents)", "Korehanandesuka? ( what is this?)", "Arigatougozaimasu (Thank you for shopping)", etc.
- Create the Candy House Event posters and the thank you posters to show appreciation for those who attend the Event.

Grammar and Vocabulary:
- Categorical names: "Sakana(fish)", "Yasai (vegetable)", "Kudamono (fruits)", etc.
- Individual names: "Sanma (mackerel)", "Daikon (daikon radish)", "Kyarameru (caramel)", "Meron (melon)", etc.

Class 3 (Elementary middle grades) - Ms. Yamada

Lesson Goals:
- Ability to write letters relating to the Candy House event.
- Actively participate in the Candy House project.

Class Activities:
- Read aloud and comprehend the lesson materials.
- Dictation
- The Candy House Activities
More details at: http://happylife4everyone.jimdo.com/

Grammar and Vocabulary:
- Connecting [HA] (read as WA)
- Corresponding letters to the long vowel sounds and double consonants.
- Understanding the correct use of Japanese numerals.
- 5 Kanji characters and vocabulary from the texts Vol.1 & Vol.2 each week.


Class 4 (Elementary Upper Grades) - Ms. Oota

Lesson Goals:
- Become proficient in writing solicitation letters for sweets donations
- Know how to speak politely.
- Develop the ability to deduce pronunciation for new combined kanji
idioms by two* of the phonetic readings of those characters.
*There are two ways in reading kanji characters: On-yomi and Kun-yomi.
On-yomi reflects Chinese pronunciation whereas Kun-yomi represents the meaning of the character itself.

Class Activities:
- Write donation solicitation letters.
- With study materials, learn and practice the On-yomi and Kun-yomi
pronunciation of all kanjis up the second grade level.
- Compose short sentences by using phrases previously studied

Grammar and Vocabulary:
- “Yoroshiku Onegaishimasu – Thank you for your cooperation."
- “Gokyouryokuwo - I would like to ask for your cooperation", etc.

Class 5 (SAT AP Preparation) - Ms. Sakamoto

Given the situation that we have no SAT 2 or AP test takers in November and May respectively and the students in this level have finished learning 1st through 3 grade level Kanji, they will have a “disappointingly” small amount of homework this year. I am sure they would be happy with the extra time to enjoy their other activities at their own school. All they have to study during the week is a set of three (ten characters last year) AP mandate Kanji that were not part of the elementary one to three levels.

For homework, the students will follow these steps:
1. Go to http://jasakura.com/k2015/first_semester.html and click the illustrations (Kanji as being an ideograph writing system) for applicable kanji characters for comprehension in English.
2. From “Words with Definitions from WWWJDIC”, copy down the common usage called Jukugo (the combination of two Kanji characters) on a piece of paper and add phonetic reading to the combination using romaji.
3. Write a short sentence and send it to the teacher via email.
Their emails will be returned within several hours with corrections and the students are expected to read them out loud. With this method, we can maximize the learning outcome.

The ability for the students to swiftly capture the sounds they want to utter or just heard with phonetic reading is very important. For this reason, we will continue to have the students to take a weekly dictation quiz which has been their routine in the lower level classes. There are only three each week this year.
October’s goal: Understand the history time line and learn the reasons behind the making of historical replicas.



Backnumber

[ 2017/02 ] [ 2017/01 ] [ 2016/12 ] [ 2016/11 ]
[ 2016/10 ] [ 2016/04 ] [ 2016/03 ] [ 2016/02 ]
[ 2016/01 ] [ 2015/12 ] [ 2015/11 ] [ 2015/10 ]
[ 2015/09 ] [ 2015/06 ] [ 2015/05 ] [ 2015/04 ]
[ 2015/03 ] [ 2015/02 ] [ 2015/01 ] [ 2014/12 ]
[ 2014/11 ] [ 2014/10 ] [ 2014/09 ] [ 2014/06 ]
[ 2014/05 ] [ 2014/04 ] [ 2014/03 ] [ 2014/02 ]
[ 2014/01 ] [ 2013/12 ] [ 2013/11 ] [ 2013/10 ]
[ 2013/09 ] [ 2013/06 ] [ 2013/05 ] [ 2013/04 ]
[ 2013/03 ] [ 2013/02 ] [ 2013/01 ] [ 2012/12 ]
[ 2012/05 ] [ 2012/04 ] [ 2012/03 ] [ 2012/02 ]
[ 2012/01 ] [ 2011/12 ] [ 2011/11 ] [ 2011/10 ]
[ 2011/06 ] [ 2011/05 ] [ 2011/04 ] [ 2011/03 ]
[ 2011/02 ] [ 2011/01 ] [ 2010/12 ] [ 2010/11 ]
[ 2010/10 ] [ 2010/06 ] [ 2010/05 ] [ 2010/04 ]
[ 2010/03 ] [ 2010/02 ] [ 2010/01 ] [ 2009/12 ]
[ 2009/11 ] [ 2009/10 ] [ 2009/09 ] [ 2009/06 ]
[ 2009/05 ] [ 2009/04 ] [ 2009/03 ] [ 2009/02 ]
[ 2009/01 ] [ 2008/12 ] [ 2008/11 ] [ 2008/10 ]
[ 2008/09 ] [ 2008/06 ] [ 201/50 ]