2013 Startalk/NHLRC Heritage Teacher Workshop
UCLA, CA
July 21-26, 2013
Project presentation: Japanese
After the Tsunami
Kaoru Steward
Yasuko Moyer
Keiko Ono
Princeton Community Japanese Language School
Princeton NJ
Student Profile
age
10-12
Students
are/do….
-speak Japanese only to one parent at home who is a native
speaker (mostly 1st generation).
-not much exposure to spoken Japanese outside of the
nuclear family except on Sundays at school.
-A good portion of the students visit relatives in Japan every
few years
Prerequisites
Each student must pass a placement test to enroll in HL class.
Must have age appropriate Basic Interpersonal
Communication Skills（BICS) and basic reading and writing
skills
BUT NOT age level Cognitive Academic Language Proficiency
(CALP)
HH Theme / Content Objectives
Theme
Remember Tsunami
-What can I do now?
Content
Objectives
-Learn/recall what happened
(communication)
-Build a personal connection to the 2011
tsunami disaster
(community, culture, connection)
-Think about “what I can do” for the
ongoing/unresolved issues now and into
the future (community, connection,
comparison, culture)
Language objectives
3 modes
grammar items
Interpretive
mode
Vocabulary
Tsunami related (new) vocab
Interpersonal
mode
-hearsay mode
-subjunctive mode
-expressing one’s
wish, polite form of
causatives
-I have heard that/It is said
that…)
-If I had been there, what I
could have done…./ If I were
there today, what I could
do…)
-I would like to ask/let the
politician/adult people do ….
Presentational
mode
Register
Polite way/idiomatic
expressions for
interview/asking questions
to the guest speaker in class
Assessment
Formative
Assessment
Vocabulary quiz
Work sheet
Homework
Summative
Assessment
Presentation
Post card project
Unit Plan (45 min. each)
Task
Homework
DAY 1
Scaffolding activities
- Japanese geography, pictures,
vocabulary
Find a picture.
Interview sheet.
DAY 2
Presentation
-Introduction of the reading text
Vocabulary sheet
Reading materials
DAY 3
Reading text (newspaper article)
-Review vocabulary with the sheet
-prepare for the post card project
Writing work sheet
DAY4
Discussion, Writing activities
Prepare the questions
for the speaker.
DAY 5
Guest Speaker
Day 1
Facst: Who, What When, Where, How
Day 1: Scaffolding activities (1)
geography
Task 1:
Color the prefectures
in blue, which was hit
by the earthquake
and tsunami
on March 11, 2011.
Task:2
Write those prefectures
in kanji.
Day 1: Scaffolding activities (2)
vocabulary
Important vocabulary for this unit:
災害disaster 震災earthquake disaster 地震earthquake 津波
tsunami原発nuclear power plant 発電 power generation 支援support
助け合い mutual aid
Day 2：presentation
introduction of the reading text
Research
(homework)
Bring a photograph of the disaster
to class to share
online
Interview
(homework)
Interview your family member at
home or in Japan: Where were you
then? What did you do? etc.
Interview sheet
Vocab quiz 1
Presentation
Students show and explain their
photographs.
Students present their interview
results.
Intro to
Reading text
Teacher distributes and reads aloud
the text to the students
Introduce vocabulary for the text
Day 3 Reading text from a newspaper article
被災地支援、はがきの輪 「つながっている」伝えたい、中１呼びかけに４３知事(ちじ)が返信
「私はまだ中学生で東北地方にボランティアに行くこ
とも、沢山（たくさん）のお金を寄付する事も出来ませ
ん。それでも私にも何か出来る事があると信じてこの
お手紙を書いています」。手紙の文面を考えるのに１
週間、清書するのに４時間かかった。月に５００円の
お小遣いをため、お年玉の残りも使って切手や返信
用のはがき代を出し、６月下旬に投函（とうかん）した。
被災地へ、日本中が応援していることを伝えたい。力 これまでに４３の道府県(どうふけん)からはがきが届
を貸してもらえませんか――。中学１年生の女の子が いた。
手紙にしたためた願いに、全国の知事が応えた。出
来上がったのは「はがきの輪」。
「中学生のお願いなんて相手にしてもらえないか
もって半分思ってた。被災地(ひさいち)への温かな気
「輪」を作ったのは、東京都の磯谷（いそがい）理乃 持ちがこんなに集まって、すごくうれしい」と理乃さん。
さん（１２）。祖母が仙台市に住んでいる。震災後、「私 届いたはがきはカラーコピーし、テープでつなげた。
にできることは何？」と考えた。
この夏、母と一緒に、宮城県庁(みやぎけんちょう)と東
テレビや新聞で目にする被災地の人たちは悲しみに 松島市役所(ひがしまつしましやくしょ)を訪ねて「輪」を
暮れていた。「つらくて寂しくて、ひとりぼっちの気持ち 届けた。市長は「疲れた時にこれを見ると元気が出る
になってるんじゃないかな……」。そんなとき、自分なら ね」と喜んでくれたという。
どうしてほしいだろう。
震災から半年。震災の話題が減っていくことに不安を
「私たちはつながっていること、日本中のみんなが応 感じる。「みんなの関心が薄れたら、復興(ふっこう)は
援していることを伝えたい」。両手を広げたイラストを、 遅れてしまう。被災地に目を向け続けてほしい。はが
全国の知事に描いてもらい、それをつなげて大きな
きの輪が、そのきっかけになってもらえたら」
「輪」を作ることを思いついた。被災地へのメッセージ
も寄せてほしい、と書き添えた。
Day 3: Reading materials
Vocabulary list
Vocabulary
Prounciation
輪
わ
被災地
ひさいち
応援
おうえん
支援物資
しえんぶっし
文面
ぶんめん
返信用
へんしんよう
跳び上がる
とびあがる
似顔絵
にがおえ
復興
ふっこう
Meaning (you can write in English.)
Day 3
•
•
•
•
Review glossary– vocab quiz 2
Model reading by the teacher
Each student reads aloud one paragraph
The teacher asks content questions to check for
understanding after each paragraph
• Discussion and reflection: students share how
they felt → “What can I do?”
• Make a request to the Prime Minister
• Compose sentences using grammatical patterns
provided by the teacher
Day 4: Discussion based on homework assignment
Writing activities (post card)
 Write a request to the prime minister about what can/should be
done on a postcard using proper register .
Day 5: Guest Speaker (register)
Assign each student a question to ask the speaker
 Welcome remarks – prepare and recite
 Ask questions
 Expressing appreciation –prepare and recite
( oral and written )
* Thank you letter to the
speaker