Course Title: Japanese 141 (Elementary Japanese I)
DMACC Credit available: 4 semester hours
Schools where the course is offered: Central Academy
Instructional Focus
Introduction to
Japanese
Language
(4 - 6 weeks)
Concepts/Skills/Structures
Learning Objectives
Assessments
Language
 Follow classroom directions
and commands. (Verb te-form)
 Japanese writing systems;
Hiragana and Katakana
 Greetings
 Family members
 Classroom nouns
 Colors
 Numbers
 Dates
 Clothing items
 Animals
 Food
 Basic adjectives such as
shapes, temperature, etc.
 Useful Expressions
 Students can follow basic
commands through TPR.
 Students can read and
write Hiragana and
Katakana
 Students understand
common expressions in
the classroom and daily
life
 Students know
geographic
characteristics that are
unique to Japan.
 Instructor-authored
quizzes for listening,
reading, & writing.
Culture
 Geography of Japan
 Japanese colors and designs
 Create a binder cover
that reflects Japanese
colors and designs.
 Photos of the students’
binder covers will be
posted on the classroom
wall. Students vote on
the best binder cover.
Resources
 Japanese for Young
Learners (Heartland
AEA)
 Instructor-authored TPR
stories, worksheets,
quizzes, and chapter
tests

 Collection of Japanese
objects with designs and
colors.
Instructional Focus
Concepts/Skills/Structures
Language
Pronouns (kore, sore, koko,
soko, etc.)
 Verbs in affirmative and
negative sentence. (masu,
masen)
 Common expressions
Introduction to
sentences
(10 -12 weeks)
Learning Objectives
Assessments
Resources
Language
 Students comprehend
pronouns system unique
to Japanese language.
 Students recognize
affirmative and negative
sentences.
 Students understand
common expression
used in informal
conversation.
 Instructor-authored
vocabulary quiz
 Chapter test for listening,
reading and writing
 Introduction to Modern
Japanese (My lessons
follow the grammatical
sequence of this book.)
 Instructor-authored
TPRS stories,
worksheets, quizzes, and
chapter tests
 Collection of Kimono and
other Japanese attires.
 Okiku and the saucers
(Japanese ghost story)
Culture
 Japanese traditional clothing
 Japanese New Year’s
celebration and related cultural
event, such as Eto, food,
traditional games.

Learning about
past tense
(4 - 5 weeks)
Language
 Verb masu form and its past
tense (mashita/masendeshita)
 Basic counter system in
Japanese. (satsu, hon, mai,
jikan, etc.)
 Learn about adverbs of
frequencies. (yoku, amari,
ichinichijuu, etc.)
 Learn day and month counters.
 Students will experience
how to put on Kimono
and other traditional
Japanese clothing.
 Students comprehend
Buddhist concepts of
death and ghosts.
 Students experience
Japanese /Asian food.
Languages
 Students differentiate
present actions from past
actions.
 Students can count
certain objects with
correct counters.
 Students can respond to
questions generated by
teacher with words of
frequencies.
 Students can identify
days and months by
 Instructor-authored
vocabulary quizzes and
chapter test.
 Instructor-authored
TPRS stories, Power
Point presentation,
worksheets, quizzes, and
chapter tests
.
Instructional Focus
Concepts/Skills/Structures
Learning Objectives
Assessments
Resources
listening.

Culture
 Setsubun Festival.
Learning to use
adjectives.
(8 weeks)
Asking request,
stating reasons,
connecting verbs.
(5 weeks)
 Students appreciate
cultural tradition of
celebrating seasonal
changes.
 Students create Oni
mask and enact
Setsubun
Language
 Adjective + desu form and its
present and past affirmative,
negative forms.
Language
 Students differentiate
present/past form of
adjectives when they
hear.
 Students describe
objects/location using
adjectives.
 Instructor-authored
vocabulary quiz.
 Instructor-authored
chapter written test that
includes listening
comprehension, reading
comprehension, and
sentence writing.
 Telling a simple present
tense story of based on a
presented picture
 Instructor-authored
TPRS stories, Power
Point presentation,
worksheets, quizzes, and
chapter tests

Culture
 Hinamaturi
Culture
 Students appreciate
cultural tradition of
raising children in Japan.

Language
 Students can ask others
to perform simple tasks.
 Students can
comprehend reasons for
actions by listening.
 Students can describe
 Vocabulary listening quiz
 Chapter test for listening
comprehension, reading
comprehension, and
some writing.
 Telling a simple past
tense story based on a
 Instructor-authored
TPRS stories,
worksheets, quizzes, and
chapter tests
 Instructor-authored
Power Point presentation
for visiting home protocol
Language
 Asking someone to do
something. (Verb te kudasai)
 Asking someone to do
something together. (Verb
mashou)
 State reasons for an action
Instructional Focus
Concepts/Skills/Structures
Learning Objectives
(phrase 1 kara phrase 2)
 Describe a series of activities
by connecting verbs. (Verb te,
Verb te, Verb te)
their daily activities in
sequence using correct
verb forms.
Culture
 Understand the protocol for
visiting a Japanese family.
(greetings, giving gifts, manners
at the meal time, leave taking,
etc.)
Assessments
presented picture
Resources

Culture
 Students can act out
simulated situation of
visiting someone’s
home..
Course Title: Japanese 142 (Elementary Japanese I I)
DMACC Credit available: 4 semester hours
Schools where the course is offered: Central Academy
Instructional Focus
Concepts/Skills/Structures
Understanding
and describing
action in progress
(6 weeks)
Language
 Present and past progressive
sentences
 Simple stative verbs that
describe people
Learning Objectives


Students can
understand
descriptions of actions
in progress by listening
and reading.
Students can describe
actions taking place in
Assessments
 Tests for listening,
reading, & writing.
 Students describe
scenes from photos
Resources
 Instructor-authored
TPRS stories, Power
Point presentation,
worksheets, quizzes, and
chapter tests
 Copies of Japanese
Family Crest
Instructional Focus
Concepts/Skills/Structures
Learning Objectives
Assessments
Resources
simple sentences.
Culture
 Seasonal events – Obon
 Japanese family crest


Introduction to
dictionary/plain
forms
(6 weeks)
 Students fill in binediagram to compare
rituals of their own and
that of Japan.
 Students create their own
family crest
Language
 Formal and informal situational
differences
 Verb dictionary forms
 Adjective dictionary forms
 Informal conversation with
verb/adjective dictionary forms
 “..I think” sentences using
verb/adjective dictionary forms
Language
 Students can
differentiate situations
that require use of formal
verb forms from informal
forms.
 Students can follow
simple dialogue with
informal forms.
 Students can memorize
and recite simple
dialogue with informal
forms.
 Students can write ‘…I
think” sentences using
verb dictionary forms.
 Vocabulary quiz
 Chapter test
 Instructor-authored
TPRS stories,
worksheets, quizzes, and
chapter tests
Language
Verb/adjectives dictionary past
Language
 Students can listen and
 Instructor-authored
vocabulary quizzes and
 Instructor-authored
TPRS stories,

Understanding
past tense in
Students can
understand Japanese
religious rituals and
connect those to their
own.
Students understand
significance of family
crest and its
characteristics
Instructional Focus
dictionary form
(6 weeks)
Concepts/Skills/Structures
form
Learning Objectives
differentiate present
actions from past
actions.
 Students can retell
stories using dictionary
form past tense.
Assessments
Resources
chapter test.
 Telling a past story using
dictionary forms
worksheets, quizzes, and
chapter tests

Course Title: Japanese 241 (Intermediate Japanese I)
DMACC Credit available: 4 semester hours
Schools where the course is offered: Central Academy
Instructional Focus
Using
comparative
sentences
( 6 weeks)
Concepts/Skills/Structures
Language
 Comparative sentences
Learning Objectives
Assessments
 Students can understand
situations described by
teacher that involve
comparative sentences.
 Students can ask
comparative questions
using a table of Japanese
geography, population,
and climate.
 Students can answer
comparative questions.
 Instructor-authored
vocabulary quizzes and
chapter test
 Japanese
geography/population/clima
te timed oral questions and
answers
Resources
 Instructor-authored
TPRS stories, Power
Point presentation,
worksheets, quizzes,
and chapter tests
Instructional Focus
Understanding
patterns for
stating reasons;
n-desu sentences
(6 weeks)
Concepts/Skills/Structures
Culture
 Major cities in Japan; their
population, climate, products
 Obento – Japanese boxed
lunch and its characteristics
Language
 Japanese discourse for
adding reasons
Culture
 Manga and Anime – their
history and analysis of the
modern Japanese culture
Understanding
and describing
future plans
Language
Various verb endings for future
plans
Learning Objectives
Assessments
Language
 Students can understand
reasons added when they
listen.
 Students can re-tell
stories that include
reasons added at the end
of sentences.
 Students identify the
formal/informal/male/fema
le speech differences
 Instructor-authored
vocabulary quizzes and
chapter test
 Telling a story that involves
stating reasons for action
 Students understand the
history and the
characteristics of
Japanese society behind
Manga and Anime.
 Students incorporate
Japanese styles in their
own Manga that includes
informal conversation,
sound effects, and
background.
Language
 Student can re-tell stories
that involve future plans.
Resources
 Instructor-authored
TPRS stories, Power
Point presentation,
worksheets, quizzes,
and chapter tests

 Compare and contrast
American and Japanese
comic
 Students create their own
Manga following the
Japanese format.
 Instructor-authored
vocabulary quizzes and
chapter test.
 Instructor-authored
TPRS stories,
worksheets, quizzes,
Instructional Focus
(6 weeks)
Concepts/Skills/Structures
Learning Objectives
Assessments
 Telling a story that involves
future plans
Resources
and chapter tests
