September 30, 2014 -- Tuesday
平成二十六年九月三十日　－－　火曜日




Test on first year kanji。




After the test, students worked on a handout:


　　　　　　　｛すきな　もの　｝
日本語　の　　｛すきな　ことば｝　　五十　（５０）






宿題　しゅくだい　Homework:


Finish 50　すきな　もの、すきな　ことば

September 29, 2014 -- Monday
平成二十六年九月二十九日　－－　月曜日




Postponed　テスト




スチームボイ　つづきます。　　Continues




Study flash cards.




宿題　しゅくだい　Homework:


Study for tomorrow's kanji テスト

Sept. 25, 26, 2014 -- Thursday and Friday


Sensei is absent

Each day, that is BOTH days, students are to explain the plot points for the day, besides listing the characters of the film and making a list of Japanese words they recognize.

 

Students should hand the first writing in to you on Thursday at the end of class and the second on Friday at the end of class. 

 

In other words, you should receive two papers from each student, one paper for each day.

宿題　しゅくだい　Homework: 

Please remind students that there will be a kanji test on Monday.

September 24, 2014 -- Wednesday
平成二十六年九月二十四日　－－　水曜日


ワーム・アップ

すうどく　の　ワークシート



Go over homework sentences with Level 1 kanji and numbers:

二時半　に　先生　と　学生　は　レストラン　に　いきます。

     At 2:30 the teacher and the student will go to the restaurant.

三百五十年　まえ　に　ふじさん（Ｍｔ．Ｆｕｊｉ）　は　火山　でした。　　　　　　　　　　　　　　　　　　　　　　　        かざん

でした。

        Three hundred and fifty years ago Mt. Fuji was a volcano.

　　　　　　　　　　　　　　　　　　　　　　　

 日本　の　森　の　木　の　上　に　とり　が　います。

     There are birds up in the trees in Japanese forests.

日本　の　お金　は　円　です。

　　　　　　かね　　　えん

      The money of Japan is the yen.

この　川　の　水　は　きれい　です。

     The water from this river is clean.

シカゴ大学　は　大きい　大学　です。

     The University of Chicago is a big university.

らい週　の　月曜日　は　九月　二十八日　です。

     Monday of next week is (will be) September 28th.

私　は　人間　　（人）です　が　ともだち　は　いぬ　です。

　　　　にんげん　　ひと

     I am a person (human being) but the friend is a dog.

川森（かわもり）　は　小さい　まち　です。

リバーフォレスト　　　　　　　　　　Ｔｏｗｎ／ｃｉｔｙ

      River Forest is a small town.

ピアノ　の　レソン　は　一週間　です。

     The piano lesson is one week (long).  [ha ha!]

今、お母さん　は　木　の　下　の　田んぼ　を　みます。

     Mother will look at the rice field under the tree, now.

土曜日　と　日曜日　は　週まつ　です　ね。

     Saturday and Sunday are the weekend, right?

Handout of kanji puzzle -- color the number kanji ONLY in all different colors.

宿題　しゅくだい  Homework:

Finish　kanji suudoku worksheet.

Finish kanji puzzle.

Study for Monday's test on last year's kanji, plus number kanji (see page 266 of Nakama).

September 23, 2014 -- Tuesday
平成二十六年九月二十三日　－－　火曜日

Autumnal Equinox Day (秋分の日, Shūbun no Hi) is a public holiday in Japan that usually occurs on September 22 or 23, the date of Southward equinox in Japan Standard Time (autumnal equinox can occur on different dates for different timezones). Due to the necessity of recent astronomical measurements, the date of the holiday is not officially declared until February of the previous year. Autumnal Equinox Day became a public holiday on 1948. In 1947 and before, it was the date of Shūki kōreisai ( 秋季皇霊祭^?), an event relating to Shintoism. Like other holidays, this holiday was repackaged as a non-religious holiday for the sake of separation of religion and state in Japan's postwar constitution.  People often visit and clean their family graves on this day.




Warm-up:　三　X　日本語　で、一　X　えい語　で


一分　いっぷん
六分　ろっぷん
八分　はっぷん
三分　さんぷん

Kanji in Nakama Chapters 1-5 Taught in Japanese 1/ 2

Oak Park River Forest High School

柏公園川森高校　　　　　　　　　　かしわ　こうえん　かわ　もり　こうこう

キメル先生                                                                                                                         平成二十五年九月四日

Japan!    日本　（にほん）

Days of the week

月曜日　火曜日　水曜日　木曜日　金曜日　土曜日　日曜日

Moon             fire                  water             tree/wood       money/gold    earth/dirt        day/sun

Day                day                  day                day                 day                  day                 day

Time and o’clock

一時　one o’clock                          　　    一時間　one hour

いち　じ　　　　　　　　　　　　　　　　　　　     いち　じかん

分　ふん、ぶん、ぷん　minutes　　　半   はん　　half (past)

今    いま　now                                     年　とし、ネン

週間　しゅうかん　　week　

School and schooling

学生　がくせい　student　 　　　先生　せんせい   teacher

大学　だいがくcollege/university     人　ひとperson    　私（わたし）I

Geographical/physical features

山　やま        川　かわ             田　た、だ　　木　き、もく

mountain                      river                                    field (rice field)             tree, wood

Sizes and positions/locations 

大きい（おおきい）　小さい（ちいさい）　上（うえ）　下（した）

large                                 small                                up, above, on    down, below, under

      中（なか）in, inside

Ｋａｎｊｉ　Ｓｅｎｔｅｎｃｅｓ

二時半　に　先生　と　学生　は　レストラン　に　いきます。

三百五十年　まえ　に　ふじさん（Ｍｔ．Ｆｕｊｉ）　は　火山　でした。　　　　　　　　　　　　　　　　　　　　　　　かざん

　　　　　　　　　　　　　　　　　　　　　　　

日本　の　森　の　木　の　上　に　とり　が　います。

日本　の　お金　は　円　です。

　　　　　　かね　　　えん

この　川　の　水　は　きれい　です。

シカゴ大学　は　大きい　大学　です。

らい週　の　月曜日　は　九月　二十八日　です。

私　は　人間　　（人）です　が　ともだち　は　いぬ　です。

　　　　にんげん　　ひと

川森（かわもり）　は　小さい　まち　です。

リバーフォレスト　　　　　　　　　　Ｔｏｗｎ／ｃｉｔｙ

ピアノ　の　レソン　は　一週間　です。

 今、お母さん　は　木　の　下　の　田んぼ　を　みます。

            かあ

土曜日　と　日曜日　は　週まつ　です　ね。

宿題　しゅくだい  Homework:

Finish translating the above sentences into English.

September 22, 2014
平成二十六年九月二十二日　－－　月曜日








Seventh period


Warm-up
しか　　　　　　　　Deer
おんなのこ｛ひと｝　Girl/woman
おとこのこ　｛ひと｝　Boy/man
こども　　　　　　　Child
りす　　　　　　　　Squirrel
しましま　の　　　　Striped








Extra vocabulary


そり　　Sled
どうぶつ　Animal(s)
うち　　House
えんとつ　　Chimney
たくさん　　Many, a lot of
木（き）　Tree
うま　　Horse
とり　　Bird
そら　　Sky
えだ　　Branch




Kanji on board


あめ　　雨　　　ゆき　　雪　　　はれ　　晴れ
Rain　　　　　　Snow　　　　　　　Clear




Write 15 sentences about what you see in the picture


Pattern sentences


森　の　中　に　＿＿＿＿＿　が　います。あります。


＿＿＿　を　みます・




宿題　　しゅくだい　　Homework:(Seventh period)


Complete sentences and then いろづけ




Eighth period

一．Visit all of the websites below.  Using Word, write a 1 paragraph description what each website does, explaining how a student of Japanese might find it useful.

 

ニ．Then, go to the lexilogos site.  Type a 5 sentence description, in the Japanese writing system, of your room at home, telling what a visitor might find in it.  Leave spaces between words and relational particles.  Skip lines.  Write your name in BOTH English and katakana at the upper right-hand corner of the page.  Type other foreign words in katakana.  [Example: sofa  ソファ]  Start each sentence on a new line, at the left.  Copy what you have written and paste it into the Word document.  Do this even if you know how to add Japanese to Word – it’s a good backup system to know about.

 

三．If you can print out at the lab, hand in your work at the end of class.  Otherwise, email it to yourself as an attachment, print out at home, and bring to school for our next class。

 

http://www.learn-japanese.info/                      http://www.japanesepod101.com/  

http://yosida.com/en/hiragana.html                 http://jisho.org/   http://www.lexilogos.com/keyboard/katakana.htm

http://web.archive.org/web/20080501131723/http://www.kanjistep.com/

（The above site can't be accessed at school, but you might like to look at it at home.)

September 19, 2014 -- Friday
平成二十六年九月十九日　－－　金曜日


7th period computer lab lesson

一．Visit all of the websites below.  Using Word, write a 1 paragraph description what each website does, explaining how a student of Japanese might find it useful.

ニ．Then, go to the lexilogos site.  Type a 5 sentence description, in the Japanese writing system, of your room at home, telling what a visitor might find in it.  Leave spaces between words and relational particles.  Skip lines.  Write your name in BOTH English and katakana at the upper right-hand corner of the page.  Type other foreign words in katakana.  [Example: sofa  ソファ]  Start each sentence on a new line, at the left.  Copy what you have written and paste it into the Word document.  Do this even if you know how to add Japanese to Word – it’s a good backup system to know about.

三．If you can print out at the lab, hand in your work at the end of class.  Otherwise, email it to yourself as an attachment, print out at home, and bring to school for our next class。

http://www.learn-japanese.info/                      http://www.japanesepod101.com/  

http://yosida.com/en/hiragana.html                 http://jisho.org/  
 http://www.lexilogos.com/keyboard/

http://web.archive.org/web/20080501131723/http://www.kanjistep.com/
(it turns out that this is blocked by the OPRF HS network)


8th period class

Warm-up
りす
しか
おんな　の　こ・ひと
おとこ　の　こ・ひと
しましま　の

Handout with winter scene --  write at least 15 sentences -- possible sentence structures

森（もり）の　中（なか）　に　＿＿＿＿＿＿　が　あります・います。
      ______ exist/exists in the forest.

＿＿＿＿　を　みます。(I) see _________.


Extra vocabulary:
木　（き）
上　（うえ）
下　（した）
まえ
うしろ
ゆき
えんとつ
うち

宿題　しゅくだい　Ｈｏｍｅｗｏｒｋ：

7th and 8th period classes, finish the classwork for homework

September 18, 2014 -- Thursday
平成二十六年九月十八日　－－　木曜日




ワーム・アップ
①　きのう
②　らいしゅう
③　きょう
④　せんしゅう
⑤　こんしゅう
⑥　いま
⑦　います






Discussion of verb tenses　ーー


Past tense endings:    --ました　（Did),　－ませんでした　（Didn't do)


Present/future endings:　－－ます　（Does)　－ません　（Doesn't do)






宿題　しゅくだい　Homework:


Complete handout with 8 verbs of your choice, in all 4 tenses

どうし　Verb Practice – neutral-polite forms – masu/desu ます・です

               Past                                                     Present                                                Future

               Last week        yesterday                    today               tomorrow            next week

       先週　　　　きのう                        きょう            あした                    らい週

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                      
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                 
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                      
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                      
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                   
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                     
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                     
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative               
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                   
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

 

Affirmative                
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿                 

Negative                    
        ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

September 17, 2014 -- Wednesday
平成二十六年九月十七日　－－　水曜日




ワーム・アップ


①　みぎがわ
②　ひだりがわ
③　ちかく
④　これ
⑤　それ
⑥　あれ
⑦　どんな
⑧　どの




白版　で　　しろばん　で　　On the whiteboard


Tall building 　ハーバードのりょう　with the following on each floor --


５回　　　ブラッド・ピット　　　　三年生


４回　　　みやざき　はやお　　先生


３回　　　ソー　（Thor)　　　　四年生


２回　　　ハロキティー　　　　　一年生


１回　　　ゴジラ　　　　　　　　一年生　　






Discussion of culture pages、Nakama Chapter 3, bathrooms, toilets, etc.




Sentence structure：
Place　　　　　Location/position　　　Subject
＿＿＿＿　の　＿＿＿＿　　　　に　＿＿＿＿＿　が　あります
　　　　　　　　　　　　　　　　　　　　　　　　います






宿題　しゅくだい　Homework:


なかま　Workbook pages 27-28
（Please look at pages 85 and 86 of Nakama for help with vocabulary)

September 16, 2014 -- Tuesday
平成二十六年九月十六日　－－　火曜日








目的　もくてき　Objectives


１．ひらがな　の　ワークシート　Hiragana worksheet
２．ディスカション、親孝行、おやこうこう　の　きじ　Discussion on filial piety
３．ゴジラ　と　ハロキティー、ハーバード　大学　で　Godzilla and Hello Kitty, at Harvard University
４．なかま　の　六十二、三ページ、いっしょ　に　よみます　Reading together, Nakama pages 62 and 63






白版で　しろばん　で　　On the white-board


そと
なか　　　中
うえ　　　上
した　　　下
まえ
うしろ
ひだり
みぎ






宿題　しゅくだい　Homework:


１．Finish the worksheet
２．Read pages 64 and 65 in Nakama, and be prepared to answer questions tomorrow

September 15, 2014 -- Monday
平成二十六年九月十五日　－－　月曜日

A. No warm-up


B. Test on pages 60 and 61 of Nakama and on the Godzilla-Hello-Kitty-at-Harvard story.


C. Classwork -- read the following and then write about it.  Questions are in the homework section below.

Oyakoukou: Making your parents happy

(photo by imhotep123)

I was  talking to my mother on the phone the other day. At one point she said to me jokingly:

たまには親孝行してちょうだい。

The rough translation of this is "Do something to make me happy sometimes", but the key phrase here is 親孝行, pronounced oya ko-ko-. Oya means 'parent' - that's simple enough. The kou-kou part is the difficult one to translate, a word that doesn't exist in English. In dictionaries it's most often defined as "filial piety". It means to respect, to obey, to serve, and to make happy. It's never (or very rarely) used in any other context other than when referring to parents.

Japanese society is based a lot on having respect for ones elders, and the most immediate elders are parents of course. So it's natural that a phrase that specifically means 'respecting your parents and making them happy' exists.

Making one's parents happy doesn't just mean doing stuff for them. A child that is happy and successful in his or her own life is often referred to as doing well in the 親孝行 department, though  he or she is expected to  treat his/her parents well at the same time.

The flip side of 親孝行 is 親不孝 (oyafukou) - disrespecting one's parents, making them unhappy. I recently read this word being used in a very sad context, on a Japanese blog. The blogger had gone to the house of a twenty-something year old colleague who had died in an accident, to pay her respects and light an incense stick (お線香　せんこう）for his spirit at the family shrine （仏壇　ぶつだん）. She suddenly had an uncontrollable surge of anger, and muttered out loud, "How could you be so stupid, to die so young?" She was immediately ashamed of herself, because his parents were right there. Instead of getting upset at her though, they told her with tears in their eyes, "Please, scold him well. He shouldn't have passed before his parents. He is a 親不孝者　(oyafukou-mono,  a person who commits oyafukou), making his parents so unhappy."  Somehow, that story really touched me. I guess for a loving parent, the ultimate oyafukou a child can commit is to die while they [the parents] are still alive

http://maki.typepad.com/justhungry/2008/03/oya-koukou-maki.html

"chichi no on wa yama yori takaku, haha no toku wa umi yori fukaku"

父の恩は山より高く、母の徳は海より深く

Paraphrased:  What is owed to father is higher than a mountain; mother’s benevolence (what she has given us) is deeper than the ocean.

恩　おん    favour; favor; obligation; debt of gratitude

私は恩師の世話でこの仕事に就いた。 わたし　は　おんし　の　せわ　で　この　しごと　を　ついた。

I got this job thanks to my (honored) teacher.

Respect for the Aged Day is when people convey their feelings of continuing gratitude and wishes for good health, whether grandchildren to their grandparents, children to their parents, or anyone to the elderly in their neighborhood. This national holiday falls on the third Monday of September each year, and aims to celebrate the longevity of, and show respect to, the elderly who have devoted themselves to society for many years. While there are several theories about its origins, it is thought to have spread across the country after a Respect for the Aged party was held in a rural village in Hyōgo Prefecture in 1947.

While these days Respect for the Aged Day is held on the third Monday of September, until 2002 it had been held on a different day. Do you know on which date it used to be held?

You'll find out later.

On this day, and the days surrounding it, Respect for the Aged parties are held for the elderly living in the area. The elderly gather together in public facilities such as community centers to enjoy entertainment such as choir and dance performances with the participants and local residents. Souvenirs such as red rice, Japanese sweets, and magnifying glasses are also sometimes presented. Grandparents are invited to the classes at their grandchildren's kindergarten or nursery, and elementary school students write letters of thanks to their grandparents. The day is a good opportunity for the different generations to strengthen their bonds.

Each year before Respect for the Aged Day, the Ministry of Health, Labor and Welfare finds out the number of people over 100 years of age. Local municipalities also sometimes give gifts or souvenirs to elderly people who are celebrating milestones that year, such as Sanju (turning 80), or Sotsuju (turning 90). Those who turn 100 or more receive a visit from the city or town mayor. They are then congratulated and presented with a congratulatory gift.

Naturally, households with elderly family members convey their gratitude on Respect for the Aged day, but families who live apart get involved as well. Often, this involves not only saying thank you, but also giving gifts. Meals, flowers, handmade crafts by the grandchildren, and photos of the grandchildren are high on the list of popular gifts given on this day.

When Respect for the Aged Day was moved to the third Monday in September, in order to appease the opposition of elderly associations, the Act for the Welfare of the Aged was also amended in 2001, and September 15th was established as Elderly Day, with the following seven days established as Elderly Week.

Now it's time for the answer to our quiz...

So on what date was Respect for the Aged Day held up until 2002? The correct answer is September 15th. The system of moving some national holidays from their traditional date to a specific Monday is known as the Happy Monday System. With the five day workweek becoming more common for civil servants and within medium-sized companies, the law was amended to form three-day weekends by making some Mondays holidays. This was done with the goal of increasing workers' leisure time. In 1998, Coming of Age Day and Sports Day were moved to Monday, and in 2001 Marine Day and Respect for the Aged Day were also moved.

http://www.japanesepod101.com/2013/04/26/video-culture-class-japanese-holidays-16-respectfortheaged-day/   

宿題　しゅくだい　　Homework:

Read the items above and then do the following -- 

1. Think of four (4) ways that American culture is different from the aspects of Japanese culture described in the reading

2. Write English paragraphs explaining each of these four (4) differences (4 paragraphs)

3. Write a fifth (5th) paragraph about how these aspects of Japanese culture might, or might not, be beneficial to the world at large.