2016-2017 Course Syllabus Japanese IB-HL
Instructor: Azusa Callaway, Ph.D. Office: Room 406 Tutoring Hour: W. 7:45-8:15 am, 3:30-4:00 pm
Email:
[email protected] Website: callawaysensei.weebly.com Office Hour: T. & Th. 7:45-8:15 am
Required Materials: reading materials (one copy per student ) Laptop computer with a Japanese-typing function Dictionary (Japanese-English & English-Japanese) sharpened pencils, eraser, black or blue pens, highlighter, notebook or binder with notebook paper Students are responsible for protecting textbooks from loss, theft, and damage once a book has been issued to them (See Student Handbook). Course Description The Diploma Program is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view.
Language B is an additional language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture concerned. The language B course achieves this reflection on cultural values and behaviors in different ways. The course is organized through a core and options, all of which are well suited to fostering an international perspective. The language B course seeks to develop international understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local level. It also seeks to develop students’ intercultural awareness, which contributes to the relationship between language B and the international dimension. Course Content The course content is based on the Modern Language standards, which consist of “The 5 Cs” – Communication, – Communication, Culture, Connections, Comparisons, and Communities.
IB Exams Internal Assessment Individual Oral (10%) - March
External Assessment Written Assessment (20%) – (20%) – January-February January-February 1000-1200 characters & rationale of 300 characters Based on literature Paper 1 (25%) – (25%) – May May
3 Interactive Oral Activities (20%) - March
Paper 2 (25%) – (25%) – May May
Language B Grade Descriptors Grade 7 Excellent performance Demonstrates understanding of most of the subtleties in speech and writing. Communicates with sophistication, with very few errors and using a range of advanced language. Grade 6 Very good performance Demonstrates understanding of some of the subtleties in speech and writing. Communicates with ease and fluency, with few errors and using some advanced language. Grade 5 Good performance Demonstrates competent understanding of all essential meaning in speech and writing. Consistently communicates coherently, with some errors and some range. Grade 4 Satisfactory performance Demonstrates competent understanding of basic meaning in speech and writing. Generally communicates coherently but with regular errors and littl e range.
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Grade 3 Mediocre performance Demonstrates some understanding of speech and writing. Communicates effectively at times. Grade 2 Poor performance Demonstrates limited understanding of speech and writing. Shows limited ability to communicate. Grade 1 Very poor performance Demonstrates very limited understanding of speech and writing. Shows very limited ability to communicate. Kanji Set out in the following list are the kanji required for the Japanese B course. Students for language B higher level (HL) are required to know all 600 kanji (all three pages of this list). There are no specific kanji tests in the Japanese B course. The expectations regarding kanji in the Japanese B external examinations (paper 1, paper 2 and written assignment) are outlined below. Paper 1: Receptive skills Students should be able to recognize and understand the kanji in the list that follows. In other words, these are the only kanji that will be used in the paper 1 texts. If words are used on the examination paper that require kanji not included in this list, these kanji will either be glossed with furigana (pronunciation guide), or the word will be written in hiragana. hiragana. Paper 2: Written productive skills/Written assignment: Receptive and written productive skills Although the kanji list is not prescriptive for the purposes of students’ own production of Japanese, it is expected that students will use a range of appropriate kanji in their writing. Both the extent to which students use kanji and the quality of the kanji produced will be assessed under criterion A “Language”, along with their command of language. Therefore, a student using very few kanji throughout a piece of writing (in paper 2 or in the written assignment), or who produces kanji that are poorly formed, will score a lower mark under criterion A. HL and SL, 400 characters
一 才 大 中 犬 目 市 次 行 私 見 始 長 所 屋 通 終 病 道 遠
人 川 小 手 元 石 白 百 毎 図 作 例 夜 京 南 帰 週 場 晴 楽
二 口 日 分 天 古 冬 年 会 何 言 空 英 茶 思 書 静 間 新 聞
七 土 月 文 田 母 正 休 気 男 弟 泳 店 美 春 校 閉 短 鉄 様
八 子 木 少 広 兄 号 好 有 足 走 知 国 乗 秋 時 強 飲 園 読
九 女 火 午 生 出 先 耳 名 花 住 明 青 食 点 家 黒 買 数 語
十 千 水 今 立 右 同 肉 早 売 町 学 姉 昼 高 勉 森 朝 続 駅
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入 万 五 友 四 左 州 字 西 近 村 林 妹 前 島 夏 暑 晩 暗 曜
山 上 六 父 本 北 回 安 地 社 赤 雨 歩 後 速 魚 寒 飯 話 親
三 下 円 公 半 外 全 多 車 来 金 物 東 海 旅 都 番 開 電 薬
夕 王 民 仕 色 死 初 考 的 者 皆 音 留 部 流 問 絵 軽 感 調
方 反 台 由 当 再 君 対 季 注 計 送 負 料 動 宿 給 働 練 質
切 化 区 用 合 在 完 徒 彼 服 客 席 係 起 教 理 答 授 橋 題
止 世 平 竹 寺 交 利 別 若 単 室 洋 重 借 転 遊 貸 寝 歴 熱
内 太 失 式 雪 自 返 門 育 発 持 活 院 記 現 悪 温 費 説 選
着 引 牛 米 伝 体 冷 度 使 界 降 洗 庭 員 族 特 階 節 関 顔
欠 主 以 危 因 位 良 直 定 待 県 要 配 真 第 遅 勝 漢 望 願
予 力 史 糸 成 低 決 実 和 秒 科 品 倍 紙 祭 達 無 業 適 賛
心 必 去 昔 存 助 局 医 事 神 映 便 馬 害 険 歌 最 希 銀 頭
比 写 他 忙 両 変 忘 卒 組 昨 画 段 酒 原 習 僕 集 意 館 簡
HL only, additional 200 characters
々 件 風 告 表 価 柔 約 械 能 経 移 機 奥 然 備 試 際 雑 警
工 各 役 妻 果 泣 祝 相 容 座 済 球 商 満 湖 絡 愛 違 誌 競
功 宇 労 命 受 並 逆 急 専 格 健 参 深 登 減 営 器 敬 弱 職
夫 老 努 招 念 述 師 信 挙 残 康 側 窓 絶 普 期 戦 察 難 論
不 争 均 官 非 宙 染 狭 値 消 異 術 産 植 勤 報 禁 緑 環 類
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払 任 究 府 泊 欧 研 疲 殺 案 陸 接 率 加 過 悲 義 算 識 輸
礼 汚 投 治 到 刻 政 展 婚 連 郵 略 許 進 喫 覚 煙 疑 観 課
可 困 技 宗 取 苦 葉 断 般 個 停 渡 情 著 結 喜 準 種 験 億
代 条 身 法 具 飛 珍 将 差 笑 探 境 細 貿 運 暖 解 拝 談 横
Curriculum
reading comprehension, writing responses, discussing the topics
CORE (3 interactive oral activities, written w ritten assessment, Paper 1) Communication and Media
Japanese Social Studies Textbook: Information
Global Issues
Japanese Social Studies Textbook: Environment
Social Relationships
Japanese Life Today: Marriage Japanese Life Today: The Family AIJ 4 Reading 2: Japanese Family Japanese Life Today: Social Relations reading comprehension, writing responses, discussing the topics Tobira Cultural Notes: Curry Rice Tobira 7: Japan’s Pop Culture Intermediate Japanese: Japanese Women Japanese Life Today: The Aging Society AIJ 3-7: Houses in Japan AIJ 3-8: A Japanese Meal AIJ 4 Reading 1: Onajiga ii Japanese Life Today: Religion AIJ 4 Readings: Tsuru no Ongaeshi (August) Sadako and One Thousand Cranes (September) Kumo no Ito (October) Ubasute-yama (November)
OPTIONS (individual oral, Paper 2) Cultural Diversity
Customs and Traditions
LITERATURE (written assessment, Paper 1)
Course Requirements Class Class Work and Parti cipation
Students are expected to participate actively in class since the access to Japanese is l imited outside of t he classroom. Participation and performance in Japanese are also graded. graded. Students must complete all assignments to receive credit for them. Incomplete work or work without name will not be graded. Homework
Students are expected to preview the content of the next class and prepare questions as well as review the content of each lesson. Students must turn in weekly homework and other assignments assignments on time. Attendance
Daily attendance is mandatory. Students who are not in class when the bell stops ringing will be required to report to the attendance window. Being out of the classroom for more than 10 minutes with or without a hall pass is considered a class cut. M ake-up ake-up Work
If a student is absent 3 days or less due to illness or an authorized absence, it is the student's responsibility to get his/her daily assignments and homework from a classmate or to contact the teacher upon returning to school for daily assignments and homework. It is the student's sole responsibility to make contact with the teacher to initiate all make-up work. Make-up work not submitted by an agreed upon deadline will received a zero (See Student Handbook). Recovery
Fulton County’s recovery policy is designed so that students who have regular attendance and have completed all assignments but are still unsuccessful in a course can have a chance to demonstrate mastery. Students can request recovery only if they meet the preceding criteria (7:45-8:15 am, Mondays and Wednesdays). Recovery does not mean that a student can skip a test or fail to turn in a major assignment and receive recovery as an alternative. The type of recovery assignments available to students is a matter of teacher discretion as long as it directly relates to the course objectives. Teachers will determine when and how students with extenuating circumstances may improve their grades (See Student Handbook). L ate Work
All assignments should be completed before coming coming to class. If major assignments except homework are are submitted late, ten percent will be deducted for each day. day. No work will be accepted the last week of the
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semester unless a student is absent during that week. With a parental note of explanation, a special 48-hour extension may be available for homework/assignments (not for tests) missed due to important family or personal events. Grade There is no negotiation or bonus bonus points to raise your grade. Your work in each class meeting is critical. Work on prevention, not reaction. Evaluation Components and Grading Scale Major Assignments/Assessments Minor Assignments/Assessments Performance Based Assessments Final Exam
A=90-100
B=80-89
C=70-79
30% 20% 30% 20% F=0-69
Academic Integrity Students are expected to observe Riverwood International Charter School’s Academic Integrity Policy (See the school website). Students who engage in plagiarism or cheating will have a serious consequence. When you quote, paraphrase, or borrow another person’s idea, you must clearly acknowledge the source. It is a breach of a cademic integrity for the student to use automatic automatic translators of any kind to complete an assignment. Furthermore, no compositions or other work should be written or edited for the student by a Ja panese native speaker, by a tutor, or by any other individual. Quality of Student Work All assignments must show craftsmanship. All students are encouraged to add Japanese Japanese language on their home computers (On Windows, go to Control Panel and Change Keyboards). Make sure to include your name, name, the date for your assignment submission, and the course level in all your assignments. Classroom Agreements No foods and drinks are allowed in the language lab. All electronic devices should be turned off when when students walk in the classroom. classroom. Any use of electronic devices that distract student learning is prohibited. Only instructional use with the teacher’s permission is allowed. allowe d. Confiscated electronic devices need to be picked up by parents at the front office. Show respect for others. No yelling, no put-downs, put-downs, no name-calling, no bullying, no no harassment!!! Demonstrating Japanese cultural practices, such as being polite, respectful, and modest, are also part of this class. Parental Involvement Parental involvement is imperative for a student’s success. success. Here are some suggestions parents parents can do at home. Provide learning experiences in the community by attending Japanese events and visiting Japan-related places. Visit Japanese friends or Japanese speakers to use the language skills acquired in class. Encourage your child to read Japanese literature and current news about Japanese politics and economy. Use online resources for learning Japanese language and culture at callawaysensei @weebly.com. Learn Japanese from your child. Talk about a possibility of applying for the Monbukagakusho (MEXT) Scholarship to study in Japan up to five years. Talk about a possibility of studying in Japan for one semester or hosting a student from Japan. Talk about a possibility of teaching English in Japan via the JET Program after graduating from college.
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To Dr. Callaway,
I read this course syllabus and understood the expectations for Japanese IB-HL.
Student Name __________________________________
Student Signature _______________________________ ____________________________________ _____
Date _________________
Student Email Address ________________________
Parent/Guardian Name ___________________________
Parent/Guardian Signature _____________________________
Parent/Guardian Email Address ____ ____________________
Please return this form by August 12th.
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Date __________________
