Getting Crafty in Junior Japanese!

Minasan Konnichiwa!

We have started this y ear off with so many crafty hands on activities in the Junior Japanese room to celebrate Oshougatsu (New Year), Hinamatsuri (Girls Day), as well as the Toridoshi (year of the rooster) colouring in competition.

The winners from the colouring in competition are:
Reception- Lewis from Mrs. Walker’s class.
Year 1– Zahra from Mrs. Carey and Miss Hinton’s class,
Year 2– Kristal from Ms. Polley’s class,
Year 3– Ashley from Mrs. Barbary’s class, and
Year 4– Alexander from Mrs. Tsagouris and Mrs. Fleming’s class.

Well done to everyone that entered, it was tricky picking the winners!

For Oshougatsu our year 2,3, and 3/4 classes made Ema which are wooden wishing plaques which are bought, written on, and hung at a shrine in Japan. We made some of our own Ema to hang outside of the classroom using balsa wood and some textas with the theme of toridoshi.

The receptions created some gorgeous chickens by using the fork painting method and they look so fluffy and gorgeous. Our year 1’s practiced their cutting skills to cut out a mirrored rooster to then stick on some coloured card before writing toridoshi in hiragana. You can see some of them hanging in the room in the picture below.

To celebrate Hinamatsuri our receptions and year 1’s made some cute little hinacards which folded to stand up on their own which they took home to share with their families, while the year 2, 3, and 3/4’s worked in pairs to make a little hinadoll display which they are super proud of!

We have now started looking at the seasons and weather for our years 1-3/4’s while our receptions are learning to count to 10!

Coghlan Sensei より。

Year of the Rooster Colouring in Competition!

ようこそ!

Welcome back to 2017!

To kick off the year, and to celebrate the year of the rooster, I am holding a year of the rooster colouring in competition. Students have the choice of 3 different images of roosters to colour in and submit before the end of week 3.

The images can be downloaded to print at home if you wish:

ChineseNewYear_RoosterColouring-TeachThis
ChineseNewYear_RoosterTItlePage-TeachThis
rooster_colour_pop_colouring_page

There will be prizes for the best coloured in Rooster from each year level! BUT students need to remember to put their name and class on the entries so we know who they belong to.

Happy colouring!

Coghlan Sensei より。

TERM 4 OVERVIEW AND ACHIEVEMENT STANDARDS

Minasan konnichiwa
Year 2
This term the students will be solidifying their knowledge of colour and number and simple greetings. Students will participate in action related activities to interact with each other, using visual and non-visual support to make meaning of simple texts. Students will listen to texts identifying colour and numbers to demonstrate comprehension by actions, drawing and labelling. The students will respond to questions relating to colour and number using single words and set phrases and by selecting images. They will describe objects by colour. Students will begin to write and recognise kanji numbers. They will write the colour words in hiragana. Students will notice patterns in sentence structures and make comparisons between Japanese and English when describing objects and asking and answering what colour they and their peers like.

Year 3 and 4

Students this term will focus on the folk story Ookii kabu. Using their knowledge of hiragana they will learn to read the story and then create and perform their own folk story based on the original. Based on the vocabulary in the story students will identify specific items of information to comprehend the meaning of the story. Students will identify and write high frequency words of the story in hiragana and kanji where appropriate. They will be able to comprehend and recreate a simple story using correct word order. Students will be able to translate the story noticing words that do not always translate easily. Students will identify examples of cultural differences between ways of communicating in Japanese and their own language.

Year 5

This term the students will be working on a unit to learn about time. They will learn how to say the time in Japanese and organise and ask time questions to be at a specific place. They will be able to ask for clarification and assistance relating to what is the time and when particular events are held. They will read hiragana and kanji for number words and be able to write them. The students will be able to locate specific information in texts relating to time. Students will comment on similarities and differences when expressing values such as politeness, consideration and respect in Japanese compared to other languages and cultures. Students will create their own skit asking for information to get to a specific place and what time it is.

Year 6 and 7

This term students will use their Japanese to share and convey information about daily routine activities and events , using time expressions. They will extend their sentences using soshite, and sorekara. They read and write their own and their peers daily routines in hiragana and kanji. Students locate specific information relating to daily routines. They create connected sentences and use particles correctly. They will describe and recount events and experiences in time. Students will use present, past, negative verbs forms when doing their routine. Students will create their own journal of daily activities using the ipad app kids journal.

Please find attached the achievement standards for the Japanese curriculum.
Japanese curriculum – Achievement standards

Japanese term 3 Overview

Minnasan Konnichiwa

After a busy term 2 learning hiragana the students are now working on Houses in Japanese, using the hiragana they have learnt from term 2 to help them with their work.

Year 2

Students are learning key house vocabulary as well as simple sentences to describe things in their house. Students will create a Kamishibai page with their new sentences on them, presenting their work to their buddy classes. Hiragana will also be reviewed during the term. Students will also use the tuft assessment system to review their book work, hiragana,group work and kamishibai project.

Year 3/4
Students will continue to review hiragana whilst also working on their housing topic. Students will learn about cultural features of a Japanese house and learn vocabulary relating to house items. Students will expand their adjective vocabulary to describe their dream homes, making a model of them. Students will use the tuft assessment system to assess book work, group work and hiragana review and their dream home project.

Year 5,6,7
Students will continue to use Language Perfect to practise their hiragana as well as use the new topic of houses to further practise their recognition and writing of hiragana. Year 5 students will work on a “Block” assignment to share their knowledge of house vocabulary, simple sentences which describe their house and what is in their houses. The Year 6,7 classes will also work on this as well as designing a Japanese dream room to sell in a real estate paper. The students will use QR codes on the ipad to explain their rooms in Japanese.
Sensei yori

Language Perfect World Competition

Whilst I have been away the students have continued to make me proud of their achievements. I received an email with our results and the students proved once again how awesome they are! I am proud of each of them for the achievements they have made in this competition. We came 2nd in the state for our number of students in Japanese! The students below each received an award, which I will hand out when I get back and I will announce the winning class who receives a Japanese lunch! Yoku dekimashita minasan!

Award Student Points
Gold Award Harun Tanjung 5,256
Gold Award James Hackett 3,628
Gold Award Joshua Faizal 3,353
Gold Award Eddy Farrell 3,026
Silver Award Savannah Miller 2,220
Bronze Award Xavier Lucas 1,847
Bronze Award Blake Aldridge 1,801
Bronze Award Emma Webb 1,700
Bronze Award Jessie Heide 1,551
Bronze Award Tyler Bishop 1,415
Bronze Award Georgia Little 1,184
Bronze Award Jasmin Glatzer-Allard 1,115
Bronze Award Alicia Sheppard 1,112
Bronze Award Emmy Heide 1,063
Bronze Award Estella Duiker 1,046
Credit Award Sophie Bower 922
Credit Award Riley Newall 900
Credit Award Ruby Shelton 804
Credit Award Tahlia Willington 767
Credit Award Lewis Drinkwater 637
Credit Award Charlie Scutchings 617
Credit Award Jackson Hasenohr 611
Credit Award Ebony Scanlan 565
Credit Award Kasey Bruer 500

Sensei Davey yori

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