Daily+Calendar+of+Lesson+Plans

Daily Planner for Food and Agriculture in Japan
Week 1-2 (Day 1-10): Geography, Week 3-4 (Day 11-20) Interviews with Farmers and Fishermen, Week 5-6 (21-30): Planning, Shopping, and Preparation of a Japanese meal.

彼女に振られました. || Read [|takarabako 14] and answer assigned questions. Passive form written practice 1. ||
 * || =Activity/Topic= || = Grammar Points = || =Assignment s = ||
 * Day 1 || Introduction to Japan’s Geography. Overview of pre-activity hand-outs on Japanese food. || Placeはどこにありますか. (Ss answer about regions prefectures based on previous knowledge and information on map. ||  ||
 * Day 2 || Google mapsーFamiliarization with using Google Maps to create a personalized map of Japan || N/A ||  ||
 * Day 3 || Essay Intro - Forming a thesis and an outline in FreeMind || intro passive form basic patterns, vocab (verbs often used in passive)
 * Day 2 || Google mapsーFamiliarization with using Google Maps to create a personalized map of Japan || N/A ||  ||
 * Day 3 || Essay Intro - Forming a thesis and an outline in FreeMind || intro passive form basic patterns, vocab (verbs often used in passive)
 * Day 4 || Sesasonal foods: Based on information in [|takarabako 14] students discuss similarities between seasonal foods in Japan and their own area. || continue practice of passive form in general conversation || Students read [|takarabako 9] and answer questions provided with handout. Passive form written practice 2. ||
 * Day 5 || Rice: a brief overview of Students read [|takarabako 9] and answer questions provided with handout. Students create a Venn diagram comparing rice to corn (or other local crops. || Continue practice of passive form. Practice in pair work and group work. Information gap activity in which students obtain information regarding where particular products are grown.

＿＿＿はどこで作られていますか. || My bad hair day(髪の毛が行けてない日). Write an account of five or more bad things that happened to you. Use the passive forma and be sure to include who (different person for each action) did these horrible things to you. || __昨日食べた__すしはとてもおいしかったです. || Read about popular [|fruit] in Japan. Modifying sentences homework--structure practice. || || Continue short form sentences as modifiers in longer contextualized sentences. || Read information about [|Japanese vegetables] and answer the accompanying questions.
 * Day 6 || Continue map project in computer lab. || N/A || Read article about [|seafood in Japan.] and answer accompanying questions. ||
 * Day 7 || Students try to match fish name (English/Japanese) with photograph. Discuss homework article. || Intro to short form sentences as modifiers.
 * Day 8 || Watch the video about the [|strawberry harvest] and answer the questions (language comprehension) on the handout. Discuss this along with [|fruit info] handout--focus on areas in Japan that are famous for fruit production.

Modifying sentences--sentence formation practice. || 青森で作られたりんごは一番おいしいです. || Prepare for presentation.
 * Day 9 || Information about [|Japanese vegetables] . Focus on areas of Japan that are famous for certain vegetables. Watch this video about the harvest of [|さつまいも] . Why do you think it is customary to have pre-school children raise/harvest さつまいも? || Continue short form sentences as modifiers. Connected to unit theme, i.e.

Modifying sentences. Descriptions of places and foods in Japan. || || Read [|How a Paddy-field Works] and answer questions on accompanying handout. || How is rice produced--part 1 Discuss [|How a Paddy-field Works] || Continued practice sequential action vocab and structure まず／それから／そして／その次／〜て common item process (how to make ramen等） || Write three 3-4 step processes. || rice harvest [|blog] with pics.　　仕事人interview fromどっちの料理ショー || sequential actions part 2 〜するまえ／〜てから Daily routines || Write about a typical day/weekend using 〜する前／〜てから twice each as well as previously learned conjunctions. || 仕事人interview fromどっちの料理ショー1 || sequential actions part 2 〜するまえ／〜てから agricultural processes || Write 5 sentences using sequential patterns studied to explain one or more agricultural processes. || Fishermen 仕事人interview fromどっちの料理ショー2 || Review activities for new grammar. || Work on interview. || || Work on interview. || Interview assignment practice. || Continue simple 敬語 practice--prepare questions for interview using appropriate 敬語verbs. How will questions previously prepared for interview change to show appropriate register? || Work on interview. || Interview assignment practice. || Explaining purpose with 〜のために || Work on interview. || Review/practice above grammar points. these need to be incorporated into interview assignment. ||  Work on interview. ||  || || N/A ||   ||
 * Day 10 || Assessment 1: Google Map presentation ||  ||   ||
 * Day 11 || Use school computers to create a photo peach presentation that introduces 10-15 geography and food related words. Formative assessment that will be viewed by entire class in subsequent class sessions this week. || Intro to sequential action vocab and structure まず／それから／そして／その次／〜て
 * Day 12 || Introduction to interview assignment.
 * Day 13 || How is rice produced--part ２
 * Day 14 || Fishermen　Students watch video of [|ソーラン節.]
 * Day 15 ||
 * Day 16 || Preparation for Interview Assessment. || Intro to interview appropriate 敬語
 * Day 17 || Fruit: 仕事人interview fromどっちの料理ショー (りんご）
 * Day 18 || Vegetables: なす (eggplant) from どっちの料理ショー
 * Day 19 || N/A ||
 * Day 20 || Presentation of interviews