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Host Japanese friends at a restaurant. Go to a restaurant in Japan.

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I can understand seating, ordering, and tipping customs in different types of Japanese restaurants. I can read a menu in Japanese. I can use Japanese to speak to the host and wait staff.

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“Use Japanese to speak to the host and wait staff.” 

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“Use Japanese to speak to the host and wait staff.” 

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Polite phrases, how to state your party, COUNTER WORDS, different methods of splitting the check

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Interpersonal task. Students respond in Japanese to conversation prompts from host/waiter, and order off a Japanese menu.

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Vocab list for menu kanji/terms. Vocab list for restaurant phrases. Video of Japanese people at a restaurant. Compare/contrast activity. Counter words: Charts, song, practice activities. Copies of the summative assessment modified to use as formative assessments.

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How do students know and use success criteria in this unit? 

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How do students know and use success criteria in this unit? 

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Does anyone have authentic situations for preschool-grade 2 students they want to share?

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Finding a right train station (by reading Kanji, asking for directions) when buying a train ticket at a ticketing machine.

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Finding a right train station (by reading Kanji, asking for directions) when buying a train ticket at a ticketing machine.

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Describing what happened at the restaurant in an email. Write an email to their family about the outing using what they learned: vocab, language functions, transitions, 1 cultural example that they experienced.

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Describing what happened at the restaurant in an email. Write an email to their family about the outing using what they learned: vocab, language functions, transitions, 1 cultural example that they experienced.

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Asking for information at tourism center.

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Singing Karaoke

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Inviting a friend to go to a restaurant (or do something)

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Inviting a friend to go to a restaurant (or do something)

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What activities will students see Japanese people doing? How can they take part as well -- ema, omikuji, onegai wo suru,

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Ordering politely, or declining. How to politely say they do not like something.

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Introducing a new friend to a group of people

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Introducing a new friend to a group of people

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I can ask questions to get information about the items on the menu.

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I can ask questions to get information about the items on the menu.

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I can express my food preferences. I can explain my food intolerances.

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know what is inappropriate about eating too quickly, too much , sharing, leaving leftovers. 

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know what is inappropriate about eating too quickly, too much , sharing, leaving leftovers. 

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1. name of train routes, station names including the general geographic knowledge of Japan
2. knowing how to say "excuse me" in Japanese
3. knowing currency (coins, paper bills)

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State the person's name, age, hometown, interesting facts about the person

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What pronouns/verb forms needed; vocabulary for age, pastimes, etc. Cultural norms for introductions (hand shakes, etc.); formal/informal situations

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Negative question grammar
Day and time vocabulary
How to propose an alternate day/time

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I can ask a native speaker for recommendations for hotels, restaurants, and sites to visit.

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Knowing how to ask questions: price, colors, sizes, the why of a particular item
What are typical items for a given region

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I can order a meal in different types of restaurants

I can compare  ordering a meal in the TL country and in my community

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Do you tip and what percentage? restaurant versus cafe versus bar...

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Do you tip and what percentage? restaurant versus cafe versus bar...

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student created rubrics with these learning targets

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student created rubrics with these learning targets

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At a get together, introduce one friend to a new friend including one thing they have in common.

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Greet the vendor, based on images, select an item, ask questions (based on short prompts), select appropriate denomination to pay (in France, for example, shop keepres do not like to make change for bigger bills); understand change (shopkeepers count out up to the amount tendered)

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Negative question grammar
Day and time vocabulary
Proposing an alternate day/time

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Prepare a scenario where a place, day and time need to be agreed on
The Extempore assessment will be me as the "friend."
I'll create my assessment as a video with "blanks" for the student to "fill in" with appropriate phrases

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Intpretive: map, reading travel blog
Interpersonal: travel dialogue
Presentational: A virtual trip itinerary

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Interpretive reading- reading a menu and answering questions about the menu. Reading about a new restaurant and what they sell.

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Interpretive reading- reading a menu and answering questions about the menu. Reading about a new restaurant and what they sell.

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Interpretive listening- watching a video about a restaurant and answering questions. A video about a recipe maybe.

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Interpretive listening- watching a video about a restaurant and answering questions. A video about a recipe maybe.