2018-2019 Course Syllabus

Japanese IB-HL Year 2

Instructor: Azusa Callaway, Ph.D. Email: callawaya@fultonschools.org

Office: Room 406 Website: callawaysensei.weebly.com
Tutoring Hour: W. 7:45-8:15 am, 3:30-4:00 pm Office Hour: T. & Th. 7:45-8:15 am

Goals
The goal of Fulton County Schools World Languages is to guide students in their mastery of the FCS World
Languages Prioritized Standards [adopted from the American Council on the Teaching of Foreign Languages
(ACTFL) national performance standards] by providing proficiency-based instruction that is personalized to student
needs. Specific proficiency targets for high school fall in the Novice to Intermediate-High levels of the ACTFL
Proficiency Scale.

Proficiency Targets
• Interpersonal: Intermediate-High
• Speaking: Intermediate-High
• Listening: Intermediate-High
• Reading: Intermediate-Mid
• Writing: Intermediate-Mid

Modern Language standards consist of “The 5 Cs.”

• Communication – students will engage in conversations, understand and interpret spoken and written language,
and present information on a variety of topics.
• Culture – Students will learn about target culture products, practices and perspectives.
• Connections – Students will connect aspects of their target language learning with information acquired in other
subject areas such as math, science, social studies, English and the arts.
• Comparisons – Students will demonstrate an understanding of the nature of language and culture, making
comparisons between those of the target language and their own.
• Communities – Students will find and engage in the target language outside of the school environment and show
evidence of building a life-long skill for their own personal enjoyment and enrichment.

Course Description
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.

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).

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Course Content & Pacing
First Semester
CORE (3 interactive oral activities, written reading comprehension, writing responses, discussing the topics
assessment, Paper 1)
Social Relationships (August & September) Japanese Life Today: Marriage (love vs. family ties)
Japanese Life Today: The Family (nuclear families)
AIJ 4 Reading 2: Japanese Family (gender roles)

Communication and Media (October) Teenagers and Cellular Phones (changes in communication)

Global Issues (October) Global Warming (environment & sustainability)

OPTIONS (individual oral, Paper 2) reading comprehension, writing responses, discussing the topics
Cultural Diversity (November) Japanese Life Today: The Aging Society (low birth rate)
Intermediate Japanese: Japanese Women (more work for women)

Customs and Traditions (December) Japanese Life Today: Religion (co-existence of two religions)
Japanese Life Today: Social Relations (gift giving)

Second Semester (IB Exams)

Internal Assessment External Assessment
Individual Oral (10%) - March Written Assessment (20%) – January-February
1000-1200 characters & rationale of 300 characters
Based on literature
3 Interactive Oral Activities (20%) - March Paper 1 (25%) – May

Paper 2 (25%) – 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 little range.
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.

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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.
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 人 二 七 八 九 十 入 山 三
才 川 口 土 子 女 千 万 上 下
大 小 日 月 木 火 水 五 六 円
中 手 分 文 少 午 今 友 父 公
犬 元 天 田 広 生 立 四 本 半
目 石 古 母 兄 出 右 左 北 外
市 白 冬 正 号 先 同 州 回 全
次 百 年 休 好 耳 肉 字 安 多
行 毎 会 気 有 名 早 西 地 車
私 図 何 男 足 花 売 近 社 来
見 作 言 弟 走 住 町 村 赤 金
始 例 空 泳 知 明 学 林 雨 物
長 夜 英 店 国 青 姉 妹 歩 東
所 京 茶 美 乗 食 昼 前 後 海
屋 南 思 春 秋 点 高 島 速 旅
通 帰 書 校 時 家 勉 夏 魚 都
終 週 静 閉 強 黒 森 暑 寒 番
病 場 間 短 飲 買 朝 晩 飯 開
道 晴 新 鉄 園 数 続 暗 話 電
遠 楽 聞 様 読 語 駅 曜 親 薬

夕 方 切 止 内 着 欠 予 心 比
王 反 化 世 太 引 主 力 必 写
民 台 区 平 失 牛 以 史 去 他
仕 由 用 竹 式 米 危 糸 昔 忙
色 当 合 寺 雪 伝 因 成 存 両
死 再 在 交 自 体 位 低 助 変
初 君 完 利 返 冷 良 決 局 忘
考 対 徒 別 門 度 直 実 医 卒
的 季 彼 若 育 使 定 和 事 組
者 注 服 単 発 界 待 秒 神 昨
皆 計 客 室 持 降 県 科 映 画
音 送 席 洋 活 洗 要 品 便 段

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留 負 係 重 院 庭 配 倍 馬 酒
部 料 起 借 記 員 真 紙 害 原
流 動 教 転 現 族 第 祭 険 習
問 宿 理 遊 悪 特 遅 達 歌 僕
絵 給 答 貸 温 階 勝 無 最 集
軽 働 授 寝 費 節 漢 業 希 意
感 練 橋 歴 説 関 望 適 銀 館
調 質 題 熱 選 顔 願 賛 頭 簡

HL only, additional 200 characters

々 工
件 各
風 役
告 妻
表 果
価 泣
柔 祝
約 相
械 容
能 座
経 済
移 球
機 商
奥 満
然 湖
備 絡
試 愛
際 違
雑 誌
警 競
功 夫
宇 老
労 努
命 招
受 念
並 述
逆 師
急 信
専 挙
格 残
健 康
参 側
深 窓
登 絶
減 普
営 期
器 戦
敬 察
弱 難
職 論
不 払 礼 可 代
争 任 汚 困 条
均 究 投 技 身
官 府 治 宗 法
非 泊 到 取 具
宙 欧 刻 苦 飛
染 研 政 葉 珍
狭 疲 展 断 将
値 殺 婚 般 差
消 案 連 個 笑
異 陸 郵 停 探
術 接 略 渡 境
産 率 許 情 細
植 加 進 著 貿
勤 過 喫 結 運
報 悲 覚 喜 暖
禁 義 煙 準 解
緑 算 疑 種 拝
環 識 観 験 談
類 輸 課 億 横

Course Requirements
Class Work and Participation
Students are expected to participate actively in class since the access to Japanese is limited outside of the
classroom. Participation and performance in Japanese are also 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 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.
Make-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

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 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. 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).
Late Work
All assignments should be completed before coming to class. If major assignments except homework are
submitted late, ten percent will be deducted for each day. No work will be accepted the last week of the
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 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 30%
Minor Assignments/Assessments 25%
Performance Based Assessments 30%
Final Exam 15%

A=90-100 B=80-89 C=70-79 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 academic
integrity for the student to use 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 Japanese 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 language on their home
computers (On Windows, go to Control Panel and Change Keyboards). Make sure to include your 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 students
walk in the classroom. Any use of electronic devices that distract student learning is prohibited. Only instructional
use with the teacher’s permission is allowed. Confiscated electronic devices need to be picked up by parents at
the front office. Show respect for others. No yelling, no put-downs, no name-calling, no bullying, 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. Here are some suggestions 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.

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 • 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.

There will be a summer immersion program in Tokyo and Kyoto, Japan for two weeks during the
second half of June, 2019. The cost is about $4,000 without snacks, lunches, and personal things. If you
are interested in this opportunity, please email me by the end of September.

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To Dr. Callaway,

I read this course syllabus and understood the expectations for Japanese IB-HL Year 2.

Student Name __________________________________

Student Signature ____________________________________ Date _________________

Student Email Address ________________________

Parent/Guardian Name ___________________________

Parent/Guardian Signature _____________________________ Date __________________

Parent/Guardian Email Address ________________________

Please return this form by August 17th.