Japanese 4 Honors (#0712330) 


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Course Standards

Standard 7:
Connections:
The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.

Standard 8:
Comparisons:
The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.

Standard 9:
Communities:
The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.

Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Name Description
WL.K12.AL.1.4: Demonstrate understanding of information obtained from authentic sources such as TV, radio, interviews, podcasts and videos in order to function for personal needs within the target culture.
WL.K12.AL.1.5: Identify the main idea and supporting details from discussions and interviews on unfamiliar topics.
WL.K12.AL.1.6: Follow technical instructions for familiar products and services.
WL.K12.AL.2.3: Demonstrate understanding of significant points and essential details presented through newspaper articles or official documents.
WL.K12.AL.2.4: Demonstrate understanding of main idea and supporting details from different types of texts that contain high- frequency idioms.
WL.K12.AL.3.5: Maintain a conversation even when unpredictable situations arise in a familiar context.
WL.K12.AL.3.6: Adapt speech and self-correct when speaking on a variety of topics to convey a clear message.
WL.K12.AL.3.7: Incorporate formal and informal language and the appropriate register in a conversation.
WL.K12.AL.3.8: Collaborate to develop and propose solutions to problems.
WL.K12.AL.4.4: Communicate ideas on a variety of topics with accuracy, clarity, and precision.
WL.K12.AL.4.5: Make formal presentations about literary selections demonstrating appropriate language choice, body language, eye contact, and use of gestures.
WL.K12.AL.4.6: Provide information on academic and job related topics with clarity and detail.
WL.K12.AL.5.5: Write using different time frames and appropriate mood.
WL.K12.AL.5.6: Write using style, language, and tone appropriate to the audience and purpose of the presentation.
WL.K12.AL.5.7: Write in a variety of forms including narratives (fiction, autobiography) with clarity and details.
WL.K12.AL.6.3: Analyze the contributions of diverse groups within the target culture(s) made by scientists, mathematicians, writers, political leaders, migrants, immigrants, athletes).
WL.K12.AL.6.4: Discuss products from the target culture(s) (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature).
WL.K12.AL.7.2: Distinguish among viewpoints presented through the target language and incorporate this knowledge to reinforce and further knowledge of other disciplines.
WL.K12.AL.8.2: Discriminate between different registers of language (formal/informal, literary/colloquial, written/conversational), and explain their cultural implications.
WL.K12.AL.8.3: Develop an appreciation for cultural differences by comparing and contrasting patterns of behavior or interaction in various cultural settings including student’s own.
WL.K12.AL.9.2: Create and present activities- in the target language- (i.e., drama, poetry, art, music) through a variety of media where communication is extended outside the classroom.
WL.K12.AM.1.1: Demonstrate understanding of factual information about common everyday or job-related topics.
WL.K12.AM.1.2: Demonstrate understanding of presentations where different accents and lexical variations are used.
WL.K12.AM.1.3: Demonstrate understanding of presentations even when idiomatic, technical, or slang expressions are used.
WL.K12.AM.1.4: Demonstrate understanding of the underlying meaning of culturally authentic expressions as presented through a variety of media.
WL.K12.AM.1.5: Demonstrate understanding of different points of view in a discussion.
WL.K12.AM.1.6: Follow complex technical instructions and specifications in real life settings.
WL.K12.AM.2.1: Demonstrate understanding of long, complex texts and recognize different literary and technical styles from a variety of culturally authentic sources.
WL.K12.AM.2.2: Demonstrate understanding of different points of view presented through a variety of literary works.
WL.K12.AM.2.3: Demonstrate understanding of the content and relevance of news items, articles, and reports on a wide range of professional topics.
WL.K12.AM.2.4: Demonstrate understanding of idioms and idiomatic expressions, and infer meaning of unfamiliar words used in context.
WL.K12.AM.3.1: Express self with fluency and flexibility on a range of familiar and unfamiliar topics, including concrete social, academic, and professional topics.
WL.K12.AM.3.2: Take an active role in formal and informal discussions when communicating with native speakers in a variety of settings, types of discourse, topics, and registers.
WL.K12.AM.3.3: Elaborate on and justify personal preferences, needs, and feelings.
WL.K12.AM.3.4: Speak fluently, accurately, and effectively about a wide variety of events that occur in different time frames.
WL.K12.AM.3.5: Exchange and develop information about personal and academic tasks.
WL.K12.AM.3.6: Use a variety of idiomatic and culturally authentic expressions appropriately.
WL.K12.AM.3.7: Exchange general information on a variety of topics outside fields of interest.
WL.K12.AM.3.8: Handle a complex situation or unexpected turn of events and propose solutions to problems presented during interaction.
WL.K12.AM.4.1: Deliver an articulated presentation on personal, academic, or professional topics.
WL.K12.AM.4.2: Describe, with ease and detail, topics related to home, school, work, leisure activities, and personal interests.
WL.K12.AM.4.3: Narrate, with ease and detail, events of current, public, or personal interest.
WL.K12.AM.4.4: Prepare and deliver presentations based on inquiry or research.
WL.K12.AM.4.5: Narrate a story and describe reactions with clarity and detail.
WL.K12.AM.4.6: Synthesize and summarize information gathered from various authentic sources when speaking to diverse groups.
WL.K12.AM.5.1: Write detailed texts on a broad variety of concrete social and professional topics and apply appropriate strategies to evaluate a final product.
WL.K12.AM.5.2: Produce detailed texts on a broad variety of concrete and professional topics that have been revised and edited with peer input.
WL.K12.AM.5.3: Adapt writing to a variety of audiences, such as editorial readers, professionals, and the general public.
WL.K12.AM.5.4: Incorporate, with accuracy, idioms and culturally authentic expressions in writing.
WL.K12.AM.5.5: Write with clarity following consistent control of time frames and mood.
WL.K12.AM.5.6: Produce a persuasive essay and sustain and justify opinions and arguments in writing.
WL.K12.AM.5.7: Incorporate figurative language, emotions, gestures, rhythm, and appropriate format into a literary original piece.
WL.K12.AM.6.1: Evaluate practices and perspectives (such as patterns of behavior, values, attitudes, beliefs, or viewpoints) typical of the target culture(s).
WL.K12.AM.6.2: Use background knowledge and think critically in order to function successfully within the target culture to meet personal, professional, and academic needs.
WL.K12.AM.6.3: Evaluate the effects of the target culture’s contributions on other societies.
WL.K12.AM.6.4: Research diverse cultural products among groups in other societies (e.g., celebrations, literature, architecture, music, dance, theater, political systems, economic systems, number systems, social systems, belief systems).
WL.K12.AM.7.1: Analyze, reinforce, and further knowledge of other disciplines through the target language.
WL.K12.AM.7.2: Analyze within an unfamiliar context, information from other disciplines to reinforce previous knowledge and acquire new content area knowledge.
WL.K12.AM.8.1: Describe cultural perspectives as reflected in a variety of literary genres and compare and contrast to own culture.
WL.K12.AM.8.2: Analyze the sound symbol association between the target language and own.
WL.K12.AM.8.3: Conduct research on works produced by native speakers of the target language (e.g., writers, journalists, artists, media persons) to determine cultural impact on our own language and culture.
WL.K12.AM.9.1: Use knowledge acquired in the target language to access information on careers and employment opportunities.
WL.K12.AM.9.2: Engage in opportunities to increase awareness of careers for which skills in another language and cross-cultural understandings are needed by accessing information through different media.
LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
LAFS.1112.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.WHST.1.1: Write arguments focused on discipline-specific content.
  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

GENERAL NOTES

Major Concepts/Content:
Japanese 4 expands the skills acquired by the students in Japanese 3. Specific content includes, but is not limited to, more advanced language structures and idiomatic expressions, with emphasis on conversational skills. There is additional growth in vocabulary for practical purposes, including writing. Reading selections are varied and taken from the target language newspapers, magazines, and literary works.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


QUALIFICATIONS

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree with locally documented proficiency in Japanese.


General Information

Course Number: 0712330 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: Japanese >
Abbreviated Title: JAPANESE 4 HON
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 3
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

Japanese (Secondary Grades 7-12)
Japanese (Elementary and Secondary Grades K-12)


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