12月12日（月曜日）のアクティビティー

きょうのアクティビティです。There are 5 activities. If you do not finish within class time please finish at home. Use your time effectively!


1. Evaluation of the blog (20 minutes)

• Read the evaluation categories shown below.
• Click the form below and rate your classmates' blog and your blog between the scale of 1-10.
  
• Evaluate them and type comments. Make sure to write at least one sentence in Japanese.
• Your comments will be given to the bloggers.
  

まつい先生のクラス

• オコーネルさん、リャオさん、バーナードさん、ニコルズさん、シューさん、リーさん→Click here.
• タッカーさん、マッキンストリーさん、ラッセルさん、レティさん、なかうちさん、アルトさん→Click here
• ジョーさん、カーさん、ピーターソンさん、つかやまさん、ホーンさん→Click here.

えぐち先生のクラス

• バイさん、ブラウンさん、バージェスさん、アインスタインさん、ハーンゲリアムさん、ヒュエットさん→Click here.

• ヒュンさん、クズオールさん、リューさん、ローさん、ロドリゲスさん、シンさん→Click here.

• スプラウスさん、タンさん、ワンさん、やまもとさん、ユーさん→Click here.

パク先生のクラス

• プッチャー・スジョン・チョイ・シェルトン・ウィリアム・ハモンド→ Click here
• リンチ・ニー・ダイ・ダニエル・ジョン・ステファニー・ジェス→Click here

まつもと先生のクラス（２：４０〜）

• シーさん、ブラウンインズさん、オウさん、シマードさん、ヘルナンデスさん、トーマスさん、カーンさん→Click here

• スコットさん、アダグンさん、モートンさん、いわみずさん、ポメスさん、ハーさん→Click here

まつもと先生のクラス（４：１０〜）

• ディンさん、マーティンさん、ゼングさん、ロルダンさん、ヤンさん、エスコバルさん、じんさん、ペイトンさん→Click here

• ミニアさん、ナーディさん、エドワードさん、ペインさん、ロウェルさん、チェンさん、リーさん→Click here

Blog Evaluation Categories

(1) Language

• - transition into using more Japanese, use Japanese as much as possible
• - use the grammar structure and vocabulary we learned
• - try not to rely on Google translator because it is often very inaccurate
• - grammatically correct
• - clear language and proper spelling

(2) Content

• - a good topic or theme, some sort of continuity in the theme/ topic of the blog, include current events
• - topics that somehow relate to Japanese, topic should be related to Japanese culture to raise people’s common interests
• - various subjects and topics that lead to good discussions
• - clarity, simple and easy to understand, should be coherent
• - be honest, show sincerity and originality
• - interesting to reader and writer, appropriate/ polite content, include topics that touch on life lessons or address universal values

(3) Layout

• - easy on the eye
• - utilizes external resources, including pictures, videos, links, and recordings
• - user- friendly, easy to navigate
• - visually attractive (eg: stylish layout, effective usage of colors)
• - clear font, clear to follow
• - liberal use of space, don’t squeeze sentences into one paragraph
• - attract both new and returning users
• - family- friendly

(4) Communication

• - respond to comment, interacting with other blogs (eg. commenting on classmates’ blogs and other blogs outside of class)
• - comments should be answered if they include questions, comments should be meaningful
• - English translation when relevant
• - communicate and articulate in a conductive way
• - keep the flow of the dialogue natural so it is easy for the readers to read, consistent tone/ subject
• - attempt to connect with readers

(5) Consideration

• - be sincere, no offensive words or posts but have an opinion, keep in mind what others could be offended by, know your audience
• - aware of the language level of one’s readers, try to post at the class’ level so we can all read the posts
• - should respect others’ blogs, consideration of other’s opinions, try not to be politically incorrect
• - don’t include too many details about your private life that would offend the readers

(6) Frequency

• - update regularly, frequently updated (at least once a week), avoid posting too much entries at once that has no content, no Spam

(7) Others

• - Paragraphs should not be so long that the blog becomes difficult to read
• - humor and wit
• - make an effort on your blog

2. Evaluation of the blog project. (10 minutes)

• Click here and evaluate blog project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.

3. Katakana Literary Work Evaluation(If you haven't finished)(10 minutes)

• If you haven't finished "Evaluation of katakana literary works" and/or "Evaluation of the katakana project," click here and finish them before doing today's activities.

4. Course Evaluation (If you haven't finished)(10 minutes)

• Go to the Courseworks, first year Japanese, and then Evaluation.
• Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.

5. Play the Jeopardy game. (10 minutes)→Click here

• Work individually.

１２月７日（水曜日）のアクティビティー

きょうのアクティビティです。There are 3 activities. If you do not finish within class time please finish at home. Use your time effectively!

Today’s activities are all individual work.

1. Evaluation of the katakana literary works (25 minutes)

• Read the evaluation categories shown below.
• Click the form below and rate your classmates' work between the scale of 1-10.
• In addition, leave comments about their literary works on their blog. (Make sure to write at least one sentence in Japanese.)

まつい先生のクラス ：

• オコーネルさん、リャオさん、バーナードさん、ニコルズさん、シューさん、リーさん、タッカーさん、マッキンストリーさん、ラッセルさん　→Click here

• レティさん、なかうちさん、アルトさん、ジョーさん、カーさん、ピーターソンさん、つかやまさん、ホーンさん　→Click here

えぐち先生のクラス:

• ローさん、ロドリゲスさん、シンさん、スプラウスさん、タンさん、ワンさん、やまもとさん、ユーさん　→Click here

• バイさん、ブラウンさん、バージェスさん、アインスタインさん、ハーンゲリアムさん、ヒュエットさん、ヒュンさん、クズオールさん、リューさん　→Click here

パク先生のクラス：

• ジェス・プッチャー・スジョン・チョイ・シェルトン・ウィリアム・ハモンド→ Click here
• リンチ・ニー・ダイ・ダニエル・ジョン・ステファニー→Click here

まつもと先生（２：４０〜）のクラス：

　　シーさん、ブラウンインズさん、オウさん、シマードさん、ヘルナンデスさん、トーマスさん、カーンさん→Click here
　　スコットさん、アダグンさん、モートンさん、いわみずさん、ポメスさん、ハーさん→Click here

まつもと先生（４：１０〜）のクラス：

　　ディンさん、マーティンさん、ゼングさん、ロルダンさん、ヤンさん、エスコバルさん、じんさん、ペイトンさん→Click here

　　ミニアさん、ナーディさん、エドワードさん、ペインさん、ロウェルさん、チェンさん、リーさん→Click here

　　

Katakana Literary Work Evaluation Categories
1. Emotiveness (Appeal to heart)
Capture the readers, appeals to the senses, inspire reaction
Thought provoking, evoke emotion
Relatable to the reader

2. Delivering message (Message)
Eternal verities, providing lessons (underlying deeper messages), depth beyond the plot,

Has a point to it
Thought provoking content
Star-crossed romance, sense of fantasy (mythos)

3. Aesthetic Factors (Beauty)
Aesthetically pleasing,
Follows a structure, style, formation of a style and consistency
Provokes image, songs, and etc, can picture in your head
Sounds beautiful, should flow, have rhythm, rhythmical

4. Creativity (Interest)
Unique, exciting, interesting, fun, not boring, wit, smart, funny, humorous, entertaining, well developed, not repetitive/ cliché, sparking new ideas and questions, original, imaginative, innovative, original
challenging societal conventions, question the typical standards

5. Consideration for Others (Ease of Reading)
Coherent, clear, thoughtful, an appropriate length, concise, cohesive
Easy to interpret and/or understand
Ability to reach wide audiences across ages and cultural backgrounds, potentially carry universal values, Respect all cultures
Vocabulary that takes into account the audience's level of understanding

6. Language (Relation to Language)
Use of language, meaning either a unique use of diction perhaps
Well crafted (i.e.- put thought/effort into it, strategic choice of words, etc.)
Wordplay, fun with language, has an eloquent use of words, illustrative language

Use language that we’ve learned

Haiku & Senryu
Rhythms, rhymes, and catchy sounds, satiric, succinct
Correct form and style

Subtlety is appreciated to achieve mood or image
Express an aspect of human nature (Senryu)
Express an aspect of the natural world (Haiku)

Story & Manga
1) Plot & Structure
Good, interesting, clear story line, good artwork
Depth of character and plot
Beginning, middle, and end
2) Characters
Character development, characters that you can relate, memorable characters

2. Evaluation of the katakana project. (15 minutes)

• Click here and evaluate katakana project. Please write as much as possible so that we can improve the projects for students who will be studying Japanese at Columbia in the future.

3. Course Evaluation (15 minutes)

• Go to the Courseworks, "first year Japanese," and then "Evaluation."
• Evaluate this Japanese class. Please write as much as possible so that we can improve our Japanese classes for students who will be studying Japanese at Columbia.

助数詞（じょすうし：Counter suffix）

レッスン１１で、たくさん助数詞をべんきょうしましたね。にほんごには、たくさん助数詞があります。

この助数詞は、なにに　つかいますか？

1. 部（ぶ）
2. 泊（はく）
3. 匹（ひき）


答（こたえ：answer）は↓ここにあります！

http://en.wikipedia.org/wiki/Japanese_counter_word

11月23日のアクティビティー

There are 4 activities today.If you don’t finish within the class period, finish them at home.

1. Read literary works of your classmates. (10 mins)

• Read at least 3 literary works (3 blogs below yours in the blog list of your class in the right side column of this website) of your own classmates.
• Post your comments. (Deadline for this comments is November 29th, Tuesday)
• If you think it is necessary, after reading the comments on your literary work entry, revise your literary work. (if you would like to create a new literary work, you may create another one.) (Deadline: December 6th, Tuesday)

2. Read your comments on your katakana analysis (draft) and revise your analysis by December 1st, Thursday. (20 minutes)

• Revise your analysis and post it on your blog. For the title, write "Katakana Analysis (final)."
• Do not delete your Katakana analysis (draft). Write a new entry.
• The final analysis will be graded by the instructor.

3. Check the comments made on your own blog, and also check if others have/have not responded to comments that you made on their blogs. (10 minutes)

• Check the comments that others have made on your blog, as well as check if others have responded to comments that you have made on their blogs.
• If you think it is necessary,respond to any questions or comments.
• Record where you have commented on your comment sheet so you know where you have commented.

4. Write in your own blog. (15 minutes)

• Write in your blog in Japanese.
• The topic can be anything. If you don’t have any ideas, write about what you did during the long weekend (Oct. 29-Nov.2) and how it was. Use counters if you can.

11月9日（水曜日）のアクティビティー

We have 3 activities today. Activities 2 and 3 are homework (the due dates are Nov.22 and Dec.1 respectively.), If there is anything you can start today, please do.

1. Form a group of 3-4 and discuss what makes a good literarywork (e.g., haiku, senryu, story, manga, poem, etc). (10 minutes)

After you have created your own literary work, your teacher as well as your classmates will evaluate your work mutually. Based on today’s discussion, we will create an evaluation criteria that will be used at the end of the semester.

• In a group of 3-4, discuss some of the characteristics that would make a good literary work(e.g., haiku, senryu, story, manga, poem, etc)..
• Share what you have discussed by posting comments on this blog entry. Include all the group members’ names or initials.

For activities 2, please finish by November 22nd, Tuesday. If there is anything you can start today, please do.

2. Make a literary work using katakana. (20 minutes)

(1) Read other people’s comments on “what makes a good literary work”. (2 minutes)

• Scroll down to the comment section of this entry and read other people’s comments on “what makes a good literary work”.

(2) By using katakana words/expressions, create your own literary work and post it on your own blog. (18 minutes)

So far, we have searched and categorized various usages of katakana. We have also analyzed the purposes and effects of each katakana word/expression. By making the most of what we have learned through our katakana project, create literary work using various usages of katakana, instead of using just a single usage of katakana (e.g. loanword only).

• Choose the type of your literary work among haiku, senryu, manga, story, poem, etc. If you want to do 2 different types of literary works, you may create another one.
• If you choose to write senryu, read the previous blog entry about haiku, and senryu and review the rules. You have to write at least 3 senryu works.
• Leave your own comment for the same blog entry (the one where you published your literary work) and explain why you have used the particular katakana words in your literary work as well as their effects. (Due: November 22nd, Tuesday)

For activities 3, please finish by December 1st, Thursday. If there is anything you can start today, please do.

3. You will receive comments by November 18th. Read your comments on your katakana analysis (draft) and revise your analysis by December 1st, Thursday. (15 minutes)

• Revise your analysis by and post it on your blog. For the title, write "Katakana Analysis (final)."
• Do not delete your Katakana analysis (draft). Write a new entry.
• The final analysis will be graded by the instructor.

Katakana Analysis Checklist

1. Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
2. Did you gather enough information from varied sources to support your conclusion. (Deadline: December 1, Thursday)

俳句（はいく）と川柳（せんりゅう）

（しゃしんはwikipediaから)

みなさんは川柳（せんりゅう）をしっていますか？川柳（せんりゅう）は日本の短い（みじかい：short）詩（し：poet）です。

It consists of 3 lines with 17 (5-7-5) or more/fewer morae. The below is the example from Wikipedia.

どろぼうを

とらえてみれば

わがこなり

The robber,

when I catch,

my own son

The subject of senryu is based on human nature, and it's usually satirical/ironic.
There are people who make senryu in English. Click here and here.

Senryu is similar to haiku. However, haiku usually have seasonal expressions which senryu don't have to have.

１０月２４日（にじゅうよっか）のアクティビティ

This is today’s activity. If you cannot finish within class time, finish at home.

For 1-3, work on your own.

Write in Japanese as much as you can.

1. Read your last entry and the comments on your own blog. (5 min.)

• Read the comments of the people who commented on your blog.
• If you feel that it is necessary, respond back to the people who commented on your blog.
• If you find any mistake on your last entry, correct and publish the corrected version.

2. Confirm if comments you have made on others’ blogs have been responded to, or not. (5 min.)

• Check the status of the comments you have posted on others’ blogs.
• If you think it is necessary, respond to any comments.
• To ensure that you remember where you commented, make sure to record on yourcomment sheet.
  

3. Comment on the blogs of students in other sections, and other universities (at least 2). (10 min.)

• To go to blogs in other sections, look at the link list on the right-hand side of the page.
• To go to the blogs of students in other universities and countries, click on the link on the right-hand side of the page that says, "せかい(WORLD)" under “ともだちをつくろう(Let's make friends)!” At this site you will see Beginning Japanese (2011-2012) as a link on the right, and underneath it there are various university’s names. If you click on these links, it will take you to university homepages which have student blogs either on the right side or on the left side.
• When you read the blogs and think they are interesting, comment on their blogs.
• To ensure that you remember where you commented, make sure to record on yourcomment sheet.

4. Read Blog Evaluation Categories. (5 min.)

• Please read the Blog Evaluation Categories. (If there is something you would like to add, post it in the comment of this blog entry.)

From here, work as a group of 3~4.

5. Work on categorizing katakana words/expressions. (20 min.)

• Discuss with your group members in which category each of the katakanas you found should fit. (If you don’t know the answer, please seek opinions from the instructor.)

(Category) Onomatopoeia - Emphasis - Loanwords

• If a katakana word/expression doesn’t fit into any of the categories written above, create a new category for it.
• Write (1) the category, (2) the katakana words, (3) the English translation/transcription, and (4) the place where you found the katakana in the comment section of the blog. See the example below.

(Example) Loanword, スタイル, style, Newspaper

From here, work on your own.

6. Think about katakana use and write your analysis on your blog. (15 min.)

Other people will read your analysis and make comments on your analysis.

1. Choose at least 2 katakana words/expressions that you found and think about what kinds of effects / purposes there may be in these words/expressions writing in katakana instead of hiragana or kanji.
2. Also, think why there are such effects/purposes.
3. Think about why each textbook is different in explaining katakana, and why the textbooks explained katakana in the manners that they did.

* On your blog, post what you have written in the question above. For the title, write "Katakana Analysis Draft." (deadline: November 3rd, Thursday)

Katakana Analysis Checklist

1. Did you clearly state the source(s) for your data (e.g., newspaper "Asayomi shinbun," women's magazine "Kitty")?
2. Did you gather enough information from varied sources to support your conclusion?
3. Were you able to exchange your opinion with people who knows Japanese (i.e., advanced level Japanese learners, a Japanese person)?
4. If you want to read about the Katakana project objectives and procedure, click here.

*After exchanging comments, revise your analysis and post it on your blog.(deadline: December 1) The final analysis will be graded by the instructor.

Blog Evaluation Categories

1. Language

- transition into using more Japanese, use Japanese as much as possible

- use the grammar structure and vocabulary we learned

- try not to rely on Google translator because it is often very inaccurate

- grammatically correct

- clear language and proper spelling

2. Content

- a good topic or theme, some sort of continuity in the theme/ topic of the blog, include current events

- topics that somehow relate to Japanese, topic should be related to Japanese culture to raise people’s common interests

- various subjects and topics that lead to good discussions

- clarity, simple and easy to understand, should be coherent

- be honest, show sincerity and originality

- interesting to reader and writer, appropriate/ polite content, include topics that touch on life lessons or address universal values

3. Layout

- easy on the eye

- utilizes external resources, including pictures, videos, links, and recordings

- user- friendly, easy to navigate

- visually attractive (eg: stylish layout, effective usage of colors)

- clear font, clear to follow

- liberal use of space, don’t squeeze sentences into one paragraph

- attract both new and returning users

- family- friendly

4. Communication

- respond to comment, interacting with other blogs (eg. commenting on classmates’ blogs and other blogs outside of class)

- comments should be answered if they include questions, comments should be meaningful

- English translation when relevant

- communicate and articulate in a conductive way

- keep the flow of the dialogue natural so it is easy for the readers to read, consistent tone/ subject

- attempt to connect with readers

5. Consideration

- be sincere, no offensive words or posts but have an opinion, keep in mind what others could be offended by, know your audience

- aware of the language level of one’s readers, try to post at the class’ level so we can all read the posts

- should respect others’ blogs, consideration of other’s opinions, try not to be politically incorrect

- don’t include too many details about your private life that would offend the readers

6. Frequency

- update regularly, frequently updated (at least once a week), avoid posting too much entries at once that has no content, no Spam

7. Others

- Paragraphs should not be so long that the blog becomes difficult to read

- humor and wit

- make an effort on your blog

Katakana Project

Objectives of the Project

1. Explore various uses of katakana.
2. Practice using various katakana expressions.
3. Observe how Japanese textbooks explain katakana and think about why those textbooks explain katakana in such manners.

Outline of the Project

1. Understand the manners in which Japanese textbooks explain katakana.
2. Gather various katakana expressions from sources such as books and magazines.
3. Think of the ways in which the various katakana expressions could be categorized. Consider what kinds of effects and purposes there are in writing in katakana.
4. Think about why the textbooks explain katakana in such manners.
5. Prior to producing literary works (such as senryu, manga, or stories) using katakana, discuss how you can make your literary works interesting. Based on this discussion, the class will create the criteria by which the literary works should be evaluated.
   
6. Produce literary works using katakana.
7. Based on the evaluation criteria decided in step 5, write comments on the literary works of the classmates.
8. According to the comments from the classmates, revise and/or re-produce the literary works.
9. Appreciate the classmates’ literary works once again, and based on the evaluation criteria decided in step 5, choose the top 3 literary works in class.
10. Write comments on the project itself.

１０月（じゅうがつ）１０日（とおか）のアクティビティ(activity)

There are 4 activities today. If you cannot finish all of them, do the rest at home.
Use your time effectively.


1. Discuss what makes a good blog in groups of 3-4 people.(15 min.)

At the end of the semester we will have not only teachers but also you and your classmates evaluate each other’s blogs. We will use the results of your discussions today as a basis for deciding the criteria that we will use to evaluate the blogs at the end of the semester.

• Discuss what makes a good blog in groups of 3-4 people.(3-4min.)
• Look at the blog evaluation category that the last year students made and discuss.(3-4min.)
• Post the result of your discussion in the comment column of the blog. (Only one blog entry per one group, but make sure to include each of your group members' names with the posting so we know that you have commented.

2. Re-read your own blog entries that you wrote in the past and make corrections on any mistakes you find. (15 min.)

• To Edit your blog, click the edit button which will direct you to the editing screen.

3. Read the comments made about your own blog. (10 min.)

• Please read the comments made by others about your blog. (People who have already read these comments can skip ahead to step 4 below.)
• If you feel that it is necessary, please respond back to those who have commented on your blog.
  

4. Post your blog entry in Japanese. (20 min.)

• Write a blog entry in Japanese.
• If you have no idea what to write, you can write about what you did on the weekend or your daily schedule.

Blog Evaluation Categories

1. Language

2. Content

3. Layout

4. Communication

5. Consideration

6. Frequency

7. Others