SP2 Final Exam - June 6th

SP2 Final Exam Study Guide – For FINAL EXAM on JUNE 6^th

(If you are a senior and feel you need to take the final exam another day, please speak with me individually.)

Topics include:

1)   Present tense conjugations: ser, estar, ir, hacer, tener, poder, pedir, hablar, comer, vivir - Practice on Quizlet: https://quizlet.com/_2clv5o

2)   Preterite and imperfect conjugations: see: https://quizlet.com/129401119/preterite-and-imperfect-verbs-flash-cards/ - ser, estar, hacer, ir, ver, dar, decir, hablar, comer, vivir

3)   Preterite vs. imperfect – when to use each past tense form – Caperucita Roja story - see: https://www.quia.com/cz/77803.html

4)   La geografía: countries and capitals - VIDEO: https://youtu.be/MCQmRbDJjBk - ALSO: Don't forget about the 3 outliers: (1) El Distrito de Columbia, Los Estados Unidos; (2) Madrid, España; (3) Malabo, Guinea Ecuatorial

5)   Reading Comprehension/Lectura: p.146-147 – “La unidad en la comunidad internacional” – Answer “Comprendiste” questions. [Use textbook, pearson login, or review packet to study this.]

SP2 Presentation Link Sharing Sheet

1. Share your presentation with me first: aanderson@asd.wednet.edu
2. Next, go to this link.
3. Find your class.
4. Enter your name and paste your link (to your shared presentation).

https://docs.google.com/a/asd.wednet.edu/spreadsheets/d/1-VNW6OxMCl0fRQuSnVe8jlVcuuk0NBYstvbBFkfSUXo/edit?usp=sharing

JP1 Onomatopoeia "Flashcard" Presentations

With a partner prepare a bare-bones script to present your 6 flashcards to the class.

REQUIREMENTS:

1. Choose a presentation format: A) Teaching each other, B) Teaching the class together
2. If teaching each other (A):
1. Greet each other at the start of the conversation.
2. Ask one another a question, such as: "Do you know the onomatopeia for these animals in Japanese?" or "Do you know what the [fox] says?".
3. Script your conversation so that you have a natural back-and-forth. E.g. "No, I don't know that one...", "Oh, is that what the [fox] says!?", etc.
4. Conclude with a phrase such as: "Wow, I really learned a lot!", or perhaps state your favorite sound.
5. [SPEAK ALL IN JAPANESE]
3. If Teaching the class together (B):
1. Greet the class.
2. Start off by telling us what we will learn.
3. Teach us the onomatopoeia and make us repeat them.
4. Quiz us on them: Ask for volunteers first, then call on students with the popsicle sticks to check their understanding and/or retention of the material.
5. Continue to teach and quiz us until three students in-a-row answer your questions correctly.
6. [SPEAK ALL IN JAPANESE]
4. Show me your rough draft of your skit/script by Wednesday, May 18 at the end of class.
5. Both students must write out a complete rough draft and final draft, with English and Japanese sentences.
6. Skip lines when writing your rough draft.
7. Write a final draft only after having your script approved by me.
8. Submit your final drafts (hand-written, one from each of you, with English and Japanese, skipping lines) by Friday, May 20.

Plans for Today: JP1, JP2, SP2 - May 13th, 2016

JP1: Plans for Friday, May 13th

1. WARM-UP: Complete a normal warm-up with date, day of week, and 3 weather terms. (Have the T.A. stamp this.)
2. Complete HW: Translation Sentences #1-15 before proceeding to the Onomatopoeia Project.
3. Research onomatopoeia and find pictures for your 3 animals.
4. When your Onomatopoeia Project posters are complete, find a partner and teach each other the sounds the animals make.
5. We will present these with a partner on Tuesday, May 17th.

yo

JP2: Plans for Friday, May 13th

1. Continue working with your groups on your projects (Katakana, Kanji, or 'Questions' Groups)
2. Create a script rough draft on paper in English and Japanese so that I may provide you with feedback.
1. LEAVE SPACE for feedback: Skip 2 whole lines between each English and Japanese sentence.
2. List roles (characters) and names beside each line.
3. All students will be required to hand-write a final draft of their presentation text or lines (of Everyone's lines).
4. I expect you to memorize all of your lines.

SP2: Plans for Friday, May 13th

1. Continue "Edificios Famosos e Importantes" Project (Famous and Important Buildings)
2. Complete Section 1: A-I Questions (about your specific building).
3. Complete Section 2: #1-5 Questions (about buildings in general).
4. HW: Have drafts of all questions/answers ready by Monday (during class).

GeiselLibrary: An example of Brutalist architecture. (view more like this on r/brutalism.)

JP1 Katakana Animal Sounds Projects

• Choose and find pictures for 3 animals (cutouts from Nat. Geo., full-page images you can print out, or full-page illustrations you can make).
• Research the onomatopoeia (sound word) in Katakana for each of your animals.
• Create a one-page poster for each animal with the picture on the front and the onomatopoeia on the back.
• The onomatopoeia must be equivalent to size 150 font.

SP2 PROYECTO: Edificios Famosos e Importantes

PREGUNTAS TEMÁTICAS:

1. ¿Cuál es un edificio importante en los Estados Unidos?
2. ¿Cuáles son los tres edificios más populares para turístas en los Estados Unidos?
3. ¿Cuáles edificios recomiendas que visite un turísta al estado de Washington?
4. ¿Cuáles son los característicos que se deben considerar en cuánto a la importancia de un edificio? Explica tres (o más) aspectos de "la importancia" que puede tener un edificio.
5. ¿Cuáles son los característicos que le prestan popularidad o prestigio a un edificio? Explica tres (o más) aspectos de la popularidad o el prestigio que puede tener un edificio.

ANTES DE CONTESTAR... Considera los siguientes preguntas mientras prepares tus respuestas a las preguntas anteriores:

• A. ¿Cómo se llama el edificio y dónde está?
• B. ¿Qué tipo de persona visita al edificio?
• C. ¿Qué se hace en el edificio?
• D. ¿Es especial la aparencia (la fachada) del edificio?
• E. ¿Ocurrió un evento importante en el edificio?
• F. ¿Trabaja alguien allí?
• G. ¿Tuvo una función importante en la historia el edificio?
• H. ¿Vive alguien allí?
• I. ¿Cómo se describe el edificio?

POR EJEMPLO:

• A. El Torre "Jeddah". Se llama el Kingdom Tower o el Jeddah Tower en inglés. Está en Jeddah, Arabia Saudita. VIDEO: https://youtu.be/cV7F7DfWsog
• B. Los turístas y los empleados de los negocios y los hoteles van a visitar.
• C. Van a haber varios negocios y tiendas. La gente va a ir de compras, trabajar, o quedarse la noche allí.
• D. Es única el edificio porque será el más alto del mundo.
• E. No ha ocurrido nada de importancia histórica todavía.
• F. Varias personas van a trabajar y manejar sus compañías desde el Torre Jeddah.
• G. No ha tenido una función importante en la historia todavía.
• H. Van a vivir en los apartamentos algunas personas.
• I. Es muy alto y moderno. Representa la riqueza de Arabia Saudita. Probablemente va a atraer a muchas turistas.

After you have chosen a building to research, and after you have described it (A-I), then begin to write your answers to the Thematic Questions we saw above:

1. ¿Cuál es un edificio importante en los Estados Unidos?
2. ¿Cuáles son los tres edificios más populares para turístas en los Estados Unidos?
3. ¿Cuáles edificios recomiendas que visite un turísta al estado de Washington?
4. ¿Cuáles son los característicos que se deben considerar en cuánto a la importancia de un edificio? Explica tres (o más) aspectos de "la importancia" que puede tener un edificio.
5. ¿Cuáles son los característicos que le prestan popularidad o prestigio a un edificio? Explica tres (o más) aspectos de la popularidad o el prestigio que puede tener un edificio.

Present your findings and your views in the form of a PowerPoint/Google-Slides presentation in Spanish. 

• Each student in the class must choose a different building to research.
• Consider one of these: Top 33 World's Strangest Buildings
• Or these: National Register of Historic Places in Washington State 
• Presentation should be information-rich and must take four to five minutes to complete.
• Include and show at least one source for your information during your presentation which is not Wikipedia. 
• Use a definitive source and show a screenshot of the page from which you extracted information during your presentation (as an individual PowerPoint slide).
• Your views on the Thematic Questions must be expressed in a way which is unique to you (phrasing, content, etc.).
• The presentation should be between 5 and 15 slides total.
• Use a font size of 30 or greater for ALL text.
• Write all text in Spanish with correct accents.
• When you present do not read off of the slides. Prepare flashcards for yourself to read from if you need them.

PROJECT TIMELINE: 

1. Choose a building by Thursday, May 12 (by start of class).
2. Answer the "ANTES DE CONTESTAR..." questions in draft form by Friday, May 13 (by start of class). Get these checked off by Señor Anderson.
3. Revise and finalize answers about your building and finalize research by Monday, May 16 (by end of class).
4. Answer Thematic Questions and begin creating PowerPoint/Google Slides presentation. Check Thematic Question answers with Señor Anderson by Wednesday, May 18 at the latest.
5. Begin presentations Thursday, May 19 -- 5 points extra credit to first 5 presenters.
6. Finish presentations Friday, May 20 and Monday, May 23.

JP2 - May 11 - Projects

Japanese 2 - 五月十一日

1. Sentence Mixer -- Present your findings
   Objective: Review and demonstrate understanding of syntax and particles.

2. SGG: Katakana -- Review quiz results, next steps
   Objective: Strategize to acheive proficiency; Review Katakana
  
3. Katakana practice in notebooks (for warm-up stamp)

• Write any Katakana missed X-times each, where X = N (number missed) x ( 20 / N )
• If you missed 10, write each one 2 times.
• If you missed 5, write each one 4 times.
• If you missed 3, write each one 6 times.
• If you missed 1, write it 20 times.
• If you missed 0, write the whole chart 1 time.

4. Intro to Katakana / Questions / Kanji Projects
  

Katakana Group: "What does the [fox] say?" (1 group)

A) x4 animals per person w/ katakana onomatopoeia (sounds) for each animal [research this]
B) One picture (cut-out) or full-page illustration for each animal [front side of paper]
C) Equivalent to Size-110-Font HANDWRITTEN onomatopoeia for each animal [back side of paper]
D) Present Animals/Sounds with your group to the class
E) Review and Quiz the class together until class can pass 80% of questions(!).


Questions Group: Detective Story (2 groups)

A) Create a murder-mystery or robbery-mystery story in Japanese
B) 18+ questions (x3 of each: who, what, where, when, why, how)
C) Uncover and apprehend the suspect at the end of the story
D) ROLES: 1 of each - Reporter, Witness, First-Officer-to-Scene, Detective, Chief
E) Present and Act out your story for the class


Kanji Group: Once Upon a Time... (w/ a Twist)

A) Create a fully PRESENT-tense fairy tale-type story
B) Get a list of a maximum of 15 verbs to use; get this pre-approved
C) Use no verbs outside your verbs-list
D) Use 50+ Kanji that we have learned in JP1 and JP2 in the story (PDF Ch.1-7)
E) Illustrate your story on paper or in a PowerPoint and then present it to the class
F) Story must end with a Twist


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HOMEWORK FOR MONDAY: Translation Sentences #9-13

9. I don't know whether we have school or not tomorrow. (4-5p)

10. Why don't you (ever) call me on the phone? (0-3p)

11. In the elevator there is a big mirror. (3p)

12. The meeting room is currently full (of people)/crowded. (1p)

13. When do you plan to finish your essay? (2p)