タイトル決め/Caption the Picture. Intermediate Mid, Japanese 301, Lab 08

Created Feb. 7, 2024 by Amber Hoye, Deana Nassans, Ethan Hoggan, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwayproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
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    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

タイトル決め/Caption the Picture

Description:

Students will be shown pictures of humorous captions written by native Japanese speakers. The students will then be given a random picture that they will caption themselves in Japanese, with one judge giving points to the most creative or humorous captions they read. At the end of the activity, the students will reflect on the differences between their humor and the humor in the Japanese captions.

Proficiency Level:

Intermediate Mid

Keywords:

Pictures, social media, creativity, humor, hand writing, intercultural competency, comparing and contrasting

World-Readiness Standards:

  • Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through Japanese language and culture.
  • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own.

Idaho Content Standards for World Languages:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • CONN 2.3 - Compare and contrast cultural similarities and differences in authentic materials.
  • COMP 2.3 - Compare and contrast authentic materials from the target culture with the learner’s culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can write and understand humorous or creative Japanese.
  • I can analyze how the use of sarcasm, irony, and humor reflects societal attitudes in my culture and Japanese culture.
  • I can tailor my Japanese to appeal to another speaker.

Materials Needed:

Caption Examples

Dixit board game

Google Slideshow

Whiteboards 

Dry Erase Markers

Warm-up

1. Begin by opening the Google Slideshow and introducing the Can-Do's for today's activity. Show examples of captioned pictures\Ask the students the following:

Do you find the Japanese captions humorous?

このタイトルたちは面白いと思いますか？

Do you feel like you readily understand the caption (and its intended message)?

タイトルの意味が分かりますか？どういうメッセージが込められてると思いますか？

What was your favorite caption? 

どれが1番好きですか？

Main Activity

1. Give every student a whiteboard, dry erase marker, and an eraser.

2. Ask for a volunteer. They will be the judge of the activity. 

ボランティアはいますか？ボランティアにはジャッジになってもらいます。

3. Give the judge five cards from the Dixit board game. Have the judge pick one.

一つカードを選んでください。

4. Have the judge show the card to the rest of the students. 

全員にカードを見せて下さい。

5. The rest of the students will then create a story or a caption based on the picture on the card and write it on their whiteboard. Students will have 2 minutes to write their answers.

カードに描いてある絵にタイトルをつけてください。時間は2分あります。こたえをホワイトボードに書いてください。

6. Once their caption is ready, have them give their captions to the judge. The judge will choose their favorite caption.

終わったらジャッジの人にホワイトボードを渡してください。ジャッジは1番おもしろいと思うタイトルを選んでください。

7. Pick a new judge and repeat until each students has gotten an opportunity to be a judge. 

1人1回ジャッジをするまでゲームを続けます。

Wrap-up

Ask the following questions to finish the lab: 

What made a caption a winning caption, in your opinion?

あなたが選んだタイトルのどこが面白いと思いましたか？


Is your sense of humor different from the Japanese “winning captions?”

日本人のユーモアセンスとあなたのユーモアセンスは違うと思いますか？

End of lab:

  • Read can-do statements and have students evaluate their confidence with cards 
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can write and understand humorous or creative Japanese.
  • I can analyze how the use of sarcasm, irony, and humor reflects societal attitudes in my culture and Japanese culture.
  • I can tailor my Japanese to appeal to another speaker.
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