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 pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

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 language,  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:
• Click on Share
• 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)

日本昔話 / Japanese Folk Tales

Description:

Students will warm-up with practice regarding familiar fairy-tales. They will then read or watch a Japanese folk-tale and discuss the story together. They will finish with some questions that analyze the message of the story and compare the story to folk-tales from their home culture. 

Proficiency Level:

Intermediate Mid

Keywords:

Folk-tale, story, compare and contrast, group discussion, reading comprehension, listening comprehension

NCSSFL-ACTFL World-Readiness Standards:

• Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
• Standard 1.2: Students understand and interpret written and spoken Japanese on a variety of topics.
• Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of Japanese culture.
  
• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of Japanese culture and their own.

Idaho State World Language Standards:

• COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
• COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
• COMP 2.3 - Compare and contrast authentic materials from the target culture with the learner’s culture.
• CLTR 2.1- Analyze the significance of a product (art, music, literature, etc...) in a target culture.
• CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.

NCSSFL-ACTFL Can-Do Statements:

• I can read and comprehend an authentic Japanese story.
• I can compare and contrast a Japanese story with a story from my home culture.
• In my own and other cultures, I can understand themes from a folk story. 

Materials Needed:

Kahoot

Google Slideshow

Warm-up

1. Introduce the Can-do statements for today's activity. 

2. Using either the link provided in the slideshow or in the above materials section, open the Kahoot game. 

3. Have the students play through the entire Kahoot, with each question quizzing them on their recognition of common fairy-tales in the U.S through emojis.

今から絵文字が出てきます。どのおとぎ話か当ててください。

4. They will have 10 seconds to answer each question.

１０秒で答えてください。

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 read and comprehend an authentic Japanese story.
• I can compare and contrast a Japanese story with a story from my home culture.
• In my own and other cultures, I can understand themes from a folk story.