NTPRS 2015 “Godzilla goes to D.C.” Betsy Paskvan Japanese Language Teacher Dimond High School Anchorage, Alaska Daughters: Danika, Kendra, Samantha Font 28 size Add in pictures

Avant’-garde Storytellers Robert Coles Harvard Professor and Child Psychiatrist Vivian Paley Joseph Campbell

Yakushima Island Finding our Stories in Japan Yakushima, Ai chan speaking English while playing cards, TPRS on the Island of Yakushima. Mrs. Ishida and her 8 years of stories. Island vegetables, crops, 3 daughters, 9 grandchildren, 15 great grandchildren. Husband died 14 years ago was a journalist. Censored from a major newspaper and brought them to this Island.

Finding our stories in Japan Yakushima Island (Mononoke Forest) Finding our stories in Japan Yakushima, Ai chan speaking English while playing cards, TPRS on the Island of Yakushima. Mrs. Ishida and her 8 years of stories. Island vegetables, crops, 3 daughters, 9 grandchildren, 15 great grandchildren. Husband died 14 years ago was a journalist. Censored from a major newspaper and brought them to this Island.

Gojira aka Godzilla 1954 birth and role of the monster. The name is a hybrid of gorilla/ kujira(whale) Japan needed a symbol of the rage and destruction of the atomic bomb- Cold War nuclear hysteria was the impetus behind the monster 1952 The U.S. was testing nuclear weapons in the bikini/Marshall Islands- one fishing trawler did not get the warning- this reignited the fear and horror of Hiroshima and Nagasaki Tanaka, Honda, Tubaraya created Godzilla All references to Godzilla are properties of TOHO studios

Godzilla Visits D.C. We can 1. establish meaning, 2. ask a story and 3. read and discuss in less time than it takes flee from Godzilla! Font 28 size Add in pictures

1. Establish Meaning (TPR, PQA, Ask a Story) san Title: Mr./Mrs./Ms. imasu is, there is (for animate things) tabetai wants to eat ikimasu to go arimasen there is not ga, wa markers for topics - they are sometimes interchangeable Personalize these structures

Godzilla wa imasu. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker

Godzilla wa imasu. Godzilla wa D.C. ni ikimasu. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa imasu. Godzilla wa D.C. ni ikimasu.

Godzilla wa imasu. Godzilla wa D.C. ni ikimasu. Godzilla wa tabetai! imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa imasu. Godzilla wa D.C. ni ikimasu. Godzilla wa tabetai!

Godzilla wa RAMEN wo tabetai. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa RAMEN wo tabetai.

Onaka peko peko! Use for negatives of verbs- cognates like handsome too what does mo mean

Godzilla wa ramen wo tabetai. Godzilla wa Lincoln Memorial ni ikimasu. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa ramen wo tabetai. Godzilla wa Lincoln Memorial ni ikimasu.

Zannen desu nee? (Tr. “Aw, shucks.”) imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker RAMEN wa arimasen. Zannen desu nee? (Tr. “Aw, shucks.”)

Godzilla wa ramen wo tabetai. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa ramen wo tabetai. Godzilla wa Library of Congress ni ikimasu.

RAMEN wa arimasen. Zannen desu nee? imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker RAMEN wa arimasen. Zannen desu nee?

Godzilla wa ramen wo tabetai. Godzilla wa White House ni ikimasu. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Godzilla wa ramen wo tabetai. Godzilla wa White House ni ikimasu.

Demo, RAMEN wa arimasen. Zannen desu nee? imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Demo, RAMEN wa arimasen. Zannen desu nee?

Onaka peko peko! Use for negatives of verbs- cognates like handsome too what does mo mean

Scott Walker wa White House ni imasu. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker Scott Walker wa White House ni imasu.

Godzilla wa Scott Walker wo tabetai…. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none wa=topic marker

Zannen desu ne…

Demo Scott Walker san wa imasu. Godzilla wa onaka peko peko. imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none Godzilla wa imasu. Godzilla wa ramen wo tabetai. Godzilla wa Library of Congress ni ikimasu. Ramen wa arimasen. Godzilla wa ramen wo tabetai. Godzilla wa Pentagon ni ikimasu. Ramen wa arimasen. Godzilla wa ramen wo tabetai. Godzilla wa White House ni ikimasu. Ramen wa arimasen Demo Scott Walker san wa imasu. Godzilla wa onaka peko peko. Godzilla wa Scott Walkersan wo tabetai.Heeeeeeeee??? Use for negatives of verbs- cognates like handsome too what does mo mean

Mira san wa imasu. Mira san wa tacos wo tabetai. Tacos wa arimasen Mira san wa imasu. Mira san wa tacos wo tabetai. Tacos wa arimasen. Demo Blaine Ray san wa imasu. Blaine Ray san wa onaka peko peko. Mira san wa onaka peko peko. Taco Bell wa arimasu. Blaine san to Mira wa Taco bell ni ikimasu. Heeeeeeee!

Let’s review what I did - Backward Design ish Select or write a culminating reading that is culturally connected Pull out the key structures from the reading Define and/or TPR those structures: Establish Meaning Personalize those structures with your students: Get (Ask) a story! Break the reading into small segments with visual support: Read and Discuss Read as a group Read and Discuss 1974 film version

Embedded Reading Structures: imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none Mo= also Onaka ga pekopeko= is hungry Embedded Reading Structures: Godzilla wa imasu. Godzilla wa tabetai. Godzilla wa imasu. Obama san wa imasu. Scott Walker san mo imasu. Godzilla wa tabetai. Onaka ga pekopeko! Godzilla to Obama san to Walker san wa D.C. ni ikimasu. Godzilla wa tabetai. Godzilla to Obamasan to Walkersan wa D.C. ni ikimasu. Godzilla wa California Roll (no) sushi wo tabetai. Obamasan wa supamu musubi wo tabetai. Scott Walker san wa chiizu wo tabetai. Godzilla to Obamasan to Walkersan wa D.C. ni imasu. Restaurant ni ikimasu. Sushi no restaurant ni ikimasu. Godzilla wa California Roll (no) sushi wo tabetai. Obamasan wa supamu musubi wo tabetai. Scott Walkersan wa chiizu wo tabetai. Onaka ga pekopeko! Font 28 size Use x/o game for longer time frame Add in pictures

Embedded Reading Structures: imasu = to be imasen = to not be ikimasu = to go ikimasen to not go tabetai = wants to eat arimasen = is not, there is none Mo= also Onaka ga pekopeko= is hungry 6. Godzilla wa imasu. Godzilla wa tabetai. Obamasan to Walker san mo tabetai. Godzilla to Obamasan to Walkersan wa D.C. ni ikimasu. Resutoranto (restaurant) ni ikimasu. Makudonarudo ni ikimasen. Popeyes Furaido Chikin ni ikimasen. Sushi (no) resutoranto ni ikimasu. Godzilla wa California Roll (no) sushi wo tabetai. Obamasan wa supamu musubi wo tabetai. Scott Walkersan wa chiizu wo tabetai. Resutoranto wa chiizu ga arimasen. Sushi ga arimasu! Supamu musubi mo arimasu! Demo chiizu wa arimasen. Walkersan wa onnaka ga pekopeko desu. Zannen desu neee Students can translate #6 for an assessment, can continue the story, can retell #5 to each other “blind” style, can draw pictures or a story map of this to get more reps and confirm comprehension. Font 28 size Use x/o game for longer time frame Add in pictures

Embedded Reading Structures: imasu = to be ikimasu = to go tabetai = wants to eat arimasen = is not, there is none Mo= also Onaka ga pekopeko= is hungry Embedded Reading Structures: Students will use these structures for their own embedded story. Use the template below to support. Godzilla wa imasu. Godzilla wa tabetai. Godzilla wa imasu. Obama san wa imasu. Scott Walker san mo imasu. Godzilla wa tabetai. Onaka ga pekopeko! Godzilla to Obama san to Walker san wa D.C. ni ikimasu. Godzilla wa tabetai. Godzilla to Obamasan to Walkersan wa D.C. ni ikimasu. Godzilla wa California Roll (no) sushi wo tabetai. Obamasan wa supamu musubi wo tabetai. Scott Walker san wa chiizu wo tabetai. Godzilla to Obamasan to Walkersan wa D.C. ni imasu. Restaurant ni ikimasu. Sushi no restaurant ni ikimasu. Godzilla wa California Roll (no) sushi wo tabetai. Obamasan wa supamu musubi wo tabetai. Scott Walkersan wa chiizu wo tabetai. Onaka ga pekopeko! Font 28 size Use x/o game for longer time frame Add in pictures

4 Strategies for asking or creating a story Get the story from your actors after PQA. Have a star student write it on the board. Get the story from pairs’ stories Pairs use structures to create the story Get the story from a superstar or two in the moment Use a popular movie, song or poem to build a story before class like I did with Godzilla

9 Strategies for Read and Discuss Read each line of the story supported with visuals as a group confirming comprehensibility via translation Read the entire passage as a group. Confirming via translations, comprehension checks, contrastive grammar and verbal “cloze” reading Have students alternate reading sentences or paragraphs to partner and have one translate. Use this as an SEL moment: one with most siblings reads, one from farthest hometown reads, one who speaks most languages reads, one who travelled the most weeks this year reads, the one who is oldest in the family and so forth. This build community while getting reps. Have students do a blind retell in pairs with a story map. Have one student do a blind retell in front of class while whole group gets another input rep from projected story Embedded readings can be discussed also. Start with pairs reading to each other then expand the activity to whole group with you leading the reading and repeating every time you can the key structures. Students can translate a final iteration of the embedded reading Students can add an embedded reading Students can create their own story from the structures using the embedded reading as scaffolding.

A Typical Comprehensible Input Week One Week of Stories Monday: • What did you do on the weekend? • Introduce song—cloze activity • Step 1: Gesture & PQA new vocabulary • Step 2: Ask the story—background info Tuesday: • Sing & gesture song • Review background info from yesterday • Step 2: Ask the story—introduce problem, attempt to solve problem, and finally solve problem Wednesday: • Timed-writing uncorrected- this is for expression only not acuracy • Step 3: Read & discuss—extended reading: background info Thursday: • Step 3: Read & discuss—extended story: read, translate, discuss Friday: • “Kindergarten Day” • Free Voluntary Reading • Song competition • Story strip • Step 3: Read & discuss—novel

dare who nani what doko where itsu when doushite why 2. Ask a story (using helpful circling words) Japanese English dare who nani what doko where itsu when doushite why hai, iie, maa-maa, heeee yes, no, so-so, whoa!! Font 28 size Use x/o game for longer time frame Add in pictures