Day+9

**３月２８日** 1. 先週の続きを読もう. （担当個所を各学生が説明する. ）

2．単語の確認

 [|Vocabulary check.pdf]


 * ４月４日（自習） (Due ４月１１日）**


 * Please complete the task I and II.**
 * You will submit the worksheet I on April 11th.**
 * Please post your answers of II. イクメンプロジェクト (both 1 and 2) on your wiki page.**

Use a graphic organizer to show what you have learned in the previous lesson regarding the Shoshika problems.  (Work in a group of three students.)
 * I. 少子化の問題を考える **

 [|Causes of Shoshika.pdf]  Pay attention to the following points:  1. Causes of Shoshika issues  2. Social problems created by Shoshika issues  3. Current policies relating to Shoshika issues  4. Possible solutions of each issue  5. After making a graphic organizer in a group, exchange ideas and opinions with other groups.  6. As a homework, write your opinions about Shoshika issues on Wiki discussion page.

**II. イクメンプロジェクト**

次のホームページを読んで、質問に答えてください. [] [] [] [] 1. イクメンプロジェクトとは何ですか. 2．日本で 育児休業(いくじきゅうぎょう) を 取(と) りたい男性は 何割(なんわり) （何パーセント）いますか. 3．日本で育児休業を 実際(じっさい) に取る男性は何パーセントいましたか. 4．どうしてイクメンを 推進(すいしん) しようとしていますか. （どうしてイクメンを増やそうとしていますか. ）
 * 1．イクメンプロジェクトの**** 背景(はいけい) **


 * 2．働く女性の問題**

Wordを開いて、問題に答えてみてください. １． 子どもができた時に仕事を辞める女性が少なくないのはなぜですか. 例を２つ以上書いてください. ２． 育児休業を取った後、仕事に復帰する（仕事に戻る）ことが難しいのはなぜですか. ３． 女性はどのくらいの期間産休を取ることができますか.



<span style="font-family: verdana,arial,helvetica; font-size: 14px; line-height: normal;">**News letter （Due 4月25日）** <span style="font-family: arial,helvetica,sans-serif;">Make a newsletter about Shoshika in the group of 2-3 students. <span style="font-family: arial,helvetica,sans-serif;"> Each person takes a responsibility to write a assigned section in Japanese. <span style="font-family: arial,helvetica,sans-serif;"> Sections are following: <span style="font-family: arial,helvetica,sans-serif;"> A: What is the current Shoshika phenomena? <span style="font-family: arial,helvetica,sans-serif;"> B: What are the causes of the Shoshika issues? <span style="font-family: arial,helvetica,sans-serif;"> C: What kind of problems are cuased by Shoshika? <span style="font-family: arial,helvetica,sans-serif;"> D: What are governmental policies to solve problems relating to Shoshika? <span style="font-family: arial,helvetica,sans-serif;"> E: What do you suggest to solve Shoshika problems?

<span style="font-family: arial,helvetica,sans-serif;"> Suggested Programs <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; font-family: arial,helvetica,sans-serif; padding-right: 10px;">Microsoft Office Newsletters <span style="font-family: arial,helvetica,sans-serif;">Mac Pages (Newsletters)

<span style="font-family: arial,helvetica,sans-serif;"> Example of former student <span style="font-family: arial,helvetica,sans-serif;"> [|Shoshika.pdf]

<span style="font-family: verdana,arial,helvetica; font-size: 14px; line-height: normal;">**Evaluation**

Newsletter assignment 3 || Good 2 || Satisfactory 1 || Score || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">chosen topics. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Newsletter shows moderate creativity. Accurately represents the chosen topics with few inconsistencies. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Newsletter shows creativity occasionally with some inconsistencies. ||  ||
 * || Excellent
 * Creativity || Newsletter <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">shows extreme creativity. Learner went above and beyond expectations. Accurately represents
 * Content || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Learner fully captures an important element of chosen topic. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Learner shows clear understanding of the topic, but does not fully capture an important element of the topic. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Shows average grasp of topic, but focuses on unimportant elements sometimes. ||  ||
 * Use of Language || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Writer makes no errors in grammar or spelling that distract the reader from the content. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="border-collapse: separate; font-family: arial,verdana,tahoma; font-size: 12px; line-height: normal;">Writer make 3-4 errors in grammar or spelling that distract the reader from the content. ||  ||
 * TOTAL || /9 ||