Language Residents

an archive of lesson plans

Author: tak

JP S16 ADV “solo” activities

Language Resident Name:

Tasuku Sasaoka

 Day and Date:

Tue. Apr. 26th, 2016

 Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

 Class theme/topics discussed:

Doing activities alone / the Japanese point of view of doing things alone

 Goal(s) of the class:

   Students will learn about the collectivism prevalent in Japan.

Students will discuss what they can and cannot do alone.

Students will conduct class evaluations.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T will check Ss’ attendance and talk T will check Ss’ attendance and talks about a topic related to the class theme. about a topic related to the class theme.
8(13) Pre-Activity Ss participate in an activity with a worksheet given by the T. On the worksheet there are twenty activities that are generally thought to be more fun when done by more than two people. The Ss will decided if they can do each activity on their own and place yes or no next to each activity.

After five minutes, T will collect the worksheets and put the results on the white board anonymously. The results will also be provided with a number next to each so that only the owner will know which one is his/hers.

10(23) Activity 1 Open discussion

Ss participate in an open discussion. T will facilitate the discussions by asking questions such as “Which result seems impressive to you? Why?” “Which one do you think belong to whom? Why?” “Which two or more do you think share similar point of view?” T will also highlight some outstanding features in the results providing Japanese points of views and general ideas.

5(28) Activity 2 1-on-1 convo and guessing

T will give Ss quite short time like three minutes that Ss talk with others to identify the owners of the results.

After certain time Ss write down their guess on the board and then they will learn the answers.

12(40) Activity 3 Open discussion II

After all the Ss learned which results are whose, they participate in an open discussion again.

In this discussion, T will lead Ss to focus on how Japanese people feel about doing activities by themselves, introducing online news articles and his own experience.

Ss will try to identify what is unique to Japanese culture, at the same time what is common between Japanese and American (or other) culture.

5(45) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments on their comment sheets.
15(60) Class Evaluation Ss will conduct class evaluation.

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation

 What worked well in this class? What did not work?

   What worked:

I think it was fun for students’ to learn about the different preferences or personalities among them. Getting the result on the white board was also good because it has a lot to talk about.

  What did not work:

The topics of the class were little bit too much. Especially under the limited time, I could not cover all of them.

How could this class be improved/ modified?

I think limiting topics to fewer numbers would help students to concentrate and learn something in the class time.

 

JP S16 ADV News Writing

 

Language Resident Name:

Tasuku Sasaoka

 Day and Date:

Thu. Mar. 24th, 2016

 Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

 Class theme/topics discussed:

Making news / Japanese online jounalism

Goal(s) of the class:

   Students will practice interview and conversation

Students will make a news article out of it their interview

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss class attendance and talks about a hot topic in contemporary Japan. Then T will explain that they are going to make news article out of the interview.
10(15) Practice Ss will practice making an interview into a topic of a news article. T shows several written interview of a person and then asks Ss what kind of article they can make out of it. Ss get in pairs and talk with each other.
15(30) Activity Ss get into two groups of three. One student from each group will be an interviewee and other two students ask questions to the interviewee of the other group. While they are talking, they use speech recognizer to keep the record of their conversations.
15(45) Activity All Ss in each group will talk with each other and decide what kind of article they are going to make. After they reached consensus, they speak out the news article and let recognizer dictate.
10(55) Production Ss read aloud their news article to the other group. Ss take turn so that all of them can read some part of news. After they heard both news article, they give feedback to each other’s news.
5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments on the feedback sheet.

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, background music, speech recognizer

 What worked well in this class? What did not work?

   What worked:

It was a good idea to make a news article in groups because the process involves interviews, discussions, and editing.

   What did not work:

Speech recognizer was not accurate as I expected. Although it worked as a mean to stimulate students to speak more, it wasn’t successful enough so that the students do not have to write.

How could this class be improved/ modified?

I think I need to find a better way to use the speech recognizer. One possible way is to let each student use one laptop with a microphone.

JP S16 ADV Lateral Thinking Puzzles

 Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Feb. 25th 

Language and Level (intermediate or advanced class):                                                                                        

Advanced Japanese

Class theme/topics discussed:

Hypothesize and inference/ Lateral Thinking Puzzles

Goal(s) of the class:

   Students will use Japanese to solve questions.

Students will use Japanese to acquire necessary information.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in contemporary Japan.
10(15) Project T will briefly review what they decided about the project last week and describe the plan, schedule, process, etc. Ss can also talk about the project if they want to revise or add something to the plan.
40(55) Activity Students will participate in lateral thinking puzzles. In this game, students can ask questions that the game master can answer with “yes”, ”no” or “doesn’t matter” to solve the given problems. Students are encouraged ask lots of questions to gain information, test their hypotheses, and learn about the answers. T will help students by asking questions that stimulate students speculations, giving hints, and/or showing clues.
5(60) Consolidation T reviews the class and gives some feedback to students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

 What worked well in this class? What did not work?

   What worked:

There seems to have been fair amount of speech from each student. I could also encourage some shy students to talk by letting them do the game master part. I also successfully introduced some new vocab words by sending the answer to the last questions via email.

   What did not work:

I think balancing each student’s amount of speech is the next step or task.

How could this class be improved/ modified?

I think letting students ask questions one by one would help all the students to ensure more fair balance of the speech amount.

JP S16 INT Exaggerations

 

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Feb. 3rd

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Exaggerations

Goal(s) of the class:

   Students will learn vocabularies used to exaggerate adjectives

Students will learn appropriate use of exaggeration words

Students will practice exaggerating adjectives

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks Ss’ attendance. Teacher also talks about a topic that is hot in today’s Japan.
5(10) Introduction T continue today’s Japanese topic and asks Ss’ favorite menu restaurants. The S will be asked to describe how much he/she likes that menu using words that describes the amount. T asks several Ss and announce them that today’s theme is exaggeration.
15(25) Pre-Activity Ss will brainstorm and activate their vocabularies used in exaggeration. After they gave all the vocabularies, T shows the list of the words. Then the Ss will replace the words in a two dimensional graph according to the degree and formality of each word.

Then the Ss will participate in a discussion. T leads the discussion and talk about collocations, use, and degree of each word.

10(35) Presentation and Practice T will explain some rules of using the words and exaggerating adjectives.

Ss make a sentence that includes exaggerating word that fits given adjectives. T will tell if the sentence is correct or not. After several times, Ss will discuss and try to identify the rules behind the correct sentences and incorrect sentences.

15(50) Production Mozzarella Chees Game – exaggeration version

Ss watch a video and learn the rule. In this activity, Ss practice using exaggerating words.

T will first give a sentence that uses an adjective. The first S will make a sentence with the same subject and adjective. The sentence made by each student needs to be more exaggerating each time. Ss repeat this and Ss will judge if the degree of the sentence is more exaggerated than the last Ss.

5(55) Consolidation T reviews the class and gives some feedback to students.
5(60) Announcement A LF visits the class and gives a short presentation about LF programs.

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

What worked well in this class? What did not work?

   What worked:

Comparing to the advanced class, I told the rules less and it seemed to work well. Even in the intermediate class, students could tell if a sentence is correct or not based on their own knowledge and tell the reasons why they think so.

Also, this time I had time to discuss accents and emphasis and how they work in exaggeration and the students also enjoyed this part.

   What did not work:

Since, the Ss were hopefully quite active in the pre-activity discussion, not much time was left for the last production.

How could this class be improved/ modified?

Some kind of more productive activities would be nice as a consolidation.

JP S16 INT Showing ways over phone

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Mon. Feb. 1st

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Showing ways over phone

Goal(s) of the class:

   Students will learn expressions useful in direction guidance over phone.

Students will learn how to show a way when guidees are not present.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student, C: class)
5(5) Attendance check & Announcement T checks Ss’ attendance and talk about a hot topic in today’s Japan.
15(20) Introductory Activity Manipulator game

Students get divided into two groups. The purpose of the game is to get as many points on cones as possible. One student from each group puts a blindfold on their eyes and the other members of the teams become manipulator and control the manipulatee. Only manipulatees can touch the pieces so the other participants can only participate in the game by manipulating.

This activity could be repeated and made more difficult by adding rules that prohibits the use of some vocabularies so that students will have to use different words.

T controls the pace, time, and difficulty by supervising them.

5(25) Pre-Activity C discusses the activity. T leads the discussion by asking questions such as “what words did you say and what words did you hear?” “Who was good manipulator and why?”

The purpose of this discussion is to review the words used in directing and the C should move to next part when they reviewed basic vocabularies.

10(35) Introduction T shows a situation in that Ss cannot direct or show the way properly only with basic vocabularies, which is directing over phone. T shows a map on a screen and become a visitor to a company. A S will be a navigator on a phone. After an improvisation role-play between T and the S, S will think of possible strategies and expressions they can use to successfully complete navigation over phone.
5(40) Presentation T summarizes C discussion and presents some expressions and strategies that could be used in over-phone navigation.
10(50) Practice Ss will practice listening through this activity. Again with the map, T speaks a long sentence. After the listening, Ss will say the destinations they arrived at the same time.
5(55) Production T randomly points a spot in a map on the screen and each students will say an appropriate expression that will leads a person on the spot to the destination.

After several times, students get into pairs and practice in them.

5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their comments and evaluation on their attendance sheets.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

What worked well in this class? What did not work?

   What worked:

The topic was quite practical and useful in real life. Students also had to think referring to their background knowledge and experience.

   What did not work:

I think it was good lesson with good balance of inputs, practice, and outputs with a useful topic.

How could this class be improved/ modified?

JP S16 INT Making Descriptions

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Wed. Jan. 27th, 2016 

Language and Level (intermediate or advanced class):                                                                                        

Intermediate Japanese

Class theme/topics discussed:

Description

Goal(s) of the class:

Students will practice aru and iru (Japanese verbs that equal “there is” for living and nonliving things).

Students will practice describing a picture only using words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T takes attendance and will have a short conversation with students about what is going on in today’s Japan. T also talks about the cultural activity occurring this week.
5(10) Introduction T puts a blindfold on himself and asks Ss to describe the classroom they are in. After the description T gives feedback to those descriptions and introduces today’s topics.

この教室がどんな風か教えてください。

誰がいますか?何がありますか?

10(20) Pre-Activity T asks questions about the rules of using aru and iru. After students remembered the general rules, teacher asks about the exceptional cases (e.g. robots, taxi, lovers, family, zombie, corpus of insects, grandfather’s bones). Through the discussion S tries to refine the rules they already know and make it into more specific one.

ある、といるは何が違いますか?

ある、はどういうとき使いますか?

いる、はどういうとき使いますか?

5(20) Presentation T presents the rules using the slides, summarizing Ss’ disucussions.

いる、は話している人が、「自分で動く」と思っているものに使います。

ある、は話している人が「自分で動く」とは思わないものに使います。

また、ある、はconceptとしていうときにも使います。でも、これは伝統的な日本語なので今の時代はあまり使わないかもしれません。

15(35) Practice aru iru practice

Ss practice the use of iru and aru with power point slides.   First, each S says aru or iru based on the picture shown in the screen. After that, S makes a sentence that describes the picture with a proper word use. Finally, Ss practice by saying an inappropriate one that does not match to the picture.

 

Where practice

T also introduces several vocabs that will be helpful in the following activity such as “奥(back)” ,”手前(in front)”.

20(55) Production Blind Pictionary

T draws the frames of the different parts of the picture on the board and asks one S to come up to the board. The S will be in charge of drawing picture while the other classmates describe the picture to the S. They should be as precise as possible in a given amount of time. The S at the board is encouraged not to look back and rely on what he/she hears as much as possible.

When one part is finished, the S changes the role with another student.

When all the parts of the picture have been drawn on the board, the entire picture is revealed to the Ss who can admire their blind reproduction and compare it to the original.

During the activity, T gives corrective feedbacks and hints to help the Ss.

5(60) Consolidation T reviews the class and gives some feedback to students. Ss write down their evaluation on and comments to the today’s class.

 

 What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Power point presentation

What worked well in this class? What did not work?

   What worked: Pre-activity discussion was quite good because it deals with a topic that is slightly more detailed and complex than the student’s present knowledge, resulting in giving a better understanding of the Japanese grammar.

   What did not work: The discussion took longer time than expected.

How could this class be improved/ modified?

The class was good and appropriate for the students. In order to make it applicable for intermediate class students, I think I need to use easier vocabularies, set a different focus (e.g. more focus on practice), and different pictures for the Production part.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

 

JP S16 Calligraphy Night flier

Calligraphy night flier

JP S16 Feb Study Break

S16 Feb JSB

JP S16 Welcome Back Party flier

S16Welcome Party Flier

JP F15 INT haiku poems

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Oct. 7th, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Japanese poems/Haiku

Goal(s) of the class:

Students will be able to explain the rhythms in Japanese poems.

Students will understand the concept of the Haiku meeting and be able to participate in it.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and tells them about the coming study break.
8(13) Introduction Ss watch the video that explains how to compose Japanese haiku.
8(21) Discussion Ss talk about what they watched in the video and share their knowledge of haiku. T introduces some new words related to haiku.
12(33) Activity 1 Yomi-bito shirazu

Every student gets a piece of paper that has 17 boxes. Student write one letter on any box and mix the pieces of paper with other students’ ones. They continue this until all the boxes are filled. Finally, students compose the randomly-made haikus one by one, and give feedbacks of comments to each others’.

14(47) Activity 2 Barabara 575

Students get three small pieces of paper. On them students write two sentences or words consist of 5 moras and one consist of 7 moras. When finished, students mix their pieces and randomly pick three from them. Each student takes turn and composes their works of combination of the pieces. After one student composes, other students give feedbacks.

10(57) Activity 3 Haiku poets

Students make their original haikus and compose them. Other students give feedbacks.

3(60) Consolidation T review what they have learned, emphasizing the basic rhythms of the Japanese haiku poems.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, background music, and handouts

What worked well in this class? What did not work?

   What worked:

Students enjoyed composing haikus they made. The activity was easy to do and students worked with little stress.

What did not work:

The purpose of the first activity is to enjoy the rhythm of the Japanese haiku poems but the students tried too seriously to make good haikus. I should have clarified the purpose first.

How could this class be improved/ modified?

Since it was obviously clear that students cannot make good poems for their first trials, I should have told them to take it easy and the purpose is just to enjoy the rhythm.

JP F15 INT Onomatopeia

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Mon. Nov. 23rd, 2015

Language and Level (intermediate or advanced class): 

Intermediate Japanese

Class theme/topics discussed:

Onomatopeia/ Mimetic words

Goal(s) of the class:

   Students will learn some onomatopoeia and mimetic words.

Students will be able to use the onomatopoeia and mimetic words.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
5(10) Introduction T gives some quiz as an introduction to today’s topic. In the quiz game Ss choose what they think fit to the situation given.
10(20) Pre-Activity Ss participate in an open discussion. They share the onomatopoeias and mimetic words and T writes them down on the board. Then T asks how they sound to get Ss think of the underlying rules.
10(30) Presentation T gives some onomatopoeia, mimetic words, and the foundation rules to use them.
18(48) Practice Ss participate in a comic making activity. They get into pairs and take a page of comic without lines and onomatopoeia. Activity proceeds as follow: First, they guess the story consulting with each other. Second, they write down the lines in the blanks of callout. Third, they write down onomatopoeia that they think to fit based on the stories they decided. After that, Ss read aloud the comic they made. T gives Ss some feedbacks and reminds them of the expressions and rules regarding to onomatopoeia.
10(58) Production Ss work individually in an activity. They find a partner and talk about their own comics using the onomatopoeia and mimetic words.
2(60) Consolidation T reviews the class and gives some feedback to students.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, comic

What worked well in this class? What did not work?

   What worked: It seemed the lesson was planed in a good way so that each student can learn from each other through sharing vocabulary they had, thinking upon each words, answering questions to the words given.

   What did not work: The class was not quite conversational although it was communicative in a sense that it dealt with some writing communication.

How could this class be improved/ modified?

A more conversational activity could have been added as a consolidation part at the end of the class.

Appendix

Powerpoint slides used in the class: JAPAN11 Nov. 23rd

JP F15 ADV Humor

Language Resident Name:

Tasuku Sasaoka 

Day and Date:

Tue. Sep. 15th, 2015

Language and Level (intermediate or advanced class):

Advanced Japanese

 

Class theme/topics discussed:

Japanese humor

 

Goal(s) of the class:

Students will be able to do basic tsukkomi, or Japanese comedy retort

Students will be able to make simple Japanese boke, or gags 

How did you structure the class?

Time Title Notes (T: teacher, S: student)
5(5) Attendance check and announcement T checks the attendance of the students. At the same time, teacher talks about the coming events and cultural activities.
5(10) Warm-up Brainstorming

Ss participate in a brainstorming to activate their background knowledge related to Japanese humor, or gag culture.

4(14) Presentation and practice 1: Tsukkomi T gives basic tsukkomi expressions to students using powerpoint presentation. Ss familiarize themselves through practice and repetition. After the practice, T tells a simple joke to Ss and they do tsukkomi to the T.
10(24) Presentation and practice 2: Boke T explains some basic strategies to make gags in Japanese using a powerpoint presentation. Ss do tsukkomi to the examples that comes with each explanation.
12(36) Practice: Boke and tsukkomi integrated T gives students a handout on which expressions shown on the screen are. Ss get into pairs and practice boke and tsukkomi taking turns. T walks around them and gives advices on Ss’s tone, pronunciation, speed, and so on. When they finished their practice, teacher asks some pairs to present their boke and tsukkomi in front of the class and gives feedback to their performance.
14(50) Activity: Role play Ss in pairs create their own boke and tsukkomi and present it in front of the class. They work with their partners to make sentences, practice speech, and decide the roles. T gives advice to the students who find difficulty. After the presentation Ss give feedback to others’ performance.
10(60) Consolidation Ss watch a comedy video and teacher briefly explain what they learned today, using the expressions in the video as materials.

 

 

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation, background music, and handouts

What worked well in this class? What did not work?

   What worked:

Students enjoyed talking and making gags. They successfully made their original ones and in the process students activated their own vocabularies and sense of humor through Japanese.

   What did not work:

How could this class be improved/ modified?

 

JP F15 ADV Presentation

Language Resident Name:

Tasuku Sasaoka

Day and Date:

Thu. Nov. 19th, 2015

Language and Level (intermediate or advanced class):                 

Advanced Japanese 

Class theme/topics discussed:

Presentation

 Goal(s) of the class:

   Students will learn some presentation languages and strategies in Japanese.

Students will be able to use the language and strategies in presentation activities.

How did you structure the class?

Time

(Total)

Title Notes (T: teacher, S: student)
5(5) Attendance check & Announcement T checks the attendance and talk about some upcoming cultural activities.
8(13) Introduction T first tells Ss that today’s topic is language and strategies used in a Japanese presentation, and asks them to do improv presentation with some slides provided. Ss participate in the presentation activity and find out what they can and cannot do in a Japanese presentation.
10(23) Pre-Activity Ss talk about and share their opinion about the activity they just did. T leads the discussion so that students can share what they can illustrate some features, languages in Japanese presentation.
10(33) Practice T gives some expressions that could be used in introduction, transition, explanation parts of a presentation in a question and answer style. Later, students in pairs practice using them with the same presentation slides. T changes the slides and gives some advice when necessary.
12(45) Production Ss participate in presentation activity. Each student becomes a presenter taking turns and talk for approximately one minute per each turn. While others speak, students listen to the speech and pretend to be an audience. Later, each student gives feedback to each other and the T gives some positive feedback.
10(55) Production 2 (optional) If there were enough time, students work on the same activity with different slide one more time.
5(60) Consolidation T reviews the class and gives some feedback to students.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

powerpoint presentation

What worked well in this class? What did not work?

   What worked: Even for the advanced students, presentation skills were new to majority of them, and therefore a helpful topic to learn.

   What did not work:

Though the lesson was student-centered, total amount of the students’ speech was relatively small due to the fact presentation can be done only one student at time.

How could this class be improved/ modified?

Introduction could be changed to provide more opportunities for students to talk.

JP F15 Nov. Study break flier

JSB flier #2

JP F15 Off-campus cultural activity flier

Koto Yuki flier

JP F15 Welcome party flier

JWP2015flyer

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