an archive of lesson plans

Category: Advanced (Page 1 of 28)

Advanced Conversation class.

ES S21 ADV Indigenous Languages

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Indigenous Languages

Goal of the class 

  • Discuss the relationship between Spanish and indigenous languages
  • Talk about the public policies surrounding indigenous languages
  • Learn some indigenous words used in a day-to-day basis in some Spanish speaking countries.

Class structure

  • Warm-up:  Students play 3 rounds of would you rather.  
  • Activity 1: In breakout rooms, students answer some questions related to the languages they speak. Do you speak any more languages other than English and Spanish? What are the benefits of speaking multiple languages?
  • Activity 2: We watch a short video about how some indigenous languages are dying and what kind of public policies are being ruled to help this issue. In addition, students discuss a couple of questions to check what they understood from the video: What are the advantages and disadvantages of learning an indigenous language in school? What factors contribute to the loss and death of indigenous languages? What do you think about prioritizing teaching a foreign language over an indigenous language at school? What are the consequences?
  • Activity 3: I read aloud a paragraph of colloquial Chilean Spanish and students have to identify the indigenous words and guess the meaning of the words used in the text.
  • Activity 4: After checking and discussing the meaning, students come up with a dialogue where they use at least 2-3 of the words just learnt.

Resources used

  • PPT
  • Youtube:  https://www.youtube.com/watch?v=oyMjFoqUhfA

Reflection: What worked/did not work? How can it be improved?

  • It was a good class. We spent most of the class on activity 2 discussing the questions and the video. Although students were engaged with that activity, I think moving on faster so that you have enough time to do the last two activities would be more fun and more dynamic.

FR SP21 INT/ADV Advertising & Slogans

Language Resident: Marie Segura

Class theme/topic discussed: Advertising

Goal of the class: learning vocabulary about advertisement, learning more about French culture and especially the advertisement culture. 

Structure:

ACTIVITY 1 – Slogans

  • Show the students a list of French slogans and a list of brands and ask the students to pair them up.
  • What are the characteristics of a good slogan? (repetitions, rhymes…)
  • In pairs, ask the students to come up with the best slogan to sell a simple object (something they use everyday).

ACTIVITY 2 – Discussing (French) commercials

  • Brainstorming: what aspects do publicists rely on to sell specific types of products? (eg for coffee: seduction, luxury…)
  • Show the students a French ad and ask them to guess what it is trying to sell + what aspects  are emphasized 
  • Reflection: show them an infamous car ad that was taken down and ask them what they understand + what they think about it. What is it trying to sell? Who is the target audience? Is it efficient?

ACTIVITY 3 – Create your own commercial

  • In pairs: give each group a picture of an impossible object. Ask the students to write the scenario of an ad promoting it: what is the target audience of the ad? where does it take place? Who are the characters? Is there music? What happens?
  • Present your ad to the rest of the class. 

Resources used:

Bouygues: https://www.youtube.com/watch?v=bSAuAd9mcc4

Kinder: https://www.youtube.com/watch?v=9zSl7xldK8U

Powerpoint, pictures of impossible objects

ES S21 INT/ADV Abortion Laws (Marea Verde)

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Abortion Laws in Latin America

Goal of the class 

  • Discuss “Marea Verde”, the pro-choice movement born in Argentina

Class structure

  • Activity 1 Green/Blue Scarves: I show students pictures of people of protestors wearing green (pro-choice) and blue scarves  (pro-choice). Have you seen these pictures before? What do these people stand for?. 
  • Activity 2 Marea Verde: Students hear a short presentation to contextualise the pro-choice movement “Marea Verde”, which started in 2018 in Argentina.
  • Activity 3: What do you know about reproductive rights policies in the US?  Students discuss in pairs and then volunteers report in the main room
  • Activity 4: In small groups students choose 2 different countries (a Spanish speaking country & another one) an do a small research on reproductive rights public policy from those 2 countries. What to these countries’ policies have in common? Are there any differences? 
  • Activity 5 75 Opiniones: Students are given a list of 5 questiones used by a Peruvian Organization to gather opinions about abortion within the country. They discuss how appropriate they think these questions are to address the issue and whether they would use a different set of questions.

Resources used

https://www.guttmacher.org/sites/default/files/factsheet/fs-aww-lac-es.pdf

Reflection: What worked/did not work? How can it be improved?

  • ADV: The class worked great! I was worried about how students would feel talking about more controversial topics, but they were very talkative and seemed to enjoy the class a lot. For activity 3 almost all groups chose different countries so it was very interesting comparing that many policies. 
  • INT: It was a good class too, we weren’t able to have the same dynamic, thought-provoking discussion as with the advanced group but students still enjoyed it.
  • ** I asked both classes in advanced if whether they were interested talking about this topic or not, and how did they feel about it.

ES S21 ADV NASA

Language Resident Name: Tamara Olivos

Day and Date: April 20, 2017

Language and Level : Advanced Spanish

Class theme/topics discussed:

Goal of the class:

How did you structure the class?

Reminder of cultural activities

Warm up: pictionary. Using the whiteboard, ask students to draw something. The rest of the class has to guess what the drawing is.

NASA activity: See attached link

Set the mood and give context using this story.

“Each one of you is part of the crew of a spaceship that is going to meet the ‘mother ship’ on the illuminated part of the moon. Due to some mechanical difficulties, the space ship had to land about 350km from the original meeting spot. During the landing, a big part of the space ship equipment suffered considerable damage and due to the fact that the crew’s survival depends on getting to the mother ship, you must select the most important material to take with you, and leave the least important ones behind.”

“Cada uno de ustedes forma parte de la tripulación de una nave espacial que iba a reunirse con la “nave nodriza”, en la superficie iluminada de la luna. Debido a unas dificultades mecánicas que surgieron, la nave espacial tuvo que alunizar en un lugar que dista unos 350 km. del sitio donde tenía que encontrarse con la otra nave. Durante el alunizaje, gran parte del equipaje de la nave en que iban ustedes, se estropeó o sufrió daños de consideración, y puesto que la supervivencia de la tripulación, o sea de cada uno de ustedes, depende de que puedan llegar a la “nave nodriza”, tienen que seleccionar el material más importante para llevarlo, dejando lo menos importante.”

Read the list of objects and equipment that were left unharmed after the forced landing. The participants must rank them according to importance and usefulness in order to get to the mother ship. 1 = most important, 15 = least important.

Fist step : Each student will rank the objects individually (column labeled indv)

Second part: Depending on your class size, you can create groups or pairs. Ask students to share their individual rankings, and then rank the again under column group.

Third part If you used pairs in part two, you could create bigger groups and ask them do rank them again. If not, provide the official ranking made by NASA and compare with each groups’ ranking. Students share observations on the process.

Collaboration, active listening, and flexibility are key for this class.

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

Students were really surprised about the results. They collaborated a lot and they realized how talking to others improved their chances.

 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.

You can find the items list in this link:

https://jugamos.jimdo.com/juegos-cognitivos/el-juego-de-la-nasa/

JP SP21 INT/ADV: Hyakunin Isshu, Waka, Renga

This topic can be done in a class or two classes.

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 14, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Make Renga 

Goal of the class:  

  • Understand a movie trailer  

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 12 – 15, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Hyakunin isshu 
  • Renga 

Goal of the class:  

  • Understand a movie trailer  
  • Understand hyakunin-isshu, waka poetry, and other ideas around waka
  • Make some renga 

How did you structure the class?  

  1. Trailer #1 (20 min) 
    1. https://youtu.be/ZjNlJLjDzjk  
    2. What kind of characters? 
  2. Karuta or Hyakunin isshu (15 min) 
    1. What is this? 
    2. A collection of Waka poems 
      1. 100 poems from 100 poets throughout the history  
      2. Created in the early 13th century 
      3. Who are poets? 
        1. Emperors, aristocrats, monks 
    3. There are lots of other waka collections 
      1. Some of them include regular people’s poems and poems with writers unknown from ancient times  
    4. What Is waka? 
      1. Haiku (5.7.5) vs. Waka (5.7.5.7.7.) 
      2. 柿くへば鐘が鳴るなり法隆寺 by 正岡子規 
      3. ちはやふる 神代もきかず 竜田川 からくれなゐに 水くくるとは by 在原 業平 (9th century) 
    5. As a game 
      1. How the game works 
    6. Renga 
      1. Difference between waka 
  3. Trailer #2 (15 min) 
    1. https://youtu.be/MU6FqgKawxQ   
    2. What’s new here 
    3. New Character? What’s she like?  
    4. What’s a message shown throughout the trailer? 
    5. The effect of adopting story that was originally written in a manga format. 
  4. Let’s make renga (30 min) 

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

Zoom, Sharescreen, Youtube, Whiteboard 

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

Intermediate:

  • Today’s trailer was a lot easier to understand for them. They were able to guess the relationship of 3 main characters. 
  • They know some sort of card game is related, but they had little idea. One student was able to guess that it would be something with poems. That was great. 
  • Introduced this game, Hyakunin Isshu, Waka, and Renga. I talked a lot for this to explain what they are. It was like I’m doing a Japanese class in a junior high school in Japan. At least they got the new ideas and cultures around Hyakunin Isshu and Waka poems. 
  • The trailer #2 was fun. This time we guessed what’s going on and also tried to listen carefully each phrase in the trailer. From these phrases, we thought about shared value that these characters are having (team work) in contrast to the best player (individualistic). 
  • Renga was a fun activity. This is a collaborative poetry, so you have to follow 5-7-5 and 7-7 format and also develop the idea and theme that previous people present. They created funny poems collaboratively. 
  • I used whiteboard for this collaborative activity. They just type their work on to whiteboard by themselves. This worked out very well. 
  • I shared music when they were working on poems. It was a good and fun addition to the class. 

Advanced:

  • Today’s trailer was a lot easier for them to grasp the story. They were able to find more details than 11.1 students 
  • We talked a lot about Hyakunin Isshu, Waka, Haiku, and Renga. They knew Haiku but they didn’t know Waka. 
  • We discussed the difference between Karuta and Hyakunin Isshu, which also called karuta occasionally  
  • With trailer #2 we talked about certain values that Japanese society likes to hear and see in pop cultures and entertainment. Some elements, friendship, collaborative work, hard work, are so popular and they are seen a lot of pop cultures 
  • We also talked about a little strange cinematography. This might be because the film tries to adopt the styles of comic. 
  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • I used white board for the renga making activity, and it worked well 

How could this class be improved/ modified? 

  • Renga making was so fun. I used background music to play while they are thinking so there is no awkward silence. Their works are so funny. 
  • Renga activity can be done in breakout room instead of whiteboard. I was thinking which way to do. This time I used whiteboard. But I think breakout room works as well 

Trailers

Haiku, Waka, and Renga Whiteboard

Students’ Renga Works

ES S20 INT/ADV Fake News

Language Resident: Katherine Pérez Gutiérrez  (cred. to José Gómez & Tamara Olivos)

Class theme/topic discussed : Fake News

Goal of the class 

  • To exchange information in an argumentative way
  • To hypothesize about the veracity of different news
  • To understand, summarize and present a piece of news as a professional TV presenter

Class structure

  • Activity 1 Intro questions: : Students answer some questions about different ways of keeping up with news (TV, online newspapers, etc.), the time they dedicate to it, the importance it has, etc. 
  • Activity 2 Fake News Video: I show them one video of a piece of fake news from an online newspaper (El Mundo Today) with lots of comic fake news. They answer some questions about it and, in case students do not figure out that the piece of news is fake, I reveal it and tell them about the existence of this online newspaper. 
  • Activity 3 Pieces of News: Students receive different pieces of news. Most of them will be fake, except for one. In pairs, they have to read the piece of news, understanding it to be able to summarize the main content. 
  • Activity 4 Discussion Students present their news in a very professional way, as if all the news were true and very serious. They will have to discuss afterwards about which news are fake and which one is true. 
  • Activity 5 White Lies:  Fake news are full of lies, so students talk about white lies. Are they good or can they be good sometimes? Do they lie a lot? Are they good liars? Have you ever been caught lying?
  • Activity 6 Follow-up Excuses:  Students are given a list of hypothetical situations and have to come up with excuses to avoid getting into these situations. 

Resources used

Reflection: What worked/did not work? How can it be improved?

  • This was a great class for both section. They talked a lot in their small breakout groups. Because using handouts on zoom is harder, having each news article on a different google doc made it easier to share with students.  
  • The intermediate class needed some extra help with the vocabulary on the articles so it is good to jump back and forth between breakout rooms for that section.

DE SP21 INT/ADV – Student Presentations

Note: This is a two-part class! I did one class brainstorming and then one to two classes presenting.
ADV: 15-20 minutes per presentation, over several classes
INT: 5-10 minutes per presentation, can be held in one class, depending on number of students.

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/15/2021, 4/20/2021, 4/22/2021,

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Presenting

Goal of the class: Learn interactive ways to present a topic

How did you structure the class?

Class 1

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Trantüte”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Presentations Discussion: What makes a good presentation? Which ones do you remember best? Tell us about your favorite and worst presentations you have heard or seen. As the teacher, filter out bullet points of Do’s and Dont’s that the students can have access to.

C) Brainstorm: What you could do in your presentation? Each student deliberates for themselves. The questions are asked one after another, so the students have to sit with them for a bit to give them a chance to go deeper.

1) If you had to talk about a topic, what would you talk about and why? – everybody gets 5 minutes to think about a topic (or optional: topics can be assigned, but I found they enjoy picking their own more)

2) How would you put a new spin on it? – 5 minutes

3) Think of an interactive exercise to incorporate in your presentation – 5 minutes

4) Which other aspects of what we reviewed earlier (your bullet points) can you incorporate in your presentation? Brainstorm for 10 minutes (or until the end of class)

D) Optional homework: Pick a topic and prepare a 5-10 (INT)/10-20(ADV) -minute presentation. Think of an interactive exercise and a new way to present your topic.

Note: If you don’t want to do it as homework, students can work on a shorter presentation in the next class in the first half and present in the second half of the class

Class 2:

Students present their topics. Afterwards you can have a discussion about what they liked, what new things they learned, etc.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom for presentations, Google Doc to write down bullet points

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

This class worked very well, the students were very engaged talking about presenting in the first half. The second half was quiet work where they could start preparing the concept of their presentation and brainstorm ideas about how to present it. Every five minutes I changed prompts to help them brainstorm.

How could this class be improved/ modified?

You could have less prompts and more talking about presenting, but with four people we had a good chunk of time at the end for prep. It reduces some of their homework time to let them start on it in class and gives them a chance to really think about it and take their time.

FR SP21 INT/ADV (Fake) News

Language Resident: Marie Segura

Class theme/topic discussed : News and fake news

Goal of the class: Discuss pieces of news, improvise

Structure of the class:

  1. DISCUSSION QUESTIONS
  • How do you like to stay informed? Do you use newspapers, online newspapers, social media… ?
  • What was the most memorable piece of news you ever watched?
  • If you are someone who usually follows the news, has there been a time when you decided to stop? Why and for how long?
  • Do you read newspapers in other languages?
  • If the news reported your week, what would the headline be?
  1. FIND THE TITLE
  • Each student is sent a short article, without the title, and is given a few minutes to read it. Then, they are sent in breakout rooms in pairs/groups of 3 with students who don’t have the same article.
  • Each student has to explain the content of their article (without showing the text) and together they have to find the most original title
    • For the advanced class: find a second version for the internet, like a clickbait
  1. KAHOOT: FAKE NEWS?

Students have to guess whether the piece of news is real or fake.

  1. ROLE PLAY: WHAT HAPPENED?

Each group is assigned one of the “real” titles from the previous activity. Together, they must come up with a story to go with the title. They have to prepare a presentation in a news-report format: they have to be either a journalist or the protagonist of the story. Each group then acts in front of the rest of the class.

Resources used:

Kahoot

Newspapers articles (without titles):

Reflection: What worked/did not work? How can it be improved?

ES S21 ADV Accents and Stereotypes

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 2, 2021

Language and Level : Spanish Advanced

 Class theme/topics discussed: Accents

Goal of the class:

  • To talk about different accents in English and Spanish.
  • To talk about how accents influence our perception of people

How did you structure the class?

Ice breaker: “House Treasure Hunt”. The instructor will post items on the chat (one at a time) and students must try to find the item and bring them back as soon as possible.

  • A kitchen item that starts with a “C” (cuchara, cazuela, cubeta, copa)
  • The longest book/textbook you can find
  • Something yellow
  • Scissors
  • A small box
  • A broom

Warm up: Which accent is your favorite in Spanish and in English? Which accent is easiest/hardest to understand in Spanish? Why? Are you good at imitating accents in English?

Activity 1: We watch a video about the different accents in English. What did you think? Did she do a good job? Did you like her accent? Where is she from? Because the video is pretty long, the instructor can pause after each accent and discuss the questions above.

Alternative: Watch this video instead about Spanish accents, although it’s in English.

Activity 2:  We watch a series of videos by HBO Latino where they discuss stereotypes and their lives in the US. We discuss the videos. What is the stereotype? What is the situation in their states?  How can we change this? What’s the main reason for the rejection of people different from us? Has anyone made fun of your accent, in English or Spanish?

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

Zoom, YouTube

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

I skipped the accents video because my previous class didn’t enjoy it very much. I added an alternative because it may be easier for students to talk about Spanish accents. This class loved all the HBO videos though and had lots of comments. Because we skipped the first one, we had a lot of time to spend on the HBO videos.

DE SP21 INT/ADV – Environmental Protection

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/29/2021

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Environmental pollution and protection

Goal of the class: Being able to talk about how to protect the environment

How did you structure the class?

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Schmarotzer”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Green Politics Vocabulary: Give each student or group of students a few words relating to environmental protection (see examples below) . The students shall find pictures that illustrate each word and write a description of what each word means.

C) Household items: (See examples below) Together with the students, go through pictures of machines or appliances and let them fill out the English words (or ask them and fill in for them). Pronounce each German word together.

D) Discussion:
Advanced: How can we use these household items to be more mindful of the environment?
Intermediate: How can we describe these machines? What do they do? (Good exercise to learn relative sentences).

E) Extra Activity: Pick one machine, but don’t tell the students which one. Now they have to ask questions to guess which of the machines you are thinking of, for example: is it being used outside or inside? Is the color grey? etc. Once a student guesses correctly, they will pick a word and everyone else will guess again. (Can be yes/no questions to make it more advanced, but doesn’t have to be).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs & Google Sheets (for exercises)

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

This was inspired by two assignments from the book “Passwort Deutsch 4” in another class, so I re-used the vocabulary for this class, because protecting the environment is something I noticed the students are very interested in. They learned a lot of fairly simple vocabulary to be able to talk about this topic better. It worked out well.

Examples:

Green Politics Vocabulary List:
Die Umweltschutzbewegung, Alternative Energien, Die Umwelt verschmutzen, Abgase (Pl.), Das Gift, Umweltfeindlich, Müll & Recycling, Der Smogalarm, In einer Bürgerinitiative aktiv sein, Der Stromverbrauch, Der Lärm, Umweltschädlich, Die Katastrophe

Houshold items List (Excel)

How could this class be improved/ modified?

I wouldn’t change anything.

RUS SP21 ADV/INT: Untitled Goose Game

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 04/06/2021 and Thursday, 04/08/2021

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Untitled Goose Game

Goal of the class:

To play Untitled Goose Game together, practice imperatives, and have fun.  

Untitled Goose Game for Nintendo Switch - Nintendo Game Details

How did you structure the class?

  1. Greetings, announcements, general questions.
  2. In advance, create a vocabulary list with necessary words (especially verbs). Work on this list together with your students and ask them to make imperative forms of verbs: run! swim! etc. It’s also helpful to talk about directions: go left, jump on, etc. 
  3. Open the Untitled Goose Game on your computer and share the screen. Most likely, you can change the settings and choose your target language as the language of the game.
  4. Explain the rules. You’ll be the one playing, but your student will have to tell you what to do.
  5. Show them the “To-Do List” for the first episode. Read it together. You can also play it together for a few minutes to give students an idea of how the game works.
  6. Divide students into groups. In the break-out rooms, each group has to come up with instructions for you to complete one of the tasks from the “To-Do List.” For example, one group can think about hiding the food, while the second group has to steal the key. They can brainstorm for 5 minutes or so.  
  7. Once everyone has a strategy, open the game again. Each group has 3-4 minutes. They have to guide you and tell you what to do to complete the task: “Run up, hide in the grass, wait until the farmer can’t see you, grab the carrot,” etc. 
  8. Have fun! 🙂

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

Untitled Goose Game, Zoom

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

The class worked out great, we had a lot of fun! I did two classes on this game because it takes time to work on vocabulary, explain the rules, etc. Also, make sure you know how to play this game first because it’s not always intuitive.  

How could this class be improved/ modified?

I would leave it as it is.

JP SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

  1. Language Table Reminder (5 min) 
  1. Study Break date? (1 min) 
  1. Good News? (10 min) 
  1. Asian Stereotypes (45 min) 
    1. What kind of Stereotypes exist towards Asians and Half Japanese?  ? 
    2. Have you had such experiences?  
    3. High school experiences? students hang based on race? 
    4. What is stereotype?
    5. Why does this happen? 
    6. Internalized racism in Japanese people?
    7. Why do we need to talk about?  
    8. What stereotype do we have?
    9. What can we do for that? 
  2. Asian history and now
    1. Idea of model minority  
    2. At the same time no matter how hard we work, there are hate crimes against us 
    3. Hate crime against Asians over covid 
  3. Japanese history 

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

Zoom 

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

Intermediate:

  • Today’s topic was complicated and not easy to talk about. So I was wondering how long this was going to last. But students shared a lot of experiences and thoughts around the topic.  
  • We are all Asians in this class. I believe that this fact helped them to talk more honestly and share their own personal stories.  
  • I appreciate their honesty and effort to discuss the complicated and sensitive issues. And they had a lot of ideas, thoughts, and experiences related to it.  
  • They said that the more they think the more difficult and complicated the issue looks, but they said that such complexity shouldn’t discourage them to keep talking about it.  
  • There are a little more silent this time as they needed to think and find a way to say in Japanese. At the same time, things that they said were a lot longer and more complicated than other classes.  

Advanced:

  • We talked about stereotypes. This turned into a little different topic from the 11.1 class. Students in the 11.1 class are all Asian Americans who live in the USA. Students in this class are half Japanese and lived in Japan. Experiences around stereotypes created the topic around “why do Japanese people think about us that way?” 
  • They also witnessed Japanese people’s reaction to their white fathers and had some thoughts around that.  
  • They also think about their Korean friends and Japanese people, and how different their attitudes towards their own cultures. 

How could this class be improved/ modified? 

  • Depending on students’ awareness on the topic, some introductory video or a good ice breaker might be helpful. This particular group of students have some awareness already, and all are Asians. This situation might have made it easier to discuss the topic.  
  • I also shared some of my own experiences for a few times, which helped them encourage them to share their stories and related ideas.  
  • It was interesting to hear what they say about the topic. They have a lot to talk about. It is possible to spend multiple classes for this topic.
  • Also it would be interesting to spend another hour to think about Japanese culture as national culture and more regional cultures, such as Kyoto culture, Osaka culture. Some peole think that their culture is Japanese culture. Some Japanese people think their culture is their regional culture (Tokyo, Kyoto, Osaka, Tohoku, Okinawa, etc.) instead of general Japanese culture

ES S21 INT/ADV Lifestyle – Minimalism

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Lifestyles & Minimalism

Goal of the class 

  • To understand information different lifestyles and their relation with culture and language.
  • To reflect and contrast on the long-term effects and consequences of specific lifestyles

Class structure

  • Warm-up:  Students read the word minimalism on the slide and have a couple of minutes to think about what comes to their minds when they see the word. They look up a picture that represents their interpretation of minimalism and share it in breakout rooms. 
  • Activity 1: Students watch a couple of videos on minimalism to check if their idea of minimalism is correct 
  • Activity 2: Students see a small survey on minimalist lifestyle and as a class we choose three main questions: Are you a minimalist person? Do you know anyone who lives a minimalist life? Would you be able to live such kind of life?
  • Activity 3: Minimalist challenge. Students have 5 minutes to think about 15 items in their room/house that they could throw away within the next 5 minutes. Students also make a top 5 list of things they could never get rid of. In small breakout rooms they share their lists and compare.
  • Activity 4: Students decide to change their lifestyle. Taking into account different lifestyles, minimalist included, students discuss the benefits of some of them. They have to find a lifestyle that suits them the best and come up with a plan as to how they will implement that on their daily life from now on.
  • Extra activity: On a google slides presentation, students see pictures of 11 different households and their fridges. These people are from all over the world so students have to discuss 1) Where do they think they are from, 2) What kind of lifestyle they think they have by looking at their fridges. 

Resources used

Reflection: What worked/did not work? How can it be improved?

  • The class worked great for both levels. For the intermediate class the first video was slightly faster but, because it was one of the first activities, it worked well anyways. We did the extra activity as well in both classes, students enjoyed working with the pictures a lot more than the discussion-based activities this time, so it would have been nicer to have spent more time on it.

DE SP21 ADV – German politicians & Social Media

Day and Date: 3/23/2021

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Current German politics, Social Media

Goal of the class: Get to know party leaders (= candidates for chancellor)

How did you structure the class?

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “lindnern” or “verschlimmbessern”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Instagram Profile Revamp: Each student is assigned an important politician (leader of a party or chancellor candidate). They look up one of their Social Media profiles (for example, Instagram or Facebook) and think about how their page could be re-done in order to speak to them as an audience. Alone or in groups, they work on a new Profile Image, Instagram handle (Name), a concise logline, three lines of bio description and three posts consisting of a picture of the politician with a post text. Use of emojis is strongly welcomed. This activity can take about 25 minutes. (Note: they do not create an actual Instagram account, that should be made clear. They can do the task in a Word or Google Doc.)

C) Presenting their work/politician: Students present their revamped Instagram pages to each other, so that the students get to know each politician in a fun and engaging way.

D) Discussion: Compare to existing social media accounts and talk about the differences.

E) Optional extra activity: The students record a selfie video telling their friends why they should vote for this politician’s party.

Example: One student went above and beyond (which was not expected) and photoshopped his answers so it looks real. Can be part of the exercise as well.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs or Word Doc for students to write down their Instagram material

What worked well in this class? What did not work?
The class worked well. The students seem to enjoy the creative exercises.

How could this class be improved/ modified?
The Instagram task could also be done as homework, if applicable, and the class can be used to talk more in-depth about the parties. If the Instagram task is done in class, the selfie-video exercise can also be done as homework or done in a previous class about politics and watched before the exercise.

ES S21 INT/ADV Slogans

Language Resident Name: Tamara Olivos

Day and Date: April 28, 2021

Language and Level : Intermediate/Advanced Spanish

Class theme/topics discussed: Advertising

Goal of the class: to create a slogan for a product

How did you structure the class?

Warm up: Introduce the topic by asking the students which is their favorite TV commercial. Do you remember a specific commercial from your childhood? What is the goal of advertising a product? What makes a good ad?

Video 1: Introduce some vocabulary necessary for the video (trenzas). Talk about meeting the parents of the person you are dating. Then watch this Argentine ad “a todos nos puede gustar lo mismo”.

Alternative: ask students what they would want to ask the boyfriend/girlfriend of their kid. Write down the questions in the chat.

Mention the differences between Spanish from Argentina with other accents.

Activity for video 1: In pairs, students will have to create and ad for a beverage, creating a new slogan and drawing the TV commercial as a comic. Students will draw using Zoom whiteboard or paint.

Each group will share their work with the rest of the class. We vote on the best product and slogan. Would you buy this?

Video 2: The teacher will give the students a handout with the written ad with some missing words. They must fill in the blanks with the video. Play video twice.

Review their answers by asking each student to read one sentence. Explain the words they do not know.

Alternative: Assign a part of the video to small groups or have small groups fill out the whole handout. They can help each other fill out the handout because the video is pretty fast.

Alternative: compare to the 2020 version https://www.youtube.com/watch?v=rcO7xfik1Xw&ab_channel=MarketingDirecto

Activity for video 2: We will watch the video a third time so the students can focus on watching the video only. After this they will answer some questions about the ad in groups of 2. They will share the answers to the class.

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

Handouts, Zoom and YouTube

 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.

Para los gordos, para los …….…….., para los altos, para los bajos, para los que ríen, para los ………………..….., para los que lloran, para los optimistas, para los …………………, para los que lo tienen todo, para los que no tienen nada, para los …………..…., para los que juegan, para los cerrados, para las familias, para los …………….…, para los reyes, para los …………….., para los ……………, para los náufragos, para los rockeros, para los que van, para los que van en tren, para los ………………, para los que sufren, para los motociclistas, para los de allá, para los que trabajan, para los de acá, para los ……….…….., para los que te quieren, para los que no te quieren, para los que te quieren mucho, para los que te quieren poco, para los ……………..……, para los nudistas, para los supersticiosos, para los originales, para los …………….………, para los calculadores, para los pelados, para los ………., para los que leen, para los que escriben, para los ……………….………, para los gemelos, para los distintos, para los …………………., para los que viven solos, para los que viven …………………, para los guiteros, para los que …………………, para los primeros, para los últimos, para los hombres, para los……………………, para ella, para los músicos, para los transparentes, para los fuertes, para los que…………..………, para los que participan, para los que suman, para los que no se callan, para nosotros.

  1.  Explica el eslogan del anuncio
  2.  Público al que se dirige
  3.  Características del producto
  4.  La voz en “off”: ¿tiene siempre el mismo tono? ¿Por qué?
  5.  Cuál es la imagen principal. Señala ejemplos en los que aparece fija la imagen, otros en que el plano se mueve y otros en que la imagen aparece y desaparece.
  6.  ¿Por qué al final al decir PARA TODOS sólo aparece una botella?
  7.  ¿Cómo es el ritmo del anuncio?

CN F20 ADV Chinese movies and TV shows

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

9/17/2020 

Language and Level (intermediate or advanced class):

Chinese Advanced level 

Class theme/topics discussed:

Chinese movies and TV shows  

Goal of the class:

  1. By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
  2. By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows. 
  3. By the end of this class, students will be able to express personal interests (e.g., 我最喜欢看武侠电影)
  4. By the end of this class, students will be able to find expected information based on the instructions provided. 
  5. By the end of this class, students will be able to provide detailed information on a subject. 

How did you structure the class? (please see more details below on Page 3 and 4) 

  1. Take attendance and greet the students 
  2. Warm-up: what is the last movie or show you watched
  3. Presentation: Chinese movies and TV shows 
  4. Discussion: What do you like or dislike?
  5. Solo presentation: the one on my to-watch list 
  6. Wrap-up: what you could watch for your Chinese learning 

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

  1. I used PowerPoint to create the slides (17 in total) 
  2. I looked up pictures of some dishes on Baidu image.
  3. I used 笔记本 to create notes (see Appendix B) 
  4. I used Bilibili.com to play Jackie Chan’s movie clip. 

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

What worked well: 

  1. Students are familiar with all the genres, even the one that is less common (i.e., martial arts). 
  2. Students did not get confused about what those points and stars meant after I explained that it was from a website worked as “a Chinese IMDb”.
  3. All of them have a habit of watching Chinese movies and shows on some American streaming platforms, so they were interested in getting relevant information about what might be available. They also had a lot to contribute themselves. 
  4. There was a Chinese teen drama <> on Netflix, they were very excited to learn that their classmates had also known that show, so they had a very interesting conversation about it with each other.
  5. Compared to the intermediate level classes, they had a bigger vocabulary size to support their production on likes and dislikes, so they felt comfortable bringing up more prior experiences with different kinds of shows and movies.
  6. They were willing to invite the observer to their conversations and get them going smoothly. That was my first time watching them speak in Chinese to an “outsider”. I was quite satisfied with their performances.  

What did not work: 

  1. They were familiar with those genres as just “terms” or “words”, they did not have sufficient experience with most of them to reflect on. I was expected the advanced level class to know more information about certain topics such as Jin Yong’s work. But only one student had heard of him. 
  2. I thought they had already learned the four great novels somewhere else. Although I was aware of the lack of knowledge of the details (that is why I demonstrated them in English). But none of the students had even heard of them. It made my presentation on it more challenging. 

How could this class be improved/ modified?

  1. I always try to avoid giving away too much information about the coming topics to make sure their output is spontaneous. In the future, if the topics seem to need a fair amount of world knowledge, I probably will release the agenda of the next class prior to it to help them prepare for their participation. 

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.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them if they still remember the differences among 明星,名人,网红,偶像。– Connect their devices  – Greet the instructor  – Answer questions
-Answer questions 
Presentation (20 mins) -Show them different genres of the movies and TV shows  -Introduce Jin Yong and his work  -Show them the old Hong Kong version and the new Mainland China’s version  -Demonstrate the list of the gangster movies  -Play a 30-second clip of 《无间道》 -Demonstrate Zhou Xingchi’s work  -Demonstrate the list of the action movies  -Play a 2-minute clip of 《我是谁》 -Demonstrate the list of the new action movies produced by some new directors from Mainland China  -Sharing my own experience of watching 《红海行动》and 《战狼》at AMC  -Demonstrate the rest of the slides of the movies  -Introduce the four great classic novels (see Appendix B) -Play the theme song of 《西游记》 -Demonstrate the rest of the slides of the TV shows 
Guided practice (15 mins) -Make sure they are able to access the handout  -Send them into breakout rooms  -Let them discuss the questions with their partners: their favorite movie genres; last watched Chinese movie; last watched Chinese TV show, etc.  -Bring them back to the main session  -Ask them what show they were talking about, whether they use Chinese subtitles; whether they use English subtitles, etc. 

-Discuss with their partners 





-Present to the class 






Communicative practice  (15 mins) -Show them a 45-second video clip of 《知否》 -Read the four lines on the slide  -Explain what they mean  -Explain why I show them that  -Ask them what cultural aspects were presented in it -Ask them what historical aspects were presented 




-Answer questions 
-Answer questions   
Wrap-up (5 mins)-Go over the genres and their Chinese expressions  -Mention the availability of the list of movies and shows on Sakai  -Ask questions 
Appendix A 

武俠片/武侠片 Martial arts​
警匪片/警匪片 Gangster​
犯罪片/犯罪片 Crime​
愛情片/爱情片 Romance​
動作片/动作片 Action​
喜劇片/喜剧片 Comedies ​
電視劇/电视剧 TV dramas​
四大名著 Four great novels ​
历史片 history ​
古装片 period drama ​
校园片 teen
Appendix B

pastedGraphic.png

DE F20 ADV – German politics

Language Resident/Assistant Name: Eva Saunders

Credit to: INES FISTER, DE F17 INT German Parliament – Bundestag
(I modified her class for online. Had the group research be homework so we had more time to discuss current politics and added some explainity videos.)

Day and Date: 11/10/2020

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: German government and current politics

Goal of the class: Discuss current politics and trends in Germany

How did you structure the class?

A) Warm-Up: How do you feel right now that the US election is over? Did you celebrate?

B) Discussion: Did you know yesterday was the first anniversary of the fall of the Wall in Berlin? How much do you know about that? Fill in knowledge gaps, if needed with a short video: https://www.youtube.com/watch?v=XxWn75LSO48

C) Homework Recap: Students present their research about a German political party each. Then talk about 6 major parties in Germany and where they are on the spectrum. Look at how large each party is in the Parliament. Discuss some topics the parties have discussed recently or topics the students are especially interested in.

D) Extra Activity (if not talking about the fall of the wall or if students want to go deeper):
a) Video about how parliament is elected: https://www.youtube.com/watch?v=RAkG_D8nKTc&list=PLfRDp3S7rLds47DhlHPlRwTSK4DP5fmuo&index=55

b) Video about how chancellor is elected:
https://www.youtube.com/watch?v=YLHEBeSKfPI

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Prop: Share Screen function in Zoom, Chat, Youtube, Google Sheets, Course Website as a resource for homework and reference

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

I modified the previous lesson plan to having the students each present a party that was prepared as homework, because they seemed to be interested in the current policies and we had more time to talk about that this way. But the research could also be done during the class. I assigned each a party, so we didn’t hear about the same party several times.

How could this class be improved/ modified?

I would leave as is. I asked the students which direction they wanted to go deeper in and they wanted to know more about parliament elections. They were very interested and engaged this way.

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.

Virtual Handout in target language: https://courses.pomona.edu/la-german-2020/blog/2020/11/10/13-1-class-22-11-10-2020/  (Password: GERMAN)

ES F20 ADV Jobs & School dropouts

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Jobs & School dropouts

Goal of the class 

  • To exchange information about job experience
  • To discuss the current job & student dropout rates situation in Spanish speaking countries

Class structure

  • Warm-up:  In one minute and in pairs, the students had to think of as many professions they could think of.
  • Activity 1(cred. Blanca Barranco): In pairs or small groups students answer some questions about their own job experiences: type of job, working conditions, best and worst things about the job, etc. They will have some extra vocabulary hints on the screen about payments, contract and job terms, which will also help with the comprehension of the following activity. 
  • Activity 2: Student watch a video on school dropouts and why some students in Latin America and the Caribean have to choose between going to college or working. They comment on it
  • Activity 3: Each student choose Spanish speaking country (the US included so we can compare). They have to search info about that country’s dropout rate, unemployment rate, and labor laws (working hours). After commenting on their findings, students discuss the following questions: What country’s situation surprised you the most? What do you think is the cause for these rates/laws? What could be done to have a better situation?
  • Activity 4: Students do a role-play simulating a job interview. They will receive a handout with possible questions, but they will also be encouraged to use their own questions.
  • Activity 6 (extra): Having discussed younger people’s situation, we watch a short movie that talks about how hard it is for people over 35-40 to find jobs. Have this happened to anyone around you? Do you think it is a good strategy for hiring people? If you were in a hiring committee, what would you take into account to hire a candidate?
  • Activity (extra2): The teacher shares some personal experiences regarding job interviews. For example, questions of the current position interview for Pomona: Would it be a problem for you to live in a small place such as Claremont?
  •  

Resources used

Reflection: What worked/did not work? How can it be improved?

  • I had issues logging into zoom again, so we started the class at about 4:20 pm instead, on google meet.  Other than that, the class worked really well, students liked the topic. I have noticed that this group enjoys doing “research” activities (like act. 3) a lot more than previous groups, so I will keep using that method .
  • Ended up just doing the first 3 activities

Annex

DE F20 INT/ADV – Baking Bread & Brotzeit

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/22/2020 & 9/25/2020 (Two-day class!)

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Prep & bake a bread & “Brotzeit” (Bread Time)

Goal of the class: Learn how to read recipes and make your own bread

How did you structure the class?

DAY 1

A) Warm-Up Discussion: Tell us about a food you like to cook and describe how you would cook it (learn words for preparation)

B) Look at a simple, no-knead bread recipe steps 1-3 (see attached) and go through the verbs necessary in each step. (In my kitchen, I showed them kitchen items that we will need for baking the bread and made sure they have them accessible.)

C) Ask the students to tell you what to do in German to prep the dough for the bread, reading the recipe out loud.

D) Homework: The students shall prep their bread the night before the next class! Make sure to let them know to put a note on the oven so roommates/family know that the dough is proofing in there (so nobody turns it on and accidentally bakes the pre-dough). If they have high traffic in their kitchen, they can proof it on their counter overnight alternatively.

DAY 2

A) Start with preheating dutch ovens and preparing utensils (10 mins). Go through the rest of the recipe with them and make it together.

B) Bread goes into oven (20 minutes). Meanwhile, talk about “Brotzeit” and where it came from. Show some examples on what you can have on bread. Discussion with students: How will you eat your self-made bread?

C) Remove lid from bread and bake for another 25 minutes. Meanwhile, continue discussion: What is a beer garden, what utensils do we use to eat? What do we call our table setting? Learn new words that they are not familiar with yet.

D) Homework: Take a photo of what you’re eating the bread with and who you’re eating with. Describe how it tasted in the next class.

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

Prop: Share Screen function in Zoom, Images, Google Docs, Chat, Course Website as a resource for homework and reference

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

The students were nicely engaged, baking along. When showing them how to make the recipe I could tell they were a little bored so I had them taking turns directing me. The bake-along might be more difficult in a larger class, I only had three students.

How could this class be improved/ modified?

I could have given the students a bit more notice for the ingredients. They need water, flour, salt and yeast. And maybe one could find a way to have my laptop in the kitchen, so I don’t have to run between my desk and the kitchen while the bread is in the oven and we talk about “Brotzeit”.

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.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/category/germ-13-1/  (Password: GERMAN) and https://courses.pomona.edu/la-german-2020/blog/2020/09/24/13-1-class-10-9-24-2020/ (Password: GERMAN)

Example for vocabulary related to Brotzeit, from DK “Bilingual dictionary” ISBN: 978-0-7566-1295-5
Brot-ohne-Kneten

ES F20 INT/ADV Climate Change

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Climate Change

Goal of the class 

  • Talk about environment and climate change issues

Class structure

  • Warm-up Focused Free Writing (cred. Tilman Viëtor): I give students 5 sentences/words related with climate change (eating habits, waste, habits change, economic system, tourism, 3 Rs). After choosing one, they have 3-5 min to write about how that word/sentence is related to environment & climate change.
  • Activity 2 Intro questions: What do you know about climate change? What climate change related issues do you know about? Is there anything you do to help the environment? Do you think tourism has anything to do with the environment? What do you think about recycling?
  • Activity 3 UN Discussion: I show students key words related to what UN recommends people to do to for a greener world post-pandemic. They have to discuss why they think this term is there and how it is related to environment/climate change. (Key words: Nature, essential goods and services, energy, eating systems, cities, public funds)
  • Activity 4 What about my town?: In groups, students look up environment issues their cities/states are struggling, and how people (individuals & government) are dealing with it (measures being adopted).
  • Extra activity: Students have to choose one of the many issues discusses in class and choose a measure, that they could implement in their lives, aimed at solving this issue (You can ask how did that go a few weeks afterwards 🙂
  • Extra activity 2: Discuss the consequences social distancing and quarantine has had on environment (Less contamination, wild animals on the street, etc.)

Resources used

Reflection: What worked/did not work? How can it be improved?

  • It was a fun class. I was worried students would not be willing to talk much about the topic because it tends to be repetitive, but having activity 4 helped because they brought the topic into their own lives. We did not have enough time to do extra activities.
  • Having questions related to each key word on activity 3, in case students are a bit lost as to how to address the topic can be useful. I did not need them with the advanced class, but I used a few of them with the intermediate class.

Annex

  • Questions for activity 3:
  • Naturaleza: ¿Crees que dependemos demasiado del petróleo? ¿Se te ocurren otras alternativas?
  • Servicios esenciales: ¿Cómo debería controlarse el gasto de agua? ¿De qué manera se puede proteger lugares con escasez hídrica?
  • Energía: ¿Crees que malgastamos mucha energía? ¿Cómo? ¿Piensas que deberíamos dar prioridad a las energías renovables? ¿Si pudieras elegir una energía renovable cuál sería? ¿Qué problemas crees que tienen las energías renovables? ¿Crees que deberíamos usar la energía nuclear?
  • Sistemas alimentarios: ¿Crees que hay sistemas alimentarios más perjudiciales que otros? ¿Cómo afectan las diferencias alimentarias de distintas culturas los espacios físicos?
  • Ciudades: ¿Piensas que el tráfico en las ciudades debería ser controlado de alguna manera?¿Crees que el turismo tiene algo que ver con el medioambiente?
  • Dinero público: Crees que se puede compatibilizar el Desarrollo economico con el deterioro medioambiental? Crees que los gobiernos estan lo suficientemente comprometidos con el cuidado del medio ambiente?

JP F20 ADV: Reading Kanji

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Tuesday November 24, 2020   

Language and Level (intermediate or advanced class):  

Advanced 

Class theme/topics discussed:  

  • Last class: kanji games 

Goal of the class:  

  • Guess how to read unusual kanji

How did you structure the class?  

  1. How are you doing? Hanging in there? Good news if any??? (7 min) 
    1. Hawaiian Thanksgiving dishes – lots of Asian food included  
  1. Guess and read the kanji (45 min) 
    1. Veggies
    2. Fruits 
    3. Things in the water 
    4. Family names 
  1. Most complicated kanji (10 min) 
    1. Some legendary mysterious kanji 
    2. Officially registered real kanji

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

Class agreement, breakup rooms 

Zoom, white board 

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

  • We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.  
  • We talked a bit about Hawaiian Thanksgiving food 
  • Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that. 
  • One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃) 
  • We guessed some strange and rare family names and some super complicated kanji as well. 
  • We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc. 

How could this class be improved/ modified? 

  • There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this. 

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. 

Below are what we did with whiteboard

Fruits 

Vegetables 

Things in the water 

Rare and strange family names 

Complicated kanji 

Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji) 

https://www.benricho.org/kanji/img-kakusuu/Taito_small.gif

Biang – From Chinese kanji 

https://www.benricho.org/kanji/img-kakusuu/biang-68-500.png

Jin ジン – dust 

https://glyphwiki.org/glyph/u269c4.png

RUS F20 Adv/Int: Rooms and their inhabitants

Language Resident Name:

Maria Glukhova

Day and Date:

Wednesday, 09/16/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Rooms and their inhabitants.

Goal of the class:

Speaking: To work on describing one’s living space and to speculate on who might live there

Grammar: To practice «где» vs. «куда»

Vocabulary: furniture, design/style, colors, character.  

How did you structure the class?

  • Greetings, announcements, general questions.
  • Warm-Up [PowerPoint]: An LR shows a picture of a room and asks who the students think might live there and why. Together we describe the room (высокие потолки, окна во всю стену, персидский ковер на полу, etc.) and the people who might own the apartment (обеспеченные, с отличным вкусом, предпочитают жить за городом, etc.)   
  • Activity 1: Following the same idea as before, students get pictures of different apartments. In pairs they should describe both the rooms and the owners (it is better to choose interesting pictures where there are many things to talk about: дом русской бабушки в деревне, дом из золота в стиле барокко, избушка на курьих ножках, etc.).
  • Activity 2: A Detective game. Students work in pairs. A teacher prints out the pictures (6 rooms and 8 people), and the students have to detect who lives where and to find one character who doesn’t belong to the house.

The game is from here: https://www.adme.ru/tvorchestvo-reklama/najdite-hozyaina-kazhdoj-kvartiry-i-vychislite-cheloveka-kotoryj-voobsche-ne-zhivet-v-etom-dome-1712565/

Answers:

  • Conclusion. We check the results and discuss how they understood [or didn’t understand] who lives where.

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

PowerPoint, Zoom

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

Students love the detective game! Sometimes it takes them almost the whole class to figure out who lives where.

How could this class be improved/ modified?

The class was a lot of fun, I would leave it as it is.

JP F20 INT/ADV: Haiku

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday October 5, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Haiku 

Goal of the class:  

  • Learn about Haiku 
  • Create haiku and kigo 

How did you structure the class?  

  1. Good news (5min) *We share positive stories at the beginning of each class.
  1. Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8  (10 min) 
  1. Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min) 
  1. Break out room (2-3people) (25 min)  
    1. How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments? 
    2. What reminds us of seasons? What kind of things do we appreciate in a season? What do we do, see, hear, taste or feel in a season?  
    3. Let’s make a haiku! 
  1. Main room (15 min) 
    1. Share the haiku each group made.  

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

Class agreement, breakup rooms 

Zoom, Breakout room, emails, YouTube and internet resources.   

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

  • They knew the basics of haiku. The video helped them understand a little deeper about haiku. 
  • “kigo” is an interesting concept. Instead of telling them this as a rule, I let them think about and come up with their own “kigo” in their own environment (American or California or whatever they think of) 
  • I believe it’s a nice activity to reflect how we are related to our environment, such as nature or seasonal events.  
  • This also turned into finding a little nice or memorable moment in their daily life relating to a season 
  • They enjoyed thinking of “kigo” and they explained how seasonal a certain word is to me, as I’m not quite familiar to American seasonal practice.  
  • They enjoyed making haiku, too, and they are using some techniques such as ji-amari (extra letter) or taigen-dome (ending a phrase with a noun)   
  • I also had them type their poem into the chat so I can make sure I know what they did and also I can save it. 
  • This was also finding a little nice or memorable moment in their daily life 

How could this class be improved/ modified? 

  • We focused on fall as it’s fall now, but we can do this any seasons 
  • We can also do “senryu,” which is like haiku, but you do not need to use “kigo” in it. So this could be a little freer and more hilarious.  

 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. 

Some concepts: 
俳句、季語、字余り、字足らず、倒置法 

Student works (with my quick translation): 

天の川(あまのがわ)
 
今晩月は(こんばんつきは)
 
珍しい(めずらしい) 
With Milky way, tonight’s moon is rare. 

紅葉狩り 
カリフォルニアで 
火事がある 
While enjoying the colorful fall tree leaves while it’s on fire in California 

コーン畑 
踊って来てる 
骸骨は 
At Corn field, a skeleton is coming while dancing 

花枯れる (はなかれる) 
BTS が来る (ビティエスがくる) 
うれしいな 
The season the flowers die, it’s also a season BTS comes here. Feels happy. 

タコ火曜
 
感謝祭と
 
食べすぎる 
Taco Tuesday, also Thanksgiving, I’m eating too much 

秋のくれ(あき) 
カボチャをほって 
光入れ(ひかりいれ) 
At dusk, I curve a pumpkin and light inside. 

秋の時間 
色々な色 
思い出す 
Fall time, I remember lots of colors. 

秋に来る 
外を見る時 
しあわせな 
Coming in the fall, I feel happy looking outside 

春寒のころ 
電車を待ち中 
あの子見た 
In early spring, while waiting for a train, I saw the girl. 

宿題が 
飛んで行ってる 
貝寄風のおかげ 
My homework is all blown away, thanks to a strong spring wind! 

蝉の音 
種を吐き出せ 
ネバネバな手 
Cicada sounds, let’s spit out seeds with my sticky hands 

最初の雨 
上に雪が降る 
山眠る
 
The first rain, and then snow falls, the mountain sleeps 

大雨で 峰
白くなり 
山眠る 
A huge rain fall, the peak of mountains become white as mountains sleeps 

雨の後  
雲吹き飛ばし  
白い山 
After the rain, the clounds are blown away and I see a white mountain.  

DE F20 INT/ADV – St. Martin’s Day & Lantern crafting

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/12/2020

Language and Level (intermediate or advanced class): Intermediate & Advanced

Class theme/topics discussed: St. Martin’s Day

Goal of the class: Learn about German culture and master casual conversation

How did you structure the class?

A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?

Watch short cartoon about St. Martin:


B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like  “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.

Here is an example for an easy lantern: http://www.labbe.de/zzzebra/index.asp?themaid=237&titelid=4116
This one is made poking holes, alternatively you can have the students cut out shapes with small scissors and glue tissue paper behind it.

Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).

C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Props: Share Screen function in Zoom, Chat, Youtube, Spotify, Course Website as a resource for homework and reference.

I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).

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

The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.

How could this class be improved/ modified?

I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.

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.

Virtual Handout in target language:  https://courses.pomona.edu/la-german-2020/blog/2020/11/12/13-1-class-23-11-12-2020/   (Password: GERMAN)

ES F20 ADV Personality Types

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 17, 2020

Language and Level (intermediate or advanced class): Spanish Advanced

Class theme/topics discussed: Types of personality

Goal of the class: To identify personality types, to describe their own personality

How did you structure the class?

Activity 1 (5min): Warm-up. Beginning of sentences: Students receive a list of beginning of sentences. They must complete the sentence loudly. Examples:

Ser joven es…

El aburrimiento es…

El amor es…

Un amigo es…

Sin ti…

Recuerdo…

He olvidado…

Ojalá…

Si pudiera… (haría…)

Cuando tenga 64 años…

Activity 2: I give students a list with the description of 4 different personality types (see below). We discuss the vocabulary and whether or not they identify with them. Why or why not? Why is it important to know your personality? When can this be useful? What other adjectives do they know to describe personalities?

Activity 3: Student describes themselves using adjectives that start by the letters of their names.

Activity 4: Multiple personality disorder. Students answer the same questions as in activity 1 but each one picking a different personality. After answering the questions, they have to guess which kind of personality each student chose.

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

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

This topic worked really well. I would do it again.

How could this class be improved/ modified?

You could add a personality questionnaire, like Myer Briggs

 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.

En la media

Este tipo era el más repetido en los cuestionarios y podríamos denominarlos como “normales”. Muestran rasgos de responsabilidad (conciencia y consideración de una persona) y amabilidad (comprensión, escasa hostilidad) moderados, extroversión e inestabilidad emocional (o neuroticismo: cambios de humor, tendencia a sentirse enfadados o tristes) un poco más marcados, y con pocas expectativas (curiosidad y búsqueda nuevas experiencias y aprendizajes bajas).

Reservados

Son personas con altos niveles de estabilidad emocional unida a un carácter normal, ni abiertos ni neuróticos. No destacan por ser extravertidos, pero son amables y responsables. Son más bien tímidos, no suelen mirar a los ojos y ponen grandes distancias con los demás. Además, suelen ser bastante inseguros y guardan información acerca de sus emociones (tanto positivas como negativas). Su disposición suele ser empática y correcta y normalmente se molestan si alguien les levanta la voz sin motivo alguno.

Egocéntricos

Según los científicos, estas personas son poco agradables de cara al resto. Combinan una puntuación menor en amabilidad, apertura hacia los demás y responsabilidad. Tienen un alto grado en extraversión, pero poca franqueza y escrupulosidad. Además, se centran solo en sí mismos y prefieren no vivir nuevas experiencias. Creen que lo saben todo e imponen su opinión sobre cualquier tema. Se muestran superiores, no aceptan consejos e intentan controlar siempre la situación. Según el estudio, es un tipo de personalidad tóxica, no solo para los demás sino para sí mismos también. Solo les agradan los elogios y hacen alusión a la gran fuente de sabiduría que son en todo momento.

Modelos a seguir

Tienen altos niveles de extraversión, amabilidad y responsabilidad con bajo grado de neuroticismo. Son muy abiertos en todos los sentidos, escrupulosos. Rasgos que predominan en las mujeres y que se cultivarían con la edad. Además, siempre se interesan y tienen en cuenta lo que los demás tienen que decir. Son líderes y emocionalmente estables y trabajadores.

« Older posts

© 2021 Language Residents

Theme by Anders NorenUp ↑