Language Residents

an archive of lesson plans

Category: Art (Page 1 of 4)

About theater, literature, fine arts

ES ADV: Architecture

December 9, 2022 /

Language resident: Natalia Cano

Class theme/topic discussed:

Goal of the class:

Class structure:

Warm up:

-What do you think about architecture?

-Do you like it?

-Is it art?

Activity 1:

What is your favorite building? Why?

All the students show each other their favorite building

Activity 2:

The students get a lot of famous buildings around the world and they have to say if they know the building, if they know where it is, if they have been there and if they would like to go.

Activity 3:

The students have to match the building pictures with their name and a short explanation about them.

Resources used:

Powerpoint, building pictures, names and explanations on paper.

What worked well? What did not work?

The class was fantastic. My students favorite buildings were beautiful and we all had a great time.

CN F22 ADV 传统节日Traditional Festivals

December 9, 2022 /

Day and Date: 2022.09.06

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: 传统节日 Traditional Festivals

Goal of the class:

By the end of this class, students will learn more about Mid-Autumn Festival and the stories and legends of it. By the end of the class, they are expected to make a video to families and friends and send their best wishes to them.

How did you structure the class?

  1. Warm-up: Labor Day

Where did you go? What did you do?

  • Do you know which Festival is coming soon in China?
  • When is Mid-Autumn Festival? & How do Chinese people celebrate it? – Top Activities & Traditions
  • Stories & Legends of Mid-Autumn Festival
  •  嫦娥奔月 ‘Chang E Flying to the Moon’
  • 玉兔捣药 Rabbit in the Moon
  • 吴刚伐桂 Wu Gang Chops the Tree
  • 朱元璋和月饼起义Zhu Yuanzhang and Moon Cake Uprising
  • What phrases do people usually use for this Festival?

Make a lantern!

  1. Make a video to your family/friend and give him/her your best wishes on this festival.

写一段祝福，并录下来，发送给你的老师/朋友

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

PowerPoint slides

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

Things that worked well:

The class went really well! Since I had some inventories(lanterns) from last semester’s study break, and I only got 2 students in this group, an idea popped up just before the class began: why not making lanterns, writing wishes on them & making videos to loved ones(families/friends)? So I added two slides of lantern-making traditions and did this activity in class. It went so well! I think my students love it!

The thing that did not work:

Actually everything worked really well. The students were not as shy as last week and I could see that they engaged more and more in this class. We had a conversation about their Labor Day break at the beginning of the class and they even started making jokes about each other. At the end of the class they asked me to airdrop them the videos and I think one student actually sent the video to her mom. Since I had the experience from last semester that the stories maybe too hard for them to understand, so instead of showing the videos on Youtube, I told the stories myself with easier sentences and phrases(+ an amount of body language). So I think they understood the cultural background and the stories really well.

How could this class be improved/ modified?

I’d say nothing much. Just this class would probably only works for a small group of students. Any class with more than 5 may not work as well.

 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.

【PPT】2-传统节日-Festivals-in-your-country-ADVDownload

DE S22 INT/ADV: Art & Picture Description

May 6, 2022 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Art & Picture description

Goal of the class:
Students know locations in/within a picture
Students can describe the location of objects to each other (positions)
Students are able to describe a picture
Students can interpret pictures

How did you structure the class?

4.15 – 4.30:        Warm-Up: Who are what am I? (students get either the name of one person or one object (e.g. painting, building) or the corresponding description to a person or an object. By asking each other questions they have to “get to know each other” and thereby find out whether their role fits the other person’s role)

4.30 – 4.35:        Review: Picture description (short review of important vocabulary when describing pictures and the different directions (e.g. in front of, behind, next to… in the centre/right hand side))

4.35 – 4.50:        Describe & Draw (depending on class size either 1on1 or 1 describing and 2 drawing: one student sits with the back to the board and the other one with the front. Then a picture is faded in so that only the student with the front to the board can see it. That student now has to describe the picture to the other student, and he/she/they has to draw it based on the descriptions of the other student. 5min per turn, then they can look at the board to compare how good the drawing was. Then they switch position, and now the other student has to describe and the other to draw. With 3 students, 2 are drawing and sitting with the back to the front and they make 3 rounds with every one describing at least once)

4.50 – 5.05:        Group work (students can choose between 6 paintings by German artists and then analyze that picture in 3 steps. They have instructions on the power point and are allowed to use their phones)

5.05 – 5.15:        Presentation (each group presents their painting, according to the 3-step-analysis that was given to them)

What worked well in this class? What did not work (and how could it be improved)?

I taught a similar class last semester, but wasn’t really happy with it – thus, I wanted to teach it again with improvements. These improvements have worked really well! The warm-up was a nice way to walk around the room, talk to each other, ask each other questions, while at the same time starting to familiarize with the topic. The “Describe & Draw” is a really well-working, engaging and fun activity. The group work about paintings from German artists was a well-rounded conclusion to this lesson and put it on a higher level than the first time I taught that class. The students were able to learn about German art, had lots of discussions in class and had to present something as well. Thus, I would say that this class worked really well, I was happy about how it worked and wouldn’t really change anything.

One possible modification: instead of giving them pictures, the group work could also work if they choose their own paintings. Upside: more personalized and individualized, but several risks: no sufficient resources (maybe not everyone has a mobile phone/laptop handy), not sure what paintings, no German paintings.  

Kunst-BildbeschreibungDownload
Kunst-BildbeschreibungDownload
BilderDownload

DE F21 INT/ADV: Bigfoot

December 10, 2021 /

Language Resident/Assistant Name:
Nicolai Diener

Class theme/topics discussed:
Bigfoot

Goal of the class:
Communicative Practice
Creative Story-telling

How did you structure the class?

4.30 – 4.35:        Welcome & Introduction to “Bigfoot” topic (Talking to students about how they feel and how they have spend their weekend. Let the students explain the story behind “Bigfoot”)

4.35 – 4.45:        Introduction to the worksheet & reading the story (+ review vocabulary)

4.45 – 4.55:        First drawings (students have to draw the “branches breaking” in two boxes and describe what is happening)

4.55 – 5.00:        Present their drawings

5.00 – 5.20:        Groups: Finish the story (students have to get together in groups and brainstorm about how they want to finish the story. Then they draw the story & describe what is happening)

5.20 – 5.30:        Present the story (students present how they finished the story)

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

The class worked really well. No surprise, considering Adan delivered that idea to us! The students had a lot of fun – the beginning was nice, but at the end of the class everybody was laughing, having fun and – most importantly – communicating a lot in German. I tried that class with both my conversation classes (one of them more communicatve, the other a little less) and it worked better with the communicative one, but they also took more time for each activity, so you have to keep that in mind.

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

Bigfoot-StoryDownload

JP F21 INT : 芸術の秋　Art related activities

December 10, 2021 /

Conversation Class Lesson Summary

Language Resident Name: Cozy Enrique NAKADA (Koji NAKADA)

Day and Date: 11th week (8th to 12th Nov 2021)  

Language and Level (intermediate or advanced class):  Advanced

Class theme/topics discussed:  芸術の秋１・２（Artistic Autumn part 1, 2）

Goal of the class:

Art 1

Students can express how to describe shape, texture, size, and impression in Japanese.

Art 2

Students can introduce their favorite films, books in Japanese.

How did you structure the class?

9th Nov 2021

16:30

Wait until everyone comes, by showing Intermediate class’ video.

16:40

Explaining the procedure of competitive drawing game. Reviewing all the expressions.

16:45

Game start! (for 3 different drawing, so that everyone have opportunity to draw at least once.)

17:25

Students put phrases which they want to know, on google sheet.

17:30

End

11th Nov 2021

16:30

Wait until everyone comes, by checking in with students who came on time.

16:40

Explaining how to describe feelings, thoughts, introduce film / book to others. Demonstrate teacher’s example.

16:45

Preparing short paper to talk with partner.

17:00

Start talking with partner

17:15

Presentation of favourite films by 3 students (2 assigned, 1 volunteer)

17:30

End

What technology, media or props did you use?   

Students’ mac laptop, handouts

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

Handouts always help both students and me. For the advanced class, they seemed to enjoy the activities.

~~~~~~~~~~~~~~~ handouts ~~~~~~~~~~~~~~~~~

2021年11月8日（月）

芸(げい)術(じゅつ)の秋(あき)　〜アートに触(ふ)れよう　その１〜

☆あみだくじをひきます。

☆当たった人は絵を描きます。

☆クラスの後ろの方に座り、壁の方を向きます。

☆ジェスチャーを使うのはOKです。

☆できるだけ英語は使わないで相手に説明してください。

〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜〜

丸い

三角の

四角い

ふわふわした

ギザギザの

やわらかい

かたい

線

ゆるやかな

急な

右側

左側

上

下

中心

とがった口

眉毛が　太い　細い

鼻毛が出ている

おでこ・ひたいにしわがある

ほっぺたが赤い

~~~~~~~~~~~~~ 2nd handout ~~~~~~~~~~~~~~~~

2021年11月10日（水）

芸術(げいじゅつ)の秋(あき)　パート２(ツー) 　好き(す　)な本(ほん)や映画(えいが)について話そう(はな　　)！（口語(こうご)）

♪表現(ひょうげん)したい内容(ないよう)を簡単(かんたん)にメモしてから、知りたい(し　　　)単語(たんご)をSheetに書く

Q1. その（本(ほん)・映(えい)画(が)）の評(ひょう)価(か)を一(ひと)言(こと)で言(い)うと？

（楽しかった(たの　　　　　　)　悲しかった(かなし　　　　　)　切なかった(せつ　　　　　　)　爆笑(ばくしょう)だった　怖かった(こわ　　　　)　叫びまくってた(さけ　　　　　　　)　）

Q2. 簡単(かんたん)なあらすじを紹介(しょうかい)

　主人公(しゅじんこう)は（　貧乏(びんぼう)　金持ち(かねも)　女性(じょせい)　男性(だんせい)　高校生(こうこうせい)　）で、（　1960の東京(とうきょう)・1992年のロス　）を舞(ぶ)台(たい)に、（　世(せ)界(かい)を救(すく)う・正(せい)義(ぎ)のために戦(たたか)う　）　という話(はなし)！

Q3. 　一番(いちばん)心(こころ)を動かされた(うご)のはどんな（内容(ないよう)・シーン）ですか？

Q4. 　この作品(さくひん)を誰(だれ)に勧めたい(すす)ですか？

Q5.　それはなぜですか？

例）

♪わたしがオススメしたい映画(えいが)は　「コニー　アンド　カーラ（Connie and Carla）」です。主人公(しゅじんこう)は売れない(う　　　)女性(じょせい)歌手(かしゅ)二人(ふたり)で、殺人(さつじん)現場(げんば)を見た(み　)せいでアメリカ中(　　　　じゅう)を逃げないといけなくなり、ドラッグクィーンの世界(せかい)で大活躍(だいかつやく)するというドタバタコメディーです。逃げる(に　　)中(なか)で主人公(しゅじんこう)が自信(じしん)を取り戻して(と　もど　　)行く(い　)様子(ようす)がとても好き(す　)です。いまとにかく、何(なに)も考えず(かんが　　)笑いたい(わら　　　)！そういう人(ひと)におすすめの映(えい)画(が)です。

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

May 11, 2021 /

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

JP SP21 INT/ADV: Yokai

May 11, 2021 /

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Monday February 15 & 18, 2021   

Language and Level (intermediate or advanced class):  

Intermediate  & Advanced

Class theme/topics discussed:  

  • Yokai  

Goal of the class:  

  • Understand Yokai 
  • Introduce a yokai 
  • Think about yokai of our time

How did you structure the class?  

  1. Study Break Announcement (10 min) 
    1. Have you done origami before? What did you make? What occasion? 
  1. Good news?  (10 min) 
    1. Snow in Houston 
    2. Lunar New Year 
    3. Success (extra stuff) in Chinese  
  1. What is yokai? (5 min) 
  1. What kind of Yokai have you found? (15 min) 
  1. アマビエ Amabie (https://youtu.be/seDUC9Dqep8 or https://youtu.be/WC6vZrg2yZo) (15 min) 
    1. Watch and understand followings  
      1. What Amabie looks like 
      2. What Amabie said to people 
    2. How this is popular in Japan now
    3. Draw Amabie 
  1. (Intermidiate) Let’s think about today’s Yokai
  2. (Advanced) Japanese people/society’s attitude towards yokai, other spiritual existence, and not-so-scientific things (5 min) 

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

Class agreement, breakup rooms 

Zoom, share screen, youtube, google images, pen and paper 

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

Intermidiate:

  • Students researched some ideas of what Yokai is. We also introduced some yokai that they found. They also shared some stories around the yokai.  
  • We watched the video of Amabie story. Amabie is a yokai that became super popular in Japan last year. Amabie is a yokai who lives in the ocean. It is said that if you draw Amabie and show it to a sick person, they will get well. So the coronavirus reminded people of Amabie, and it became a huge cultural trend in japan, like a collective wish towards the people suffering from COVID. 
  • Since we watched the story and know that Amabie looks like (have a bird-like beak, rhombus shaped eyes, long red hear, rainbow color scales, and 3 fish tales on which they can stand), we draw Amabie. That was fun. 
  • We also looked at original amabie. A student found a page that shows various amabie interpretations by comtemporary artists in the world (https://www.ideo.com/blog/16-artist-interpretations-of-amabie-a-mythical-japanese-creature-said-to-ward-off-disease ). 
  • We thought about what the yokai could be in today’s contemporary world. It was fun, but we only had a few minutes to think about.  

Advanced:

  • We discussed what yokai is. We were able to discuss more conceptual ideas than 11.1 class. They told me that they didn’t have a concept of yokai until I said it in the previous class, but after some research, they realized they have seen yokai here and there in their lives. They didn’t recognize them as yokai at that time.  
  • We also talked about yokai as not mosters, not spirits, but some other category. Probably based on Japanese people’s imagination towards little things in their lives.  
  • Watching Amabie story and drawing it was fun. We saw other amabie drawings by artists in the world. We also discussed how Amabie became a trend in Japan last year under COVID, and how these non-scientific things are still around people’s life 
  • We talked about other non-scientific things around our Japanese life. Could these things be just stupid ideas or do they help people’s mind/psychology in a certain way? How and Why? 

How could this class be improved/ modified? 

  • Yokai is such a unique concept, and one hour might not be enough to fully understand what they are, but I hope they got a bit of sense about it.  
  • Amabie was a good example of relationship between human and yokai.  
  • While they were drawing (5 min or so). There was a silent, but I thought it’s good to have some activities like drawing once in a while, especially when it’s related to the topic.  

Amabie Videos

Amabie Drawings by Students

JP F20 ADV: Reading Kanji

December 1, 2020 /

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

JP F20 INT/ADV: Haiku

December 1, 2020 /

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

December 1, 2020 /

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)

JP F20 INT/ADV: Music Videos

December 1, 2020 /

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday November 9, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

Goal of the class:  

  • Get to know some contemporary attempt of Japanese traditional music 
  • Describe music videos, what do you see? What do you hear?

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
    1. We are trying to stay calm with the presidential election result being updated.
  1. Today’s plan (3 min) 
  1. Breakout room (30 min): Each group has a different music video
    1. Watch the videos 
    2. How many people are there?  
    3. What are they doing? What are the instruments? 
    4. What do they wear? 
    5. What kind of music? 
    6. What is traditional and what is not traditional? 
    7. Do you like it or not and why? 
  1. Main room (20 min) 
    1. Explain the music video and watch video 
    2. Wrap up. Stay positive, and stay calm,  

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

Class agreement, breakup rooms 

Zoom, breakout rooms, youtube videos 

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

  • Students were a little tired at the beginning with upcoming exams and all the homework they have 
  • Each breakout room had a different music video. So I told them to describe the video really in detail. 
  • They enjoyed the videos.  
  • We learned some way of describing music, terms such as “traditional,” “contemporary,” and other terms used for traditional clothing.  
  • In breakout rooms, they asked me some words that explain musical moments, things artists are wearing, or the scenery. They used these terms when shearing in the main room. 
  • I first let all the groups explain what they watched. After that is done, I shared my screen and played all three videos at once. They loved it.  
  • Students enjoyed the music, costumes, the techniques of artists, and other details.   
  • This is one of classes students chose as the best.

Advanced:

  • Students enjoyed the music, costumes, the techniques of artists, and other details. 
  • We ended up with talking a lot about Japanese arts and elements in videos. 
  • Students have a little more knowledge about Buddhism in this class, and it made some discussions very interesting. 

How could this class be improved/ modified? 

  • I noticed that students used chat a lot as we all watch the videos together. Probably I can make use of the chat function more effectively with music moment. I don’t know how yet though. Something to keep thinking for the next time.  

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. 

Videos Shared:

Vocabulary that we learned: 

袴：はかま 
ばち 
伝統的：でんとうてき：traditional 
楽器：がっき：musical instrument 
稲荷：いなり 
畳：たたみ 
和室：わしつ 
襖：ふすま 
和紙：わし 
障子：しょうじ 
きつね 
竹：たけ 
竹林：ちくりん 
帯：おび 
頭巾：ずきん 
お経：おきょう 
般若心経：はんにゃしんきょう 
袈裟：けさ 
邪道：じゃどう 

Students’ comments on chat for each video

https://youtu.be/KHna8ngTaOg
17:06:41     From Lena She-Her : This lit 
17:06:50     From Mason Cai : ^^ 
17:06:54     From Marina Aina : ^^^ 
17:07:00     From Ruby Hoffman : ^^ 
17:07:10     From Ashley Cheng : ^^^^^ 
17:07:32     From Marina Aina : The mv visuals are so nice too 😮 
17:07:48     From Alyssa Zhang : those masks damnnnnn 
17:08:06     From Mason Cai : :OOOoOOO: 

https://youtu.be/cbObLy5MjWU  
17:10:24     From Marina Aina : Ive never felt more untalented in my life LMAO they’re so good 😮 
17:10:32     From Kate McHale : this really slaps 
17:10:34     From Ashley Cheng : It really do be one of those days 

https://youtu.be/nvIGCMhjkvw?t=120  
17:12:03     From Kano Cheng : I want to be this man when I grow up 
17:12:29     From Ruby Hoffman : yes oh my god 
17:12:37     From Marina Aina : i think you can accomplish that dream :,) 
17:12:40     From Kate McHale : immaculate vibes 
17:12:42     From Ashley Cheng : I wonder if my buddhist grandma would appreciate this 
17:13:07     From Alyssa Zhang : i want to know what hes saying 

JP S20 ADV Fashion

May 11, 2020 /

Language Resident Name: Miki Saigo

Day and Date: January 28, 2019

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Fashion

Goal of the class:

  • Discuss preferences and opinions on fashion

How did you structure the class?

  • Greetings and announcements
    – Study Break: Calligraphy Feb. 6th
    – Oldenborg Open House Feb. 13th
  • Activity I: Whose outfit?
    I show students pictures of various outfits. In groups of three, students discuss who/what kind of person would wear them to where and if students themselves would try wearing these outfits. After they discuss in groups, they discuss with the whole class.
  • Activity II: Discussions on fashion
    In groups of three, students discuss the following questions:
    1. What type of outfit do 5C students wear?
    2. What would you wear when you go to:
        – a family gathering for Christmas
        – a friend’s wedding
        – a job interview
    3. Do you take time to pick clothes in the morning? What do you do when you can’t decide?
    4. Do you stick to certain brands? Do you like fast fashion?
    5. Imagine you traveled to a somewhere far away… and you find people there wear completely different from you (e.g. everybody is wearing ルーズソックス!). What would you do?
  • Activity III: Idol group audition
    I mention how idols/groups wear unique fashion and do various types of activities on media (e.g. singing, dancing, cooking, comedy, acting, harvesting…). I divide the students into groups and tell each group to imagine they are going on an audition as an idol group. Using a worksheet, students first ask each other their hobbies, skills and things they want to try in the future. Students list up the keywords and then discuss what they can do as an idol group using their talents. They also decide their group name, goals and theme fashion (draw what they are going to wear on media).
    When they are done, they present their idea to the whole class.

What technology, media or props did you use?

  • PowerPoint slides
  • Pictures from the internet (for the picture cards)
  • Worksheet

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

  • Activity I was visually entertaining. It is open-ended and made students talk, too.
  • Students had fun in Activity III. They were creative and talked spontaneously to share their ideas. It was nice to have them draw their costumes.

How could this class be improved/ modified?

  • I would add a discussion on trend fashion next time. (e.g. What kind of fashion item is popular now/went popular in the past?)

Materials (Download the files for better view):

ES S20 ADV Street Art

May 6, 2020 /

Conversation Class Lesson Summary

Language Resident Name: Blanca Barranco Lafuente 

Day and Date: 26th February

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

Class theme/topics discussed: Street Art

Goal of the class: 

  • To be able to describe a painting and express own feelings
  • To exchange information about street art

How did you structure the class? 

  • Warm up: Students see some graffiti images and have to decide whether they are art or not. What is considered art and what is considered vandalism?
  • Activity 1: Students complete a quiz about graffiti vocabulary in order to learn more words of street art (https://quizlet.com/140617233/vocabulario-graffiti-flash-cards/).
  • Activity 2: Students review a handout with expressions used to describe pictures. In pairs, one student will solve a puzzle of a painting and the other student will describe the painting.
  • Activity 3: Students discuss different controversial questions related to street art.
  • Extra final activity: Students see a picture of a graffiti and comment on the author (Banksy, an anonymous street artist). Students see the video of a polemical auction in which one of Banksy’s pieces of art is sold and auto destroyed.  

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

  • YouTube
  • Quiz with graffiti vocabulary
  • Puzzles
  • Discussion questions about street art

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

  • Students shared very interesting opinions about street art and they were specially engaged during the puzzle solving activity. 

How could this class be improved/modified?

  • This class served as introduction for the conversation project about street art, allowing students to discuss basic issues revolving around the topic and to learn basic street art vocabulary, so I would not modify it for this specific purpose. 
Conv_Street-Art

Conv_Handout_Street-Art

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