

an archive of lesson plans
About food, restaurants, cooking
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)
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:
Goal of the class:
How did you structure the class?
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?
How could this class be improved/ modified?
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)
Biang – From Chinese kanji
Jin ジン – dust
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:
Goal of the class:
How did you structure the class?
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?
How could this class be improved/ modified?
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.
Language Resident/Assistant Name: Eva Saunders
Day and Date: 11/24/2020
Language and Level (intermediate or advanced class): Intermediante/Advanced
Class theme/topics discussed: Christmas & the holidays
Goal of the class: Learning about German customs and escaping Krampus’ mine
How did you structure the class?
A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)
B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.
It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.
C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.
D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie https://vimeo.com/381605666 (this is my own production, but available publicly). Find traditions and words we talked about in the movie.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!
How could this class be improved/ modified?
I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.
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/2020/11/24/13-1-class-25-11-23-2020/ (Password: GERMAN)
Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.
Language Resident/Assistant Name: Eva Saunders
Day and Date: 10/1/2020
Language and Level (intermediate or advanced class): Intermediate/Advanced
Class theme/topics discussed: Oktoberfest
Goal of the class: Know how to order foods and drinks & how to give compliments/small talk
How did you structure the class?
A) Warm-Up: Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)
*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)
Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)
B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.
Fun Examples: – Watch “Bavarian Line Dance” https://youtu.be/BcU38jrw5ew
C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on https://www.youtube.com/watch?v=N5oEn5y0H10
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, 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 engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.
How could this class be improved/ modified?
Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.
For the wordsearch, you can make your own here: https://www.bookwidgets.com/blog/2017/01/make-word-search-puzzles-for-your-classroom
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/2020/10/02/13-1-class-12-10-1-2020 (Password: GERMAN)
Oktoberfest-conversationsLanguage Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Food Industry & Diet
Goal of the class
Class structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
Language Resident/Assistant Name: Eva Saunders
Day and Date: 9/17/2020
Language and Level (intermediate or advanced class): Intermediate
Class theme/topics discussed: Food & Groceries
Goal of the class: Identify food in a recipe and know how to buy it
How did you structure the class?
A) Warm-Up Discussion: Who enjoys cooking? Who does it regularly? Has it changed with the pandemic? What’s your favorite food?
B) Quick food quiz about fruit & vegetables: ask them which German fruits and veggies they already know. Then use a Google Doc with pictures and German words underneath to let them fill out the English equivalent and read them out loud for pronunciation.
C) Corona e-shopping: Look at different shopping carts I pre-loaded online and guess what food it might be for, show them photo of finished dish.
(For more advanced group or extra time: ask them how ingredients might be used.)
Then learn each of the ingredients’ words and identify structure and words of the shopping cart.
(Example dishes: Pasta w tomato sauce, Schnitzel with potato wedges, Currywurst with fries, buttered bread/pretzels)
D) Homework/Extra activity: Go over to getnow.com (German equivalent to Instacart), enter 80333 (Munich) as post code and gather ingredients of a dish you make a lot. Bring a screenshot of your shopping cart and a photo of what the dish will look like. (And you can have the students guess each other’s in next session).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Google Sheets, Website getnow.com, Chat, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
The students enjoyed learning the different groceries and learning to shop on their own online.
How could this class be improved/ modified?
If it’s a larger class (more than 4-5 students), it can be done in groups. For more advanced students, you can pick harder fruits/vegetables or practice plural/pronouns.
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/2020/09/17/1-13-class-8-9-17-2020 (Password: GERMAN)
Obst-und-Gemuse-Sheet1Conversation Class Lesson Summary
Language Resident Name: Blanca Barranco Lafuente
Day and Date: 30th September
Language and Level (intermediate or advanced class): Spanish Intermediate
Class theme/topics discussed: Food
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
How could this class be improved/ modified?
Language Resident Name: Ayaka Matsuo
Day and Date: Tuesday, February 5th
Language and Level (intermediate or advanced class): Advanced Japanese
Class theme/topics discussed: New Year Traditions
Goal of the class: To be able to explain their new year traditions and to learn Japanese new year traditions to details.
How did you structure the class?
Activity1 (5 min): Warm-up
We talk about the game we’ll be having during the Open House next week and discuss what words are interesting sounds for Americans. We decide 5 words that visitors to our lounge has to guess what that it.
Activity2 (10 min): New Year Tradition
I group students by cultures they’re familiar with. In the group, students talk about what they do as new year’s tradition in their culture. How do they celebrate? What do they eat? Where do they go? What do they see? Etc… After a several minutes, we share what they talked about with the whole class.
Activity3 (10 min): Japanese New Year Tradition
I tell students what we do in Japan, showing some pictures.
Activity4 (10 min): Osechi
I introduce Osechi, Japanese new year’s food, with a picture and ask students what they know about it.
Activity5 (15 min): Meaning of Each Dish in Osechi
We check each name of dishes. Then, students make pairs and guess what its meaning of each dish. Then, I’ll read out true meanings of each dish. Students guess what that is.
Activity6 (5 min): Wrap-up
We have casual conversations about Osechi. What would you like to try eating? Cooking? Have you ever eaten Japanese Osechi? Is there anything similar to your culture?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
It worked well. I also learned many things about Japanese new year tradition of food. Time management was good today.
How could this class be improved/ modified?
The topic with this plan could include more active speaking activities somehow.
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.
Language Resident Name: Ayaka Matsuo
Day and Date: Monday, October 1st
Language and Level (intermediate or advanced class): Intermediate Japanese
Class theme/topics discussed: Food
Goal of the class: To be able to use vocabularies related food and to be able to explain their favorite food.
How did you structure the class?
Activity1 (10 min): Warm-up
We dice-talk about the weekends. Students are divided into 2 groups and each dimension of the dice has words related to food.
Activity2 (10 min): Brainstorming
I show some pictures and ask the whole class to describe the food. For example, I show a picture of sushi and ask students some questions such as what is it made of? How do you eat it? What taste is specific to the food? Where do you find it? Where does it originally come from? Do many people like it? Is it expensive? etc. They’re not supposed to say just “that’s sushi”. Words brainstormed during this activity are written on the white board.
Activity3 (10 min): Favorite Food
Students come up with their top 3 favorite foods and write them down on a piece of paper, keeping them secret to other students for now.
Activity4 (25 min): What is it?
Students are divided into 2 groups. In each group, one student starts “This is my best/second/third favorite food” and then, the other members of the group start asking question to reveal what it is. For the last 5 minutes, we play this game with the whole class picking one student’s favorite food whose hasn’t done yet.
Activity5 (5 min): Wrap-up
A brief announcement about the upcoming cultural activity is made.
What worked well in this class? What did not work?
It worked well. Students talked a lot, which was really good. One thing I should have added is that for the Activity4, one more rule should have been clarified that they cannot ask WH questions. Also, I could have prepared more expressions related to today’s topic, which could have been introduced while Activity2 and could have been a more efficient exercise for students with more words or expressions.
How could this class be improved/ modified?I would add a rule that students cannot ask WH questions during Activity4. Also, I would prepare more words in advance, which students must know but forget for the moment.
Conversation Class Lesson Summary
Language Resident Name:
IVAN LUCIC
Day and Date:
Thursday, 10/04/2018
Language and Level (intermediate or advanced class):
German, Advanced
Class theme/topics discussed:
Cooking and eating
Goal of the class:
Being able to talk about food and the ways of cooking it.
How did you structure the class?
Activity 1 (10 min): Icebreaker and introduction. Before class, I hung up some pictures of dishes. The students had to walk in pairs around the classroom and identify them first. Then, they had to think of the ingredients they needed to make the dish and the way of preparing it. We discussed the results in the big group.
Activity 2 (5 min): I told the students to write down as many terms about cooking, food and eating they possibly knew. In pairs, the students had one minute to do that. The winners would get a little surprise (cookies). We briefly discussed the terms they gathered in the big group.
Activity 3 (15 min): I showed a video of a person cooking a dish. In the same pairs, the students had to write down the ingredients they could identify and also the steps it needed to make the dish itself (which were displayed in the video). In the group, we discussed the results.
Activity 4 (30 min): I told the students to imagine being restaurant owners and therefore creating their own menus. In pairs, they had to think of one dish they would like to put there. The task was also to think of the name, price, ingredients, cooking devices, and a short description why it is the best dish. In the group, they would present their results. The winning pair would get the rest of the cookies.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Whiteboard and marker
Youtube video of a person cooking
Pictures of dishes
PowerPoint presentation (attached)
What worked well in this class? What did not work?
The students had a lot of fun doing the competitive task and also creating their own dish.
How could this class be improved/ modified?
It was a great class. I would keep it as it is.
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.
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