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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

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: Hometown with Google Map

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday September 2nd, 2020   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Your Hometown 

Goal of the class:  

  • Introduce hometown using Google Map

How did you structure the class?  

  1. Sara introduces language table, language partners, and tutors (5min) 
  1. About Labor Day (3 min) 
  1. Good news (5 min)  *We share positive stories at the beginning of each class.
  1. Introduce the topic: Hometown (5 min)  
    1. Where is it? What’s there? 
    2. Anything special about the town 
    3. What did you do? What do you remember? 
  1. Breakout rooms: 3-4 people (30 min)  
    1. Share stories each other using Google Map
  1. Back to main room. Share briefly each other’s stories (12 min)  

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

Zoom, Beakout room, google maps, share screens. 

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

  • Hometown stories developed to family stories and high school stories.  
  • Students enjoyed showing their homes, hometowns and the places they know using google maps and episodes related to such places
  • Internet became a little slow when zoom and google maps were used at the same time. But students were handling it with no problems 
  • This time each student spoke for a long time when they were sharing stories. Rather than exchanges of a couple of short sentences, this time it was more like a speech.  
  • I didn’t get to hear everyone’s stories as I was moving around among breakout rooms, but apparently, they were sharing some funny stories when I wasn’t there and laughing. 
  • It was good to see that one student talks about another student’s story when I ask what’s been happening. It means they were engaging conversations and finding something interesting in stories. 
  • One dog joined at the beginning. That was cute. 
  • Students liked this, and one of them used this activity for another class/session.

How could this class be improved/ modified? 

  • Today’s class was more like each one’s story sharing with a few questions from others (as far as I saw). Next class probably I will try to do a more interview-oriented topic.  

JP S20 ADV Gadgets

Language Resident Name: Miki Saigo

Day and Date: April 21, 2020

Language and Level: Advanced Japanese

Class theme/topics discussed:

  • Handy gadgets from Japanese dollar stores

Goal of the class:

  • Describe how to use something

How did you structure the class?

  • Warm-up: Greetings
    – Ask what students did in the weekend. Ask what they think about the P/I grading policy in Pomona.
  • Activity I: Guess how to use these gadgets
    I show pictures of handy/funny/cute gadgets from dollar stores in Japan (e.g. kitchen tools, cleaning tools, stationeries). I ask students to guess what they are for/how to use them. We watch video clips that show how to use them afterwards. I ask students if they would buy any of the gadgets we saw.
  • Activity II: Discussion
    I ask students if they know any handy gadgets from daily life. (e.g. smartphone stand, cheese grater, tiny stapler)
  • Activity III: Advertisement
    We watch a video clip from a tv shopping channel to observe how people advertise a product (with great energy!):
    https://youtu.be/KBrWprkHt6o (first 30 seconds)
    I ask students what they noticed (“They speak energetically and without pause,” “They use many onomatopoeias”). We pick one of the gadgets from Activity I and try to make sentences to advertise it like a shopping channel.

What technology, media or props did you use?

  • Google Slides
  • Youtube videos
  • Pictures from the internet

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

  • Students seemed to have had fun seeing the funny gadgets.
  • Activity III could be developed more if it’s done in a physical classroom.

How could this class be improved/ modified?

  • If I do this class in person, I would develop Activity III more: I would bring a gadget to class and have students explain how to use it and advertise it like a commercial. (I found it awkward to do it when you don’t actually have the item in your hands.)
  • It would be smoother if you ask students to bring/think about a gadget for Activity II before class.

Material: Google Slides:
https://docs.google.com/presentation/d/1Qpt32B8ED56OAuu5QjO1Q80MfTDv0OJ4m7OTdVUhk4Y/edit?usp=sharing

RUS S20 Adv/Int: Hometown (online)

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

Thursday, 04/09/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Hometown

Goal of the class:

To talk about students’ hometowns, so they could make a virtual tour for everyone.

How did you structure the class?

  1. Greetings, announcements, general questions.

2.   Activity 1: [all together] Are you in your hometown now? How does it feel going back home? Did you notice any changes in the city you grew up in, or is it you who has changed?

3.   Activity 2: [in groups of 3 in Break-Out Rooms] Write down a list of locations that people usually associate with their hometowns (for example, this is my school, this is my grandparents’ house, where I eat my favorite ice-cream, etc.). Does this list seem to be similar to everyone?

4.   Activity 3: [all together]: sharing the results + the discussion. After that: the LR opens Google Maps and shows the students her hometown. Navigating in the city, the LR gives the students a tour using as much vocabulary as possible related to location, movement, description, etc.

5.   Activity 4: [in pairs in Break-Out Rooms]: The students should do the same: to show their classmates around their hometown with a guide-like narration. 

6.   Activity 5: [all together] Some of the students present their hometowns to everyone.

7.   Conclusion and a follow-up discussion.

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

Zoom, Google Maps

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

The class worked out great! I was very happy with the results and the atmosphere of it.  

How could this class be improved/ modified?

I would leave it as it is.

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