Language Residents

an archive of lesson plans

Category: Online Teaching (Page 2 of 3)

DE F20 INT/ADV – Baking Bread & Brotzeit

December 1, 2020 /

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

December 1, 2020 /

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?
8.-Cambio-climático-INTDownload

ES F20 INT Health and Verbs

December 1, 2020 /

Conversation Class Lesson Summary

Language Resident Name: Tamara Olivos

Day and Date: November 11, 2020

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

 Class theme/topics discussed: Health and Verbs

Goal of the class: To practice vocabulary related to health and verb conjugations

How did you structure the class?

Board game: I shared on my screen the verb tenses board. I assigned each tense a number, so when they roll the die they are rolling a verb tense. (I used the virtual Google dice, just search “roll dice”)

Juegos de mesa con verbos para divertirse en clase

1: presente

2: futuro

3: pret perfecto

4: pret imperfecto

5: subjunctivo

6: preterito

Bingo: We review the vocabulary to make sure everyone understands everything. Then, I read only the definitions and students must know the word in order to cross it out of their bingo cards. I put several bingo cards in Sakai (a different set for each student)

http://marcoele.com/descargas/4/mielgo-bingosalud.pdf

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

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

The verb practice was much appreciated and we spent some time explaining some difficult verb tenses.

How could this class be improved/ modified?

I didn’t have time to create an interactive board. I would do this for next time, on Genialy.

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)

ES F20 ADV Personality Types

December 1, 2020 /

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.

JP F20 INT: Embarrassing Stories

December 1, 2020 /

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday October 14, 2020   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Student suggested theme #2 
  • Embarrassing Stories 

Goal of the class:  

  • Share embarrassing stories. 

How did you structure the class?  

  1. Good news (5 min) *We share positive stories at the beginning of each class.
  1. Continue from last class (5 min) 
  1. Today’s plan (5 min) 
    1. Your embarrassing story is awesome, but something you witnessed counts, too. For example, your siblings.
  1. Break out room (2-3people) (25 min)  
    1. Share embarrassing stories 
    2. Ask at least 1 question to each other’s stories 
  1. Main room (20 min) 
    1. Share each others’ story. 
    2. My partner’s story is like this. I asked this question, and their answer was that.  

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

Class agreement, breakup rooms 

Zoom, Breakout room.   

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

  • They have hilarious stories! I thought the last class “Childhood stories” were amazing, but this was as amazing as last time if not more.  
  • We didn’t get to share all the stories, so we will start next class with sharing the rest of the stories. 
  • Students spoke a lot, and we laughed a lot.  
  • I felt students are trying very hard to tell a story as they wanted to deliver the story and how funny the story is. Also I sensed that everyone was listening hard because they didn’t want to miss the funny point.   
  • They were definitely sharing more stories while I wasn’t with them in breakout rooms.   
  • This is one of classes students chose as the best.

How could this class be improved/ modified? 

  • Several students said that they had hard time remembering any stories as they wanted to forget embarrassing stories. So I think it was a good idea to let them know that it’s ok to use some embarrassing stories that they witnessed as well as their own stories.  

ES F20 ADV Astrology

December 1, 2020 /

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 22, 2020

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

Class theme/topics discussed: Astrological signs (credits to Blanca and Katherine)

Goal of the class: to make predictions about the future, to talk about one’s personality

How did you structure the class?

  • Warm up: Students see a picture of a horoscope app which is very popular these days and have to recognize the app and its main purpose. Have they ever used it? Have they ever read their horoscope? Do they believe in star signs? 
  • Activity 1: Students will see a map with the star signs and the dates that correspond to each of them and will identify their own sign. They will describe themselves, highlighting the strengths and weaknesses of their personality. They will also describe a person of their choice (friend, family member, etc.) and they will later compare their statements with real descriptions according to the signs. Students discuss the results and argue whether it is trustworthy or not.
  • Activity 2: Students reflect on how their personalities have changed over the years and hypothesize about how they will be in the future. Revision of the future tense and predictions about themselves. Where do you see yourself in 20 years? What do you think will change over some decades?
  • Activity 3: Students become fortune tellers and will predict each other’s future with the help of the story cubes and some images. They will make predictions about love, success in work and education, and health.

Students will go in breakout rooms. Using the Google’s virtual dice (Google “roll dice”), students will get random words/categories to make their predictions.

Categoría

1 Trabajo

2 Amor

3 Salud

4 Dinero

5 Viajes

6 Crea tu categoría

1 Excelente/muchos

2 Mas o menos

3 Malo/pocos

4 Pésimo

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

Zoom, PPT, Google virtual dice

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

They were really into this. The idea came from a student suggestion. Even the student who didn’t believe in the horoscope participated.

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.

Conv_Astrology

JP F20 INT/ADV: Onomatopoeia

December 1, 2020 /

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday November 4, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

  • Check in with everyone and see how they are doing 
  • Onomatopoeia 

Goal of the class:  

  • See if everyone is cool to do a class (This class was right after the presidential election)
  • Explore Onomatopoeia 

How did you structure the class?  

  1. How are you doing? Hanging there? Good news if any??? (7 min) 
  1. Introduce Onomatopoeia (8 min) 
    1. ザーザー and パラパラ 
    2. Animal voices etc. 
  1. Breakout room (30 min) 
    1. Describe a moment or create a story 
    2. Pick 3 or 4 Onomatope from https://www.tofugu.com/japanese/japanese-onomatopoeia/ and use it in sentence. One sentence one onomatope. 
  1. Main room (15 min) 
    1. Share the sentences that each group creates 
    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 online resource 

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

  • Students were tired and stressed out with election situations. 
  • Students loved Onomatope. They sound funny and cute apparently. 
  • In the breakout rooms, students were laughing so hard finding new Onomatope and how they sound like 
  • They were so creative about making a story. This is a lot more than I expected. 
  • In the main room, students typed what they created in a chat and read aloud. It became almost like a theatre at some point. One student acted character A, another one was character B, and another one was a narrator, etc. 
  • They were so good at creating, writing, and using new words. I gave a little grammar correction to make a phrase sound natural after every group presented their stories. 
  • I enjoyed so much how engaged they were in today’s activity.  
  • I wanted this class to be somewhat fun. I’m glad that this class created some cheerful moments for them, especially after hearing them saying that other classes were all ok today and that they were just ok. 
  • This is one of classes students chose as the best.

Advanced:

  • They knew a lot more onomatope than the intermediate class. 
  • They were very nervous and worried about the election results.  
  • We ended up with talking a lot of feelings and situations around the election with onomatope.  
  • We also had some fun moments with some fun and positive and funny onomatope.  
  • Students also expressed some feelings about COVID. 
  • Onomatope are very nuanced expressions, so it was a great exercise to think about what the equivalent expressions are in English. I ended up with doing a lot of acting and facial expressions to tell them the nuances. That was fun.  
  • Manga is a great way to learn onomatope. 

How could this class be improved/ modified? 

  • Onomatopoeia is very fun and great things to know. I used an entire class focusing on this. But also it’s possible to introduce a few Onomatopoeia at the beginning of every class. This would give students some laugh and create a positive mood to start a class. 
  • I used a breakout room with 3-4 people. It could be smaller groups. 

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. 

https://www.tofugu.com/japanese/japanese-onomatopoeia/

Student works: Each group created a story. 

  • ある日かえるさんとあひるさんが、いけに会いました。あひるさんは、かえるさんにかっこつけて、大きな声で　「ガーガー」と泣きました。かえるさんは、これを聞いてクスクス笑いました。じつは、あひるさんはじこあいせいでしたので、笑われたことがなかったです。あひるさんは、これを聞いて「ブルブル」ふるえました。かえるさんは、それを見て「おほん、きみはキャンセルドだ！」と言いました。あひるさんはもじもじして、こいにおちました。そして、かえるさんは、「へんなやつだなー」と思ってたたたたにげました。
 
  • ある日、マイケルジャクソンは馬をみました。馬はマイケルに向かってサクサク走りました
。
マイケルも馬に向かってタタタタ走りました。

マイケルのマネージャーは「マイケル！馬の話をできない」と言いました。
でも、マイケルはガミガミだけを聞きました。
マイケルは気にしませんでした。

馬は「ひひいん」と言いました。
マイケルはうっとりです。
マイケルは「ひひ」と言いました。
その後、マイケルは馬と友達になりました。
マイケルは歌手をやめて、カウボーイになりました。 

サクサク = stepping in dirt 
タタタタ = running 
ガミガミ = being lectured/nagged by someone above you 
ひひいん = sound of a horse 
うっとり = being fascinated by something beautiful 

  • 昔々　きみちゃんという六歳の子供は　もりに　すたこらに　あるいていた。

きゅうに　おおきくてこわいくまが　起こった。

でも　きみちゃんは　ゆうかんな子供　泣かなかった。


くまさん、大丈夫ですか？一人で　もりにいるのは　さびしいでしょう
。
くまさんは、ええええ、何これ？どうして　この子　怖くならないの？

きみちゃんは、私の方が　くまさんより　こわいよ！それで、どんなに大きくても　ぜんぜん　ぶるぶる　ふるえない！
くまさんは、そうなんだ。じゃあ、一緒に　世界せいふくをしよう！
きみちゃんは、世界征服　したくないけど。でも、人間は　最悪から　一緒に　森を　守ろう！
それ以下　きみちゃんとくまさんは　もりを守ったり　毎日ラーメンをたべたり　幸せに　住んでいた.
 

ES F20 ADV Crime

December 1, 2020 /

Spanish Conversation Class – Advanced (Credits to Katherine Pérez)

Class theme/topic discussed: Trials, alibis

Goal of the class: To practice past tense and questions.

Class structure

Activity: A crime has been committed (specify place and time). When students first get to the classroom, you talk about a crime of which they are suspects (you make up a story as to how they are all suspects).

El miércoles pasado ocurrió una tragedia inimaginable, el asesinato de Mr. Zoom. Mr. Zoom estaba en Claremont dando un paseo por Marston Quad cuando un grupo de personas lo confrontó por permitir que los zoom bombers mostraran fotos obscenas en las clases de Pomona. Algunas personas incluso insinuaron que los zoom bombers actuaban bajo el conocimiento de Mr. Zoom, que él los ayudaba incluso. Todo esto ocurrió entre las 6 y las 10 de la noche del pasado miércoles.

Los detectives encontraron pelos de los pugs de Ari, las llaves de la casa de Sam y Vivian, la chaqueta de San Francisco de Eloise, una carta muy “” de Sammy, y el libro de estudios africanos de Ella. Cualquiera de ellas pudo haberlo hecho.

Los detectives encontraron pelos de los pugs de Ari, las llaves de la casa de Sam y Vivian, la chaqueta de San Francisco de Eloise, una carta muy “ de Sammy”, y el libro de estudios africanos de Ella. Cualquiera de ellas pudo haberlo hecho.

  • ALIBI: In pairs, they have to create an alibi to free themselves from the charges. Both students have to memorize their alibi as they will later stand trials separately and both of their stories will have to match. During the trial they are also going to be judges, therefore, they have to prepare some questions for the defendants as well.
    • TRIAL: One group volunteers or gets chosen to be the first defendants (acusados). The trial starts when one of the students leaves the classroom (into a breakout room) and the judges start the interrogation. *The jury should make the same questions to both defendants while trying to find inconsistencies in their stories. If the judges happen to find some discrepancy they can’t start talking about them while the trial is ongoing
  • Follow-up/Post-task: Students decide who where the culprits while commenting on each others alibi: whether there where inconsistencies in the stories or not, which one was the funniest one, etc.

Resources used

  • Alibi table (see below)

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

  •  Students loved this activity! Do this activity after you’ve learned some things about your students. A personalized story will make a difference.
  • Have a YouTube link or something for the student in the breakout room to watch. I used a music video in Spanish.

Annex

  • Alibi table
Para tu coartada:¿Dónde estabas?¿Con quién estabas?¿Qué estabas haciendo?
18:00 – 19:00   
19:00 – 20:00   
20:00 – 21:00   
21:00 – 22:00   

DE F20 INT/ADV – Christmas Escape Room

December 1, 2020 /

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)

Christmas ESCAPE ROOM – KeyDownload

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.

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 

ES F20 INT Routines

December 1, 2020 /

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Routines

Goal of the class 

  • Get students to know each other
  • Talk about daily life

Class structure

  • Warm-up Routines: I show students how a day in my life looks like. To have them add vocabulary I ask them if they days look very different from mine (Do you do anything else? Workout, meditate, cook, play music, watch a show). In groups, they start talking about their daily routines and answer some questions: What do they have in common? How are they different? Is there anything you would like to start doing? Is there anything you would like to stop doing?
  • Activity 1 Habits: How would you describe a habit? Which ones are good? Which ones are bad? In breakout rooms students brainstorm different vocabulary.
  • Activity 2 Addictions: We start talking about addictions.  What are they? Do they think they are similar to bad habits? Are you addicted to something? What is this generation’s addiction?
  • Activity 3 Internet addiction questionnaire (cred. Tamara Olivos): In pairs they complete a questionnaire that will determine how addicted they are to the internet. We share the results with the entire class.
  • Activity 4: Where you using internet in a different way before COVID-19? How so? Do you like it better now or before? How can you balance “work online” time vs “social life online” time?
  • Activity 5: As a class, we discuss ways in which you can change your bad habits/addictions.
  • Follow-up: In groups they do a brief debate about the drinking age, 18 or 21?

Resources used

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

  • The class worked well, we worked up to activity 4 but did not have enough time to share the questionnaire’s results. For this activity I put everyone in the breakout room and, although I went through all the questions to check vocabulary before, it was hard to check on students. It would be better if the questionnaire is not as long, or has easier vocabulary.

Annex

3.-Rutinas-INTDownload
Internet-addiction-questionnaireDownload

DE F20 INT/ADV – Octoberfest

December 1, 2020 /

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-conversations

Oktoberfest-Vocabulary

Wordsearch-Oktoberfest-10_2-food_word_search

ES F20 INT/ADV Movie Genres/Storytelling

December 1, 2020 /

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: September 9, 2020

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

 Class theme/topics discussed: Movie Genres/Storytelling

Goal of the class: To narrate a story with a beginning, middle and end

How did you structure the class?

Ice-breaker: We play Taboo as a group. The instructor will send the “card” to a student in a private chat (see below). They will describe the word without using any of the “taboo” words. Students will take turns. You can add more words to the list or choose different words.

Warm-up: What’s your favorite movie? What is your favorite genre? Do you watch movies in Spanish?

Activity 1: Divide the class into groups. Each group will be assigned a genre (romance, horror, comedy). Add more genres if you have more students.

Step 1: each group writes the beginning of the story using the genre assigned.

Step 2: they exchange stories, and write the climax/middle using their assigned genre.

Step 3: exchange again and write the ending. The idea is that each story will have a mix of the genres.

Step 4: read the stories aloud

Create a Google Doc and share the link in the chat (make sure it’s set to everyone with the link can edit). All students will be working on the same document but on separate pages. The instructor can write lines or use colors to make it clearer (see link below). The teacher can see what students are doing in real time.

Activity 2: We choose a movie everyone has seen. In groups, students write a synopsis. The class votes on the most complete one. Then, we choose another movie and students write a synopsis with an alternative ending or changing some key details. We vote on the funniest one.

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

Google Docs https://docs.google.com/document/d/1Zf9lNI54FYsa1fYQ719ItKa0453HKi5TGa0HOjo5n5E/edit?usp=sharing

Zoom

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

I didn’t anticipate the instructions to be so difficult to explain. I will try this class with the advanced group, it might go more smoothly. Once students understood the point of the google doc, they were very engaged and seemed to be having fun. Because it took a long time to explain, we didn’t finish activity 1. Next class we’ll continue on the topic and finish these activities.

How could this class be improved/ modified?

With the advanced class the first activity did go better but we still didn’t get to do activity 2 so maybe you should plan for a two classes. Encourage them to be as creative as they can to get more ridiculous stories.

 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.

Puente: NO PUEDES DECIR río atravesar colgante unir

Batería: NO PUEDES DECIR instrumento banda música tambor

Ayer: NO PUEDES DECIR mañana tiempo antes día

Noche: NO PUEDES DECIR luna estrellas oscuro día

Película: NO PUEDES DECIR cine actor director rodar

Cangrejo: NO PUEDES DECIR pinzas crustáceo caparazón caminar

Museo: NO PUEDES DECIR arte edificio pinturas cuadros

Sandia: NO PUEDES DECIR jugosa verano fruta semilla

Pijama: NO PUEDES DECIR ropa noche cama dormir

Pintar: NO PUEDES DECIR artista cuadro colores pincel

Doctor: NO PUEDES DECIR hospital anestesia operación enfermo

Flan: NO PUEDES DECIR leche molde postre huevos

Disfraz: NO PUEDES DECIR traje mascara fiesta carnaval

Vaso: NO PUEDES DECIR beber agua cristal vidrio

Aceituna: NO PUEDES DECIR negra olivo aceite verde

Hoja: NO PUEDES DECIR árbol papel cuaderno escribir

JP F20 INT/ADV: Naomi Osaka

December 1, 2020 /

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday September 16, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Naomi Osaka  

Goal of the class:  

  • What Naomi Osaka did, and how the story was told.  
  • Think about racism and BLM movement, think about them in Japanese context, and express ideas in Japanese 

How did you structure the class?  

  1. Good news? (5min) *We share positive stories at the beginning of each class.
  1. Ask about some Japanese news they know (5min)　 
  1. Listen to the news (10 min)  
    1. https://www3.nhk.or.jp/news/easy/k10012615261000/k10012615261000.html  
    2. Check the basics of the news (Who she is, what she did, her action of wearing masks etc.) 
  1. Breakout room (30 mim) 
    1. What do you think about her action of wearing masks during the US Open? 
    2. Lots of Japanese people believe that top athletes like her shouldn’t talk about any political or controversial issues. What do you think about it? 
    3. For so long time, for Japanese people, “Japanese people” mean people who look like Japanese, speak Japanese, live in japan for entire their life, and have both Japanese parents. Now things are changing. The Japanese society needs to adjust to multi-cultural, multi-racial, multi-everything reality. As a person who lives in USA, what would you like to suggest, advise, or teach Japanese people about living in a diverse community? 
  1. Main room (10 min) 
    1. Share ideas regarding the last question (4.c) 

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

Class agreement, breakup rooms 

Zoom, Breakout room, chat section, news web site 

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

  • Listening to Japanese news stories (created specifically for children and non-Japanese native people) seemed to be a little difficult, but they got a basics about the story (I believe the photos helped too.) 
  • Students had so much to say about this topic.  They had thoughts and ideas. They sometimes struggled to express it in Japanese. But I felt their willingness to challenge themselves and share their thoughts in Japanese. I think this is great. 
  • I had another news story to discuss as I thought that one topic wouldn’t cover the whole hour. I was wrong. Students had a lot to think and share.
  • I tried to reflect some reality of Japanese society. Also, I tried to have them think about it in relation to their reality in the USA. I received a lot of great points about question 4.c. One said that the USA has lots of issues itself and that it is difficult to provide any advice. This is understandable, too. 
  • I wasn’t sure how students would react to this topic, but they were very serious, and I can tell that this is not a new topic for them. They have been thinking about this issue for a while.  

Advanced:

  • Even before we start first discussion about Naomi Osaka, students had a lot of questions about Japanese society, such as how Japanese people understand things like BLM, whether there is racism in Japan and if so what kind, how Japanese people think about being different, whether and how people talk about politics, about the media’s political stance, how people learn about the USA. We had a good discussion. 

How could this class be improved/ modified? 

  • Providing a basic key terms in Japanese at the beginning of the class might have helped. But at the same time, if I did it, that’s going to frame how and what they are going to think. So probably, just start free flowing, and help them when they ask about certain words.  
  • I see that the advanced class can learn and discuss a lot about Japan’s social and political issues as well as cultural things. I appreciate their curiosity.  

ES F20 ADV Diet & Food labeling laws

December 1, 2020 /

Language Resident: Katherine Pérez Gutiérrez

Class theme/topic discussed : Food Industry & Diet

Goal of the class 

  • Practice vocabulary related to diet and food industry
  • Discuss how health laws are related with health issues and the role food industries have on consumption.

Class structure

  • Warm-up questions: What’s a “diet” for you? Have your eating habits changed since you were a child? How would an average diet look like in the US? What diets have you heard of, what do they consist of?
  • Activity 1 Organic Diet: Students discuss the issues that are supposed to be solved by switching to a 100% organic diet. After introducing the possible new issues that may arise as a consequence, students discuss the short- and long-term effects an organic diet may have for the environment and agriculture. Would it be feasible for everyone?
  • Activity 2 Food labeling laws: Student watch videos about food labeling regulations in the US and in Chile. They answer some questions about them: Do they have anything in common? How are they different? What effects do you think these regulations have had on public health concerns? Do you think it changed people’s eating habits? Would it work in the US?
  • Activity 3 What’s for dinner (cred. Tamara Olivos): In groups students must create a recipe with a “secret ingredient” to make it special (doesn’t have to be food, they can be as creative as they want). Then, they present their creation to the class as if they were on TV.

Resources used

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

  • It was a great class. Two students who took my class the year before so we had already commented on the food labeling laws, but in a much more superficial level. They were all very interested on how different the regulations were, the effects it had had on public health and how a regulation like this would be beneficial in the US.

Annex

4.-Dietas-ADVDownload

JP F20 INT: Hometown with Google Map

December 1, 2020 /

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.  

DE F20 INT – Grocery Shopping

December 1, 2020 /

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-Sheet1

ES F20 INT/ADV Jeopardy Trivia

December 1, 2020 /

Conversation Class Lesson Summary

Language Resident/Assistant Name: Tamara Olivos

Day and Date: October 21, 2020

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

Class theme/topics discussed: Trivia

Goal of the class: To think fast in the target language. Healthy competition

How did you structure the class?

Ice-breaker: We talk about our pets and our favorite animals. I showed them this picture to discuss dogs in particular. Students can also share funny stories with their pets or share pictures of their pets and describe them. https://www.instagram.com/p/By_fXrinn7D/

Activity 1: Share your screen and select the number of teams. You can choose to have pairs be a team. Write the name of the students where it says teams. For the buzzers, I used a website called buzzin.live. You can host a game, and share the game pin with your students. They will need to use the phone to buzz (it tells you who did it first). You also have to add/subtract the points manually using the + and – signs. You can edit this link, but if you will make major changes please create your own and copy the questions you want to keep.

https://jeopardylabs.com/play/trivia-en-espaol-10

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

Zoom, mobile phones.

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

I redid the game taking into account my Advanced class suggestions (I had created a game that was too difficult and asked for their feedback). They loved it and said the questions were neither easy or difficult.

F20 Online: Social Media

August 14, 2020 /

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Social Media

How did you structure the class?

Warm up questions

  • Would you rather have everything on your phone right now (browsing history, photos, etc.) made public to anyone who searches your name or never use a cell phone again?
  • Would you rather never run out of battery power for whatever phone and tablet you own or always have free Wi-Fi wherever you go?
  • Short poll: Do you…
  • Check your phone as soon as you wake up (Consulter son smartphone dès son réveil)
  • Use different devices to watch/read stuff at the same time (Lire des informations ou regarder du contenu (photos ou vidéos) sur plusieurs écrans simultanément.)
  • Check your phone every 10mn just in case (Consulter son smartphone toutes les 10 minutes au cas où.)
  • Reply to every text in less than 10mn (Répondre à chaque message en moins de 10 minutes)
  • Texting and driving at the same time (Utiliser son smartphone au volant)

> Do a quick graph with the answers to show how students use their phones/social media/technology.

General discussion questions

  • Some people “collect” friends in social networks. Is it possible to have 500 friends in real life?
  • What do you think about social media? 
  • How would you define them? 
  • What types of social media do you know/use? 
  • What are the advantages and disadvantages of social media?

Activity 1 – Carmen & Twitter

  • Carmen: show the video. Ask students, in pairs, to focus on one of the characters: either Stromae or the bird. How do they change throughout the song?
  • Compare with the original opera Carmen. Quels éléments linguistiques, musicaux, etc. Stromae emprunte-t-il à « Carmen » ? À votre avis, pourquoi Stromae a-t-il fait ce choix ? Que pensez-vous de ce clip ? Atteint-il les objectifs supposés ?

Activity 2 – Create your own social media (cf Katty SP LR 2019)

  • Made-up social media platform: After giving an example of  a social media platform a friend and I created, in groups of three, students have to create new social platforms using either of the criteria provided in the table (they can also add new ones). They have to consider three different categories: Topic, target audience and functions. Also, they have to create a name and a logo for their platforms

Activity 3 – Social media and social movements

Article on how social media affected the “Printemps Arabe” back in 2011. Could be the starting point of a discussion on the impact of social media on social movements: 

  • Do they think social media can be used for more than fun?
  • How different are they from more traditional ways of communicating information? What are their specific characteristics? (direct access/easy to share with a lot of people/younger target audience)
  • What are the risks?

Activity 4 [For Rus] – VKontakte

Go to vk.com and create your own VK account! (you can talk about the structure, differences with FB, copyright..)

F20 Online: Hobbies

August 11, 2020 /

Conversation Class Lesson Summary

Language Resident Name:

Maria Segura

Maria Glukhova

Katherine Pérez Gutiérrez

Day and Date:

Week 3-4, Fall 2020

Language and Level (intermediate or advanced class):

All

Class theme/topics discussed:

Hobbies

How did you structure the class?

Warm up – what can you do with this object? (//Rosina SP LR 2015)

The LR writes a word on the board (eg: lamp). Then, they divide the group into two teams. Each team has to come up with the greatest amount of “crazy” ways in which a certain object may be used. Online, the chat could be used, or a padlet where each student/team would write down their words as they come up with them.

General discussion questions

  • What is a hobby?
  • What is your hobby?
  • Why do people have hobbies?
  • Why did you start your hobby?
  • Does your hobby influence your choice of friends?
  • Which hobbies are the most popular in your country?
  • Did you have any hobbies when you were a child?
  • Can you think of any hobbies which are popular with children and adults?
  • Do you think a hobby is different from a sport?

Activity 1 – Lost on a deserted island

  • Each student is asked to write down two/three objects that represent something they enjoy doing (it doesn’t have to be realistic handy objects eg could be a swimming pool, the ocean, a horse) —> hobbies. The class is divided in two/three groups. Each student presents to the rest of their group the object and explains why it represents them. 

— Variant 1.

  • Once every student has described and explained their item, the class is divided in smaller groups. They are now on a deserted island and only have the objects they had chosen with them. They must work together to improve their chance of survival by combining all the objects of the group in fun and innovative ways. 
  • To wrap-up the activity, ask the students to discuss in their small groups or in pairs one of their hobbies. 

— Variant 2.

  • Students draw 2 objects instead of just one, and then they exchange pictures without seeing them *online, we could probably use a folder?*. 
  • Students pick 2 pictures that someone else drew. Their task is to come up with ideas of how these two objects would help them to survive on a deserted island. 

Activity 2 – Creating a club, American campus style

  • Students who have very different kinds of hobbies are paired up/put in groups of 3. Together, they must create a club that they would present to the next Turf dinner. The club must be a mix of their  two hobbies plus another element that I randomly gave them (tea, pets, knitting…). They need to fill in a chart with information about the club and prepare a presentation for the Turf dinner. 
  • Fake Turf dinner: in turn, each group presents their club to the rest of the class. The other students must find, with their partner(s), at least one question to ask to each group.

Activity 3 – Jeopardy

  • In small groups, students have to make small presentations on a hobby’s’ categorie, such as, sports, music, audiovisual, cooking. They should include fun & interesting facts about these categories in relation to the countries where and people who speak the target language. For example: Soccer is the most popular sport in Latin America; Guillermo del Toro has won over 10 awards. 
  • The instructor creates a game on https://jeopardylabs.com/ using info students had mentioned during the class, diving the game into the same categories. 
  • This activity would work better if the presentations and the game are done on 2 separate classes. If you have the presentations on a Tuesday and you play the game on a Thursday to make sure all the questions you include in the game are going to be based on information your students already know from the previous class.

Activity 4 – Hobbies charades

  • Using vocabulary reviewed during the class, on zoom, the instructor sends a private message with a hobbie they had mentioned in class (ex: wine tasting) to a student. The student pantomimes the activity mentioned and the class guesses. The student who guesses gets to pantomime next and so on.

Extra activity  – Guess who

  • Part 1: At the beginning of the class ask students 10 questions about hobbies ( Who likes cooking/baking? What do you like to cook/bake?). The instructor asks students to reply the yes/no question using the “thumbs up” icon on zoom. Whoever has clicked the icon has to write down on the chat what it is that they like to do (Baking cakes).  *Check if it’s possible to clear the chat on zoom”
    • Do you like playing sports? Which one?
    • Do you like cooking? What do you  like to cook?
    • Do you like baking? What do you like to bake?
    • Do you like arts and crafts? What do you like to do?
    • Do you like watching films? What genre?
    • Do you play any instrument? Which one?
    • Do you like reading? Which one is your favorite book?
    • Do you like listening to music? What genre?
    • What’s your favorite thing to do? (If previous questions don’t provide enough info)
  • Part 2: At the end of the class, the whole class plays guess who. The instructor randomly chooses one student and the rest of the class starts asking questions to guess who is the chosen student. Repeat a few different times
    • Do you like ball sports/extreme sports/water sports/ outdoor sports?
    • Do you like savory/sweet/hot/cold/spicy/ food?
    • Do you use thread/paint/pencil/paper/etc?
    • Do you like action/comedy/crime/drama/fantasy/historical/horror/thriller/romance/etc.?
    • Is the instrument you play a woodwind/percussion/string/brass/keyboard?

Extra activity version 2 – Guess the sport

  • Display on your screen/Send to your students a picture with about 20 sports. Either the instructor or one student chooses a sport from the display. The rest of the class has to guess which sport was chosen by asking questions to gradually get rid of the different sports. Specify that they have to ask broad questions like: 
    • Do you like ball sports/extreme sports/water sports/ outdoor sports?
    • Do you like savory/sweet/hot/cold/spicy/ food?
    • Do you use thread/paint/pencil/paper/etc?
    • Do you like action/comedy/crime/drama/fantasy/historical/horror/thriller/romance/etc.?
    • Is the instrument you play a woodwind/percussion/string/brass/keyboard?

F20 Online: Case Study

August 10, 2020 /

Conversation Class Lesson Summary

Language Resident Name:

Maria Glukhova

Day and Date:

Week 5+, Fall 2020

Language and Level (intermediate or advanced class):

  • All languages
  • Originally, it was for very advanced students, but the scenarios + tasks can be adapted for different levels

Class theme/topics discussed:

Case Study (https://writingcenter.ashford.edu/writing-case-study-analysis)

Goal of the class:

To talk about global issues such as Women’s Rights and Education and to work on problem-solving.

How did you structure the class?

Activity 1 – Brainstorm. What is a case study and why/how can we use it in Humanities?

Activity 2 – Students are divided into two groups. They receive two different cases with all the information about organizations they work for, the problem they try to solve, statistics, etc. Their task is to find an optimal solution, create a project, think of the recruitment, write down their goals and perspectives, etc. Then they have to present everything they have come up with to another group.  

Organization 1:

You are a non-governmental organization (NGO), and your focus is Women’s Rights. Your headquarters is located in country X. According to statistics, the majority of women (65%) in country X doesn’t work because they are not allowed to participate in activities other than taking care of their families and households. Additionally, in this country, girls are often forced to get married when they are 12-14 years old because this is a tradition. Moreover, many girls in this country don’t have access to education and often cannot read or write.

What steps can be taken to improve the situation of women in country X?

Organization 2:

You are an educational non-governmental organization. Your headquarters is located in country Y, where you work with children and teenagers (4-16 years old). According to statistics, most children (65%) from small villages and underprivileged areas of country Y have no access to education because their parents can’t afford to pay for school. Additionally, most of the schools are very small, and professional teachers are not motivated to work there. Moreover, children work hard on farms to help their parents, and they don’t have time to study. Often children cannot read or write, especially girls, because most of the schools are for boys.

What steps can be taken to improve the situation with education in country Y?

Tasks for each organization:

1. What is the name of your organization?

2. Describe the situation and the problem. Why is it important to solve them?

3. The goals and objectives of your organization.

4. Your strategy (what will be your focus? how will you act?)

5. Who will you work with? (your audience)

6. You need employees, – people who will work in your organization and help with the project. Write down what personal and professional qualities you would like them to have.

7. Your Manifesto – at least 5 points (Education comes first, etc. )

8. Come up with a project that your organization will be working on to help solve these problems. Describe the plan and program (at least 10 points, for example: building a school for girls, etc.)

9. You also need volunteers. What are their responsibilities? What kind of help do you expect from them?

The budget of your organization that you can invest in the project is $400,000

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

Zoom

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

How could this class be improved/ modified?

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