Language Residents

an archive of lesson plans

ES S21 ADV Indigenous Languages

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Indigenous Languages

Goal of the class 

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

Class structure

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

Resources used

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

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

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

FR SP21 INT/ADV Advertising & Slogans

Language Resident: Marie Segura

Class theme/topic discussed: Advertising

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

Structure:

ACTIVITY 1 – Slogans

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

ACTIVITY 2 – Discussing (French) commercials

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

ACTIVITY 3 – Create your own commercial

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

Resources used:

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

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

Powerpoint, pictures of impossible objects

ES S21 INT/ADV Abortion Laws (Marea Verde)

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Abortion Laws in Latin America

Goal of the class 

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

Class structure

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

Resources used

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

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

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

ES S21 ADV NASA

Language Resident Name: Tamara Olivos

Day and Date: April 20, 2017

Language and Level : Advanced Spanish

Class theme/topics discussed:

Goal of the class:

How did you structure the class?

Reminder of cultural activities

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

NASA activity: See attached link

Set the mood and give context using this story.

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

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

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

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

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

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

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

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

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

 If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

You can find the items list in this link:

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

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

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

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 14, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Make Renga 

Goal of the class:  

  • Understand a movie trailer  

anguage Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Wednesday April 12 – 15, 2021   

Language and Level (intermediate or advanced class):  

Intermediate 

Class theme/topics discussed:  

  • Movie trailer 
  • Hyakunin isshu 
  • Renga 

Goal of the class:  

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

How did you structure the class?  

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

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

Zoom, Sharescreen, Youtube, Whiteboard 

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

Intermediate:

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

Advanced:

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

How could this class be improved/ modified? 

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

Trailers

Haiku, Waka, and Renga Whiteboard

Students’ Renga Works

DE SP21 Study Break: Easter Escape Room

Excel file used for Easter-themed virtual Escape Room:

(Each group of students playing against each other gets a separate file. We used Google Sheets so they can all work on the same sheet within their group. The Excel file can be imported into Google Sheets, if necessary).

The Key file has one tab with the solutions and one “Student” version tab that can be copied for the files to be used and filled by the students.

ES S20 INT/ADV Fake News

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

Class theme/topic discussed : Fake News

Goal of the class 

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

Class structure

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

Resources used

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

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

DE SP21 INT/ADV – Student Presentations

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

Language Resident/Assistant Name: Eva Saunders

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

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

Class theme/topics discussed: Presenting

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

How did you structure the class?

Class 1

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

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

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

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

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

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

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

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

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

Class 2:

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

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

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

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

How could this class be improved/ modified?

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

FR SP21 INT/ADV (Fake) News

Language Resident: Marie Segura

Class theme/topic discussed : News and fake news

Goal of the class: Discuss pieces of news, improvise

Structure of the class:

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

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

  1. ROLE PLAY: WHAT HAPPENED?

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

Resources used:

Kahoot

Newspapers articles (without titles):

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

ES S21 ADV Accents and Stereotypes

Language Resident/Assistant Name: Tamara Olivos

Day and Date: February 2, 2021

Language and Level : Spanish Advanced

 Class theme/topics discussed: Accents

Goal of the class:

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

How did you structure the class?

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

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

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

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

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

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

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

Zoom, YouTube

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

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

DE SP21 INT/ADV – Environmental Protection

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/29/2021

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

Class theme/topics discussed: Environmental pollution and protection

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

How did you structure the class?

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

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

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

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

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

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

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

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

Examples:

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

Houshold items List (Excel)

How could this class be improved/ modified?

I wouldn’t change anything.

RUS SP21 ADV/INT: Untitled Goose Game

Conversation Class Lesson Summary

Language Resident Name:

MARIA GLUKHOVA

Day and Date:

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

Language and Level (intermediate or advanced class):

Russian, Advanced

Class theme/topics discussed:

Untitled Goose Game

Goal of the class:

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

Untitled Goose Game for Nintendo Switch - Nintendo Game Details

How did you structure the class?

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

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

Untitled Goose Game, Zoom

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

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

How could this class be improved/ modified?

I would leave it as it is.

JP SP21 INT/ADV: Asian Stereotypes

Language Resident/Assistant Name:  

Kozue Matsumoto  

Day and Date:  

Tuesday March 3 & 16, 2021   

Language and Level (intermediate or advanced class):  

Intermediate & Advanced 

Class theme/topics discussed:  

  • Stereotypes towards Asians and Half Japanese people 

Goal of the class:  

  • Think about stereotypes  

How did you structure the class?  

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

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

Zoom 

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

Intermediate:

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

Advanced:

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

How could this class be improved/ modified? 

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

CN SP21 Facts or Hoaxes

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu

Day and Date:

2/9/2021

Language and Level (intermediate or advanced class):

Chinese Advanced level

Class theme/topics discussed:

Delicious Chinese food

Goal of the class:

  1. By the end of this class, students will be able to understand the concept “八大菜系” in Chinese.
  2. By the end of this class, students will be able to compare the similarities and differences among Lu, Chuang, and Yue.
  3. By the end of this class, students will be able to understand talk about their likes and dislikes about Lu, Chuang, and Yue.
  4. By the end of this class, students will be able to build conversations on food-related topics such as personal preferences (express likes and dislikes).
  5. By the end of this class, students will be able to identify facts and hoaxes.

How did you structure the class?

  1. Take attendance and greet the students 4:18
  2. Presentation: main cuisines and regions 4:25
  3. Discussion: have you had any? 4: 35
  4. Presentation: features and cooking techniques of Lu, Chuan, and Yue. 4:38
  5. Discussion: Which one is your favorite? 4: 43
  6. https://www.bilibili.com/video/BV12x411871Z?from=search&seid=3191024875584487 77 4: 45
  7. Game: facts or hoaxes? 5:15

page3image54263808page3image54274368

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

  1. I used PowerPoint to create the slides (13 in total)
  2. I used 笔记本 to create notes
  3. I used google drive to share handouts.
  4. I used Bilibili to play video clips.

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

  1. They were very interested in food-related topics and activities.
  2. They had sufficient prior knowledge about Chinese food.
  3. More supporting details for the facts than yesterday.

What did not work:

  1. No one had any experiences with 麻辣。
  2. They did not had much to share about East Asian food.
  3. 素食主义者,过敏,pronunciation with 鱼* you, 昆虫 and 乌龟。
  4. Had trouble explaining #6.
  5. E did not talk much in the breakout room.

How could this class be improved/ modified?

1. Some brief introduction of Korean and Japanese food. 2. Discourage over self-corrections.

Myth or fact?

1. 美國人最喜歡很甜的中國菜,比如說宮 gōng 保 bǎo 雞 jī 丁 dīng Kung Pao chicken/美国人最喜欢很甜的中国菜,比如说宫保鸡丁。
2. 大多數 shù the majority of 外國人不喜歡吃辣/大多数外国人不喜欢吃辣。
3. 外國人不喜歡嘴巴麻 má numbness 的感覺/很多外国人不喜欢嘴巴麻的感觉。 4. 外國人不喜歡帶骨 gǔ 頭 tou bone 的菜/外国人不喜欢带骨头的菜。

5. 外國人不喜歡動物內 nèi 臟 zàng internal organs /外国人不喜欢动物内脏。
6. 外國人不喜歡昆 kūn 蟲 chóng insect 和烏 wū 龜 guī turtle /外国人不喜欢昆虫和乌 龟。
7. 美國人不常常吃羊肉/美国人不常常吃羊肉。
8. 很多的美國人是素 sù 食 shí 主 zhǔ 義 yì 者 zhě vegetarian /很多美国人是素食主义 者。
9. 很多外國人對花生和麵 miàn 筋 jīn gluten 過 guò 敏 mǐn be allergic to /很多外国人 对花生和面筋过敏。
10. 美國人認為味 wèi 精 jīng MSG 不健康,因為他們吃味精會頭 tóu 痛 tòng headache /美国人认为味精不健康,因为他们吃味精会头痛。

CN SP21 Create your own menu

 Conversation Class Lesson Summary

Language Resident/Assistant Name:

Agnes Fu 

Day and Date:

4/27/2021

Language and Level (intermediate or advanced class):

Chinese advanced level 

Class theme/topics discussed:

Create your own menu

Goal of the class:

  1. By the end of this class, students will be able to pronounce the nouns of fruits, vegetables, meat, and other ingredients (see Appendix A). 
  2. By the end of this class, students will be able to adapt their knowledge of Asian and American culinary cuisines to productive activities. 
  3. By the end of this class, students will be able to using the cultural knowledge they have acquired to support their ideas. 
  4. By the end of this class, students will be able to exchange information and negotiate meanings. 

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

  1. Take attendance and greet the students 
  2. Warm-up: ask students to share their thoughts on what was covered Tuesday. 
  3. Presentation: Read and explain the hypothetical scenarios (see Appendix B).  
  4. Communicative activity: customize a menu for your guests  
  5. Communicative activity: have a meeting with your colleagues
  6. Wrap-up: Comment on their performance and talk about what is going to be covered in Week 4.

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

  1. I used PowerPoint to create the slides (4 in total) 
  2. I used Google Doc to create handouts (see Appendix A) 

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

What worked well: 

  1. Having information laid out on a slide definitely worked better than providing oral instructions on rules or procedures of a game. 
  2. When I first tried to plan the week out Sunday, I thought about making the scenarios more complicated. Or having the stories set on days that are more special than the Spring Festival and birthday. But after the class Tuesday, I had decided to keep things direct and simple to avoid having them spend too more time on analyzing the situations than on the language itself. 
  3. Students were aware of my purpose for having both Chinese and American features included in this game. They had integrated the language practice with cultural perspectives amazingly. 

What did not work: 

  1. One group had made a faster progression than the other one, it did affect the activity. But I could see that the slower students were a little disappointed on themselves. 
  2. I intentionally and purposefully apply flexible grouping to this class. But due to the small size of this class, students who are relatively introverted tend to reply on their extroverted team members, especially after the class comes back to the main session from the breakout rooms. 

How could this class be improved/ modified?

  1. I have always teamed up the extroverted and talkative students with the introverted ones. In the future I may try to break the rule and have the ones who are normally quieter work together. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet the students and ask them if there are wildfires near their homes; ask them to look out of their windows now and describe the sky and the weather– Connect their devices  – Greet the instructor  – Answer questions
Presentation (10 mins) -Demonstrate the slide of Scenario One  -Read the descriptions slowly  -Demonstrate the Slide of Scenario Two  -Read the descriptions slowly  -Demonstrate the slide of the game rules and explain it step by step -Demonstrate the slides of the ingredients  -Ask students take turns to read their names  -Drop the handout in the Chat  -Make student everyone is clear about the rules and gets the handout opened before getting into their breakout rooms -Watch the clip  
-Share opinions 
-Comment 




-Answer questions 



-Share opinions 
Communicative practice  Customize a menu  (20 mins) – Observe their discussions -Work with their partners on brainstorming what dishes they can make out of the ingredients provided on the handout   -Come up with a menu that they are going to show to their customers   
Communicative activities  A meeting with your colleagues  (20 mins)-Bring the class back together  -Switch participants between two breakout rooms  -Observe their discussions and negotiations   






-Bring the class together  -Ask everyone to introduce part of their own menus

-Some of them change rooms  -With the new partners, they each introduce and explain what they have come up with their initial partners -As “master chefs” who work at the same restaurants, they give suggestions to each other  -They could also borrow ideas from their colleagues and ask to exchange some items on their menus  
-Take turns to speak 
Wrap-up  (5 mins)-Comment on their performances -Talk about what is going to be covered next week 

Appendix A 

  • 西兰花 brocolli 
  • 卷心菜 cabbage  
  • 菠菜 spinach 
  • 西红柿 tamato 
  • 胡萝卜carrot  
  • 南瓜 pumpkin 
  • 芦笋 asparagus 
  • 蘑菇 mashroom  
  • 生菜 lettuce 
  • 辣椒 pepper chili 
  • 茄子 eggplant  
  • 豆腐 tofu 
  • chicken  
  • shrimp 
  • 羊排 lamb 
  • 牛肉 beef 
  • 猪肉 pork 
  • 鱼肉 fish  
  • 橘子 orange  
  • 苹果 apple 
  • 草莓 strawberry  
  • 香蕉 banana  
  • pear  
  • 坚果 nut 
  • 鸡蛋 egg 
  • 奶油 cream  
  • 黄油 butter  
  • 橄榄油 olive oil  
  • 牛奶 milk  
  • 面粉 flour  

Appendix B

  •  時間:2019年除夕之夜​
  • 地點:中國北京​
  • 人物:北京居民小王一家,他們美國的朋友James一家(James 夫婦兩人和他們10歲的女兒)​
  • 时间:2019年除夕之夜​
  • 地点:中国北京​
  • 人物:北京居民小王和他的爸爸妈妈,他们的美国朋友James一家(James夫妇两人和他们10岁的女儿)
  • 時間:2020年6月6日,Lily的8歲生日​
  • 地點:美國洛杉磯​
  • 人物:Lily,Lily13歲的哥哥,Lily的爸爸媽媽;Lily一家的房客(來自香港的留學生小李和小張)​
  • 时间:2020年6月6日,Lily的8岁生日​
  • 地点:美国洛杉矶​
  • 人物:Lily,Lily13岁的哥哥,Lily的爸爸妈妈;Lily家里的房客(来自香港的留学生小李和小张)

ES S21 INT/ADV Lifestyle – Minimalism

Language Resident: Katherine Pérez Gutiérrez 

Class theme/topic discussed : Lifestyles & Minimalism

Goal of the class 

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

Class structure

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

Resources used

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

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

CN SP21 Hometown

Conversation Class Lesson Summary

Language Resident/Assistant Name:

Ruoyu (Agnes) Fu 

Day and Date:

2/3/2021

Language and Level (intermediate or advanced class):

Chinese Intermediate level 

Class theme/topics discussed:

Hometown 

Goal of the class:

  1. By the end of this class,will learn how to introduce a city or state in six aspects (基本信息,地圖,歷史文化,地方方言,地理位置,地方美食
  2. By the end of this class, students will learn basic information about Shandong. 
  3. By the end of this class,students will understand some main differences between the Northern and Southern parts of China.
  4. By the end of this class, students will be able to introduce their own hometowns in different aspects.
  5. By the end of this class, students will be able to talk about the differences between their hometown(s) and Claremont. 

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

  1. Take attendance and greet the students 
  2. Warm-up: asking them questions based on a Map of China 
  3. Presentation: six aspects of Shandong 
  4. Pair-up activity: tell your partner something about your hometown 
  5. Discussion: what is something you like and dislike about your hometown? 
  6. Class discussion: what is the differences between your hometown(s) and Claremont?
  7. Wrap-up: comment on students’ speeches, introduce the topic of the next week 

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

  1. I used PowerPoint to create the slides (9 in total) 
  2. I looked up pictures at unsplash.com and baidu.com
  1. I used Google Doc to create handouts
  2. I searched videos about Shandong and Shandong Kuaishu on bilibili.com

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

What worked well: 

  1. Students participated actively in identifying places they knew on the Map. 
  2. Students were excited to talk about their hometown. Compared to students at the intermediate level, these students have more living or studying abroad experiences, so they had more stuff to share when it comes to geography, climate, etc. 
  3. I could feel that the time management in class had become easier for me. 
  4. When students came back together as a class, I encouraged them to do critical thinking instead of just focusing on what had been demonstrated to them. I did this to prevent them from worrying too about meeting my requirements. It worked well. They shared some additional information about their hometown(s) such as the local sports and celebrities.
  5. At this level, students are more capable to do comparisons and contrasts. So, I added one question—- what is the difference between your hometown and Claremont. They did a good job answering it.

What did not work: 

  1. 2.Students had not been exposed to sufficient Chinese history to understand certain terms (e.g., the four great novels) 

How could this class be improved/ modified?

  1. Just like the intermediate class,Some students have chosen sampled characters in their Chinese learning. So, starting from Week 3, both simplified and traditional characters will be provided on the slides and handouts. 
  2. If historical stories have to be include for some reason, I need to make sure that sufficient explanations are provided to help students understand. 

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Time/step Teacher focus Student focus 
Presentation  Warm-up (5 mins)-Take attendance  -Greet students by asking them “How is the weather today? Is it still very hot in your hometown?”  -Ask 3 students to share what the summer is like in their hometown – Connect their devices  – Greet the instructor  – Answer questions


-Volunteer to share 
Presentation  (5 mins) -Demonstrate the slide of Shandong, go through each bullet point on each slide, expand it on these points:  省會簡稱;溫帶季風氣候(和洛杉磯的地中海氣候的差別);人口大省;孔子和孟子;水滸傳;魯菜的口味特點;山東話的三種分支 -Play 好客山東 TV commercial  -Ask students if they have recognized some sights  -Play the video of 山東快書 -Ask them to how much they can understand  -Ask them what the difference between a mandarin dialect and a cantonese dialect-Read the questions 








-Watch the videp 
-Answer questions 
-Watch the video 

-Answer the question
Communicative practice  (35 mins) -Ask the students which state and city they are from  -Separate students that come from the same city or area into one group -Send each group to one breakout room  -Join each breakout to discuss with them  -Bring the class together -Ask them to share differences between their and their partners’ hometowns  -Ask them to share the similarities of their hometowns (e.g., Zach is from San Jose and Skyler is from Palm Springs) -After all groups are done sharing, ask volunteers to talk about the major differences between their hometown(s) and Claremont -Answer the question 



-Join the breakout rooms 


-Leave the breakout rooms -Answer the question

-Answer the question 
Wrap-up   (5 mins) -Give feedback on students’ speeches  -Introduce the topic of next week  -Wish everyone a happy long weekend-Listen and ask questions 

 

DE SP21 ADV – German politicians & Social Media

Day and Date: 3/23/2021

Language and Level (intermediate or advanced class): Advanced

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

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

How did you structure the class?

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

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

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

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

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

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

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

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

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

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