

an archive of lesson plans
Language Resident/Assistant Name:
Ruoyu (Agnes) Fu
Day and Date:
9/17/2020
Language and Level (intermediate or advanced class):
Chinese Advanced level
Class theme/topics discussed:
Chinese movies and TV shows
Goal of the class:
How did you structure the class? (please see more details below on Page 3 and 4)
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
What worked well in this class? What did not work?
What worked well:
What did not work:
How could this class be improved/ modified?
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Time/step | Teacher focus | Student focus |
Presentation Warm-up (5 mins) | -Take attendance -Greet students by asking them if they still remember the differences among 明星,名人,网红,偶像。 | – Connect their devices – Greet the instructor – Answer questions -Answer questions |
Presentation (20 mins) | -Show them different genres of the movies and TV shows -Introduce Jin Yong and his work -Show them the old Hong Kong version and the new Mainland China’s version -Demonstrate the list of the gangster movies -Play a 30-second clip of 《无间道》 -Demonstrate Zhou Xingchi’s work -Demonstrate the list of the action movies -Play a 2-minute clip of 《我是谁》 -Demonstrate the list of the new action movies produced by some new directors from Mainland China -Sharing my own experience of watching 《红海行动》and 《战狼》at AMC -Demonstrate the rest of the slides of the movies -Introduce the four great classic novels (see Appendix B) -Play the theme song of 《西游记》 -Demonstrate the rest of the slides of the TV shows | |
Guided practice (15 mins) | -Make sure they are able to access the handout -Send them into breakout rooms -Let them discuss the questions with their partners: their favorite movie genres; last watched Chinese movie; last watched Chinese TV show, etc. -Bring them back to the main session -Ask them what show they were talking about, whether they use Chinese subtitles; whether they use English subtitles, etc. | -Discuss with their partners -Present to the class |
Communicative practice (15 mins) | -Show them a 45-second video clip of 《知否》 -Read the four lines on the slide -Explain what they mean -Explain why I show them that -Ask them what cultural aspects were presented in it -Ask them what historical aspects were presented | -Answer questions -Answer questions |
Wrap-up (5 mins) | -Go over the genres and their Chinese expressions -Mention the availability of the list of movies and shows on Sakai | -Ask questions |
Language Resident/Assistant Name: Eva Saunders
Credit to: INES FISTER, DE F17 INT German Parliament – Bundestag
(I modified her class for online. Had the group research be homework so we had more time to discuss current politics and added some explainity videos.)
Day and Date: 11/10/2020
Language and Level (intermediate or advanced class): Advanced
Class theme/topics discussed: German government and current politics
Goal of the class: Discuss current politics and trends in Germany
How did you structure the class?
A) Warm-Up: How do you feel right now that the US election is over? Did you celebrate?
B) Discussion: Did you know yesterday was the first anniversary of the fall of the Wall in Berlin? How much do you know about that? Fill in knowledge gaps, if needed with a short video: https://www.youtube.com/watch?v=XxWn75LSO48
C) Homework Recap: Students present their research about a German political party each. Then talk about 6 major parties in Germany and where they are on the spectrum. Look at how large each party is in the Parliament. Discuss some topics the parties have discussed recently or topics the students are especially interested in.
D) Extra Activity (if not talking about the fall of the wall or if students want to go deeper):
a) Video about how parliament is elected: https://www.youtube.com/watch?v=RAkG_D8nKTc&list=PLfRDp3S7rLds47DhlHPlRwTSK4DP5fmuo&index=55
b) Video about how chancellor is elected:
https://www.youtube.com/watch?v=YLHEBeSKfPI
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Prop: Share Screen function in Zoom, Chat, Youtube, Google Sheets, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
I modified the previous lesson plan to having the students each present a party that was prepared as homework, because they seemed to be interested in the current policies and we had more time to talk about that this way. But the research could also be done during the class. I assigned each a party, so we didn’t hear about the same party several times.
How could this class be improved/ modified?
I would leave as is. I asked the students which direction they wanted to go deeper in and they wanted to know more about parliament elections. They were very interested and engaged this way.
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/2020/11/10/13-1-class-22-11-10-2020/ (Password: GERMAN)
Language Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Jobs & School dropouts
Goal of the class
Class structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
Language Resident/Assistant Name: Eva Saunders
Day and Date: 9/22/2020 & 9/25/2020 (Two-day class!)
Language and Level (intermediate or advanced class): Intermediate/Advanced
Class theme/topics discussed: Prep & bake a bread & “Brotzeit” (Bread Time)
Goal of the class: Learn how to read recipes and make your own bread
How did you structure the class?
DAY 1
A) Warm-Up Discussion: Tell us about a food you like to cook and describe how you would cook it (learn words for preparation)
B) Look at a simple, no-knead bread recipe steps 1-3 (see attached) and go through the verbs necessary in each step. (In my kitchen, I showed them kitchen items that we will need for baking the bread and made sure they have them accessible.)
C) Ask the students to tell you what to do in German to prep the dough for the bread, reading the recipe out loud.
D) Homework: The students shall prep their bread the night before the next class! Make sure to let them know to put a note on the oven so roommates/family know that the dough is proofing in there (so nobody turns it on and accidentally bakes the pre-dough). If they have high traffic in their kitchen, they can proof it on their counter overnight alternatively.
DAY 2
A) Start with preheating dutch ovens and preparing utensils (10 mins). Go through the rest of the recipe with them and make it together.
B) Bread goes into oven (20 minutes). Meanwhile, talk about “Brotzeit” and where it came from. Show some examples on what you can have on bread. Discussion with students: How will you eat your self-made bread?
C) Remove lid from bread and bake for another 25 minutes. Meanwhile, continue discussion: What is a beer garden, what utensils do we use to eat? What do we call our table setting? Learn new words that they are not familiar with yet.
D) Homework: Take a photo of what you’re eating the bread with and who you’re eating with. Describe how it tasted in the next class.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Prop: Share Screen function in Zoom, Images, Google Docs, Chat, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
The students were nicely engaged, baking along. When showing them how to make the recipe I could tell they were a little bored so I had them taking turns directing me. The bake-along might be more difficult in a larger class, I only had three students.
How could this class be improved/ modified?
I could have given the students a bit more notice for the ingredients. They need water, flour, salt and yeast. And maybe one could find a way to have my laptop in the kitchen, so I don’t have to run between my desk and the kitchen while the bread is in the oven and we talk about “Brotzeit”.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/category/germ-13-1/ (Password: GERMAN) and https://courses.pomona.edu/la-german-2020/blog/2020/09/24/13-1-class-10-9-24-2020/ (Password: GERMAN)
Language Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Climate Change
Goal of the class
Class structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
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”)
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.
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Tuesday November 24, 2020
Language and Level (intermediate or advanced class):
Advanced
Class theme/topics discussed:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, white board
What worked well in this class? What did not work?
How could this class be improved/ modified?
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Below are what we did with whiteboard
Fruits
Vegetables
Things in the water
Rare and strange family names
Complicated kanji
Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji)
Biang – From Chinese kanji
Jin ジン – dust
Language Resident Name:
Maria Glukhova
Day and Date:
Wednesday, 09/16/2020
Language and Level (intermediate or advanced class):
Russian, Advanced
Class theme/topics discussed:
Rooms and their inhabitants.
Goal of the class:
Speaking: To work on describing one’s living space and to speculate on who might live there
Grammar: To practice «где» vs. «куда»
Vocabulary: furniture, design/style, colors, character.
How did you structure the class?
The game is from here: https://www.adme.ru/tvorchestvo-reklama/najdite-hozyaina-kazhdoj-kvartiry-i-vychislite-cheloveka-kotoryj-voobsche-ne-zhivet-v-etom-dome-1712565/
Answers:
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint, Zoom
What worked well in this class? What did not work?
Students love the detective game! Sometimes it takes them almost the whole class to figure out who lives where.
How could this class be improved/ modified?
The class was a lot of fun, I would leave it as it is.
Language Resident/Assistant Name:
Kozue Matsumoto
Day and Date:
Monday October 5, 2020
Language and Level (intermediate or advanced class):
Intermediate / Advanced
Class theme/topics discussed:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, Breakout room, emails, YouTube and internet resources.
What worked well in this class? What did not work?
How could this class be improved/ modified?
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Some concepts:
俳句、季語、字余り、字足らず、倒置法
Student works (with my quick translation):
天の川(あまのがわ)
今晩月は(こんばんつきは)
珍しい(めずらしい)
With Milky way, tonight’s moon is rare.
紅葉狩り
カリフォルニアで
火事がある
While enjoying the colorful fall tree leaves while it’s on fire in California
コーン畑
踊って来てる
骸骨は
At Corn field, a skeleton is coming while dancing
花枯れる (はなかれる)
BTS が来る (ビティエスがくる)
うれしいな
The season the flowers die, it’s also a season BTS comes here. Feels happy.
タコ火曜
感謝祭と
食べすぎる
Taco Tuesday, also Thanksgiving, I’m eating too much
秋のくれ(あき)
カボチャをほって
光入れ(ひかりいれ)
At dusk, I curve a pumpkin and light inside.
秋の時間
色々な色
思い出す
Fall time, I remember lots of colors.
秋に来る
外を見る時
しあわせな
Coming in the fall, I feel happy looking outside
春寒のころ
電車を待ち中
あの子見た
In early spring, while waiting for a train, I saw the girl.
宿題が
飛んで行ってる
貝寄風のおかげ
My homework is all blown away, thanks to a strong spring wind!
蝉の音
種を吐き出せ
ネバネバな手
Cicada sounds, let’s spit out seeds with my sticky hands
最初の雨
上に雪が降る
山眠る
The first rain, and then snow falls, the mountain sleeps
大雨で 峰
白くなり
山眠る
A huge rain fall, the peak of mountains become white as mountains sleeps
雨の後
雲吹き飛ばし
白い山
After the rain, the clounds are blown away and I see a white mountain.
Language Resident/Assistant Name: Eva Saunders
Day and Date: 11/12/2020
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)
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.
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:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, Breakout room.
What worked well in this class? What did not work?
How could this class be improved/ modified?
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?
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.
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:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, breakout rooms online resource
What worked well in this class? What did not work?
Advanced:
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.
https://www.tofugu.com/japanese/japanese-onomatopoeia/
Student works: Each group created a story.
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
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.
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
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 |
Language Resident/Assistant Name: Eva Saunders
Day and Date: 11/24/2020
Language and Level (intermediate or advanced class): Intermediante/Advanced
Class theme/topics discussed: Christmas & the holidays
Goal of the class: Learning about German customs and escaping Krampus’ mine
How did you structure the class?
A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)
B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.
It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.
C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.
D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie https://vimeo.com/381605666 (this is my own production, but available publicly). Find traditions and words we talked about in the movie.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference
What worked well in this class? What did not work?
The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!
How could this class be improved/ modified?
I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.
If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.
Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/11/24/13-1-class-25-11-23-2020/ (Password: GERMAN)
Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.
Language Resident/Assistant Name:
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:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, breakout rooms, youtube videos
What worked well in this class? What did not work?
Advanced:
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.
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
Language Resident: Katherine Pérez Gutiérrez
Class theme/topic discussed : Routines
Goal of the class
Class structure
Resources used
Reflection: What worked/did not work? How can it be improved?
Annex
Language Resident Name:
Maria Glukhova
Day and Date:
Wednesday, 10/21/2020
Language and Level (intermediate or advanced class):
Russian, Advanced
Number of people:
1-2
Class theme/topics discussed:
What makes me happy in the Corona time?
Goal of the class:
To make a Happiness Checklist to understand that there are actually many things that bring you joy.
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Zoom, a Checklist Design website
What worked well in this class? What did not work?
In this class, I only had one student, and we talked a lot about what we both put in our checklists. Although it’s better to check in advance if you can download checklists for free from the website you use!
How could this class be improved/ modified?
I would leave it as it is.
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-conversationsConversation 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
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:
Goal of the class:
How did you structure the class?
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Class agreement, breakup rooms
Zoom, Breakout room, chat section, news web site
What worked well in this class? What did not work?
Advanced:
How could this class be improved/ modified?
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