Language Residents
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:
- By the end of this class, students will be able to talk about different movie genres in Chinese (see Appendix A)。
- By the end of this class, students will acquire more knowledge of classic Chinese movies and TV shows.
- By the end of this class, students will be able to express personal interests (e.g., 我最喜欢看武侠电影)
- By the end of this class, students will be able to find expected information based on the instructions provided.
- By the end of this class, students will be able to provide detailed information on a subject.
How did you structure the class? (please see more details below on Page 3 and 4)
- Take attendance and greet the students
- Warm-up: what is the last movie or show you watched
- Presentation: Chinese movies and TV shows
- Discussion: What do you like or dislike?
- Solo presentation: the one on my to-watch list
- Wrap-up: what you could watch for your Chinese learning
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
- I used PowerPoint to create the slides (17 in total)
- I looked up pictures of some dishes on Baidu image.
- I used 笔记本 to create notes (see Appendix B)
- I used Bilibili.com to play Jackie Chan’s movie clip.
What worked well in this class? What did not work?
What worked well:
- Students are familiar with all the genres, even the one that is less common (i.e., martial arts).
- Students did not get confused about what those points and stars meant after I explained that it was from a website worked as “a Chinese IMDb”.
- All of them have a habit of watching Chinese movies and shows on some American streaming platforms, so they were interested in getting relevant information about what might be available. They also had a lot to contribute themselves.
- There was a Chinese teen drama <> on Netflix, they were very excited to learn that their classmates had also known that show, so they had a very interesting conversation about it with each other.
- Compared to the intermediate level classes, they had a bigger vocabulary size to support their production on likes and dislikes, so they felt comfortable bringing up more prior experiences with different kinds of shows and movies.
- They were willing to invite the observer to their conversations and get them going smoothly. That was my first time watching them speak in Chinese to an “outsider”. I was quite satisfied with their performances.
What did not work:
- They were familiar with those genres as just “terms” or “words”, they did not have sufficient experience with most of them to reflect on. I was expected the advanced level class to know more information about certain topics such as Jin Yong’s work. But only one student had heard of him.
- I thought they had already learned the four great novels somewhere else. Although I was aware of the lack of knowledge of the details (that is why I demonstrated them in English). But none of the students had even heard of them. It made my presentation on it more challenging.
How could this class be improved/ modified?
- I always try to avoid giving away too much information about the coming topics to make sure their output is spontaneous. In the future, if the topics seem to need a fair amount of world knowledge, I probably will release the agenda of the next class prior to it to help them prepare for their participation.
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 |
武俠片/武侠片 Martial arts
警匪片/警匪片 Gangster
犯罪片/犯罪片 Crime
愛情片/爱情片 Romance
動作片/动作片 Action
喜劇片/喜剧片 Comedies
電視劇/电视剧 TV dramas
四大名著 Four great novels
历史片 history
古装片 period drama
校园片 teen
Appendix B
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
- To exchange information about job experience
- To discuss the current job & student dropout rates situation in Spanish speaking countries
Class structure
- Warm-up: In one minute and in pairs, the students had to think of as many professions they could think of.
- Activity 1(cred. Blanca Barranco): In pairs or small groups students answer some questions about their own job experiences: type of job, working conditions, best and worst things about the job, etc. They will have some extra vocabulary hints on the screen about payments, contract and job terms, which will also help with the comprehension of the following activity.
- Activity 2: Student watch a video on school dropouts and why some students in Latin America and the Caribean have to choose between going to college or working. They comment on it
- Activity 3: Each student choose Spanish speaking country (the US included so we can compare). They have to search info about that country’s dropout rate, unemployment rate, and labor laws (working hours). After commenting on their findings, students discuss the following questions: What country’s situation surprised you the most? What do you think is the cause for these rates/laws? What could be done to have a better situation?
- Activity 4: Students do a role-play simulating a job interview. They will receive a handout with possible questions, but they will also be encouraged to use their own questions.
- Activity 6 (extra): Having discussed younger people’s situation, we watch a short movie that talks about how hard it is for people over 35-40 to find jobs. Have this happened to anyone around you? Do you think it is a good strategy for hiring people? If you were in a hiring committee, what would you take into account to hire a candidate?
- Activity (extra2): The teacher shares some personal experiences regarding job interviews. For example, questions of the current position interview for Pomona: Would it be a problem for you to live in a small place such as Claremont?
Resources used
- PPT
- Youtube:
- https://www.youtube.com/watch?v=yd42zE7jAlA (activity 2)
- https://www.youtube.com/watch?v=MIS5snYvhPQ (extra activity)
Reflection: What worked/did not work? How can it be improved?
- I had issues logging into zoom again, so we started the class at about 4:20 pm instead, on google meet. Other than that, the class worked really well, students liked the topic. I have noticed that this group enjoys doing “research” activities (like act. 3) a lot more than previous groups, so I will keep using that method .
- Ended up just doing the first 3 activities
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
- 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
- PPT
- UN article: https://news.un.org/es/story/2020/05/1475072
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?
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:
- Last class: kanji games
Goal of the class:
- Guess how to read unusual kanji
How did you structure the class?
- How are you doing? Hanging in there? Good news if any??? (7 min)
- Hawaiian Thanksgiving dishes – lots of Asian food included
- Guess and read the kanji (45 min)
- Veggies
- Fruits
- Things in the water
- Family names
- Most complicated kanji (10 min)
- Some legendary mysterious kanji
- 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)
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?
- Greetings, announcements, general questions.
- Warm-Up [PowerPoint]: An LR shows a picture of a room and asks who the students think might live there and why. Together we describe the room (высокие потолки, окна во всю стену, персидский ковер на полу, etc.) and the people who might own the apartment (обеспеченные, с отличным вкусом, предпочитают жить за городом, etc.)
- Activity 1: Following the same idea as before, students get pictures of different apartments. In pairs they should describe both the rooms and the owners (it is better to choose interesting pictures where there are many things to talk about: дом русской бабушки в деревне, дом из золота в стиле барокко, избушка на курьих ножках, etc.).
- Activity 2: A Detective game. Students work in pairs. A teacher prints out the pictures (6 rooms and 8 people), and the students have to detect who lives where and to find one character who doesn’t belong to the house.
The game is from here: https://www.adme.ru/tvorchestvo-reklama/najdite-hozyaina-kazhdoj-kvartiry-i-vychislite-cheloveka-kotoryj-voobsche-ne-zhivet-v-etom-dome-1712565/
Answers:
- Conclusion. We check the results and discuss how they understood [or didn’t understand] who lives where.
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
PowerPoint, Zoom
What worked well in this class? What did not work?
Students love the detective game! Sometimes it takes them almost the whole class to figure out who lives where.
How could this class be improved/ modified?
The class was a lot of fun, I would leave it as it is.
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?
- Good news (5min) *We share positive stories at the beginning of each class.
- Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8 (10 min)
- Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min)
- Break out room (2-3people) (25 min)
- How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments?
- 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?
- Let’s make a haiku!
- Main room (15 min)
- 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.
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:
- Student suggested theme #2
- Embarrassing Stories
Goal of the class:
- Share embarrassing stories.
How did you structure the class?
- Good news (5 min) *We share positive stories at the beginning of each class.
- Continue from last class (5 min)
- Today’s plan (5 min)
- Your embarrassing story is awesome, but something you witnessed counts, too. For example, your siblings.
- Break out room (2-3people) (25 min)
- Share embarrassing stories
- Ask at least 1 question to each other’s stories
- Main room (20 min)
- Share each others’ story.
- 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.
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.
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?
- How are you doing? Hanging there? Good news if any??? (7 min)
- Introduce Onomatopoeia (8 min)
- ザーザー and パラパラ
- Animal voices etc.
- Breakout room (30 min)
- Describe a moment or create a story
- Pick 3 or 4 Onomatope from https://www.tofugu.com/japanese/japanese-onomatopoeia/ and use it in sentence. One sentence one onomatope.
- Main room (15 min)
- Share the sentences that each group creates
- 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.
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 |
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:
- Descrbe music videos
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?
- How are you doing? Hanging there? Good news if any??? (7 min)
- We are trying to stay calm with the presidential election result being updated.
- Today’s plan (3 min)
- Breakout room (30 min): Each group has a different music video
- Watch the videos
- How many people are there?
- What are they doing? What are the instruments?
- What do they wear?
- What kind of music?
- What is traditional and what is not traditional?
- Do you like it or not and why?
- Main room (20 min)
- Explain the music video and watch video
- 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
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
- PPT
- Addictions video: https://www.youtube.com/watch?v=vTrsNivqYN4
- Bad habits article: https://rpp.pe/campanas/contenido-patrocinado/pasos-para-acabar-con-un-mal-habito-noticia-1071812
- Internet addiction questionnaire
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
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?
- Greetings, announcements, general questions.
- Find a nice website where you can make checklists and download them for free. For Russian, I used https://my.365done.ru/. Ask your student to make a list of things/activities that bring them joy in the Corona time (or in a normal time, depending on where you are). I asked my student to come up with 33 points because we have an expression “33 pleasures” in Russian (все 33 удовольствия). It is quite tricky, and people usually get stuck after they write 10-15. But then they start thinking and write the rest, which is simple: to light up candles, to watch a Harry Potter movie, to buy a new plant, etc. It helps people to see that there are things that they can do to feel better, even at this time.
- Ask a student to share the result and then compare what you have.
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-conversationsOktoberfest-Vocabulary
Wordsearch-Oktoberfest-10_2-food_word_search
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
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?
- Good news? (5min) *We share positive stories at the beginning of each class.
- Ask about some Japanese news they know (5min)
- Listen to the news (10 min)
- https://www3.nhk.or.jp/news/easy/k10012615261000/k10012615261000.html
- Check the basics of the news (Who she is, what she did, her action of wearing masks etc.)
- Breakout room (30 mim)
- What do you think about her action of wearing masks during the US Open?
- 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?
- 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?
- Main room (10 min)
- 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.
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