an archive of lesson plans

Tag: Literature (Page 1 of 2)

FR INT/ADV S23 Introduction to French Literature

Objectives:

– To introduce students to French literature and its cultural significance

– To improve students’ reading comprehension in French

– To expand students’ vocabulary and improve their language skills through games and activities related to French literature

Materials:

– Copies of short stories or extracts from French literature (in French)

– Vocabulary lists for each story/extract

– Whiteboard and markers

– French literature-themed games such as Scrabble, and French literature trivia

Introduction:

– Begin the class by asking students what they know about French literature, what books from French authors they know and/or like/have read before.

– Discuss the significance of French literature in French and global culture and education.

Activity 1: Reading Comprehension

– Hand out copies of short stories or extracts from French literature.

– Divide the class into pairs or small groups of 3 and ask them to read the stories/extracts and answer questions.

– Each group presents their answers to the class

The following activities are examples of games you can use in this class:

Activity 2: Vocabulary Building

– Provide the students with a vocabulary list related to the short stories/extracts they read in the first activity.

– Have them work individually or in pairs to create flashcards or a quizlet deck with the new vocabulary.

– Once the vocabulary list is complete, conduct a quiz or game to test the students’ understanding of the new words.

OR

Activity 3: French Literature Trivia

– Divide the class into teams and conduct a French literature trivia game.

– Questions can include famous French writers, their works, and their impact on French culture.

Activity 4: French Literature-Themed Games

– Play Scrabble with French literature-themed words.

– This activity can help students expand their vocabulary, practice spelling, and improve their understanding of French literature.

Conclusion:

– Recap the class by discussing the importance of French literature and its contribution to French culture.

ESADV SP2022 Literature and poetry

Language resident: Natalia Cano

Class theme/topic discussed: Literature and poetry

Goal of the class: The students learn about Spanish literature and poetry

Class structure:

Activity 1: No juzques un libro por su portada

I show students the book covers of 6 Spanish literature classics. After randomly reading the back cover of the books, students have to match them to the book cover.

Activity 2: La Celestina

I asked them if they knew this book. I showed a draw my life video of La Celestina and they asked me questions about the plot.

Activity 3: Helicón

In pairs, create a story with this text as inspirations. Then, each pair will share their story with the rest of the class.

  • Si la memoria no me engaña y puedo considerarme aún un hombre cuerdo, con la normal capacidad para interpretar los signos del calendario y del reloj, precisaré que fue hace diez días y nueve horas exactamente cuando cometí el error.

Activity 4: Poetry

  • Who is your favorite poet? In any language.
  • What do you think it is more important when translating poetry? Keeping the rhym, the meaning or the images?

Activity 5: Your favorite poem

Which one is your favorite poem?

In pairs, they have to choose a poem in English and try to translate it to Spanish.

Activity 6:

Poetry in Spanish.I brought to class two books. One is a bilingual edition of Neruda’s poems and the other one is Lorca’s Poeta en Nueva York, so they can take a look at the poems. 

Resources used:

La Celestina:

Blackboard

Poems of Love, NerudaPoeta en Nueva York, Lorca

What worked well? What did not work?

I would add a warm up to this class, but I think the class went well. The students loved to share their opinions related to literature and poetry and they also found very challenging the translation part.

JP F20 ADV: Reading Kanji

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Tuesday November 24, 2020   

Language and Level (intermediate or advanced class):  

Advanced 

Class theme/topics discussed:  

  • Last class: kanji games 

Goal of the class:  

  • Guess how to read unusual kanji

How did you structure the class?  

  1. How are you doing? Hanging in there? Good news if any??? (7 min) 
    1. Hawaiian Thanksgiving dishes – lots of Asian food included  
  1. Guess and read the kanji (45 min) 
    1. Veggies
    2. Fruits 
    3. Things in the water 
    4. Family names 
  1. Most complicated kanji (10 min) 
    1. Some legendary mysterious kanji 
    2. Officially registered real kanji

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

Class agreement, breakup rooms 

Zoom, white board 

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

  • We talked how we feel at the end of the semester. Since everything happened online at home, there is not a huge difference compared to pre-COVID time when students used to move back to their hometown etc.  
  • We talked a bit about Hawaiian Thanksgiving food 
  • Kanji guessing game was fun, and they had very good questions such as when these vegetables were introduced to Japan and how their kanji were decided like that. 
  • One student was sharing her knowledge about how Taiwanese use the same kanji for the same fruits and how a kanji was chosen for a certain fruit because of the meaning of kanji (蕃) 
  • We guessed some strange and rare family names and some super complicated kanji as well. 
  • We had a pretty fun time. They used everything they know to guess the kanji, such as a documentary film about fish that they watched the other day, the knowledge of Taiwanese usage of kanji, etc. 

How could this class be improved/ modified? 

  • There are lots of kanji. Some are easy to guess, and others are just impossible to guess. We can do a lot about this. 

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

Below are what we did with whiteboard

Fruits 

Vegetables 

Things in the water 

Rare and strange family names 

Complicated kanji 

Taito たいと – a family name (not officially recorded in anywhere but there is a story around this kanji) 

https://www.benricho.org/kanji/img-kakusuu/Taito_small.gif

Biang – From Chinese kanji 

https://www.benricho.org/kanji/img-kakusuu/biang-68-500.png

Jin ジン – dust 

https://glyphwiki.org/glyph/u269c4.png

JP F20 INT/ADV: Haiku

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Monday October 5, 2020   

Language and Level (intermediate or advanced class):  

Intermediate / Advanced

Class theme/topics discussed:  

  • Haiku 

Goal of the class:  

  • Learn about Haiku 
  • Create haiku and kigo 

How did you structure the class?  

  1. Good news (5min) *We share positive stories at the beginning of each class.
  1. Today’s plan and watch a video: https://youtu.be/BNyPE93fXh8  (10 min) 
  1. Example of “kigo” https://en.wikipedia.org/wiki/List_of_kigo#Autumn:_8_August_%E2%80%93_6_November (5 min) 
  1. Break out room (2-3people) (25 min)  
    1. How we appreciate season? Any new “kigo” that we can create that’s specific to American seasonal moments? 
    2. What reminds us of seasons? What kind of things do we appreciate in a season? What do we do, see, hear, taste or feel in a season?  
    3. Let’s make a haiku! 
  1. Main room (15 min) 
    1. Share the haiku each group made.  

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

Class agreement, breakup rooms 

Zoom, Breakout room, emails, YouTube and internet resources.   

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

  • They knew the basics of haiku. The video helped them understand a little deeper about haiku. 
  • “kigo” is an interesting concept. Instead of telling them this as a rule, I let them think about and come up with their own “kigo” in their own environment (American or California or whatever they think of) 
  • I believe it’s a nice activity to reflect how we are related to our environment, such as nature or seasonal events.  
  • This also turned into finding a little nice or memorable moment in their daily life relating to a season 
  • They enjoyed thinking of “kigo” and they explained how seasonal a certain word is to me, as I’m not quite familiar to American seasonal practice.  
  • They enjoyed making haiku, too, and they are using some techniques such as ji-amari (extra letter) or taigen-dome (ending a phrase with a noun)   
  • I also had them type their poem into the chat so I can make sure I know what they did and also I can save it. 
  • This was also finding a little nice or memorable moment in their daily life 

How could this class be improved/ modified? 

  • We focused on fall as it’s fall now, but we can do this any seasons 
  • We can also do “senryu,” which is like haiku, but you do not need to use “kigo” in it. So this could be a little freer and more hilarious.  

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

Some concepts: 
俳句、季語、字余り、字足らず、倒置法 

Student works (with my quick translation): 

天の川(あまのがわ)
 
今晩月は(こんばんつきは)
 
珍しい(めずらしい) 
With Milky way, tonight’s moon is rare. 

紅葉狩り 
カリフォルニアで 
火事がある 
While enjoying the colorful fall tree leaves while it’s on fire in California 

コーン畑 
踊って来てる 
骸骨は 
At Corn field, a skeleton is coming while dancing 

花枯れる (はなかれる) 
BTS が来る (ビティエスがくる) 
うれしいな 
The season the flowers die, it’s also a season BTS comes here. Feels happy. 

タコ火曜
 
感謝祭と
 
食べすぎる 
Taco Tuesday, also Thanksgiving, I’m eating too much 

秋のくれ(あき) 
カボチャをほって 
光入れ(ひかりいれ) 
At dusk, I curve a pumpkin and light inside. 

秋の時間 
色々な色 
思い出す 
Fall time, I remember lots of colors. 

秋に来る 
外を見る時 
しあわせな 
Coming in the fall, I feel happy looking outside 

春寒のころ 
電車を待ち中 
あの子見た 
In early spring, while waiting for a train, I saw the girl. 

宿題が 
飛んで行ってる 
貝寄風のおかげ 
My homework is all blown away, thanks to a strong spring wind! 

蝉の音 
種を吐き出せ 
ネバネバな手 
Cicada sounds, let’s spit out seeds with my sticky hands 

最初の雨 
上に雪が降る 
山眠る
 
The first rain, and then snow falls, the mountain sleeps 

大雨で 峰
白くなり 
山眠る 
A huge rain fall, the peak of mountains become white as mountains sleeps 

雨の後  
雲吹き飛ばし  
白い山 
After the rain, the clounds are blown away and I see a white mountain.  

JP F20 INT/ADV: Onomatopoeia

Language Resident/Assistant Name:  

Kozue Matsumoto 

Day and Date:  

Wednesday November 4, 2020   

Language and Level (intermediate or advanced class):  

Intermediate  / Advanced

Class theme/topics discussed:  

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

Goal of the class:  

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

How did you structure the class?  

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

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

Class agreement, breakup rooms 

Zoom, breakout rooms online resource 

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

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

Advanced:

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

How could this class be improved/ modified? 

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

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

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

Student works: Each group created a story. 

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

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

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

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

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

きゅうに おおきくてこわいくまが 起こった。

でも きみちゃんは ゆうかんな子供 泣かなかった。


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

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

RUS F20 Adv: Children’s Literature

Language Resident Name:

Maria Glukhova

Day and Date:

Wednesday, 10/14/2020

Language and Level (intermediate or advanced class):

Russian, Advanced

Number of people:

1 (or any)

Class theme/topics discussed:

Children’s literature

Goal of the class:

To work on translation skills and storytelling

How did you structure the class?

0. Greetings, announcements, general questions.

  1. Warm up questions:

On a scale from 1 to 10, how much did you enjoy reading as a child? Why?

What books did you like the most when you were a child?

What are the five (+) main differences between adult and children’s literature?

Do you think parents should read books aloud to their children? Why?

2. Activity: Find a short picture book that has no words, only images. Ask a student to look at it first. They should then come up with a text that describes what is happening as if it was written on these pages. Then you can do a slide show, and your student should pretend that they are narrators, and you are their child who is listening to a story. As a child, you can ask questions!

3. Activity: Find a short picture book with English text (I used “The Snowy Day” by Ezra Jack Keats). If you only have one student, you can work on translating it into your target language together. If you have a group, students can work in pairs, and then you can compare different translations. Students should convince others that their translation is the best. 

4. Conclusion and a follow-up discussion.

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

Zoom, prepared picture books

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

In this class, I only had one student, and we had a great time working on translation together.

How could this class be improved/ modified?

I would leave it as it is. If you have more people, for the first activity, they can do one page each. Or you can also find a couple of books.

DE F19 ADV children’s books, Thanksgiving

Language Resident Name: Tilman Viëtor

Day and Date: Tuesday, 12/03/19

Language and Level (intermediate or advanced class): German, Advanced

Class theme/topics discussed: Thanksgiving, children’s stories

Goal of the class: Students improve their narration skills, asking questions, reading skills

How did you structure the class?

  1. Warm-up (Prior knowledge):

Two truths and one lie: I tell students three short stories about my Thanksgiving holidays, one of which was a lie. I wrote 1 word associated with each story on the board. Then students had to decide which story was a lie. They could each ask me two questions before making a decision. Then the students had to come up with three words and stories about them, and then they presented, and we played in the same way as detailed above.

  • Activity 1 (Input):

I talked about children’s books that I read as a child and showed and described to them the covers of these books. I then told them about my favorite children’s book, and in the process answered the 5 questions I would give them afterwards.

  • Activity 2 (Guided Practice):

I gave the students the following questions to answer about their favorite children’s book:

  • What is the title of the book?
  • When was it first published?
  • Did you read it yourself or was it read to you?
  • What is the plot of the book?
  • Why should everyone in this room read this book?

The students presented their books to the class.

  • Activity 3 (Task):

I introduced the “Struwwelpeter” to the class and read the first story in the book to them, while showing the text and pictures on the screen. Then I gave both students a story and they figured out what it was about, asked for words that they did not know and then read and presented their story to the class.

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

Whiteboard, pens, PPT, Handout with the Struwwelpeter stories (You can find the whole book as a free pdf on Google)

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

The class worked pretty well, the students were engaged and seemed to have fun.

How could this class be improved/ modified?

More work with the text. Maybe a gap text, or matching pictures and verses of the stories.

Thanksgiving-Kids-stories

RU F15 ADV Russian Proverbs and Sayings

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 09/17/2015

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Russian proverbs and sayings

Goal of the class: learn about the meaning of the Russian proverbs and sayings. Try to apply them in the real life situations.

How did you structure the class?
1. Match the two sides of proverbs and sayings (Handout 1).
Try to explain its meaning (5 proverbs to each student).
Do you know any American proverbs? Do you use any of them? Do you know the Russian equivalent?
20 minutes.

2. Imagine situation where you can apply these proverbs.
10 minutes

3. Russian Fairy tale – read (Handout 2) and answer the questions:
1. Как получился Колобок?
2. Кого колобок встретил первым?
3. Как Колобок обманул волка?
4. Кого Колобок встретил после волка?
5. Удалось ли Колобку обмануть лису? Как лиса обманула Колобка?
30 minutes

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

What worked well in this class? What did not work?
Only 1 of my 2 students showed up today so all the tasks were completed much earlier. During the time left we discussed whether the language table with the beginners went well yesterday. It was the first time when they all came.
Proverbs were definitely a success. It turned out that the student didn’t know many of them in Russian so he had to think carefully about its meaning.
The fairy tale was also good as in the end we discussed what proverbs can be applied to it.
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.

Handout 1. Proverbs and sayings for matching

Без труда не вытащить и рыбки из пруда.
Терпенье и труд все перетрут.
Друзья познаются в беде.
Не место красит человека, а человек место.
Язык до Киева доведёт.
Рыба ищет где глубже, а человек – где лучше.
Слово – не воробей, вылетит – не поймаешь.
Не было бы счастья, да несчастье помогло.
Заставь дурака Богу молиться, так он себе и лоб расшибет.
Встречают по одёжке, провожают по уму.

Handout 2. Колобок

Жили-были старик со старухой.
Вот и говорит старик старухе:
— Поди-ка, старуха, по коробу поскреби, по сусеку помети, не наскребешь ли муки на колобок.
Взяла старуха крылышко, по коробу поскребла, по сусеку помела и наскребла муки горсти две.
Замесила муку на сметане, состряпала колобок, изжарила в масле и на окошко студить положила.
Колобок полежал, полежал, взял да и покатился — с окна на лавку, с лавки на пол, пó полу к двери, прыг через порог — да в сени, из сеней на крыльцо, с крыльца на двор, со двора за ворота, дальше и дальше.
Катится колобок по дороге, навстречу ему заяц:
— Колобок, колобок, я тебя съем!
— Не ешь меня, заяц, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
От тебя, зайца, подавно уйду!

И покатился по дороге — только заяц его и видел!
Катится колобок, навстречу ему волк:
— Колобок, колобок, я тебя съем!
— Не ешь меня, серый волк, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
От тебя, волк, подавно уйду!

И покатился по дороге — только волк его и видел!
Катится колобок, навстречу ему медведь:
— Колобок, колобок, я тебя съем!
— Где тебе, косолапому, съесть меня!

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От тебя, медведь, подавно уйду!

И опять покатился — только медведь его и видел!
Катится колобок, навстречу ему лиса:
— Колобок, колобок, куда катишься?
— Качусь по дорожке.
— Колобок, колобок, спой мне песенку!
Колобок и запел:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От медведя ушел,
От тебя, лисы, нехитро уйти!

А лиса говорит:
— Ах, песенка хороша, да слышу я плохо. Колобок, колобок, сядь ко мне на носок да спой еще разок, погромче.
Колобок вскочил лисе на нос и запел погромче ту же песенку.
А лиса опять ему:
— Колобок, колобок, сядь ко мне на язычок да пропой в последний разок.
Колобок прыг лисе на язык, а лиса его — гам! — и съела.

DE F12 ADV Fairy Tales

Conversation Class
Lesson Summary

Language and Section: German Advanced Conversation

Date: 11-29-2012

Class theme/topics discussed:
– Creating your own story
– Current German music

Goal of the class:
– using given vocabulary to create your own individual story
– be aware of current German music

Structure of the class:
– Talk about Thanksgiving and current events
Fairy Tales: Wordle had been used to mess up Wikipedia articles on German fairy tales http://www.wordle.net  
– Students had to use the vocabulary to create their own stories
– The groups presented their stories later to the class

What technology, media or props did you use?
Paper, TV screen, laptop

What worked well in this class? What did not work?
All worked very well, the class was funny and creative.

How could this class be improved/ modified?

RU F11 ADV Books and Storytelling

Language and Section: Russian – PO Russ 13.1

Date: 15.11.2011 

Class theme/topics discussed: Books and Storytelling

Goal of the class: developing speaking skills; learning vocabulary for discussing and describing books and literature; learning other registers of the language

Structure of the class (unless you attach your lesson plan below): 

regist Plan attached.

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

None

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

Everything worked wonderful; students talked a lot and exchanged their opinions.

How could this class be improved/ modified?

The Bible is a sensible topic to discuss; when I was carrying out this lesson, I was pretty sure none of my students were very religious. Still to be on the safe side, I asked them first. If there are some fundamental Christians, it’s better to choose another book (see ideas in the lesson plan).

Please attach your lesson plan and handouts for this class below – if you used any.

DE S11 INT Book review

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 20th Jan 2011

Class theme/topics discussed:
Book: Tintenherz

How did you pick this theme or topic?
Students expressed their interest in reading German short stories and books.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave my students a summery of the book “Tintenherz” and also a list with vocabulary. We read the text together. After each paragraph we talked about new vocabulary and what had happened to the protagonists in it.

How did students react?
Liked it

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Summery of Tintenherz

Please attach a copy.
http://www.dieterwunderlich.de/Funke_tintenherz.htm#cont

Would you recommend this activity for a future class?
Yes

Why or why not?
Tintenherz is a very popular book in Germany and also my students liked it. They asked if we could also read about “Tintenblut” and “Tintentod”

DE F10 INT Books

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 18th Nov 2010

Class theme/topics discussed:
Our favorite books

How did you pick this theme or topic?
Everybody talks about Harry Potter at the moment.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I gave my students a worksheet, where they had to take notes about their favorite book (content, characters, places, like, dislike). Then they gave a short presentation and we talked about their favorite book.

How did students react?
They liked it.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Website.

Would you recommend this activity for a future class?
Yes

Why or why not?
Students liked to talk about their interests.

RU F10 INT Physical Appearance

Class theme/topics discussed:
Describing Physical Appearance

How did you pick this theme or topic?
From last semester.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, student presentation.

How did students react?
She participated actively in all activities.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Printed handouts.
Please attach a copy. Lesson 8_Sept 23_Text

Would you recommend this activity for a future class?
Yes.
Why or why not?
It encourages students’ talking.

Intermediate Russian
Lesson 8
September 23, 2010

1. News of the day (5 min.)

2. Verbs of motion: practice.

Handout with pictures – compose sentences describing the pictures (a copy is in the pink folder).

3. Students read and translate the following story by Daniil Kharms

Голубая тетрадь № 10

Был один рыжий человек, у которого не было глаз и ушей. У него не было и волос, так что рыжим его называли условно.
Говорить он тоже не мог, так как у него не было рта. Носа тоже у него не было.
У него не было даже рук и ног. И живота у него не было, и спины у него не было… Ничего не было! Так что непонятно, о ком идет речь.
Уж лучше мы о нем не будем больше говорить.

Даниил Хармс (1937)

4. Students make up their own stories describing a person who does not exist or who looks very strange. We draw a picture.

5. Discussion: Пластическая хирургия – личное мнение.

RU F10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From last semester’s materials – it was a successful class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, video.

How did students react?
They participated in the discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, TV, Internet.
Please attach a copy. See below.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 5
September 14, 2010

1. Exercise to revise the cases (10 min.)
Lesson 5_Sept 14_Exercise

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей (положительных\ отрицательных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

DE F10 INT Short Story 2

Conversation Class Lesson Plan

Section: Intermediate Conversation
Date: 09-09-10

Class theme/topics discussed:
Anekdote zur Senkung der Arbeitsmoral by Heinrich Heine

How did you pick this theme or topic?
Finishing the short story, which we read last class

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handout short story + video on youtube

How did students react?
They liked the visual support

Did they engage with each other and you?
Yes, they were talking about the story and the plot

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Short story and video

Please attach a copy.
http://www.jorde.de/deutsch/anek01.html
http://www.youtube.com/watch?v=qebFuUmw6RY

Would you recommend this activity for a future class?
maybe

Why or why not?
The students understood the story much better when they watched the video, but I still think that it is a little to difficult for intermediate students. Advanced would be better.

DE F10 INT Short Story

Conversation Class Lesson Plan

Section: German Intermediate
Date: ______07-09-10_________

Class theme/topics discussed:
Ankdote zur Senkung der Arbeitsmoral by Heinreich Heine

How did you pick this theme or topic?
The students asked if we could read a German short story. This is a very good one, that’s why I picked it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I made the students read the short story, first the whole one and then the single paragraphs.

How did students react?
They are very good at reading, but there were lots of vocabs, which they did not know

Did they engage with each other and you?
They were reading and asking questions about vocabs.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Short story

Please attach a copy.
http://www.jorde.de/deutsch/anek01.html

Would you recommend this activity for a future class?
No

Why or why not?
The story was too difficult for an intermediate class, there were too many vocabs they did not know.

FR S10 INT – fairy tales

Project – fairy tales

How did you pick this theme or topic?

I wanted them to know more about the vocabulary related to fairy tales so that they could understand Cendrillon more easily.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts
Discussion

How did students react?

They reacted well and had a lot to remember because they didn’t know any vocabulary.

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

White board
Sheets of paper

Please attach a copy.

Here is the plan I had with me

Would you recommend this activity for a future class?

Yes but maybe use it in a different way since this was designed for the project.

Intermediate 3/23

1. Fairy Tales
→ they have to guess from what fairy tale the sentences comes from

• La fillette a bu la potion et est devenu très petite.
• La jeune fille s’est piqué le doigt et s’est endormie pour toujours.
• La jeune fille est tombée amoureuse de la Bete et a brisé le sortilège.

→ they have to create 3 sentences thanks to the vocabulary sheet and make us guess from what fairy tale it comes from

2. Fables de la Fontaine
→ they have to read the fables aloud
→ they say what they understand
→ we see together the words they don’t understand
→ then we read the English version
→ we discuss the meaning

DE S10 ADV Poems 2

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: March 2, 2010

Class theme/topics discussed: German poems (continued)

How did you pick this theme or topic?
See previous lesson.

 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
I asked my students to recall what we did the lesson before and to sum up some of the poems that they found intriguing. Then, I asked them to discuss which one they would like to choose in order to recite it for the upcoming German “Liederabend”. They agreed on Goethe’s “Erlkoenig”. We discussed the poem in great detail and the students came up with different, very interesting analyses. Afterwards, I gave them the English translation of the poem and we critically compared the German and English version.
Then, I asked the students to discuss the way in which they would like to recite the poem. After they’d agreed on that, we spent the rest of the lesson practicing how to recite the poem and how to ‘act’ on stage.

How did students react?
I think the students were really happy with the poem they finally selected. They had fun rehearsing it and really got into character. I think it was a good way for them to rehearse the poem and to make them more prepared and comfortable for the upcoming “Liederabend” event.

Did they engage with each other and you?
Yes, they did.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Copies of the “Erlkoenig”

Would you recommend this activity for a future class? Why or why not?
Yes, the students were very motivated to rehearse their recital and they were excited for the upcoming “Liederabend”.

Der Erlkönig

DE S10 ADV Poems 1

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 25, 2010

Class theme/topics discussed: German poems

How did you pick this theme or topic?
The “Musikabend”, an event hosted by the Scripps German and Music Department, was coming up soon, and my students wanted to take part in this by reciting a poem. Thus, I thought it would be a good idea to talk about famous German poems and to learn how to recite them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
At first, I asked my students if they knew any German poems. They did know a few and I asked them to summarize and analyze them as well as they could. Then, I handed out three pages with popular German poems, ranging from Goethe to Morgenstern to Fried. We read each poem, talked about vocabulary, discussed the meaning of the poems and the author’s intentions. At the end, I asked each student to pick their favorite poem, explain why it’s their favorite and try to recite it to the rest of the class as good as possible. Myself and the other students gave feedback.

How did students react?
I think the students liked talking about the poems, although some of them were rather dated and did not have any kind of reference to them, I think.

Did they engage with each other and you?
Yes, they did. At first, they were a little shy while reading out the poems, but the further the lesson progressed, the more comfortable they got. They asked a lot of vocabulary questions and seemed quite interested in most of the poems.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Copies of poems (from 18th – 20th century)

Would you recommend this activity for a future class? Why or why not?
Yes, I think you can integrate poems into a conversation class very well. I think I’d spend even more time on choosing the ‘right’ poems for my class next time to keep them interested and motivated.

 

RU S10 INT Fairy Tales

Class theme/topics discussed:
Fairy Tales

How did you pick this theme or topic?
From the previous LR’s materials.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, video.

How did students react?
They participated in the discussion.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, TV, Internet.
Please attach a copy.
Lesson 2_Jan 21_Exercise

Would you recommend this activity for a future class?
Yes.
Why or why not?
It requires creative use of the language.

Intermediate Russian
Lesson 2
January 21, 2010

1. Exercise (see file Lesson 2_Jan 21_Exercise) to revise the cases (10 min.)

2. Warm-up (10 min):
1. Что такое сказка?
2. Какие сказки вы знаете с детства (русские/американские)?
3. Кто вам их читал?
4. Какая ваша любимая сказка? (Перескажите коротко)
5. Назовите 10 русских сказочных персонажей. (Позитивных/негативных)
6. Кто ваш любимый персонаж?

3. Watching a trailer to a Russian animated movie and discussing it: (15 min)

Вопросы:
1. Каких сказочных персонажей вы увидели?
2. Опишите одного из них.
3. О чем эта сказка? Пофантазируйте о сюжете.

4. Practice: (15 min)
Making up a fairy-tale. Each next person adds a sentence.

DE F09 ADV Christmas

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: 3. Dezember 2009

Class theme/topics discussed: Christmas

How did you pick this theme or topic? Since it was December, I thought it might be nice to talk about Christmas and Christmas time in general.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First, I asked my students how they generally celebrate Christmas and what they like about it. We also talked about how other countries celebrate Christmas and what’s different in comparison with the US. Then, we read and discussed a poem called “Little Christmas Gedicht” which was a funny Christmas poem in “Denglish” – i.e. in German and English. Afterwards I asked my students if they had already thought about what presents they were going to give out this Christmas and what kind of presents they would like for themselves. My students wrote down their wishes on a wish list and then explained their choices. After that, I told my students a little bit about how Christmas is celebrated in Germany and what some traditional things we do during Christmas time are. I mentioned how children enjoy making ginger bread houses and then I told my students that we would do some little ones of our own (made of biscuits). I handed out the recipes and my students started building their ginger bread houses. Meanwhile, we talked about all things related to Christmas and listened to German Christmas songs.

How did students react?
The students were very excited when I told them we would spend this lesson talking about Christmas. I think they loved the ginger bread houses.

Did they engage with each other and you?
Yes, they were talking very much and were eager to share their knowledge and experiences.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Poem “Little Christmas Gedicht”
Blank copies of “My wish list”
Recipes for mini ginger bread houses
Baking supplies
German Christmas music on my computer

 Would you recommend this activity for a future class? Why or why not?
Yes, definitely. The students had a lot of fun and spoke German the entire time of the lesson.

 

 

LITTLE CHRISTMAS GEDICHT

FR F09 ADV – Translation of a poem

Translation of Victor Hugo’s poem “Demain, Dès l’Aube”

How did you pick this theme or topic?

One student from this group is going to recite a poem for the French Dinner, so I thought it would be nice to have the other students translate it so that everyone could understand it during the Dinner. And it would also be a way to make them take part in it.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Work in two groups and then group discussion

How did students react?

They reacted well, but they spoke mainly English since it was a translation from French to English. However, I think they liked it because it was a bit different from what we had been doing.

Did they engage with each other and you?

They engaged with each other and discussed the best ways to translate the lines.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Youtube,
Handouts

Please attach a copy.

Below is the plan I had with me in class

Would you recommend this activity for a future class?
Not for a regular conversation class because it didn’t involve French.

Advanced 10/15

1. Warm-up

2. Workshop: Victor Hugo’s poem “Demain, Dès l’Aube”

– Jenna introduces it
– They read the text in French
– They listen to the way it should be recited (youtube video)
– Explanation of some terms

3. Translation

– they work in two groups: each group translate a part of the poem
– then they switch what they translated and correct the other part they didn’t translate
– then they all talk about the problematical translations

RU F08 ADV A Fairy Tale “Krasnaya Shapochka”

Class theme/topics discussed:
Reading and discussing Russian fairy-tale “Red hat”
acting!

How did you pick this theme or topic?
The students suggested reading a fairy-tale

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Reading, group discussion, role-play

How did students react?
They reacted very well
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
handouts
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The students liked acting out the fairy tale very much

Красная Шапочка

Жила-была в одной деревне (village) маленькая девочка, такая хорошенькая (pretty), что лучше ее и на свете ( in the world) не было. Ко дню рождения подарила ей бабушка красную шапочку (little hat).
Соседи так про нее и говорили:
– Вот Красная Шапочка идет!
Как-то раз испекла (baked) мама пирожок и сказала дочке:
– Сходи, Красная Шапочка, к бабушке, отнеси ей этот пирожок и горшочек (little pot) масла и узнай, здорова (healthy) ли она.
Красная Шапочка и пошла к бабушке в другую деревню.
Идет она по лесу, а навстречу ей бежит серый Волк. Очень захотелось ему съесть Красную Шапочку, но он услышал дровосеков (woodcutters) и решил подождать.
Волк и спрашивает девочку:
– Куда ты идешь, Красная Шапочка?
А Красная Шапочка говорит:
– Иду к бабушке и несу ей вот этот пирожок и горшочек масла.
– А далеко ли идти к твоей бабушке? – спрашивает Волк.
– Довольно (rather) далеко, – отвечает Красная Шапочка. Нужно пойти прямо (straight), пройти через лес, потом перейти через мост и повернуть (turn) направо. Бабушка живет в первом домике с краю (from the edge).
– Я тоже хочу зайти к твоей бабушке. Я по этой дороге (road) пойду, а ты иди по той. Посмотрим, кто из нас раньше придет.
Сказал это Волк и побежал по самой короткой (shortest) дорожке.
А Красная Шапочка пошла по самой длинной дороге. Шла она не торопясь (without hurrying), по пути (on the way) собирала цветы.
Она еще и до мельницы (mill) не дошла, а Волк уже прибежал к бабушкиному домику и стучится (to knock) в дверь: тук-тук!
– Кто там? – спрашивает бабушка.
– Это я, внучка (granddaughter) ваша, Красная Шапочка, – отвечает Волк тоненьким (very thin) голоском (little voice). – Я к вам в гости пришла, пирожок принесла и горшочек (little pot) масла.
А бабушка была в это время больна и лежала в постели (bed). Она подумала, что это и в самом деле (really) Красная Шапочка, и говорит:
– Дерни (pull) за веревочку (string), дитя (child) мое, дверь и откроется!
Волк дернул за веревочку – дверь и открылась.
Бросился Волк на бабушку и разом (right away) проглотил (swallowed) ее. Он был очень голоден (hungry), потому что три дня ничего не ел.
Потом закрыл дверь, лег на бабушкину постель и стал (began) ждать Красную Шапочку.
Скоро она пришла и постучалась: тук-тук!
– Кто там? – спрашивает Волк.
А голос у него хриплый (hoarse).
Красная Шапочка испугалась (got scared) сначала (at first), но потом подумала, что бабушка охрипла (got hoarse) от простуды (from cold) и поэтому у нее такой голос.
– Это я, внучка ваша, – говорит Красная Шапочка. – Принесла вам пирожок и горшочек масла.
Волк сказал тонким (thin) голосом:
– Дерни за веревочку, дитя мое, дверь и откроется.
Красная Шапочка дернула за веревочку – дверь и открылась.
Вошла девочка в домик, а Волк говорит:
– Положи, внучка, пирожок на стол, горшочек на полку поставь, а сама ложись (lie down) рядом со мной. Ты наверно очень устала.
Красная Шапочка легла рядом (next to) с волком и спрашивает:
– Бабушка, почему у вас такие большие руки?
– Это чтобы покрепче (strong) обнять (embrace; hug) тебя, дитя мое.
– Бабушка, почему у вас такие большие глаза?
– Чтобы лучше видеть, дитя мое.
– Бабушка, почему у вас такие большие зубы?
– А это чтоб скорее съесть тебя, дитя мое!
Не успела Красная Шапочка и ответить, как злой (mean) Волк бросился на нее (attacked her; jumped at her) и проглотил (swallowed).
Но, по счастью (luckily), в это самое время (at this very time) проходили мимо домика дровосеки с топорами (with axes) на плечах (shoulders).
Услышали они шум (noise), вбежали в домик и убили (killed) Волка. А потом распороли (cut) ему брюхо (belly), и оттуда вышла Красная Шапочка, а за ней и бабушка – обе целые (in one piece) и невредимые (unharmed).

RU F08 ADV Vii by N. Gogol (for Halloween:)

Class theme/topics discussed:
News of the day (student’s presentation)
Gogol on Halloween. (Nikolay Gogol and his famous book “Vii”)
Vii” 3 films versions
Film presentations, сomparison

How did you pick this theme or topic?
From last year’s materials
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Presentation, watching video, group discussion

How did students react?
They reacted very well
Did they engage with each other and you
yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
International Theatre, Internet
Please attach a copy.

Would you recommend this activity for a future class?
yes
Why or why not?
The topic is very interesting and relevant

Lesson plan 17
Russian Conversation Advanced
10/30/08

Topics:
Famous Russian writers
Nikolay Gogol and his famous book “Vii”

“Vii” 3 films versions
Film presentations, comparison

Introduction. (10 min)
Listen to the presentation of the Gogol’s biography and his book “Vii” and retell it.

Николай Васильевич Гоголь – великий русский писатель, поэт и драмматург. Родился он в Украине в небольшом селе 20 марта 1809 года. В 18 лет он приехал в Петербург, чтобы учиться. Литературную известность ему принесла книга “Вечера на хуторе близ Диканьки”. Его самые извечтные книги: “Ревизор”, “Мертвые души”, “Шинель”, “Нос”.
“Вий”.
Однажды ночью главный герой, студент семинарии Хома, убил ведьму. Скоро его вызывают отпевать в течение трёх ночей молодую девушку, которая оказывается той ведьмой. Сейчас она хочет отомстить Хоме. Хома пытается сбежать, но его не отпускает отец девушки. Итак, Хоме надо 3 ночи сражаться с нечистью в закрытой церкви. А наместник Сатаны на земле – ужасный Вия с веками до земли…

Video 1.
1967 год.
http://www.youtube.com/watch?v=DctSay-1WbY

Video 2.
2006 год., рижессер Олег Фесенко
http://kinoros.ru/db/movies/750/video/215/index.html?1204608701976

Video 3.
2009 год., режиссер Олег Степченко
http://kinoros.ru/db/movies/675/video/451/index.html?1204609082386

FR S08 INT – skit and text

End of the skit of last week. “J’aime pas les filles”
“Le croissant du trottoir”

How did you pick this theme or topic?
We needed to follow up on last week’s activity.
“le croissant du trottoir” is a very cute text. It is a good reading exercice, and then they talk about their personal experience.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
I asked them about the list of things that the comedian does not like about boys, then I asked them to imagine what she could reproach women for doing.
We checked by watching the video.
Text: I gave them the text, introduced it. ( author, entire book, because this text is one of more than 30) Then they read it and ask for the words they did not know. I asked them a few questions like: what is the tense most used in the text? Why? What is the personal pronoun most used? Why?…
Then I asked them if like the author, they feel the same kind of feelings sometimes, and when.

How did students react?
The skit was fun to watch and talk about but a little hard again.
They liked the text, especially when they could share their personal experience. It was really cute.

Did they engage with each other and you?
Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, youtube

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