Language Residents

an archive of lesson plans

Tag: Poetry

DE SP16 ADV Carnival speech

Conversation Class Lesson Summary

 

Language Resident Name: Charlotte Eisenblaetter

 

Day and Date: Tuesday, 9 February ‘16

 

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

 

 Class theme/topics discussed: Die Büttenrede (Carnival speech in Germany)

 

Goal of the class: Writing a funny speech and rhyming about Pomona college

 

How did you structure the class?

 

  • Warm-up: I gave them some rhyming words and they had to come up with two lines for each pair. (10 min)
  • I explained to them what a “Büttenrede” is and that at carnival, people make funny speeches about things that the audience can relate to, like institutions, places and people. Then I asked them to think of typical places and persons representing Pomona college and interesting characteristics of these. From this information, we started to make rhyming couples and wrote a little speech. (50 min)

 

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

Paper and pen

 

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

 

This worked great! The students told me that they had a lot of fun.

 

How could this class be improved/ modified?

 

For intermediate, you could also write a speech. But instead of rhyming, you set a rule that each sentence has to start with the last word of the sentence before.

Lesson Plan

Lesson Plan advanced 9. februar 

 

 

 

RU S15 ADV Poetry and wisdom: Joseph Brodsky

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: April 9, 2015

Class theme/topics discussed:

Joseph Brodsky: poetry and wisdom; English-language poetry in Russian

Goal of the class:

Prepare for the Russian tea April 15, learn about Joseph Brodsky, talk about life and wisdom, read well-known English-language poems in Russian

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

Activity 1 Warm-up – Who is Joseph Brodsky? – 5 minutes

We discuss what they know, look at the Wikipedia page and other sources

Activity 2 Handout 1 – “Don’t leave the room” – 10 minutes

We listen to the dub-step version of Brodsky reading one of his best-known poems, “Don’t leave the room” and discuss https://www.youtube.com/watch?v=GyRAK5Pqv2k

Activity 3 Handout 2 – Brodsky’s Life Advice – 25 minutes

We read the highlights of the famous Ann Arbor Speech – and I read from the full text on http://fit4brain.com/408 Discuss. What’s your favorite piece of advice? What is the most relevant today? How can we tell this was meant for American students?

Activity 4 Handout 3 – Poetry in translation – 20 minutes

Each student gets one poem, they take time to read and try to guess what it is (they’re really famous mostly). We discuss.

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

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

The class went very well – poetry is always so much fun! And they loved the life advice. More pair work next time.

How could this class be improved/ modified?

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

CC_RUSS13_Poetry and wisdom_April 9

RU F14 ADV Stereotypes

Conversation Class Lesson Summary

Language and Section: Russian Advanced 13 

Date: September 4, 2014

Class theme/topics discussed:

Stereotypes 

Goal of the class:

Talk about stereotypes about Russia, practice listening comprehension, revise vocabulary, develop synonymy

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

Activity 1 – Video 1 – poem (I have learned that I have a big big family) – 5 minutes

https://www.youtube.com/watch?v=0A9FlXr9phg

Discussion – where is this from? What is it about (listening comprehension without the text)

Activity 2 – Poem HANDOUT 1 – 5 minutes

Compare the video to the original poem (there are some textual differences), recite it together

Activity 3 – Video 1 “You have something to be proud of” Commercial – 15 minutes

https://www.youtube.com/watch?v=_6XI8i_69xA

Stop for listening comprehension of Russian, discuss stereotypes about Russia: banya, hiking, icebreakers, ballet, space, music.

Activity 3Vocabulary building – HANDOUT 215 minutes

Explain vocabulary from Activities 1 and 2, talk about etymology and word-building. Based on my experience last year, this semester I keep a Google spreadsheet with vocabulary we stumble upon in class. Regular vocabulary revision with a strong focus on word-building (morphology is crucial in Russian) was one of the most efficient elements last year and it got great feedback from students. I update the spreadsheet after every class and share it with the students. They understand it is not homework, but they can consult it at their leisure (they can also edit the file, adding translations, examples, etc.)

Activity 4 – Video 4 – Interview with the director of the commercial – 15 minutes

https://www.youtube.com/watch?v=YGN_ZlMuiIg

Listening comprehension (watch once without stopping, watch again with pauses). Listen for specific information: What is the main concept of the video? Who else did they have in mind for the role? What is the budget of the commercial? What were David Duchovny’s impressions?

Activity 5 – Discussion – 5 minutes

Is the commercial rhetorically effective? What is makes good or bad?

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

Video, Internet

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

The class went very well, the students had fun watching the commercial and reading the poem. Just like with Intermediate, David Duchovny is not a big name, but the discussion was still very interesting. The interview was quite hard to understand, but these students seem to really like a challenge, so we are going to watch more videos like that in the future.

How could this class be improved/ modified?

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

HANDOUT 1

Владимир Орлов “Родное”

Я узнал, что у меня

Есть огромная родня:

И тропинка, И лесок,

В поле – каждый Колосок,

Речка, Небо надо мною –

Это все мое, родное!

HANDOUT 2

4 сентября 2014

Вам есть, чем гордиться

баня

ледокол, колоть лёд, колоть дрова

космос

хоккей

космос

дача

строчка

политология

колос, колосок

родной, родня

взаимность, взаимные чувства

полтора

Крещение, крестить

купаться в проруби, прорубь (рубить)

средство передвижения


 

RU S11 ADV Poetry. Game

Class theme/topics discussed:
Game – ПОЭТИКУС

How did you pick this theme or topic?
n/a
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Board game – see the attachment.

How did students react?
They enjoyed the class, though for some of them the task turned out to be challenging.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
The game – ПОЭТИКУС
Please attach a copy.
IGRA poeticus1
IGRA poeticus2
IGRA poeticus3
IGRA poeticus4

Would you recommend this activity for a future class?
Yes.
Why or why not?
Students always enjoy any game-related activities, and this one encourages creativity in the target language and enhances active vocabulary.

Advanced Russian
Lesson 8
February 10, 2011

1. News of the day.

2. Game:
See file Poeticus. (The file contains: fields, “pieces”, and detailed instructions)

BEFORE THE GAME: introduce the game. Discuss – what makes good poetry? Vocabulary:

Рифма/ рифмоваться
Ритм
Размер
Строфа
Строка
Стих vs стихотворение

Students create their own poems (working with a dictionary) and then introduce them to class + give a translation.

ES F10 ADV Poetry

Conversation Class
Lesson Plan

Section: ADVANCED SPANISH, SPAN013

Date: 09/28/2010

Class theme/topics discussed:
Poetry

How did you pick this theme or topic?
We are going to have poetry during the special dinner, so they can work on it.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First we started with an exercise to put verbs in the subjunctive form (it was a poem) and then we read poetry.
I split them in groups and each group had to discuss what their poem was about. Then I put 1 menber of each group together and have them explaining to the other what their poem was about. Finally we read them out loud trying to pronounce it perfectly.

How did students react?
Some loved it, others not so much… but in general they liked it.

Did they engage with each other and you?
Yes, they engaged pretty well.

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

Please attach a copy.

Would you recommend this activity for a future class?
Yes. It’s nice to challenge them every now and then.

Why or why not?
They like poetry (not all of them) and it’s something different.

Adv10-No te salves
Adv10-Hagamos un trato

RU F10 INT Guests. At the table

Class theme/topics discussed:
At the Russian table.

How did you pick this theme or topic?
Russian culture of receiving guests is very different from the American, and this class familiarizes students with the basics of Russian everyday life.

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

How did students react?
They enjoyed the activities, and the text brought about many questions.
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. Lesson 7_Sept 21_Etiquette

Would you recommend this activity for a future class?
Yes.
Why or why not?
It provides students with some cultural knowledge.

Intermediate Russian
Lesson 7
September 21, 2010

Прочитайте текст и поразмышляйте об отличиях традиционного приёма гостей в России и в Америке.

Один из распространенных стереотипов о русских – что это очень гостеприимные люди: они всегда рады гостям. Они любят и ходить в гости, и приглашать гостей к себе. Если вы пришли в гости, будьте готовы целый вечер сидеть столом, есть и пить. Сначала подают холодные и горячие закуски, потом всё убирают со стола и подают горячее – это может быть мясо, рыба, курица с разными гарнирами (овощи, рис, картошка и так далее). Потом всё опять убирают со стола и накрывают «сладкий» стол: торты, пирожные, выпечку, чай, кофе, фрукты (иногда фрукты стоят на столе с начала застолья). За столом произносят тосты. Часто в тостах звучат слова «Выпьем за…», «Хотелось бы выпить за…», а также пожелания и благодарности хозяевам или виновникам торжества.

Как вы думаете:

Кто разливает напитки в бокалы?
Как произносить тосты? Как ведут себя остальные гости?
Что говорят перед тем, как приступить к еде?

Ваше мнение:

1) Когда мы приглашаем гостей, важно приготовить вкусную еду.
Гости приходят не для того, чтобы есть, поэтому можно не готовить.

2) Семья всегда должна ужинать вместе.
У каждого в семье своя жизнь, и неважно, обедают все вместе или нет.

Это стихотворение написано в форме тоста. Прочитайте и переведите его.

Я пью за разорённый дом,
За злую жизнь мою,
За одиночество вдвоём,
И за тебя я пью, –
За ложь меня предавших губ,
За мёртвый холод глаз,
За то, что мир жесток и груб,
За то, что Бог не спас.
Анна Ахматова (1934)

RU S10 ADV Analyzing a poem by Iosif Brodsky

yClass theme/topics discussed:
Analyzing a poem by I. Brodskiy

How did you pick this theme or topic?
n/a

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

How did students react?
The task was challenging for them, but it didn’t make the class inefficient.
Did they engage with each other and you?
Yes.

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

Please attach a copy.
– Brodskiy #1 – the text of the poem with blanks Lesson 28_April 29_Brodskiy _1;
– Brodskiy #2 – the full text of the poem with accents, vocabulary footnotes, and questions Lesson 28_April 29_Brodsky _2;
– Brodskiy Teacher’s – more notes about using the material in class + additional questions Lesson 28_April 29_Brodsky TeachersNotes.

Would you recommend this activity for a future class?
Yes.

Why or why not?
It’s a cultural experience;
it requires the use of specific language;
it is a way to teach students to understand not only simple messages, but to analyze deep meanings and metaphors.

Advanced Russian
Lesson 28
April 29, 2010

1. Introduction:
– Слышали ли вы имя Иосифа Бродского? Что вы о нем знаете?
Students tell what they already know, then the teacher introduces some basic facts about the poet.

2. Listening to the recital (в исполнении В. Маслакова, например)
And filling in the blanks in the handout Brodskiy #1.

3. Students get the handout Brodskiy #2 with the full text and correct themselves. They look through the text and new words.

4. Reading loud the poem, paying attention to the new words. Translation into English if needed. + answering “additional questions” from the teacher’s copy (Brodskiy Teacher’s).

5. Answering the questions from the handout. Discussing the impression students have.

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.

 

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 S08 INT A Song “У природы нет плохой погоды”

Topics discussed: Russian literature: poetry and prose

Warm-up (10 min):
Listen to the song and fill in the blanks
Free discussion

У природы нет плохой погоды (“There is no bad weather in the nature”)

Песня из к/ф “Служебный роман”
Автор текста: Рязанов Э.
Композитор: Петров А.

У ______ нет плохой погоды
Каждая погода благодать* – grace
______ ли _______- любое время года
Надо благодарно* _______________ – thankfully

Отзвуки* душевной* непогоды – echo; emotional
В сердце одиночества* печать* – loneliness; stamp
И бессонниц* горестные* всходы* – insomnia; sad; coming-up
Надо благодарно ________________

Надо благодарно ____________

Смерть* желаний*, __________ и невзгоды – death; wishes
С каждым днем все непосильней* кладь* – beyond one’s strength; load
Что тебе назначено ¬___________
Надо благодарно _____________.

Смену* лет, закаты и восходы – change
И любви ___________ благодать
Как и дату своего ухода* – leaving
Надо благодарно ______________

Надо благодарно _______________

У _________нет плохой погоды
Ход* времен нельзя остановить* – order; to stop
Осень ________ как и осень _______
Надо не скорбя* благословить* – without grieving; to bless

Надо не скорбя благословить
Надо не скорбя благословить

Vocabulary Revision (20 min):

With the partner, take turns describing the meaning of the folowing words:

• Библиотека
• стихотворение
• пародия
• домашнее задание
• писатель
• музей
• интернет
• лекция

Game “Once upon a time…” (20 min):
(Oral Conversation Practice)

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