an archive of lesson plans
Activity 1: Pick a castle and in group gather information about it then share these information to the class.
Activity 2: Watch the video and answer the questions.
Activity 3: You are a tour guide, and you have to do the guided tour of one of the castles. Be creative and create a slideshow.
Language Resident Name: Xeniya Amelina
Day and Date: Tuesday, April 9
Language and Level (please circle): Russian Advanced
Class theme/topics discussed: time capsules.
Goals of the class: to discuss what characterizes our time and what characterized the epochs that have already passed, to get creative.
How did you structure the class? For this class we went outside to enjoy the weather. I started from showing the Ss a picture of a time capsule, asked them what they thought it was and what they knew about such capsules. Then I asked them various questions, such as why people make them, the capsule from what time in history they would like to find most and why, whether or not capsules should be country-specific or international etc. Then I gave out sheets of paper and we drew our own time capsules with the objects that we would like future generations and/or aliens to see. We discussed our choice of objects and their relevance/ importance. We finished off with talking about the ideal locations for storing time capsules and the time they should be opened.
What technology, media or props did you use? (Internet resources, handouts, etc.)
Laptop, sheets of paper, markers
What worked well in this class? What did not work?
The topic proved to be very inspirational!
How could this class be improved/ modified?
Perhaps asking Ss in advance to bring something they find important and would like to put in the time capsule to class would make it even more interesting.
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: Mayerly Gómez S.
Day and Date: 04-16-2024
Language and Level: Spanish Advanced class (6 students)
Class theme/topics discussed: What would you do if…?
Goal of the class:
-To share opinions and discuss about what students would do in different situations.
How did you structure the class?
*Music in the background*
– Greet the students and ask them to tell how they are feeling today. The students are asked to write in a piece of paper a situation to complete the prompt “What would you do if…?” (¿Que harías tu si…?). After everyone has written a situation, the students sit in a circle. As a whole class, one student reads his/her situation, and the next student has to briefly answer what he/she would do in that situation. Then, the student who answered has to read his/her situation and the next answers and so on until everyone has participated (20min).
– With a different partner, the students are given some cards with situations where they have to explain what they would do. They discuss ideas only with their partner this time (20min).
– Then, the students are given a sheet with different dilemmas. They have to pick one of them and roleplay the situation for their classmates. After each roleplay, students are encouraged to put themselves in the situation and say if they had done things the same way or differently (15min).
– Space for general questions, closing, and remind important dates and events (last day of language tables, international study break and OLC about projects (5min).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
– Speaker
– Printed sheet with cards about “What would you do if…?”
– Printed sheet with situations to roleplay
What worked well in this class? What did not work?
Today’s class flowed effortlessly, with students fully engaged in the roleplay activity. Their enthusiasm was contagious as they acted out different scenarios. I was impressed by their creativity, as many of them went above and beyond, adding rich details and expressions to their performances. Laughter filled the room, which is a sign of their enjoyment and sense of camaraderie. Witnessing their happiness and active participation was truly rewarding.
How could this class be improved/modified?
For this class, I would not modify or change anything.
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: Mayerly Gómez S.
Day and Date: 04-18-2024
Language and Level: Spanish Advanced class (7 students)
Class theme/topics discussed: Traveling.
Goal of the class:
– To talk and discuss about traveling experiences and preferences.
How did you structure the class?
*Music in the background*
– Greet the students and ask them to tell how they are feeling today. The students work in couples. They are asked to look in their phones for a picture about the last place they traveled to or visited. They have to explain and give more information to their classmate about the picture. After some time, volunteers can share their pictures to the class and explain a little about their visit (20min).
– With a different partner, students are given some cards with questions related to traveling. They are encouraged to discuss their ideas using the cards (10min).
– Then, the students are given a piece of paper with questions about their ideal vacation trip. They discuss ideas with a different partner and at the end, volunteers share their thoughts with the whole class (15min).
– Students are given a sheet with different hypothetic situations about traveling. They have to pick one and discuss with a partner about what they would do in the situation (10min).
– Space for general questions and closing (5min).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
– Speaker
– Printed sheet with cards about traveling
– Printed sheet with questions about the ideal trip
– Printed sheet with different travel problems to solve
What worked well in this class? What did not work?
Overall, I would say the class went well today. We decided to have the class outside because the students suggested it, and it turned out to be a great idea. Everyone seemed excited and being outdoors made the atmosphere more relaxed and friendly. It was nice to see how being outside made it easier for everyone to talk and share their stories. Many students had cool travel stories to tell, and they were also eager to talk about their upcoming summer trips. Today’s class showed me how nice it can be to have class outside, where everyone feels comfortable sharing and learning together.
How could this class be improved/modified?
For this class, I would not modify or change anything.
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.
Activity 1: In groups, find information about Asterix and Obelix and tell the class about your findings. It will be useful for the next activity.
Activity 2: Game : I divided the class into two teams and ask them general questions about Asterix and Obelix (the questions are listed below).
Activity 3: In groups, create a new character that could be part of the comic book, explain your choice, the role of the character in the village etc.
Questions pour le quiz :
Language Resident/Assistant Name: Mayerly Gómez S.
Day and Date: 04-15-2024
Language and Level: Spanish Intermediate class (3 students)
Class theme/topics discussed: Problem solving.
Goal of the class:
-To discuss and share opinions to solve problems related to different scenarios.
How did you structure the class?
*Music in the background*
– Greet the students and ask them to tell how they are feeling today. The students work in couples. They are given a sheet with different problematic situations. They have to choose one and discuss about possible solutions to this problem. After discussing as a couple, the students share their situation with the rest of the class and the possible solutions they discussed. The other couple of the class has to say if they agree or not with the possible solutions and propose other ideas (20min).
– With a different partner, the students are given some cards with situations where they have to propose different solutions. They discuss ideas only with their partner this time (20min).
– Then, the students are given a piece of paper where they have to write a problem for the other couple to solve. Both couples share out loud the possible solutions for the problem they were given (15min).
– Space for general questions, closing, and remind important dates and events (last day of language tables, international study break and OLC about projects (5min).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
– Speaker
– Printed sheet with situations to solve
– Printed sheet with cards about different problems
What worked well in this class? What did not work?
Today’s class I faced a familiar challenge: maintaining engagement and conversation among students who struggle to generate ideas or lack vocabulary to express themselves. I found myself actively participating to keep the discussion flowing, asking probing questions and encouraging interaction between students. For this group is difficult to keep conversations going without any guidance. Most of the time, I let them talk, and when I see they get stuck with a word, I jump in to provide support. If they all remain silent, I introduce a relevant question to encourage students to continue the discussion.
I was surprised when a similar comment that arose during mid-semester feedback resurfaced. During class, a student expressed a desire for more focus on “real-life situations.” I asked her to explain what she meant so I could better understand and address her concerns. However, she struggled to articulate her idea in more detail. In response, I explained my approach of using cards and varied activities with the objective of immersing students in different scenarios, challenging them to use the language authentically and hopefully, making efforts to use all the language they know to the best of their ability. I emphasized the importance of being prepared to communicate effectively in any conceivable situation they might encounter in the target language. This interaction highlighted the importance of clarifying the objectives of the activities and reinforced my pedagogical approach, which aims to challenge students to use language authentically in diverse contexts.
How could this class be improved/modified?
To help students feel confident about speaking up, I could implement activities to learn new words together and give extra help when they need it. Doing fun activities, like roleplays, can also help them practice using the language. It is important to give students enough encouragement and help to build up their confidence to use the language in a communicative and effective 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.
Language Resident Name: Xeniya Amelina
Day and Date: Tuesday, April 23
Language and Level (please circle): Russian Advanced
Class theme/topics discussed: Earth Day, nature.
Goals of the class: to discuss nature and sustainability, to learn new vocabulary.
How did you structure the class? We started out in the lounge, where I asked the Ss what their favourite places in nature were (specific places). Then I asked what holiday there was yesterday and they guessed it right – Earth Day! We discussed what they knew about it, why it is celebrated etc. After that we went to Pomona farm. I gave out the handouts where the Ss had to fill in the following boxes “I see, I hear, I feel, I smell, I do”. It heled us connect with the nature around us more and also allowed us to use a lot of Russian words related to it, as well as to learn new ones. After talking about what each of us wrote down, we switched to the questions on the other side of the handout. The questions were related to the environment, eco-friendliness and personal habits.
What technology, media or props did you use? (Internet resources, handouts, etc.)
Laptop, handouts (attached below)
What worked well in this class? What did not work?
We enjoyed the time outside, and the handout allowed us to become more mindful of our surroundings. In addition, the Ss picked up a lot of useful vocab.
How could this class be improved/ modified?
Perhaps pre-teaching certain vocab could help out, if it is more difficult for the Ss to remember new words. In my case I am lucky to have Ss that retain vocab really well, so I knew that being outside and having real-life examples of certain vocab would be enough for them.
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: Mayerly Gómez S.
Day and Date: 04-11-2024
Language and Level: Spanish Advanced class (6 students)
Class theme/topics discussed: Tongue twisters and roleplays.
Goal of the class:
– To practice speaking skills through tongue twisters.
– Practice speaking skills through roleplays about different situations.
How did you structure the class?
*Spanish music in the background*
– Greet the students, ask them to share with a classmate how their day is going so far. In pairs, with the help of a sheet with tongue twisters the students are challenged to read and repeat them as fast as they can. After some time, they are asked to pick their favorite and say it out loud with the objective of trying to understand as a whole class what the tongue twister means (25min).
– With the help of a PPT, the students do a roleplay activity called “Keep the conversation going”. The students are shown different situations, and they must be creative to keep talking and not make the conversation stop (25min).
– In pairs, the students are asked to think as a couple in one situation, assign roles to each other, and keep talking (5min).
– Space for general questions, share final thoughts and closing (5min).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
– Printed sheet with tongue twisters
– PPT with different roleplay situations
– Speaker
– Computer
What worked well in this class? What did not work?
For this class, students enjoyed practicing tongue twisters. They allowed students to challenge their pronunciation, fluency and boosted their confidence. Additionally, students got very creative during roleplays, where they actively engaged with various scenarios, asking questions about vocabulary specific to the situations they encountered. These activities were useful to help the students test their linguistic abilities and enjoy the process at the same time.
How could this class be improved/modified?
I would not change anything this time. The students seemed to enjoy the activities while practicing their Spanish skills.
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.
Activity 1: What is your favorite restaurant? Have you ever been to a French restaurant? If yes, share your experience !
Activity 2: You are lost in Paris, in Lyon or in Lille and you need to ask for directions. I gave them three different maps and I divided the class into groups of two. One student had to ask for directions and the other one had to explain where to go. Then, exchange roles !
Activity 3: Role play: I gave them copies of the menu of a restaurant in Valenciennes in the North of France and they had to order food and drinks.
Language Resident Name: Xeniya Amelina
Day and Date: Wednesday, April 17
Language and Level (please circle): Russian Intermediate
Class theme/topics discussed: filler words and texting culture
Goals of the class: to introduce filler words in Russian, to discuss unspoken rules of texting and video calls etc
How did you structure the class? I began from asking my S to imagine a situation when he needs to tell a really long story to a friend in a different city. He had to choose how he’d do it: vie text, voice message, video call or a carrier pigeon . After that we transitioned to discussing filler words, why they are used, whether or not they should be used etc. We broke down the Russian term for filler words, since it has a peculiar background story. Then I asked my S to listen to 2 voice messages https://youtu.be/Zxcuea-biCM?si=sZrHBwzQdmR2y9XJ and note down any Russian filler words he can hear. Spoiler: they were riddled with them! We had an interesting discussion afterwards, talking about how many ways there are in Russian to fill your speech with nonsensical words. After discussing the video, I gave the S 7 printed out comments that I found under that video. They either contained great idioms, something funny or something related to culture. Having laughed at and discussed the comments together, I asked the S to fill out the EVAL.
What technology, media or props did you use? (Internet resources, handouts, etc.)
Whiteboard, laptop, presentation, printed out comments
What worked well in this class? What did not work?
We were laughing a lot! The S said it was a super culturally-immersive CC
How could this class be improved/ modified?
As one of the follow-up activities I could give the S a text (or a set of comments, again), for him to spot the filler words and cross them out, making the speech clearer and better.
Language Resident/Assistant Name: Mayerly Gómez S.
Day and Date: 04-08-2024
Language and Level: Spanish Intermediate class (3 students)
Class theme/topics discussed: Word association + discussion about preferences.
Goal of the class:
– To play a game to recall vocabulary related to different topics.
– To share personal experiences/preferences with the help of cards.
How did you structure the class?
*Music in the background*
– Greet the students and ask them how they are feeling today. The students are asked to sit in a circle. I will give them a category and they have to mention words related to it and pass to the next person. The objective is to make the effort to recall vocabulary related to specific topics. Topics: Animals, colors, jobs and occupations, and study fields (20min).
– With the help of some cards with statements and pictures, the students are asked to work in pairs and talk about different topics and personal experiences/preferences. After some time, they are told to change couples so they can listen to different people speaking (20min).
– Based on the previous activity, the students are given a piece of paper, and they have to write their own ideas to complete the phrase “Ten una conversación sobre…”. Then, they use these ideas to keep talking with their classmates (15min).
– Space for general questions and closing. Students are asked to share and mention at least one new word they learnt today. (5min).
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
– Speakers
– Printed cards to share experiences/preferences
– Paper and pencils
What worked well in this class? What did not work?
The students enjoyed the activity where they named different words related to specific topics at the beginning of the class. It is evident that they get highly engaged when activities are game-related and challenging because I can tell they participate more actively than usual.
While I do not perceive this as something that “did not work”, I have noticed that sometimes the students’ disposition to participate or put in extra effort may not be the best at times. It seems to me they have the potential to extend their ideas further, but perhaps due to a lack of motivation or mood, they tend to keep their contributions short and simple.
I try to encourage them to expand their ideas and make the effort to go beyond providing brief answers. I believe in their abilities and know they can achieve more, but occasionally their level of energy or commitment may not be sufficient or the best. I think this is due to being almost at the end of the semester and all the recent events that have occurred on campus recently.
How could this class be improved/modified?
While this observation is not specifically related to this class, I think it is important to search and use new strategies to maintain students’ motivation and engagement. Given the small group size, actively participating in conversations with the students, asking clarification questions, and encouraging them to elaborate further on their ideas can be beneficial to make the learning experience more meaningful and push the students to use the language as much as they can.
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.
Activity 1: Do you celebrate Easter with your family? If not, can you talk about a family tradition that you celebrate.
Activity 2: Facts about Easter : True or False?
Activity 3: Pictionary: The students have to draw words related to Easter and Spring on the board.
The class went great, and the students really liked the activities !
Language Resident Name: Xeniya Amelina
Day and Date: Monday, April 15
Language and Level (please circle): Russian Intermediate
Class theme/topics discussed: space travel, the first human in space, space tourism.
Goals of the class: to familiarize the S with the Cosmonautics Day, which is celebrated in post USSR countries, to discuss space.
How did you structure the class? For this class we went outside and I began from showing a photo of space to my S. I asked him to describe what he saw and tell me what he knows about space. Then I gave him 2 words with some of the letters missing. He had to put the letters in the correct place to get День Космонавтики (The Cosmonautics Day) right. I encouraged the S to make suppositions about what it meant etc. My S already knew some info about the holiday, which was great! Afterwards I gave him a worksheet, which was a transcript of a 2-min video on the topic (https://youtu.be/UmV2SgrfEZg?si=W2T36RYz1w5c9psF), but had gaps and a vocabulary task. When we were done with all of this, we discussed the pros and cons of space travelling and space tourism, talked about American and Russian/Soviet space programmes.
What technology, media or props did you use? (Internet resources, handouts, etc.)
Laptop, handout
What worked well in this class? What did not work?
The S enjoyed the listening comprehension activity and was invested in the topic. Plus, going outside gave us more prompts to discuss!
How could this class be improved/ modified?
It was a great class!
Conversation Class Lesson Summary
Language Resident Name: Lea Marie Uhlending
Day and Date: Thursday, 04/11/24
Language and Level: Advanced Class
Class theme/topics discussed:
Das Institut für Sexualwissenschaft and Magnus Hirschfeld – German queer history
Goals of the class:
shine a light on a part of German history that really isn’t talked about
How did you structure the class?
I first asked her if she had ever heard of the Institute for sexual science, she had not, and explained to her that we we’re going to dive in to a part of German history that not a lot of people know about (even in Germany). First I gave her a little overview of the man that founded the institute, and we discussed his impressive life. Then I talked to her about what the Institute was and what it offered to its patients/scientists/the people of Berlin. She was very surprised to learn about the range of treatments and events the institute offered. Afterwards I told her about the raid, destruction and book burning committed by the Nazis.
What technology, media or props did you use? (Internet resources, handouts, etc.)
powerpoint
What worked well in this class? What did not work?
Just as I thought the student hadn’t heard of the institute or Hirschfeld. But she was very interested in learning more about it. And due to her advanced level we could have an in depth discussion about why this part of German history is “hidden”.
How could this class be improved/ modified?
This is a topic that is very important to me. It is important to highlight how much progression the Nazi’s ruined and also show that queer people have always existed. I would really like to modify this class so that I could also teach it in my intermediate class.
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