Date:! ! Class:! Homestay!Simulation!

2014 Student Program Lesson Plan Template For step-‐by-‐step help in completing this document, please see the accompanying guide.

Date: Class: Homestay Simulation

Language Level: Novice-‐high Grade 9-‐12 Day in

Unit

1 Minutes 45

Unit Theme and Question: Farewell banquet. What is a banquet table like? How do we propose a toast?

STAGE 1: What will learners be able to do with what they know by the end of this lesson?

DO What are the learning targets for this lesson?

KNOW What vocabulary, grammatical structures, language chunks, cultural

knowledge, and content information do learners need to accomplish the lesson can-do?

Learners will be able to… • Propose a toast. • Demonstrate understanding of the role and importance of toasts in Russian

culture.

Review/Re-‐entry:

• Table settings • Food served at a party

New Learning:

• Vocabulary: любовь, успех, счастье, дружба, знакомство • Grammar: за + acc. • Language chunks: Я хочу поднять свой бокал….. Я хочу предложить тост

за… • Culture: A toast is more than a simple Cheers!. A person proposes a toast

and then breaks into an anecdote or story.

STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-‐do?

Learners will propose toasts to demonstrate appreciation for their host family and warm feelings about their experience with them.

STAGE 3: What will prepare learners to demonstrate what they can do with what they know?

How will you facilitate the learning? What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing?

Opening Activity

How can you capture the students’ energy and commitment for today’s lesson?

a. Teacher greets learners. b. T presents scenario to Ls: the host family and their friends will gather at

the host family’s house for a goodbye dinner. c. T shows Ls infographic about formal place settings. d. Working in pairs, Ls use information in the infographic to label a less

formal place setting. e. T and Ls review less formal place setting.

Time:

7

Materials:

Infographic: http://www.rzn.aif.ru/pictures/201303/tableappointments-‐infogr-‐upd3.jpg

Basic image of place setting: http://www.scae4-‐ha.com/Professional%20DVPMT/basic_place_setting.gif

Rationale: When we talk about food, Ls often want to know the words for tableware. This opening activity is meant to respond to that common student interest.

Learning Episode

Re-‐entry. Food and drinks.

a. T tells Ls they’re going to set the table for the party. b. Ls form groups of 4-‐6 and cover their table with a sheet of butcher paper. c. T asks Ls to “set” the table and draw and label their place setting on the

butcher paper. d. Then T asks Ls to brainstorm on their butcher paper food and drinks that

might be served at the party (i.e. вода, сок, шампанское, фрукты, овощи, салаты).

Time:

13

Materials:

Butcher paper, crayons or markers

Learning Episode

Presentation. Proposing a toast.

a. T explaines that toasts are exteremely important in Russian culture, and that not toasting your host is very rude.

b. T models proposing toasts and with target vocabulary: любовь, успех, счастье, дружба, знакомство and uses TPR to convey meaning of toasts. T notes use of the accusative.

c. T presents task to Ls: to create an illustration for one of the toasts, a sound for one of the toasts, and a gesture or motion for one of the toasts. There are five types of toasts, but groups only have to choose three.

d. Working in the same groups as the previous activity, Ls create an illustration, sound and motion.

e. To present their illustrations, sounds and motions, groups show them as they propose toasts. For example, if a group drew a heart for love, one group member will say «Я хочу предложить тост за любовь» while another group member holds up the heart drawing.

Time:

13

Materials:

Goblet with water, metal utensils

Paper and markers

Optional: (plastic) goblets or glasses

Learning Episode

Practice. Toasts / Снежный ком.

a. To practice proposing toasts, in their groups of 4-‐6 at their “dinner tables”, Ls play Снежный ком.

b. L1 proposes a toast to A. Then L2 proposes a toast to A and B. Then L3

Time:

7

Materials:

proposes a toast to A, B, and C and so on.

Learning Episode

Closure. Ticket to leave – Proposing a toast.

a. T reminds Ls that today they’ve learned to propose a toast and that in the next lesson they’ll finish their toasts.

b. To review phrases for proposing a toast, Ls complete a ticket to leave with a sentence slash, which has key words. Ls add words and change endings as needed.

c. After they complete their tickets, Ls compare with a partner.

Time:

5

Materials:

Sentence slash: я / предложить / дружба à Я хочу предложить тост за дружбу.

Expansion Ideas

Time: Materials:

Reflection/Notes to Self




Unit

Midway Minutes 45






Learners will… • Propose a toast. • Share a good memory of a time with the host family.

Review/Re-‐entry:

• Vocabulary: Units 1-‐9 Review • Grammar: Units 1-‐9 Review • Vocabulary: любовь, успех, счастье, дружба, знакомство • Past tense • Grammar: за + acc. • Language chunks: Я хочу поднять свой бокал….. Я хочу предложить тост

за… New Learning:

• Complex toast with proposal chunk and supporting anecdote



Using a concept map for support, pairs or groups of learners will present a toast to the class (proposal + anecdote).



Opening Activity


a. Teacher greets learners. b. T shows Ls picture of people toasting. c. In pairs, Ls say what the people in the picture might be saying. d. T encourages Ls to use phrases from U9 Lesson1.

Time:

5

Materials:

Picture of people toasting (for example, http://altosdesintra.com.br/images/empreendimento/01.jpg)

Learning Episode

Re-‐entry. Emotions – adverb wordsnake.

a. T presents wordsnake to Ls. (A wordsnake is a series of words written without space between words. Ls read the wordsnake and draw lines to show where one word ends and the next one begins.)

b. In pairs Ls write lines betwen the words. c. T reminds Ls that many of these adverbs were used in U9 to talk about

how they felt about past experiences. T asks pairs to give examples (orally in pairs) of times of happy, scary or difficult moment.

d. As pairs share, T listens for use of dative case pronouns and adverbs. T provides corrective feedback as necessary.

Time:

10

Materials:

For each pair: A word snake with 4 adverbs from U9 along with 2 or 3 other adverbs.

Learning Episode

Presentation. A concept map of a good memory.

a. T tells Ls that after proposing a toast, people typically share an anecdote related to what they’re toasting to.

b. T gives Ls text of sample toast where someone both proposes a toast and tells an anecdote using Я помню как

c. As a class, T and Ls use concept map outline to list the main ideas and details of a toast.

Time:

15

Materials:

Text of a sample toast featuring the proposal of a toast as well as the anecdote, e.g. (Я хочу предложить тост за дружбу! Вы – самые лучшие друзья! Мы ходили вместе в цирк и там было много тигров. Тигры были очень интересные и красивые. Мне было так весело! Спасибо, друзья за отличный день в цирке и за дружбу!)

Concept map outline with space for introductory proposal chunk, adverbial construction, and past tense narrative.

Learning Episode

Practice. Write concept maps.

a. Working in groups of 2-‐3, Ls write and illustrate a concept map of a toast that they’ll share as a group.

b. Ls practice their toasts/anecdotes.

Time:

8

Materials:

Learning Episode

Closure. Share concept maps.

a. Pairs or small groups of Ls, give a toast (proposal + anecdote) to the whole class.

Time:

7

Materials:

Glasses and juice for toasting

Ideally, the classroom tables are arranged as long banquet tables with tablecloths and decoration. While Ls aren’t actually dining, the arrangement of table and props like tablecloth and decoration help them imagine what it might feel like to give a toast at a banquet/dinner party.

Expansion Ideas

Time: Materials:





Unit

Culminating activity Minutes 45






This lesson is the culminating activity of the unit, and reflects what learners have learned throughout the entire unit.

Learners will…

• Have a dinner party at which they eat Russian food and toast their new friends and new experiences.

Review/Re-‐entry:

• Vocabulary: Units 1-‐9 Review • Grammar: Units 1-‐9 Review • Vocabulary: любовь, успех, счастье, дружба, знакомство • Past tense • Grammar: за + acc. • Language chunks: Я хочу поднять свой бокал….. Я хочу предложить

тост за… • Complex toast with proposal chunk and supporting anecdote



Learners will film themselves having a mock farewell banquet and giving toasts.



Opening Activity


a. T projects pictures from earlier units and asks Ls what they were doing when the pictures were taken.

Time:

3

Materials:

Pictures from earlier units

Learning Episode

Word unscramble

a. T reminds Ls of expressions from U9L1 and presents list of scrambled words.

b. Ls unscramble words. This list will serve as a word bank for the next activity.

Time:

3

Materials:

Emotion words scrambled.

Learning Episode

Model

a. Ls form groups of 3-‐4. T gives each group a set of sentence strips. b. Ls arrange strips into a short paragraph. c. Using paragraph, groups complete T-‐chart.

Time:

10

Materials:

Model toast text

T-‐chart: in column 1 Ls list experiences and in column 2 Ls list corresponding emotions

Learning Episode

Rough draft.

a. Individually, Ls reflect on their homestay experience and complete a T-‐chart, like the groups did for the model text, listing experiences they had and how they felt about them.

Time:

5

Materials:

T-‐chart

Learning Episode

Dinner party preparation

a. T projects table setting from U9L1 and passes out “food” and tableware, asking Ls to set up “banquet” table.

b. Ls line up and pass items from T to 2-‐3 Ls who are setting table. Each person repeats name of item to review

c. Depending on class size, it may be best to have several separate tables.

Time:

5

Materials:

Food (fake or real) & tableware

Learning Episode

Dinner party

a. Ls rehearse their dinner party, including toasts. Ls should be required to try all the food on the table and give at least one toast.

b. Ls film themselves having a dinner party and making toasts. The role of the host family can be played by students in turns or can be played by empty chairs with printouts of the host family member faces taped to the top. Ls can take turns filming as well.

Time:

20

Materials:

Food, tableware, camera or ipad

Expansion Ideas

Ls can make cards for their host families, thanking them for the experiences they appreciated.

Time: Materials:


Date:! ! Class:! Homestay!Simulation!

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