STCLV U3L1 FINAL - Concordia Language Villages · ! 2014StudentProgram!LessonPlanTemplate!!!!...

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: Russian Salad: What do we need to make a salad?

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 form the plural of the vegetables used for making salads.

Review/Re-‐entry:

• Grammar: Plural of masculine and feminine nouns. • Vocabulary: Items in the classroom

New Learning:

• Vegetable vocabulary: картофель/potato, помидор/tomato, огурец/cucumber, морковь/carrot, капуста/cabbage.

• Grammar: Count vs. Non-‐count nouns

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 sort vegetables into groups according to plural morphology.

Learners will play a card game focusing on non-‐count, singular and plural vegetables.

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?

Survey: Кто любит капусту?/Who likes cabbage?

a. T greets Ls. b. T surveys Ls in class to find out who likes potatoes, tomatoes, cucumbers,

carrots, and cabbage: T shows Ls potatoes and asks Кто любит картофель?/Who likes potatoes?. Ls who like potaotes raise their hands. T should also include food cognates learned in Russian 1 like банан/banana, шоколад/chocolate, чипсы/chips, since these are popular food items with Ls, and cabbage and cucumbers might not be as popular.

Time:

3

Materials:

Real or plastic foods

Learning Episode

Re-‐entry. Formation of plural nouns.

a. T places two baskets/containers on separate tables/desks in the classroom. Each basket has a sheet of paper taped to it, 'Ы' one one and 'И' on the other.

b. From a backpack T takes a pencil and asks Что это?/What’s this?. Ls respond chorally. T takes another pencil and asks А это?/A this?. Ls responda chorally. T asks Пишется через ы или и?/Is that spelled with ы or и?. Ls respond chorally, and T drops pencils into the basket labeled 'И'.

c. From a bowl, T takes a tomato and repeats the process from step b. d. T continues, alternating classroom items from the backpack and food

items from the bowl.

Time:

12

Materials:

Real or plastic vegetables (used in previous lesson)

Learning Episode

Presentation: Count and non-‐count vegetables.

a. T draws a tomato on a card and asks Ls Что это?/What’s this?. b. T takes another card and draws two tomatoes on it and asks Что

это?/What’s this?. c. T does the same with cucumber/cucumbers. d. T does the same with potato and cabbage and adds explanation that some

fruits and vegetable are non-‐count, so they only appear in the singular (like ‘spinach’ or ‘celery’ in English).

e. T distributes cards to Ls and asks them to draw the same 8 cards the T drew in the presentation.

f. Working pairs, Ls show a card to their partner and ask Что это?/What´s this?.

g. T listens and provides feedback before the next activity.

Time:

15

Materials:

3”x5” index cards cut in half, 9 ½ cards for each L

Learning Episode

Practice: Привет, морковка! with vegetable vocabulary.

a. T tells Ls to draw a carrot on the ninth card. b. Pairs from the previous activity join another pair to form a group of four.

In groups of four, Ls play Привет, морковь!/Slapjack. T listens for

Time:

10

Materials:

Привет, морковь! is a game like slapjack. Ls sit in a circle and take turns placing a card in the pile in the center of the table.

cucumber/cucumbers, tomato/tomatoes, potato/potato, and cabbage/cabbage.

As Ls place the card on the table they say what is shown in the card. If a L places a carrot card on the table, players race to be the first to slap the pile of cards and say Привет, морковь! Like in slapjack, the first person to slap the pile of cards, collects the cards.

Learning Episode

Ticket to leave

a. Project a “splash” of singular and plural vegetables, and ask the Ls to sort them into singular, non-‐count, plural-‐и, and plural-‐ы.

Time:

5

Materials:

Tickets to leave

Expansion Ideas

This lesson focused on plurals formed by adding –ы or –и. Subsequent lessons could explore plurals of neuter nouns, nouns that shift stress in plural (house vocabulary from Unit 2) and irregular plurals (professions vocabulary from Unit 1).

Learners could share a picture of a salad or vegetable side dish that they like and list the ingredients. Including only five vegetables in the first two lessons of this unit gives Ts and Ls an opportunity to add additional vocabulary items suggested by learners, in order to personalize vocabulary learning.

Time: Materials:

Reflection/Notes to Self

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


Language Level: Novice-‐high

Grade

9-‐12 Day in

Unit

Midway Minutes 45

Unit Theme and Question: Russian Salad: What do we need to make salad?





Learners will be able to skim a recipe for ingredients.

Review/Re-‐entry:


New Learning:

• Additionaly salad vocabulary: майонез/mayonnaise and масло/oil. • Culture: Salat Olivier is a traditional dish served at Russian New Year.

Russian New Year is a special holiday with elements that remind Americans of July 4, Halloween, Thanksgiving and Christmas.



Learners will skim recipes of popular salads, highlight ingredients, and then choose a salad that they would want to prepare and try.



Opening Activity


a. T greets Ls. b. T shows first 10 seconds of this cooking demonstration. c. T shows pictures of several different salads and asks Ls, based upon what

they learned in the previous lesson, to guess which salad the chef is going to prepare in the video.

d. Ls responds. T show the next 10 seconds of the clip.

Time:

3

Materials:

http://youtu.be/fjfee0hy1cY

pictures of different Russian salads

Learning Episode

Re-‐entry. Play Что это?/What is it?

a. T displays a close up of a picture of a food item. T asks Ls, Что это?/What is it?

b. Ls guess

Time:

3

Materials:

Close up pictures of foods. Example of What is it?: http://learnenglishteens.britishcouncil.org/study-‐break/what-‐it/what-‐it-‐052

Learning Episode

Vegetables commonly found in salads.

a. Divide learners into groups of 2-‐3. Give each group 3-‐4 vegetables and 2-‐3 foods that are not commonly found in salads and a bowl. Ask the learners to decide which of their items go in a salad & put those items in the bowl.

b. Each group presents their salad: у меня в салате есть…

Time:

5

Materials:

Real or plastic vegetables

Bowls

Learning Episode

Popular Salads

a. T presents to Ls Salat Olivier, explains significance, and asks Ls to guess main ingredients.

b. T repeats with several other popular salads (e.g. винегрет/vinaigrette). c. T presents words for mayonnaise and oil. d. T asks Ls which salads have mayonnaise in them and which have oil.

Time:

10

Materials:

Pictures of popular salads, perhaps a picture of Новый год with елка & праздничный стол to demonstrate significance of оливье.

Learning Episode

Reading photo recipes

a. Ls form groups of 4. b. T distributes four salad photo recipes (from salads in previous activity) to

each group. c. Each group member takes a recipe, reads the list of ingredients, looks at

the pictures, skims the recipe for the ingredients, and highlights them. This activity is meant to give Ls experience reading authentic texts. Using a photo recipe encourages Ls to use visuals to help with reading comprehension, and highlighting the ingredients as they appear in the recipe gives Ls a sense of accomplishment in reading an authentic text.

d. Ls exchange photo recipes.

Time:

10

Materials:

Photo recipes of popular salads

Learning Episode

Salad-‐making roleplay relay

1. Explain that groups will pretend they are making salads with their host mom. Each of the groups from the previous activity is assigned one of the previous recipes, for which they much retrieve ingredients from the refrigerator. Groups stand in lines at one end of the classroom with foods at the other end.

2. The person at the end of the line is the host mom and reads the first ingredient. The person at the front of the line then goes to the “refrigerator” at the other end of the room to get an ingredient.

3. The person runs back with one of the ingredients and passes it to the first person on his team and says: “Вот помидор.”

4. That person passes it to the next person and says “Вот помидор”. 5. They pass the помидор to the end of the line of team members and the

“host mom” puts it in a bowl. 6. The next person in line then runs to the refrigerator to get the next item

and brings it back. This continues like a relay until one team has all the ingredients for their recipe. That team wins!

Time:

10

Materials:

Real or plastic vegetables

Scarf for “host mom”

7. For added challenge, the refrigerator can run out of items, and the team who retrieves the most of their desired items wins.

Learning Episode

Learning check

a. T polls Ls to find out which salad they would want to taste and why: they can say they don’t like (mayonnaise) etc. or they really like (carrots).

Time:

4

Materials:

Expansion Ideas

Ls prepare salads. For this activity, change the learning check to a discussion of which salad they would like to make.

Time: Materials:


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


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

Unit

Culminating Activity Minutes 45

Unit Theme and Question: Russian Salad: What do we need to make salad?





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

Learners will be able to…

• write a blog post about what they bought at the store in order to prepare a salad with a member of the host family.

Review/Re-‐entry


• Grammar: Plural of masculine and feminine nouns. • Купить (past) + acc case (if necessary, this can be taught as a chunk)

New

• Culture: Instead of putting money directly in the cashier’s hand, customers place it on the counter or a plate on the counter. The cashier takes the money and places the change on the counter or plate instead of in the customer’s hand.



Learners will write a blog post about what they bought at the store in order to prepare a dish with a member of the host family.



Opening Activity


T shows a sample blog about going to the market to purchase fresh fruits and vegetables in Russia.

Time:

3

Materials:

Learning Episode

Re-‐entry. Magic word unscramble.

a. Before the lesson, T hides post-‐it notes around the classroom. On the post-‐it notes are food words that are both words that Ls have learned this unit and words that will appear in the running dictation.

b. To review food vocabulary learned in this unit, Ls find and unscramble

Time:

7

Materials:

Post-‐it notes with scrambled words, for example, Ls find дорпиымо, unscramble it, write помидоры, and show it to T

words in search of the magic word. i. In pairs, Ls find and unscramble words and show to T to find out

if they’ve found the magic word. ii. The pair of Ls that finds the magic word wins. iii. NOTE: The magic word does not need to be selected ahead of

time. The activity is more effective if the magic word is whichever word the students find last.

to find out if it’s the magic word. Repeated words are fine.

Learning Episode

Running dictation

a. Hang two papers, A &B, on the wall, on opposite sides of the room. Ls form pairs for running dictation. One partner is responsible for dictating paper A and taking dictation for paper B, and the other partner does the opposite. When the teacher says start, Partner A speed walks to paper A, reads the first part of text A, and walks back to partner B to dictate as much as possible. Partner B writes down what partner A has said. This continues until partner A has dictated all of text A. Then, partner B does the same for text B, while partner A writes. The first team to finish both texts correctly (spelling counts!) is the winner.

b. Once Ls have written the two texts, T displays four pictures (labeled 1-‐4), and Ls decide which picture goes with text A and which with text B.

Time:

10

Materials:

Two short texts (A & B) about buying food to prepare a salad. Texts are models for blog post & one should include cultural note about how money is handled at the market.

Learning Episode

Rough draft

a. Working in pairs, Ls write on the graphic organizer the dish they’re going to prepare with their host family and ingredients they’ll need to buy at the store.

b. T introduces купить – мы купили c. Then, Ls write a blog post (minimum 5 sentences) about what they bought

at the store/market in order to prepare the dish.

Time:

10

Materials:

Shopping cart graphic organizer

Learning Episode

Peer revision

a. Pairs exchange drafts with another pair. b. Using a peer revision checklist, Ls check for spelling, specific grammar

points and general writing mechanics.

Time:

5

Materials:

Peer revision checklist.

Writing rubric.

Learning Episode

Blog post

a. Ls exchange revised drafts and type blog posts. b. Ls attach picture to blog post. To create picture, Ls either copy and paste

clipart images of the food they bought or draw and color what they bought and use the iPad to take a picture of their drawing.

Time:

10

Materials:

Art materials and/or clipart

Expansion Ideas

Ls role-‐play buying food at the market. Time: Materials:


STCLV U3L1 FINAL - Concordia Language Villages · ! 2014StudentProgram!LessonPlanTemplate!!!!...

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