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: Family meal time: What Russian foods do I like? How do I politely accept or decline food?

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… • express food likes and dislikes. • List foods and drinks that Russians serve at mealtimes

Review/Re-‐entry:

New learning:

• Vocabulary: каша/hot cereal, бутерброд/sandwich, суп/soup, мясо/meat, макароны/pasta, рис/rice, компот/compote, сок/juice.

• Language chunks for singular and plural: Мне нравится/нравятся… and Тебе нравится/нравятся…?

• Culture: Typical Russian lunch consists of a first course soup and a second course meat dish and is served with a starchy side dish like pasta, potatoes or rice. Supper is similar, but does not generally include the first course of soup.

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 fill-‐in a word web listing their food likes and dislikes for those foods commonly served at Russian meals.

Learners will share orally their food likes and dislikes.

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 shows Ls Eralash clip: Ералаш – Компот:

http://youtu.be/gga1BEHNYOk c. T asks Ls if the brothers were eating lunch or dinner. (Answer: We know

it’s lunchtime because they’re eating soup.)

Time:

7 min.

Materials:

Eralash video clip

Learning Episode

Re-‐entry. Poll. Using Мне (не) нравится… to express likes and dislikes.

a. T polls Ls about their likes and dislikes. b. T can ask questions involving known food vocabulary from Unit 3 and

cognates like шоколад/chocolate, пицца/pizza, and томатный суп/tomato soup.

c. Ls respond by either raising their hands, holding up a yes/no card, or with a clicker. (T's preference).

Time:

5 min.

Materials:

Poll: Prepared list of questions

Learning Episode

Foods your host mother might offer you.

a. T uses pictures to present foods to Ls. b. T asks Ls a variety of questions using the following patterns to practice the

names of foods: • Do you like (pasta)? • Do you like (pasta) or (rice)? • What is this?

c. T hangs three posters in different areas of the classroom and asks for a volunteer to model the next activity: T asks volunteer a question like «Тебе нравится пицца?». If the L expresses a strong like or dislike, the T asks L to stand near poster 1 or poster 3, respectively. If L’s paraverbal response is something like “Well, I guess I like pizza”, the T asks L to stand near poster 2.

d. Optional step: Other volunteers model activity. e. T asks Ls «Тебе нравятся макароны?»/Do you like pasta? and Ls move

around the room and stand next to the poster with their answer written on it. Ls that really like pasta stand near poster 1, Ls that are okay eating pasta near poster 2, and Ls that don’t like pasta near poster 3.

f. T repeats Step F with the remaining food words.

Time:

8 min.

Materials:

Pictures of the following foods and drinks: каша/hot cereal, бутерброд/sandwich, суп/soup, мясо/meat, макароны/pasta, рис/rice, компот/compote, сок/juice.

Posters: Poster 1: Мне очень нравится/нравятся…, Poster 2: Мне нравится/нравятся…, Poster 3: Мне не нравится/нравятся…

Learning Episode

Listing foods you like and dislike.

a. T hands out word webs to Ls, projects word bank on OHP, and explains that Ls are going to list which foods they love, like and dislike

b. Ls fill-‐in webs, with foods they love, like and dislike c. If Ls have never eaten or drunk a food like hot cereal or compote, they

can guess whether they’d like it.

Time:

15 min.

Materials:

Word web with three ovals each labeled with the three phrases from the three posters.

d. Working in pairs, Ls practice saying which foods they love, like and dislike.

e. Working in groups of 4-‐6, Ls share their mini-‐posters and food likes and dislikes.

Sample word web:

Learning Episode

Find someone who.

a. T hands out “find someone who” gameboards to Ls and explains that they will try to get “bingo” by finding people who like the items on the board.

b. T goes over question “тебе нравится ______” and models asking a student if he/she likes one of the items on the gameboard.

c. Ls ask classmates what they like/ dislike. d. The first to get a complete row wins!

Time:

5 min.

Materials:

“Find someone who” gameboard with pictures (not words!) for different foods

Learning Episode

Ticket out.

a. Ls pull a picture of a food out of a hat on their way out the door they must say whether they like it or not.

Time:

5 min.

Materials:

Clipart of different kinds of food

Expansion Ideas

1. In this lesson, phrases for likes and dislikes are presented as language chunks. Ts may expand on this topic and present and practice dative case.

2. In a subsequent lesson, Ls could use food adjectives like tasty, sweet and salty to support a food like or dislike.

Time: Materials:

Reflection/Notes to Self



Language Level: Novice-‐high

Grade

9-‐12 Day in

Unit

Midway Minutes 45






Learners will be able to • Identify Russian dishes. • Politely accept and decline food.

Review/Re-‐entry:

• Vocabulary: каша, бутерброд, суп, мясо, макароны, рис, компот, огурцы, помидоры, нет, спасибо, пожалуйста, очень вкусно

New Learning:

• Vocabulary: щи, борщ, пельмени, голубцы, плов • Language chunks: Кушай!, ты будешь, Я наелся/наелась. • Culture: Popular saying Щи, да каша – пища наша! • Culture: Traditional Russian dishes.



Learners will role-‐play politely identifying (offering), accepting and declining food.



Opening Activity


Sayings with food

1. Teacher greets learners. 2. T brings in schi and kasha or shows a video/images of schi and kasha, and

then shares Russian saying with Ls «Щи, да каша – пища наша!» (Schi and kasha are our food!).

3. T invites Ls to practice saying the phrase. 4. T explains what schi is and explains that kasha and the ingredients in schi

are staple foods in Russian cuisine.

Time:

3

Materials:

Video or images of schi and kasha

Learning Episode

Re-‐entry. Tic-‐tac-‐toe with foods from U4L1.

To review typical everyday food vocabulary and expressing likes and dislikes, Ls play tic-‐tac-‐toe in pairs. In each of the 9 squares on the tic-‐tac-‐toe board, there is a clipart image of one of the typical everyday foods presented in the previous lesson (каша, бутерброд, суп, мясо, макароны, рис, компот, огурцы, помидоры). Before Ls can mark a square on the board with an X or O, they must say whether they like or dislike the food in that square. For example, if in the upper left square of the box there’s a picture of каша/hot cereal, L says «Мне нравится каша» before marking the square with an X or O.

a. T hands out or projects tic-‐tac-‐toe template. b. T briefly explains this variation of tic-‐tac-‐toe. c. In pairs, Ls play vocabulary review tic-‐tac-‐toe.

Time:

5

Materials: Tic-‐tac-‐toe board with clipart printed on half-‐sheets of paper. OR Tic-‐tac-‐toe board template displayed on OH or LCD projector.

Learning Episode

Everyday Russian dishes.

a. T shows Ls pictures of щи/schi, борщ/borsht, пельмени/pelmeni, голубцы/stuffed cabbage leaves, плов/rice pilaf, has Ls repeat words, and explains that they are popular foods in Russia.

b. T explains to Ls that they're going to look at infographic recipes to see if they think they would like these foods

c. T hands out recipes (either copies or on an ipad, here's a case-‐sensitive shortened URL to shared folder: http://goo.gl/2u3Cst) and tracking sheets to pairs of Ls.

d. In pairs, Ls decide which foods they like and don't like. e. T holds up pictures of dishes and asks what it is and who likes/doesn’t like

it.

Time:

10

Materials: Pictures of these dishes: щи/schi, борщ/borsht, пельмени/pelmeni, голубцы/stuffed cabbage leaves, плов/rice pilaf Copies of infographic-‐recipes. iPads or other devices could be used for color photos. Tracking sheets: a 6-‐column, 7-‐row with ingredients listed in column 1 and names of dishes listed in row 1.

Learning Episode

Role-‐play preparation

a. T presents situation to Ls: Host mothers in Russia like to feed their students. Read the dialogue with your partner to see how students can accept or refuse food. Circle the words the host mother uses to offer foods, underline the words the student uses to accept, and double underline the words the students use to refuse.

b. Ls read dialogues in pairs and find words for offering/accepting/refusing c. T goes over words for offering/accepting/refusing d. T points out that student always says s/he likes things but is just to full to

eat them. e. Ls switch roles and re-‐do dialogues in pairs f. T asks some pairs to volunteer to present dialogues in front of class

Time:

12

Materials:

Dialogues of offering, accepting & refusing food

Include «ты будешь…», «кушай» and «будешь еще» for offering, «пожалуйста» for accepting, and «нет, спасибо» and «я наелась/наелся» for refusing. Also include host mom asking if student likes something and student replying that s/he does.

Learning Episode

Role-‐play offering Russian dishes.

g. T presents situation to Ls: Your host mother offers more and more food. Once you are full, politely decline offers for more food.

h. T invites a L to model the role-‐play situation. i. T wears a shawl and plays the role of host mother. T offers L food. L

politely accepts. Then T offers L more and more food until L politely declines more food.

j. T places a shawl and a picture of one of the five dishes at five classroom tables. In groups of 4-‐5, Ls sit at a “dinner table”. One L wears the shawl and plays the role of host mother, and the remaining Ls play the role of exchange student. The host mother identifies the dish and encourages the host students to eat it. The host students accept and compliment the dish, but once they are full they politely decline.

k. After a minute or two, groups rotate to the next “dinner table”. A new L plays the role of host mother, and remaining Ls play the role of exchange student. Ls continue to rotate “dinner tables” until all group members have had a chance to decline food several times.

Time:

13

Materials:

Pictures of Russian dishes from previous activities, shawls (платки);

Learning Episode

Closure. Exit pass.

a. On an exit pass, Ls are offered food and must refuse politely.

Time:

3

Materials:

Exit pass

Expansion Ideas

1. Ls say when they eat and drink using present and past tense imperfective forms of ‘eat’ and ‘drink’.

2. Ls prepare a dish. 3. Use real food such as tea and cookies to practice politely accepting and

declining food and drink.

Time: Materials:




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

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 …

• describe orally foods they typically eat with their host families.

Review/Re-‐entry

• Vocabulary: щи/schi, борщ/borsht, пельмени/pelmeni, голубцы/stuffed cabbage leaves, плов/rice pilaf

• Vocabulary: каша/hot cereal, бутерброд/sandwich, суп/soup, мясо/meat, макароны/pasta, рис/rice, компот/compote, сок/juice.

• Language chunk: Мне нравится/нравятся… and Тебе нравится/нравятся…?

• Culture: Traditional Russian dishes. • Culture: Typical Russian lunch consists of a first course soup and a second

course meat dish and is served with a starchy side dish like pasta, potatoes or rice.



Learners will record audio captions and describe the dishes in photos/illustrations of food they typically eat with their host families.



Opening Activity


T shows sample blog post of food eaten with a Russian family.

T explains that Ls will write and record captions of foods they typically eat with their host family.

Time: Materials:

Learning Episode

Review of names of Russian dishes.

a. T projects pictures of foods, salads and dishes learned during the unit. b. Working in pairs, Ls say what the foods are and what the main ingredients

are in the salads and dishes.

Time:

5

Materials:

Pictures of foods, salads and dishes.

Learning Episode

Unscramble model sentences for the blog.

a. Working in pairs, Ls unscramble sentences describing different dishes b. Ls match unscrambled sentences to pictures of food c. Pairs compare answers with another pair. d. T reminds Ls of blog task and notes that this unscramble activity is a

model for their blog posts.

Time:

10

Materials:

5 scrambled sentences.

Learning Episode

Rough draft.

a. Working in pairs, Ls find or draw pictures of a typical breakfast, lunch, dinner and snack and write a 2-‐3 sentence description of each picture.

Time:

10

Materials:

Pictures of meals or art supplies for drawing.

Learning Episode

Peer revision.

a. Pairs exchange rough 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

Learning Episode Audio captions.

a. Working in pairs, Ls practice and then record audio captions for the photos they chose. Even though Ls submit work invidviidually, working in pairs allows Ls to help each other use the program or app and to provide immediate feedback on audio captions.

Time:

15

Materials:

Expansion Ideas

Health connection: Ls keep food journals, and then compare a typical day of American food to a typical day of Russian food.

Time: Materials:


date:! ! class:! homestay!simulation! ·...

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