1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions 

1.2 Students understand and interpret written and spoken language on a variety of topics

1.3 Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. 

2.2 Students demonstrate an understanding of the relationship between the     products and perspectives of the culture studied.

3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

4.2 Students demonstrate understanding of the concept of cultures through comparisons of the cultures studied and their own. 

  SC.O.K.1.1 Ask questions about themselves and their world.

  SS.O.K.5.2 Identify sources of information to answer questions.

  SC.O.K.1.4 Explore and describe objects and events using the five senses to develop observational skills and make predictions based on personal observation.

21C.O.PK-2.3.LS.1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups

• Play the introductory sequence.  Encourage the students to respond when the video teacher asks a question or greets the audience.  Listen for the “ting” sound and watch for the student response symbol to know when students should respond.  Please see the script for appropriate student responses. 
• When the video teacher begins to draw today’s key vocabulary, instruct the students to hold up the corresponding Language Leaper Card as each phrase or word is mentioned. 

• Pass 1:  Play the Teaching Context.  Instruct the students to just observe and listen carefully during the first pass.  At the end of the first pass ask students to share initial observations. 
• Pass 2:  Play the Teaching Context again.  Instruct the students to hold up the corresponding Language Leaper Card as they hear it mentioned within the story. 
• Pass 3:  Play the Teaching Context again.  Assign different groups of students a different “popcorn” word or phrase to listen for in the story. As they hear the specific phrase or word mentioned the students should stand up.  
• Pass 4:  Play the Teaching Context again.  Take volunteers from the student audience to act out the Teaching Context as the video is played in the background. 
• Pass 5:  Play the Teaching Context again.  Instruct the students to say aloud the known phrases or words as they are mentioned in the Teaching Context. 

Phase 1: 

• Play Activity 15-1 and instruct students to act out the sequence of actions with the video teacher.  Model the activity with the students.  Please see the following actions for each target phrase:

-I hear the bell:  Cup ears. 

-I see the truck: point from eyes to imaginary truck.   

-I pay for the ice cream:  Pretend to pay money.   

-I pick up the ice cream:  Pretend to pick up the ice cream 

-I say thank you:  Say thank you in Chinese.   

-I smell the ice cream:  Pretend to smell the ice cream. 

-I taste the ice cream: Pretend to eat the ice cream.  

•   Repeat Activity 15-1 several times with the video teacher and monitor student interaction. 

Phase 2: 

• Use the Teacher Master Screen function to assess student listening comprehension for the target phrases or words.  Instruct students to act out the action sequences that you select.  Use informal observation to gauge student comprehension.  Randomly select and repeat words as needed to accurately assess current student understanding. 

• No Interlude Segment for this lesson.  Guide students through Senses Self-Assessment Activity 5 at the end of today’s lesson.    

Game/Survey: 

Phase1: 

• Distribute the Activity 15-2 Picture Grid/Survey.
• Play Activity 15-2.  Students will be listening for the descriptions provided by the alien.  The students will check the correct picture that matches what the alien has described.  Press pause for extra time if needed before students check their work with the screen. 

Phase 2: 

• Use the Teacher Master Screen to conduct a survey of the students. Tell the students that they will be making an inventory of their likes.  Direct the students to the column of the paper that allows students to record their responses to the specific question.  Press the audio button that corresponds with the appropriate question for each picture.  Ask students to mark if they like or dislike the item.  When finished make a classroom graph using a computer program or graph paper to examine student responses. Be sure to include Nomi’s responses in the graph.  Print the graph and share with other classes. 

Phase 3 (If appropriate): 

• Use the Teacher Master Screen function for the question “What do you like to hear? Call on volunteer students to respond to the question each time that you press the button.  Possible student responses might include:

-soft (sound), loud (sound), high (sound), low (sound),  I like to hear the cat,  etc...........

• Partner students together.  Let them attempt to take turns asking and answering the question.  See above for possible student responses.  

• Play the wrap-up section.  Encourage the students to respond when the video teacher asks a question or says goodbye to the audience.  Listen for the “ting” sound and watch for the  student response symbol to know when students should respond.  Please see the script for appropriate student responses. 
• Instruct the students to hold up their Language Leaper Cards as specific target words or phrases are mentioned in the wrap-up. 
• Play the unit song at least two times at the end of each instructional period. Encourage the students to sing along when they are able.  

• Episode 15 DVD
• Episode 15 Language Leaper Cards
• Activity 15-2 Picture Grid/Survey   

Attachments:

• Episode_15_Japanese_script_senses.docx
• Episode_15_Chinese_Language_Leaper_cards_senses.docx
• 15-2__Survey.docx
• Episode_15_Chinese_script_senses.docx
• Episode_15_Japanese_Language_Leaper_cards_senses.docx