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

2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.


 

SC.O.2.2.3   Sequence pictures of events to illustrate the  changes in the life cycle of plants and animals.

SC.O.2.2.4  Relate observations of the butterfly’s life cycle to students own growth  and change.

21C.O.PK-2.2.LS.1 Student engages with teacher assistance in a critical thinking process by conducting basic evaluations using simple criteria.
21C.O.PK-2.2.LS.2 Student identifies parts of a system and explains how those parts interact with one another.
 

• 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

Students will sequence life cycle cards onto a grid.

When the DVD 13 is played they will listen for the target word and place the corresponding picture in the correct place on the grid.

First sequence is BABY, CHILD, ADULT,

Second sequence is EGG, CATERPILLAR, COCOON, BUTTERFLY

Play several passes as time allows.

Play the Cultural/ Interlude Segment. Ask student to share any observations they made the images that they viewed.

• Students will bring their pointer fingers on each hand together when they hear SAME.
• Students will squat when they hear the word LITTLE  and stand when they hear BIG.
• Students will fold arms and make a rocking motion when they hear  BABY.
• Students will squat when they hear CHILD.
• Students will stand when they hear ADULT.
• Students will cup hands together when they hear EGG.
• Students will make fingers of one hand crawl on the palm of the other hand when they hear CATERPILLAR.
• Students will roll fist into a ball shape when they hear COCOON.
• Students will put hands together, cross thumbs and imatate an flapping gesture when they hear  BUTTERFLY.

• 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 13 DVD
Episode 13 Language Leaper Cards

Sequencing grid
  

Attachments:

• Episode_13_script.doc
• Episode_13_Japanese_script.docx