Option B, Project Proposal
I will design and deliver two hours of basic Punjabi language instruction to a college-aged student. There will be two lessons, each consisting of TPRS (total physical response storytelling) and a physical activitiy (i.e. cutting out a shape, dancing).
TPRS encourages exclusive use of the target language (that may be beyond the students zone of proximal development) with accompanying gestures, pictures and actions to help students comprehend linguistic input. Because it builds on the student knowledge of common gestures, overt actions and humor, my lesson accesses existing knowledge to acquire new knowledge of Punjabi.
As the student implicitly draws connections between the sounds of Punjabi words and easily recognizable pictures, gestures and actions, transfer of this new knowledge is encouraged by the student's reciprocation of gestures and actions.
The lesson will cover very basic vocabulary and grammar. It will focus on recognizable verbs and nouns, highlighting critical cultural aspects of Punjabi. The first lesson will consist of greetings, expressions of happiness, sadness, hunger, fear, excitement, big, small, good and bad. These will be presented in a TPRS structure involving pictures, gestures and actions. Lessons will start with the student performing gestures etc. with the teacher and progress to performing alone with cues from the teacher. The second lesson will consist of expressions for body parts, dancing, smile, stomping, clapping etc. and will culminate in the student performing Bhangra dance with the teacher and alone with cues from the teacher.
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Your first lesson has a lot of emotion words, which seems kind of like a semantic unit instead of a themed unit (Erten&Tekin), so maybe you could pick a story and incorporate a few emotions and connect them to character and create another level of meaning.
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I think that this sounds like a really great way to approach language instruction, but agree with both of you that a two hour block might be a little bit much. I like the idea of incorporating the emotional/greeting words into a story. Good luck, and I’m really looking forward to hearing how this lesson went!
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It looks like you’ve thought out how and why you want to use this as your lesson topic. I think it’s great and well thought out!
Be sure, as you find out more about your project, to include the background knowledge of your student. This would include what he or she already knows (experience) and even the reason for wanting to take this lesson. Also, be sure to add how you will be assessing the student and what “closing” questions you can ask the student.
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The body of this lesson sounds fascinating, and has been well thought out. Make sure to include an assessment of background knowledge, as nothing ruins a well planned lesson faster than finding out that you’ve over or underestimated your student’s prior knowledge. Additionally you need to include some way to measure that your lesson was effective, and determine how much/what the student learned.
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I think that you have some awesome ideas to help solidify and reinforce what the student will learn in your lesson. However, it might be helpful to go back and figure out exactly what you will teach, in what order, and using which techniques you described. In other words, maybe making this more of a road map rather than a rough sketch of what will be taught. Again, impressive ideas!
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