Designing Lessons

Peace Corps
Romania
Designing Lessons
Prepared/Presented by
Karen Lindquist (Romania 19)

July 2005
Greetings Group 21 TEFL PCVs:

Youll soon be heading to permanent sites.This manual is designed to guide you in
getting organized, designing lessons and getting established in your community and
school. Whats included?
Designing Lessons
Theory Review and Learning Styles
Lesson Planning
The 4Mat Lesson Plan Format
What to teach
Lesson Plans for the Short and Long-Term
Ideas for Teaching Beginners
Games
Songs
Conversation Topics for Intermediate and Advanced Levels
Thematic Units
Single Lesson Plans
Community Entry
Settle into the Community
Learn Ins/Outs of School
School Preparation
Resources: Web sites, Libraries, Bookstores
The lessons have all been successfully used by previous PCVs. Most can be
adapted to fit different ages/grades/skill levels change and adapt to fit your needs.
Photocopy machines are often not available in schools; many of these lesson and
discussion ideas dont require handouts or sophisticated materials blackboard and
chalk will do the trick.
The time period from site arrival to the start of school offers your biggest space of
free time for many months; take advantage of it. Productivity helps fill your transition
from action-packed PST to being on your own and having time on your hands.
Advance planning helps build confidence as you step into the new and oftenchallenging (and ever surprising) environment of a Romanian community, big or
small, and the Romanian school system.
Succes!
Karen Lindquist/Romania 19 (Aiud-Alba)
TABLE OF CONTENTS
DESIGNING LESSONS ............................................................................................................ 4
THEORY REVIEW and LEARNING STYLES ....................................................................... 4
1. Learning Theory ............................................................................................................ 4
2. Learning Styles .............................................................................................................. 4
LESSON PLANNING ............................................................................................................. 5
1. Why do lesson plans? ................................................................................................... 5
2. Planning Principles: ....................................................................................................... 5
3. Lesson Objectives: ........................................................................................................ 5
4. English Skill Building: .................................................................................................... 5
5. Parts of a Lesson:.......................................................................................................... 5
6. Lesson Evaluation: ........................................................................................................ 6
THE 4MAT LESSON PLAN ................................................................................................... 6
1. Motivation Activities: ...................................................................................................... 6
2. Information Activities: .................................................................................................... 6
3. Practice Activities: ......................................................................................................... 6
4. Application Activities: ..................................................................................................... 6
WHAT TO TEACH ................................................................................................................. 7
th
th
1. 5 8 Grades: Topics and Communicative Functions ............................................... 7
th
th
2. 9 12 Grades: Topics and Communicative Functions ............................................. 8
LESSON PLANS FOR THE SHORT AND LONG-TERM ......................................................... 9
IDEAS FOR TEACHING BEGINNERS .................................................................................. 9
GAMES ................................................................................................................................ 10
SONGS ................................................................................................................................ 12
CONVERSATION TOPICS FOR INTERMEDIATE LEVEL ................................................. 14
CONVERSATION TOPICS FOR ADVANCED LEVEL ........................................................ 14
THEMATIC/CONTENT-BASED UNITS ............................................................................... 15
1. Theme Ideas:............................................................................................................... 15
2. American Geography Syllabus .................................................................................... 16
3. American Literature Syllabus ...................................................................................... 17
4. Journalism/School Newspaper Syllabus ..................................................................... 18
SINGLE LESSON PLANS ................................................................................................... 19
1. Halloween (Grade 4 .................................................................................................... 19
2. Listening Bingo (Grades 4-5) ...................................................................................... 20
3. Animal Farm (Grades 4-6) ........................................................................................... 21
4. Family (Grade 5).......................................................................................................... 22
5. Super Pet (Grades 5-7) ............................................................................................... 23
6. Creating a Comic (Grades 6-8) ................................................................................... 24
7. Around the World (Grade 6) ........................................................................................ 25
8. Contractions (Grade 6) ................................................................................................ 26
9. Going on Vacation (Grade 7) ...................................................................................... 27
10. Comparisons: What is Better? (Grades 7-8) ............................................................. 28
11. Human Rights (Grades 7-12 ..................................................................................... 29
12. Blue Jeans: Foreign Cultural Influence & Excerpts from Dressing Down (Grades 810) ............................................................................................................................... 30
13. American Schools (Grade 9) ..................................................................................... 32
14. Sports in America (Grades 9-11)............................................................................... 33
15. Imagining Another Me (Grades 9-10) ........................................................................ 34
16. Land of Promise: USA the Stereotype (Grades 9-12) ............................................... 35
17. Poetry of Hope (Grades 10-12) ................................................................................. 36
18. Judge and Jury(Grades 11-12) ................................................................................. 37
19. Power of Persuasion (Grades 11-12) ........................................................................ 38
WEBSITES and ENGLISH TEACHING RESOURCES........................................................... 39
REFERENCE MATERIALS ..................................................................................................... 40
DESIGNING LESSONS
Theory Review and Learning Styles
Lesson Planning
The 4MAT Lesson Plan Format
What to Teach
THEORY REVIEW and LEARNING STYLES
(Reference: Teaching English as a Foreign Language to Large, Multilevel
Classes, M00046 from Peace Corps TEFL Office)
1. Learning Theory
Think about how you learn! Your students will learn through an Experiential
Learning Cycle - just as you do:
Through experience (concrete experience),
by watching and listening (reflective observation),
by thinking (abstract conceptualization) and
by doing (active experimentation).
Concrete Experience- Learning from Feeling: from specific experiences, by
relating to people, through sensitivity to feelings and people.
Reflective Observation- Learning by Watching and Listening: careful
observation before making a judgment, viewing things from different
perspectives and looking for the meaning of things.
Abstract Conceptualization- Learning by Thinking: logical analysis of ideas,
systematic planning, acting on an intellectual understanding of a situation.
Active Experimentation- Learning by Doing: the ability to get things done, risk
taking and influencing people and events through action.
Design lessons with variety to reach everyone!
2. Learning Styles
Students learn differently. Some are Imaginative, some Analytic, some use
Common Sense, others are Dynamic learners. Characteristics of each
style?
Imaginative Learners: Special skills of these learners lie in observing,
questioning, visualizing, imagining, inferring, diverging, brainstorming and
interacting. They respect the authority of a teacher when it has been earned.
Analytic Learners: Special skills of these learners include patterning,
organizing, analyzing, seeing relationships, identifying parts, ordering,
prioritizing, classifying and comparing. They prefer a teacher to maintain a
traditional role and to run lessons with a clear chain of command.
Common Sense Learners: These learners like to explore and problem-solve,

experiment, see, predict, thinker, record and make things work. They see a
teachers authority as necessary to good organization.
Dynamic Learners: These students will be your biggest challenge. Their
special skills lie in integrating, evaluating, verifying, explaining, summarizing,
re-presenting and focusing. They tend to disregard authority.
One more challenge! Multi-level classes. Not all students are created equal
English language abilities vary considerablyin the same classroom.
LESSON PLANNING
Writing lesson plans takes time and practice sometimes you succeed,
sometimes you dont. Always be ready with a back-up plan (or two)!
1. Why do lesson plans?
to give an overall shape to a lesson
to help you focus (and feel more confident!)
to give students a clear picture of the days lesson activities
to provide you with something to evaluate (a lesson worth repeating?)
2. Planning Principles:
Variety: Involve students in different activities and use a variety of materials.
Flexibility: Change the plan on the spot if it doesnt work.
Coherence: Follow a logical pattern through each lesson.
3. Lesson Objectives:
Write objectives in terms of what students will do or achieve (skills,
language, activities or a combination of these).
What will the students know, feel, be able to do at the end of the lesson
that they didnt know at the beginning.
Examples:
By the end of the lesson students will be able to write a two-paragraph
composition in English on a given topic.
By the end of the lesson students will be able to make up 5 correct sentences
using Past Tense.
Key Verbs to use in Writing Objectives:
ask, build, categorize, change, combine, create, criticize, define, describe,
diagram, differentiate, discover, distinguish, explain, give examples, identify,
interpret, justify, list, match, name, point out, predict, solve, summarize, support,
write.
4. English Skill Building:

Design lessons to include English skill building in: reading, writing, listening,
speaking. Focus on one or more each day but recognize that its not easy
to fit all four into one day.
5. Parts of a Lesson:
Based on learning theory and learning styles, lessons are designed to include
activities of:
Motivation (Warm-Up Activity): Grab students attention!
Information (Presentation): Give them information!
Practice (Primary Activity): Let them try it!

Application (Wrap-up Activity): Let them teach themselves!
6. Lesson Evaluation:
Questions to ask after a new lesson: What was the best thing about the
lesson? What did the students enjoy most? How did students react and why?
What would I change if I used the lesson again? How and where could I have
engaged the students more? Were the students able to do what I wanted
them to do -meet the objectives of the plan.
THE 4MAT LESSON PLAN

4 Types of Learners: Imaginative. Analytic. Common Sense. Dynamic
4 Steps in the Learning Cycle: Experience. Reflection. Analysis. Application
4MAT Lesson Plan Cycle: Motivation. Presentaton. Practice. Application
1. Motivation Activities:
Use pictures, stories, news articles, games, problem posing, songs, poetry,
brainstorming, mind mapping, photos, free writing.
2. Information Activities:
Explain, lecture, discuss, silent reading, vocabulary presentation,
demonstration and ask questions, show a movie, dictation, repetition,
research.
3. Practice Activities:
Use games, experiments, writing/editing/revising, problem solving, organizing,
synthesizing, test theories, drills.
4. Application Activities:
Projects, student presentations, reports, debates, theatre/skits, displays,
drawing, write story/poem/journal, think of how to use in real life.
The 4MAT cycle can be used to:

organize daily lessons, theme-based units, or long-term planning.
Each step builds on the last!
WHAT TO TEACH
What topics and communicative functions do you teach at each grade level? The
following National Curriculum guide edited by the Romanian Ministry of Education
and Research should help.
1. 5th 8th Grades: Topics and Communicative Functions

5th Grade
Topics:
Personal universe (body parts, clothes, health, sports, personal details)
Family (members, occupations, food)
Surrounding world (letters, means of transport, shopping, weather, leisure
activities, phone conversations)
School (schedule, activities, schoolmates, relationships)
Fantastic world (fairy tales, cartoons, movie characters)
Culture and civilization (names of towns, countries, continents, people)
Communicative functions:
Giving and following directions
Describing persons and objects
Initiating and carrying on a simple conversation
Talking about simple events in the present and future
Expressing intentions, reasons and preferences
6th Grade
In addition to topics listed for 5th grade
Topics: Personal universe (healthy life, leisure activities)
Surrounding world (letters, living in towns and villages, buildings and institutions)
Culture and civilization: stories and anecdotes.
Communicative functions: In addition to functions for 5th grade

Talking about simple events in the past
Expressing and asking for an opinion
Asking for and giving information about quantity
Expressing obligation
7th Grade
Topics:
Personal universe (friendship, tastes and preferences)
Environment (environmental protection activities)
People and places (cultural and tourist sites)
Customs and traditions (customs and special food for holidays)
Media (radio and television)
World of art (cinema and literature characters)
Expressing feelings (surprise, admiration, etc.)
Describing an object, a person, a character
Asking for and giving advice
Agreeing and disagreeing
8th Grade
5
Topics:
Progress and change (professions and career, inventions and discoveries)
Means of communication in the modern world (advertising, internet,
phone, letters)
World of art (the world of colors and sounds)
Describing a personality, a process
Expressing warning
Relating events in the past, present and future
Reporting a persons speech
2. 9th 12th Grades: Topics and Communicative Functions
Topics:
Aspects of contemporary life (social, economical, political, historical,
cultural, educational, ecological)
Personal life( lifestyle, studying strategies, social behavior)
Aspects related to professions and professional future
Aspects of British and American culture and civilization
Democracy, civic life and human rights
Technical and scientific discoveries
Initiating, carrying on and ending a conversation
Refusing
Contradicting and commenting on different opinions
Asking to repeat and rephrase, asking for information and suggestions
Expressing suppositions, proposals and suggestions, condition, invitations,
surprise, curiosity, fears, doubts, sympathy
Giving and confirming information, giving advice
Describing events and processes
Asking for, giving and refusing permission
Accepting and turning down invitations
LESSON PLANS FOR THE SHORT AND LONG-TERM

Ideas for Teaching Beginners
Games
Songs
Ideas for Teaching Intermediate and Advanced
Thematic Unit Ideas
Single Lesson Plans
Websites and English Teaching Resources
IDEAS FOR TEACHING BEGINNERS
Thanks to Gertrude Kaster (Romania/Group 12) and Kathleen Graham (Romania/Group 17)
for many of the following ideas.
Use: Pictures, Drawings, Flashcards (have students make them), Real objects
Teach: Nouns, Verbs, Adjectives, Adverbs, Alphabet (have a spelling bee),
Vocabulary (learn words then put them in sentences), prepositions, questions
Activities:
Vocabulary Building: through naming objects, songs, poems, puzzles,
drawings, word search, making new words from one big word.
More Vocabulary Building: learn family members mother, brother, etc.,
shapes, colors, animals, fruits/vegetables, weather, directions, body parts.
Learn to Describe Themselves: students learn simple sentences such as
My name is, My family includes, I like to study, My home is
Picture Stories: Make up stories for pictures; list names, verbs, adjectives.
Role Play-Charades: Working in pairs, have students be a Conductor
and a Traveler, or Two People on a Vacation and make-up conversation
Interviews One student in front of class is actor/interviewee; classmates
asks questions
Pair Groupings Write pairs of words on slips of paper (hot-cold, cat-dog,
day-night); each student gets one word, then moves around the room
asking questions of other students until finding the student with their pair
word.
Telling Time/Dates/Days/Months
Simon Says: After a few times of doing this activity, allow one of the better
speakers to be Simon.
Fashion Show to Learn Clothing and Colors: Here comes Bogdan.
Bogdan is wearing a GREEN SHIRT, BLUE JEANS, BLACK SHOES,
RED SOCKS.
Fillers:
Action songs
Pick a letter and students list words (or names) beginning with that letter
Give a category and students list items belonging in that category
Storytelling put nouns and verbs on the chalkboard; one student begins
the story and each student in turn adds to the story
Chalkboard chain student writes a word at the top of the chalkboard, the
next student writes a word that starts with the last letter of the previous
word (ex. Dog, Good, Day, Yellow, With, How, When, Never)
10
Hot Potato Questions throw a ball to a student and ask a question; the
student answers the question and then throws the ball to another student
asking that student a different question.
GAMES
Activities and games are a great way to get students moving. Have fun!
Encourage competition and creative thinking!
Refer to Teaching English as a Foreign Language to Large Multilevel Classes (from
Peace Corps TEFL Office) for more games.
NAME & MEMORY GAME (This game is good for all ages).
Start off by saying your first name plus something you like/dislike that
begins with the first letter of your name. Go through all students, each one
saying their name and a thing.and each repeating the names and
things from all those who came before them. Last student has to
remember everybody!
FREEZE PICTURE (Grades 4-7)
Students construct a frozen scene. One student walks to the front of the
room and says, Im a tree. A second student comes to the front and
says, Im a cat under the tree. Each student becomes part of the frozen
scene. You may need to make lists of things beforehand (animals, places,
things outside). Encourage creative scenes. This activity can also be
used to learn Prepositions (under, above, beside/next to, between)
GIBBERISH (Grades 6-10)
Begin by asking students what gibberish means. Ask for 4 student
volunteers. 2 students sit in front of (or stand beside) the 2 gibberish
speakers. Gibberish speaker #1 says: Waa-we-wee-wah. The partner
interprets what was said: I was in the bathroom the other day. Gibberish
speaker #2 responds: Too-too-te-wah-te? His/her partner interprets: Did
anything exciting happen? The 4 keep a conversation going, 2 speaking
gibberish and 2 interpreting. Keep it moving (1 3 minutes per
conversation).
SITUATIONAL CONVERSATION (Grades 6-12)
Break students into groups of 3-5. Each group draws a piece of paper
from a bag with a particular setting/situation written on it (ie, taxi cab,
airplane, restaurant, White House). Students then establish what roles
they will play/act out and role play for the class. Allow students
preparation time for the role play OR do it impromptu - as they draw the
situation and immediately try to role play (more challenging for older
students).
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PROP CONVERSATION (Grades 6-11)

Break students into groups. Show students in one group 4-6 objects
youve brought from home (toilet paper role, key, bottle, candle, rubber
band). Students must perform a dialogue using these objects in a creative
way. Encourage humor and creativity.
BLACKBOARD CONVERSATION (Grades 6-11)
Teacher writes words/phrases (maybe 10) on the chalkboard they can
be random words or specific lesson vocabulary (ex. the environment). 2
students come to the front of the room and begin a conversation that uses
all the words/phrases, crossing each word out as they use ituntil they
have all disappeared. Listen carefully to be sure the students correctly
use the words/phrases. Break bad speaking habits. To make the activity
more challenging, add a setting to the exercise.
BACK-2-BACK (Grades 6-9)
2 students stand back-to-back in front of the room, one student facing the
class, the other facing the chalkboard (with chalk in hand). Student facing
the class begins to describe something (ex. a monster); student facing the
board attempts to draw it based on the descriptions. Good listening and
descriptions activity.
JEOPARDY (Can be designed for all levels)
On the chalkboard, draw a Jeopardy box with columns for categories
and squares for answers under each category. Answers (and
corresponding questions) should be increasingly more difficult. This game
is easily played by teams with scores being kept as team members take
turns making their selections. Use categories that tie in with your current
lesson.
INTERVIEW (Beginner)
Students work in pairs, each interviewing the other. Have them ask fun
questions of each other: What are you afraid of? Where in the world would
you like to travel? Why? If you were on a desert island what one thing
would you want to have with you? Why? Then each student must
introduce her/his partner to the teacher using their answers to the
interview questions.
I hear and I forget.

I see and I remember.
I do and I understand.
(Chinese Proverb)
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SONGS
There is a lot of great music for teaching English language to kids. The
internet, once again, is a good source for lyrics and, if you have computer
speakers, you can hear the tune. Hopefully youll remember some of these
songs from your childhood
Songs can be a fun way to lead in to (Warm-Up Activity)) or to end (Wrap-Up
Activity) a lesson plan. Review the lyrics to discover good lessons to tie in
with each song.
Head and Shoulders, Knees and Toes
This song ties in well to a lesson on Body Parts
While singing, touch each body part as you sing the words
Head and shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
If Youre Happy and You Know It
This song illustrates use of a few verbs teach a few more during your
days lesson on different ways to use verbs.
If youre happy and you know it clap your hands (clap, clap)
If youre happy and you know it then your face will surely show it
If youre happy and you know it stomp your feet (stomp, stomp)
If youre happy and you know it say Hooray (Hoo ray)
If youre happy and you know it do all three (clap, clap, stomp, stomp, hooray).
The Wheels on the Bus

This song can help teach vocabulary and associated sounds
Draw a Bus on the chalkboard showing wheels, doors, bell, people,
animals
The wheels on the bus go round and round
Round and round, Round and round
The wheels on the bus go round and round
All day long! (OR, All through the town!)
The doors on the bus go open and shut
The babies on the bus go waa, waa, waa
The mommies on the bus go shh, shh, shh
13
The dogs on the bus go woof, woof, woof

The cats on the bus go meow, meow, meow
The bells on the bus go ding, ding, ding
The Hokey Pokey
Another good song to tie in with a lesson on body parts
You put your right foot in, you take your right foot out
You put your right foot in and you shake it all about
You do the Hokey Pokey and you turn yourself around
Thats what its all about!
And, for more verses.
You put your left foot, right hand, left hand, head, right shoulder, left shoulder,
right knee, left knee, whole self.
Mary Had a Little Lamb
How about a lesson on farm animals
Have the students create more verses by using different animal names
and a correct line to replace Its fleece was white as snow.
Mary had a little lamb,
Little lamb, little lamb.
Mary had a little lamb,
Its fleece was white as snow.
Everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
The lamb was sure to go.
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CONVERSATION TOPICS FOR INTERMEDIATE LEVEL

(Grades 9-10)
Critical thinking skills are developed through conversation, discussion,
speaking and writing assignments on varied topics. Help prepare your
students for the competitive Olimpiad environment and for the remainder of
their years in high school.
Topic suggestions:
Traffic laws: will stricter laws prevent accidents?
Music: the music of this generation is the best. Agree/disagree. Why?
Prevention is better than the cure.
Only fools are honest!
Men are more capable than women!
Vegetarians have found the secret of good living.
Giving is better than receiving.
Teaching: it doesnt take much to be a good teacher! (what does it take?
We dont need books anymore, we have computers!
Music and television have a negative impact on our lives.
Modern scientific discoveries curse or blessing?
Fast food industry: good or bad in todays society?
Nature is indestructible.
CONVERSATION TOPICS FOR ADVANCED LEVEL
(Grades 11-12)
Design lessons at this level to include discussions/debates/writing and
speaking exercises good preparation for the Bac following graduation.
Practice makes perfect!
Topic Suggestions:
The 20th Century: Look back at the 20th century. What was it like? What
were important achievements that influenced and changed the world?
Advertising and the Media: Talk about the uses and abuses of advertising
and other media. Give examples and share your opinions.
Money: Money Can Buy Anything! Agree/disagree. In your opinion,
does money equal happiness? What cant money buy?
Television: The influence of television is a subject of considerable debate
and controversy. What kind of influence do you think it has? Offer an
opposing point of view on the subject.
Movies: The moving picture is by far the most popular art of our times.
Do you agree/disagree with this statement. Why? If you dont agree, give
a convincing argument of another art form that is more influential.
Dangers to Mankind: Name and discuss major dangers that mankind
faces today; think of possible causes and suggest effective measures or
solutions.
Education Systems: Compare the Romanian education system with that
of other countries, specifically America, English, France.
15
Famous Love Stories in World Literature/History: Narrate the plot of a

famous love story. Why did you choose this story? How do you relate to
the characters?
The European Union: Will Romania integrate into the EU in 2007?
Explain your opinion. Would both the EU and Romania benefit from
accession: economically, politically, culturally? Why and How?
Romanias Natural Resources: What do you consider to be Romanias
natural resources? Do you think these resources have been effectively
exploited? Offer reasons for your opinions.
Miscellaneous Conversation/Discussion/Debate topics:
Traditional values relevancy in modern society
Censorship in society
Cloning: what do you think about animal and human cloning?
Using animals for clinical research? Good idea? Cruel? Why?
Sports: are todays sports too vicious and dangerous? Why?
The Space race: is it a big money waster?
Modern means of communication: helpful or harmful?
Human qualities (sense of humor, self-confidence, imagination, knowledge
and others) which are most important? Why?
Exploring the past: purposeful or purposeless?
The role of immigration: does it solve problems? Cause problems?
Stress is the disease of this century
Social needs are more important than personal needs
Taboo topics in the classroom: what are they are why?
THEMATIC/CONTENT-BASED UNITS
Thematic units require a lot of up front planning but provide excellent cohesion and
unity to your lessons through a term or year. Identify topics/issues youd like to
design a unit on, how long you want to continue the theme (a month, a term, a year)
and how to begin and end!
1. Theme Ideas:
American Culture
American Geography*
American History (including U.S. Presidents)
American Literature*
Create a Country: have students work in teams to create a new country name, flag,
national symbols (bird/animal/motto/anthem), map, history and people, customs, food.
Environment/Ecology (works well in spring and surrounding Earth Day)
(include Romanian, American and International holidays; you can also include special
days such as Halloween and Valentines Day; have students create their own holiday)
Human Rights
Journalism*
Rights Movements in America: Animal Rights, Civil Rights, Gay/Lesbian Rights, Womens
Rights
Inventions (past, present and future!)
Sports/Athletes (past and present, Romanian and American)
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2. American Geography Syllabus

(Thanks to Robert Murdock/Romania Group 15 for this 12-Week course outline. Resources: Outline of
th
American Geography:4 Edition by Stephen Birdsall & John Florin. The Romanian Curriculum
National for American Geography.)
Week 1: Overview and Basic Themes: Urbanization, Industrialization, High Mobility,

Resources, High Income/High Consumption, Environmental Impact, Political
Complexity, Cultural Origins.
Weeks 2 and 3: Review Relief, Rivers and Climate:
Relief (Plains, Mountains, Valleys, Plateaus): Gulf & Atlantic Coast Plains,
Appalachian Mountains, Great Plains, The West
Rivers: Mississippi, Missouri, Columbia, Colorado, Ohio, Rio Grande, Yukon
Climates (Polar Tropical with many climate in between: Factors, Regional
Characteristics.
Weeks 4-12: By region, starting in New England and working your way west, base
lessons on the following regional information:
Geographic Features
Climate
Populations (movements of people & ethnic groups)
Important Cities
Agriculture & Fishing
Energy & Economics
Transportation.
Natural Resources
Week 4: New England
Week 5: Mid Atlantic (NYC Area)
Week 6: Midwest
Week 7: South and Gulf Coast (Note: Add a section this week on Music & Food)
Week 8: Great Plains
Week 9: Rocky Mountains and South West
Week 10: Northwest
Week 11: Hawaii and Alaska
Week 12: California Atlantic (NYC Area)
END OF TERM:
Assign a Course Project: Each student responsible for one state; create a map
of it, write a research paper about it, and if time allows, give a brief presentation
about their state.
Provide a Test Study Guide (Handout): include all information for which students
are responsible to know in preparation for course test.
Design and Give a Test.
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3. American Literature Syllabus

(Thanks to Angela Sveda, Romania Group 15 for the following material for Teaching
American Literature- where the students become the teachers!)
Organize this course over the weeks of the term covering:
Whats the Purpose of Studying Literature: Why should students care?
Making Literature more interesting?
- Hook students from the beginning: Relate literature with present-day, pop-culture.
Incorporate music to illustrate how a music group revolutionized music.
- Then move from revolution of music to revolution of poetry Edgar Alan Poe, a
troubled individual and an alcoholic, revolutionized poetry.
- Relate authors lives with students lives: Put authors in proper historical context but
make them come alive for students. Ask questions about students lives that can
(love, relationships) directly related to the works of American writers.
- Be enthusiastic: If students sense your enthusiasm, theyll become more interested
in the topic.
The Story of American Literature: Literature to 1620, Early American (1620-1820),

The Romantic Period (1820-1860), The Rise of Realism (1860-1914),
Modernism & Experimentation (literature between the wars: 1914-1945),
American Prose since 1945: Realism and Experimentation, American Poetry
since 1945: The Anti-Tradition.
American Literature Studied by Average American Students: Lay a foundation for the
different voices of American literature.
-
Novelists: Nathaniel Hawthorne, Mark Twain, Harper Lee, John Steinbeck, F. Scott
Fitzgerald, J. D. Salinger, Joseph Heller, Ernest Hemingway, Amy Tan, Toni
Morrison.
Poets: Robert Frost, E.E. Cummings, Walt Whitman, Maya Angelou, T. S. Eliot,
Langston Hughes, Ezra Pound, Anne Sexton, Allen Ginsberg, Anne Bradstreet.
Playwrights: Arthur Miller, Tennessee Williams
American Literature Project Students Become the Teachers:
Decide how much time (weeks) youll devote to which time periods
Give students list of authors from time period have students choose which author
s/he wants to teach the class about.
- Instruct students that project requirements include: a 10-minute oral presentation
(writers life in general, how writers life influenced her/his works, most famous work
why famous and impact, writers overall contribution to American literature. And,
student must submit 3 test questions about her/his writer.
- Teacher makes schedule for presentations and plans her/his own lesson for that day
based on that author.
- Student starts presentation by giving their 3 test questions answers will be shared
during their presentation
- Final Test will cover all the authors, using some or all of the questions posed by the
students.
- Final Discussion Day about all the authors students learned about during course.
What were similarities? What were differences?
Important Resource: http://www.vos.ucsb.edu
-
18
4. Journalism/School Newspaper Syllabus

(Thanks to Ross Doll Romania 17, for this 2-Term syllabus; in the second term much of the
work is done in a computer lab)
Fall Semester
Lesson 1. Introduction to class, rules, grading, students, teacher
Lesson 2.What is news?
Lesson 3.Whats in a newspaper and terminology
Lesson 4. The front page
Lesson 5.What does a news story look like?
Lesson 6.What is a lead?/ what is a headline?
Lesson 7.Writing for brevity.
Lesson 8.What is the role of our newspaper? (writing a Mission Statement)
Lesson 9. What will be in our newspaper? (story assignments, job assignments)
Homework: write a journalistic story for our paper (due in 2 weeks)
Lesson 10. How do you interview?
Lesson 11. Copyediting
Rough draft of stories and photos due
Homework: revise stories and return them next week
Lesson 12. Writing a Code of Ethics
Final stories due
Spring Semester
Lesson 1. Review grading, policies, expectations
Homework: polish corrected articles
Lesson 2. Lab: Review lab rules, how to access network, introduction to Publisher
Lesson 3 and 4. Lab: work on page page drafts (individually and in teams); design page layouts; select and
crop photos; get layout reviewed and approved. Rough draft pages due at end of each hour
Lesson 5. Lab: work on final drafts; make revisions as needed. Final draft pages due. Homework: translate
pages into Romanian
Lesson 6. Lab: Work on rough draft Romanian pages. Rough draft Romanian pages due at end of the hour
Lesson 7. Lab: complete final draft Romanian pages. Final Romanian pages due at the end of the hour
Winter edition newspaper completed and printed
st
Lesson 8. Lesson: Discuss 1 issue: How can we improve? Complete self-assessments.
Lesson 9. Lesson: Page teams meet and plan next issue, establish responsibilities. Self-assessments
returned along with teacher assessments. Teams must present plans to teacher for discussion.
Homework: interview questions and photos (where necessary)
Lesson 10. Lesson: Persuasive writing. Homework: rough draft articles due next week.
Lesson 11. Lab: Work on rough drafts in teams; design page layouts; select & crop photos; get layout
reviewed and approved.
Lesson 12. Rough draft pages due to teacher at end of the hour
Lesson 13. Lab: Work on rough drafts in teams; make revisions as needed. Rough draft pages due at end of
the hour.
Lesson 14. Lab: Work on final drafts; make revisions as needed. Final drafts due to teach at end of hour.
Homework: translate pages into Romanian.
Lesson 15. Lab: work on rough draft Romanian pages. Rough draft Romanian pages due at end of hour.
Lesson 16. Lab: complete final draft Romanian pages. Final Romanian pages due at end of hour.
Spring edition newspaper completed and printed
nd
Lesson 17. Discuss 2 issue: how can we improve? Students complete self-assessments.
Lesson 18. Photojournalism/captions. Self-assessments returned along with teacher assessments.
Lesson 19. Review writing.
Lesson 20. Propaganda.
Lesson 21. Tabloids.
Lesson 22. Media manipulation: women and race.
Lesson 23. Editorial cartoons; Satire
Note:Ross Doll scheduled the film Wag the Dog for weeks 21, 22, 23 and then listed Extra Lesson Topics
- I placed the extra lesson topics into those weeks and suggest Wag the Dog as an alternate activity.
19
SINGLE LESSON PLANS

The following single lesson plans cover Grades 4-12 and a wide range of topics: Listening Bingo,
Halloween, Family, Vacations, Animals, American Schools, Sports in America, Poetry, Democracy in
America, Judicial System in America, Human Rights, Nuclear War Survival, USA: The Land of Promise,
Power of Persuasion.
These plans were designed through the creative work of PCVs from Groups 8 - 19.
Now its your turn! Use these samples as a guide to your own creativity! Use your imagination to
design new plans based on your interests, knowledge, experiences and what will interest your
students.
1. Halloween (Grade 4
TITLE: HALLOWEEN
th
LEVEL: 4 Grade
TIME: One Class Period
MATERIALS:
Halloween Vocabulary Flashcards
Large Halloween Poem
Halloween sentence strips
OBJECTIVES:
1. Students will be able to use Halloween vocabulary
2. Students will be able to say what one does to celebrate Halloween
3. Students will be able to describe what they would do for Halloween
MOTIVATION (Warm-Up):
Read poem to class shout BOO! at the end. Then have class read it together.
Verse 1.October brings us Halloween
A spooky time its true
When Jack-o-lanterns flaming eyes
Seem like theyre watching you
Verse 2.The black cats howling at the moon
A witch goes flying by
And in the distance you can hear
A goblins mournful cry
Verse 3. October brings us Halloween

A spooky time its true
When Jack-o-Lanterns flaming eyes
Seem like theyre watching you
Verse 4. Be careful or before you know
A ghost will scare youBOO!!
INFORMATION (Presentation):
Show students picture/flashcards of Halloween vocabulary. Write word on board and stick
picture next to it. Have students copy the words in their notebooks. Go over the poem
and see how the vocabulary is used in the poem: CAT, MOON, WITCH, GOBLIN, GHOST,
JACK-O-LANTERN, SPOOKY, EYES, CANDY, MASK.
PRACTICE:
Read the following passage to the class:
October 31 is Halloween. Children like Halloween. Children wear costumes and masks.
They go to their neighbors houses. They knock on the door. They say Trick or Treat!
Their neighbors give them candy. The children say Thank You.
Divide the class into small groups and pass out strips of paper with the sentences of the
story. Each slip should have one sentence. Ask students to put sentence in order of the
story. Make sure they understand what children in America do on Halloween.
APPLICATION (Wrap-Up):
1. Ask students to draw pictures of what children do on Halloween. Encourage them to
be creative and spooky
2. Ask students to write sentences describing their pictures and share picture/sentences
to the class.
Lesson Comments?
Lesson Problems?
20
2. Listening Bingo (Grades 4-5)

TITLE:
LISTENING BINGO
LEVEL:
Beginner (Grades 4-5)
TIME:
One Class Period
MATERIALS:
Some kind of playing pieces beans work well!
OBJECTIVES:
1. Students will be able to practice their English listening skills
2. Students will be able to distinguish certain English words
Have students make a 4 square by 4square (or 5 by 5) grid on a piece of paper or in their
notebooks.
Have students select words from the list on the board and write one word in each square
on their grid; any word can go into any square there is no special order (everyones grid
should be different with different words).
Teacher explains the purpose of the game (to learn to listen and identify English words)
Teacher gives instructions on how the game is played:
Students should listen to the word spoken by the teacher; when they hear a word
they have on their grid, they should make it with a bean.
They continue listening until they have a full row of beans (across/updown/diagonal).
Then they yell BINGO!
PRACTICE:
Teacher begins play by making up sentences using the words on the board; use one or
two words per sentence (repeat the sentence if its needed).
Teacher continues making sentences and using more words on the boarduntil one or
more students yell BINGO!
Teacher then checks Bingo board(s) to declare her/him/them the winner(s).
Students clear their boards and the game is started again. Play should move quickly with
frequent BINGOs.
LESSON COMMENTS?
Lots of words should be written on the board in advance of starting to play Bingo.
This is a simple game, children really love to play and you may find yourself playing this
over and over again.it keeps young children busy and, hopefully, learning some new
vocabulary in the process.
LESSON PROBLEMS?
GO
21
3. Animal Farm (Grades 4-6)

TITLE:
LEVEL:
TIME:
MATERIALS:
L FARM
Grades 4-6
One Class Period
Pictures of Various Animals
OBJECTIVES:
1. Students will be able to describe parts of animals
2. Students will be able to identify animals after hearing them described
Are all animals the same?
How are they different?
How can we describe animals?
Use animal pictures to review differing characteristics of animals:
Animals have different coverings animals covering helps to protect them; some
animals are camouflage to hide them from animals that would try to eat them.
Animals come in all the colors of the rainbow and different sizes
Animals move in different ways (locomotion) animal locomotion refers to how
animals move.
Animals have different kinds of mouths and Feet animals have different kinds of
mouths & feet because they eat different kinds of foods and live in different
places.
Animals live in different kinds of places Animals live in a variety of different
kinds of homes from holes in the ground, to caves, to nests and trees.
Animals Eat Different Foods Omnivores, Carnivores and Herbivores.
Ask students for examples of what each category eats: Omnivores. Carnivores. Herbivores.
PRACTICE:
Students work in groups of 3-4 to make a list naming animals that:
Coverings: have Fur, Skin, Shell, Feathers, Scales
Colors: are Red, Pink, Orange, Yellow, Green, Blue , Black, Brown, Gray, White
Locomotion: move by Hopping/Jumping, Walking/Running, Slithering, Swimming,
Flying, Climbing/Swinging.
Mouths: have a Beak, a Snout, a Mouth.
Living Places: have their home in: Rock Caves, Ground Homes, Tree Homes, Nests,
Hives, Barns, Webs, Water Homes, Houses, Ponds, Woods, Farms.
Foods: eat Meat, Fish, Nuts, Grass, Leaves & Branches from Trees, Plants &
Vegetables.
Students pick an animal and describe it using the following characteristics: Shape,
Number of Legs, Habitat, Color, Skin Markings, Size.
One student at a time describes her/his animal without saying the name; other students
try to guess from the description.
Students love trying to stump each other!
LESSON COMMENTS?
LESSON PROBLEMS?
22
4. Family (Grade 5)
TITLE:
FAMILY
LEVEL:
Grade 5
TIME:
Two class periods
MATERIALS:
Pictures of family members
A Family Tree
Family relationships worksheet
OBJECTIVES:
1. Students will be able to identify different members of the family
2. Students will be able to describe family relationships
DAY #1:
Show students pictures of your family and point out who each is in relation to you
Show students your Family Tree, pointing out persons photo & where s/he goes on the
tree
Teach family vocabulary and have students write Romanian translation in their notebooks
PRACTICE:
Show teachers family tree and ask possession/vocabulary questions:
(1) Who is Johns wife (2) Who is Jerrys daughter? (3) Who are Jennys cousins?
Students create their own family tree in their notebook and they draw pictures of their family
members. They must present family trees to class, describing relationships people have to
each other practice accurate possession.
DAY #2
1. Total physical response. Arrange students in a family tree and talk about their
relationships to each other. One student will be father, one mother, another sister,
another grandfather.
2. Ask kids.who is your cousin? Uncle? Brother? Etc.
Teach possession vocabulary
Teach writing sentences making comparisons about family members
PRACTICE: Possession/Vocabulary Worksheet
Ask students to match the phrases in the first column with a phrase in the second column:
My mothers father
is my brother.
My fathers sister
are my grandparents.
My fathers son
is my aunt.
My fathers brother
is my sister.
My mothers parents
is my grandpa.
My fathers daughter
is my uncle.
Ask students to describe their family members using comparison sentences (ex. is
taller/shorter than, is older/younger than, has blond hair/brown hair, is smarter than.)
Lesson Comments?
Lesson Problems? Students might get upset when they are a classmates wife or
husband in the Motivation exercise. Explain that its just a fun exercise!
23
5. Super Pet (Grades 5-7)
TITLE:
SUPER PET
LEVEL:
TIME:
MATERIALS:
Grades 5-7
One Class Period
Colored Markets and Pens
OBJECTIVES:
1.
Students will be able to describe animal traits
2.
Students will be able to create an animal using its best traits
3.
Students will be able to identify parts of animals
MOTIVATION (Warm-up):
Students list on board as many animals/pets they can think of
Go over correct pronunciation of each animal listed
Teacher explains that all animals have special traits and combining two animals will
create a Super Pet
Teacher explains about working in a cooperative group/team everyone participates!
Each person has a special responsibility: organizer, timekeeper, writer, artist,
speaker/presenter.
Teacher reviews vocabulary about animals: HABITAT, APPEARANCE, DESCRIPTION.
PRACTICE:
Students work in groups to combine two animals to make their very own super pet
Teacher encourages students to be creative!
Description of Super Pet must include:
Name
Age
Appearance
Habitat
Likes
Dislikes
Why it is their pet?
Does it have any superpowers?
A picture of their super pet!
APPLICATION (Wrap-up):
Speaker/Presenter from each group shows drawing of and presents description of their
Super Pet to the class.
Lesson Comments?
Lesson Problems?
24
6. Creating a Comic (Grades 6-8)

TITLE:
LEVEL:
TIME:
CREATING A COMIC
Grades 6-8
One Class Period
MATERIALS:
A Comic Strip
Colored Pencils (if you or students have them)
OBJECTIVES:
1.
Students will be able to write a short story or incident
2.
Students will be able to create a comic dialogue from their short story
3.
Students will be able to design 2 comic characters to do comic dialogue
Ask students to raise their hand if they have ever seen a comic book most have!
Ask a few students to tell the class what their favorite comic book is and why.
Ask students to think about and then describe what they like most about comic books
(colors, action, dialogue).
Show and then read the comic you brought to class. Be sure all students can see it.
After youve read the comic, tell students they will create their own comic in class today.
Give instructions of tools they need to create a comic: one sheet of paper, something to
write with (colored pencils, if available).
On board write what their comic must include.
PRACTICE:
Students create their own comic! Creation of their comic must include:
1. thinking of a short story or incident
2. they must tell the story in no more than 3 dialogue boxes (as seen in a comic strip)
3. they must have 2 characters that speak to each other
Students come to front of room and present their finished work.
First, they explain the actions in each box
Second, they read the dialogue.
LESSON COMMENTS?
LESSON PROBLEMS?
Time! Give students at least 20 minutes to finish project theyll need it. Students like doing
this project but generally find it much more challenging than they anticipated.
25
7. Around the World (Grade 6)

TITLE:
AROUND THE WORLD
LEVEL:
Grade 6
TIME:
One Class Period
MATERIALS:
4 Big Sheets of Paper (optional)
Post-It Notes (or small slips a paper)
OBJECTIVES:
1.
students will be able to use future tense (time) in designing a trip
2.
students will be able to use expressions of time (first, next, then) while planning each
step on their trip
3.
students will practice speaking and writing English during warm-up and wrap-up
sections of lesson.
MOVITATION (Warm-Up):
Elicit travel experiences (Has anyone been to an interesting place, in or out of
Romania?). Discuss countries, sights, etc.
Everyone writes down one place in the world they would like to visit (30 seconds).
Everyone shares briefly (5 minutes).
Teacher writes on the board categories and examples about traveling:
COUNTRIES GEOGRAPHIC PLACES
SIGHTS
ACTIVITIES
China
A river
A Museum
Camping
U.S.A.
Grand Canyon
Eiffel Tower
the Opera
Teacher explains categories/examples.
Each student receives 2 post-it notes. On each they write 1 country/geographical
place/sign/activity (2 minutes).
As students finish post-its, they come to the board and stick it under the appropriate
category.
Read and discuss as a class (5-10 minutes).
PRACTICE:
Distribute big piece of paper to each group (or they can use regular paper)
In groups of 3-4, students design a trip around the world: 6 places, unlimited time and
money!
Students must describe the following for each place:
Where they will go (country, sight, geographical place)
What they will do
How long they will stay
What it will be like
Students are encouraged to take turns writing, speaking, illustrating.
APPLICATION:
Each group is a travel agency trying to sell its trip to the class.
Group members take turns describing each part of their trip to the class.
LESSON COMMENTS?
LESSON PROBLEMS?
26
8. Contractions (Grade 6)
TITLE:
CONTRACTIONS
LEVEL:
TIME:
MATERIALS:
Grade 6
One Class Period
None
OBJECTIVES:
1. Students will be able to explain the mean of a contraction
2. Students will be able to give 3 examples of contractions
3. Students will be able to write 3 sentences using not contractions
4. Students will be able to develop their creative thinking skills
Students copy information from the board into their notebooks
BOARD NOTES
Contractions: Two words put together to make one word.
Have not = Havent
Would not = Wouldnt
Can not = Cant
Should not = Shouldnt Could not = Couldnt Did not = Didnt
Are not = Arent Is not = Isnt Has not = Hasnt
I havent done that. You shouldnt go there.
He couldnt stay.
She wouldnt go.
You arent going.
It isnt that way.
He didnt know.
She hasnt slept.
You ___________ skip school.
I _____________ go there.
You _____________ smoke.

We ___________ going.
That ___________ correct. He __________ see the car.
CONTRACTIONS
Teacher gives explanation of contractions. Step by step walk through:
The first word always stays the same! In the second word, get rid of the o and make a
(). (Dont use the word apostrophe until the kids understand contractions.
(Do not use can not as an example: when kids get to know contractions, theyll usually
realize that you cant put two ns in a row and still form a contraction!
When the students get to know how contractions work its time to begin practice.
PRACTICE:
Have students come to the board and fill in the blank sentences.
Have all students write two sentences using contractions in their notebooks.
Teacher asks several students to read their sentences to the rest of the class.
Teacher selects one student to come to front of class. Another student is chosen to pick
a contraction and s/he asks the student in the front to spell both the contraction and the
two words it came from.
When that student is done, s/he goes to the questioners seat, the questioner goes to
the front of the room and another student is questioner.
Have as many students participate as time allows.
LESSON COMMENTS?
LESSON PROBLEMS?
27
9. Going on Vacation (Grade 7)

TITLE:
LEVEL:
TIME:
GOING ON VACATION
th
Middle School (7 Grade)

Oone Class Period
MATERIALS:
Backpack or Big Bag with lots of small items youd take on a trip
OBJECTIVES:
1.
Students will be able to share their personal tastes about traveling
2.
Students will be able to complain and problem-solve in a role-play exercise
MOTIVATION (warm-up):
Packing Game: get out your backpack unload it and go over all the items inside.
Put items back into the backpack and ask students to re-create list (by writing down every
item s/he remembers.
List on the board and review and discuss transportation vocabulary.
Discussion with students about How are we going to go on our vacation? What do we
have to consider?
Cost, Schedule, Time, Tickets, Mode of Transport, and more.
PRACTICE:
Students work in pairs to do problem-solving of travel situations.
One student acts as the travel agent, the other student is the customer.
Students take turns in their role to practice conversation by:
Asking for something (of the other person)
Complaining about somethiing (to the other person)
Your vacation was ruined by a lousy hotel and you think you deserve a refund.
Students must write a letter to the travel agency explaining the complaint and requesting that
the travel agent deal with it by giving you a refund.
LESSON COMMENTS?
LESSON PROBLEMS?
28
10. Comparisons: What is Better? (Grades 7-8)

TITLE:
COMPARISONS: WHAT IS BETTER?
LEVEL:
Grades 7-8
TIME:
One Class Period
MATERIALS:
List of Comparisons (enough copies for the class to work in pairs)
OBJECTIVES:
1.
Students will be able to make decisions about things they compare
2.
Students will be able to write sentences comparing things
3.
Students will gain confidence in speaking English
List a few comparisons on the board:
Birthdays/Weddings
Brothers/Sisters
Legs/Arms
Salt/Pepper
Cooking/Cleaning
Ask students to compare the items on the board and tell why they made their selection
INFORMATION:
Teacher explains whats involved in making comparisons and what happens sometimes
when comparing things with another person:
Identifying a persons likes/dislikes
Decision-making
Arguing over one being better than the other
PRACTICE:
Students work in pairs (try to partner students of similar skill level).
Handout the following list of comparisons and ask the students to write down on a piece
of paper why x is better than y each student must take the opposite view.
Give students 20 minutes to do this exercise:
Which is Better?
Lions/Tigers
Dancing/Sports
Magazines/Newspapers
Mom/Dad
Dogs/Cats
Pizza/Hamburgers
Stars/Planets
Movies/Music
Grandma/Grandpa
Candy/Coke
Sharks/Whales
Soccer/Volleyball
Hammer/Nails
Tapes/CDs
Birthday/Christmas
Head/Heart
Boys/Girls
Mountains/Oceans
Cartoons/Movies
Coke/Fanta
Jeans/T-Shirts
Airplanes/Boats
TV/Computer
Books/TV
APPLICATION:
Select random pairs and ask them to read their comparisons.
LESSON COMMENTS?
A good resource for similar activities is Keep Talking by Friederike Klippel it is one of the
books given to each TEFL-PCV by the Peace Corps at the end of PST.
29
11. Human Rights (Grades 7-12

LESSON PROBLEMS?
TITLE:
HUMAN RIGHTS
LEVEL:
Grades 7-12
TIME:
One Class Period
MATERIALS: None
OBJECTIVES:
1. Students will be able to give the meaning of human right
2. Students will be able to list 5 human rights that all people should be able to have
3. Students will be able to identify at least 1 place in the world where people dont have
human rights
MOTIVATION (Wrap-Up):
Write the words HUMAN and RIGHTS on the board
Ask students to tell you what the two words together mean and write their ideas on board
Write a final definition of Human Rights on the board
Ask students: what are the basic needs of all humans? (list on the board: Food, Clothing,
Shelter, Education, Safety, Family)
Ask students: do we all need someone to protect us? Who protects us? (parents,
government, military)
Ask students: are there places in the world that dont have human rights?
Introduce the United Nations and Amnesty International and describe what they do, who
they are made up of and why these organizations were created.
PRACTICE:
Read a brief story about a place with human rights violations. Write difficult words on the
board and ensure comprehension of the story.
Working in groups of 3-4, students: explain why there are human rights violations in the
country in the story and discuss how the problems could be solved.
Note: you can ask lower level students to draw a picture of a human rights violation; ask
higher level students to prepare an oral explanation.
One student from each group presents to class their explanations/solutions
If time allows, ask students to identify another place in the world where everyone doesnt
have what they need discuss.
LESSON COMMENTS?
LESSON PROBLEMS?
30
12. Blue Jeans: Foreign Cultural Influence and

Dressing Down (Grades 8-10)
TITLE:
LEVEL:
TIME:
MATERIALS:
Excerpts from
BLUE JEANS: FOREIGN CULTURAL INFLUENCE

Grades 8-10
One Class Period
Reading Dressing Down by John Brooks, Showing Off in America
OBJECTIVES:
1. Students will be able to explain what events caused jeans to become nationally popular
2. Students will be able to identify 2 signs that indicate the popularity of jeans
3. Students will be able to tell why European and other foreign countries were so slow in
adopting jeans as a popular style
Teacher asks for show of hands from students who are wearing blue jeans.
Teacher asks questions about jeans: Why do people wear jeans? Why are jeans so
popular? What kind of image do jeans convey?
Teacher passes out Dressing Down and asks students to skim for unfamiliar words
(article is typed on backside of this lesson plan).
Teacher writes unfamiliar words on board and provides definition on the board
PRACTICE:
Students read Dressing Down out loud taking turns so that as many as possible get to
read a few sentences.
Teacher asks comprehension and discussion questions:
Comprehension:
1. According to the author, what events caused jeans to become nationally popular?
2. What are some of the signs that indicate the popularity of jeans?
3. Why were European and other foreign countries so slow in adopting jeans as a
popular style?
Vocabulary: What is Meant by.(words in italics & underscored):
1. The jeans phenomenon is a seismic event in the history of dress.
2. John Wayne wore jeans in movies about untrammeled heroes in the lawless Old
West.
3. Jeans acquired the ideological baggage necessary to propel them to national
fame.
4. The popularity of jeans spread from cowboys and anomic youths to adult
Americans.
5. European customers considered jeans ersatz unless they came from the United
States.
6. Some of the local products were blatant counterfeits of the leading American
brands.
Students in pairs write 10 objects that are part of popular culture in Romania that came
from other countries.
Students read their words to class for each word a student has that no other student
has s/he gets a point.
The one with the most points wins! (honor & glory, candy)
LESSON COMMENTS?
LESSON PROBLEMS?
31
Blue Jeans: Foreign Cultural Influence (continued)
Excerpts from
Dressing Down
by John Brooks
Beyond doubt, the jeans phenomenon is a seismic event in the history of dress. The habit of wearing jeans is
along with the computer, the copying machine, rock music, polio vaccine, and the hydrogen bomb one of
the major contributions of the USA to the postwar world at large. Before the 1950s, jeans were worn by
children, principally in the West and Southwest of the United States, by children, farmers, manual laborers
when on the job, and, of course, cowboys
It was not until the 1950s, when James Dean and Marlon Brando wore jeans in movies about youth in revolt
against parents and society, when John Wayne wore them in movies about untrammeled heroes in a lawless
Old West, and when many schools from coast to coast gave their new symbolism a boost by banning them
as inappropriate for classrooms, that jeans acquired the ideological baggage necessary to proper them to
national fame.
After that, fame came quickly, and it was not long before young Americans whether to express social
dissent, to enjoy comfort, or to emulate their peers, had become so attached to their jeans that some hardly
every took them off. According to a jeans authority, a young man in the North Bronx with a large and
indulgent family set some sort of record by continuously wearing the same pair of jeans, even for bathing and
sleeping, for over 8 months.
Eventually, the popularity of jeans spread from cowboys and anomic youths to adult Americans of virtually
every age and sociopolitical posture, conspicuously including Jimmy Carter when he was a candidate for the
presidency. Trucks containing jeans came to rank as one of the three leading targets of hijackers, along with
those containing liquor and cigarettes.
Estimates of jeans sales? According to the most conservative figures (from Levi Strauss & Company), annual
sales of jeans of all kinds in the United States by all manufacturers in 1957 stood at around a hundred and
fifty million pairs; in 1977 they came to over five hundred million, or considerably more than two pairs for
every man, woman and child in the country.
Overseas? American Western movies and the example of American servicemen stationed abroad who, as
soon as World War II ended, changed directly from their uniforms into blue jeans started a fad for them
among Europeans in the late 1940s. But the fad remained a small one; in those days, European customers
considered jeans ersatz unless they came from the USA. Manufacturers, being perennially short of denim
were reluctant or unable to undertake overseas expansion.
Gradually denim production in the USA increased, and meanwhile demand for American-made jeans became
so overwhelming that in parts of Europe a black market for them developed. American jeans manufacturers
began exporting their product in a serious way in the early 1960s. At first the demand was greatest in
Germany, France, England, and the Benelux nations; later it spread to Italy, Spain, and Scandinavia, Latin
America and the Far East. By 1967 it is estimated that 190,000,000 pairs of jeans were being sold annually
outside the USA.
In the late 1970s, American firms produced one-quarter of their jeans in plants abroad; the markets in
Europe, Mexico, Japan, Australia, and other places had come so close to the saturation point that the fastest
growing jeans market was probably Brazil. Princess Anne of Great Britain and Princess Caroline of Monaco
had been photographed wearing jeans, and King Hussein of Jordan was reported to wear them at home in
his palace.
The counterfeiting of American brands was a huge international undertaking, which the leading American
manufacturers combated with world-ranging security operations. In Russia, authentic American Levis were a
black-market item regularly commanding eighty or more dollars per pair. All in all, it is now beyond doubt that
in size and scope the rapid global spread of the habit of wearing blue jeans, however it may be explained, is
an event without precedent in the history of human attire.
From John Brooks, Showing Off in America (Boston: Little, Brown, 1981).
32
13. American Schools (Grade 9)

TITLE:
LEVEL:
TIME:
MATERIALS:
AMERICAN SCHOOLS
Grade 9
One Class Period
None
OBJECTIVES:
1.
Students will be able to state 2 differences between Romanian/American schools
2.
Students will be able to compare/contrast the school systems of Romania/America
In small groups, have students discuss the purposes of education.
Ask groups to list, in order of priority, the purposes of education
Have group read their list to the class.
(Mention the American schools emphasize teaching students how to think critically and to ask
questions!)
PRESENTATION
As a class, discuss the following themes:
Teacher-student relationship
Self-esteem
Discipline
Grading
Cheating/Plagiarism
Assignments/homework
Class Schedule
Extra-curricular activities (and work and volunteering)
Creativity
Have student volunteers share about the Romanian school system; then share about the
American school system.
PRACTICE
In small groups, have students discuss their vision of the ideal educational system,
incorporating the best of the Romanian and American systems as well as their own
original ideas.
List the groups ideas on the board.
If time permits, choose an issue from the board, potentially a disagreement concerning the
nature of the ideal school. Hold a short debate!
LESSON COMMENTS?
LESSON PROBLEMS?
33
14. Sports in America (Grades 9-11)

TITLE:
SPORTS IN AMERICA
LEVEL:
High School (Grades 9-11)
TIME:
One Class Session
MATERIALS:
Pictures illustrating 4 popular American Sports: Baseball, Basketball, Football, Hockey
Pictures of Equipment used in above sports (bat/ball/glove, football, hockey puck/stick)
OBJECTIVES:
1.
Students will be able to recognize equipment used in four American sports
2.
Students will be able to recognize the playing field for four American sports
3.
Students will be able to list 5-10 vocabulary words relating to four American sports
4.
Students will be able to explain the scoring for four American sports
Ask 4 questions about each American sport to review sports vocabulary:
1. Where is each game played? (field of grass, court of wood, rink of ice)
2. What are the playing times in each sport? (4 quarters, 2 halves, innings, periods)
3. What do you call the people who make sure players follow the rules? (Referee in
Basketball & Football; Umpire in Baseball and Hockey).
4. How do you score each sport?
Baseball: Run, Homerun, Grand Slam
Basketball: 2 pointer, 3 pointer, 1 point freethrow
Football: 6 point touchdown, 3 point field goal, 1 point kick
Hockey: 1 point Goal.
1. List on the board vocabulary/phrases about all 4 sports: players, team, amateur,
professinal, league, field, court, rink, quarters, halves, innings, referee, umpire, run,
homerun, freethrow, touchdown, goal, field goal, extra-point kick, puck, hoop, net,
basket, home plate, goal post, strike, penalty, Lets Play Ball, Batter-Up, Seventh
Inning Stretch, line drive, pop fly.
2. Teacher share comments about: importance of and passion for sports in America. which
sports are most popular, parts of USA where hockey is most loved, which sports
originated in America (NOT hockey; its from Canada!), big business of sports .
PRACTICE:
Students work in groups of 4; each group is assigned one of the four American sports.
Each group is asked to draw a diagram of the playing field for their sport to list words
specific ONLY to their sport (from the list on the board OR others that they know):
Baseball: homerun, innings, strike, Seventh Inning Stretch, Line Drive, Pop Fly,
Batter-Up
Basketball: court, freethrow, hoop
Football: touchdown, extra point kick, goal post
Hockey: puck
Groups share their field diagrams with the class AND list vocabulary specific to the
sport.
Ask students to name the professional leagues in America
LESSON COMMENTS?
This lesson can easily be stretched over another class session by taking one sport at a time,
reviewing how the game is played (baseball, especially) and varying the way activities are
done.
LESSON PROBLEMS?
34
15. Imagining Another Me (Grades 9-10)

TITLE:
LEVEL:
TIME:
MATERIALS:
Intermediate (Grades 9-10)

One Class Period
None
OBJECTIVES:
1. Students will be able to define and give examples of fiction.
2. Students will be able to describe a fictional character originating in their imagination.
On a piece of paper, each student writes his/her name in the center. In each corner they
should write a number (birthday, lucky number, apartment number) OR a word (pets
name, sisters name, favorite band) which describes something about him/herself.
Have students guess personal information of other students (not enough time to
everyone; do just a few students)
INFORMATION
Define imagination and fiction. Imagination is the ability to form pictures/ideas that are
neither perceived as real nor present to the senses.
Have student suggest reasons why imagination is important.
Have students attempt to define fiction (Fiction is an imaginative creation that does not
necessarily represent actuality but has been invented or a literary work whose content is
produced by imagination.
Have students brainstorm types of fiction.
PRACTICE
Using their imagination, students develop a fictional character. Ask students to imagine
someone that they would like to be.
Then, ask students to write responses to the following questions:
Are you a man or a woman?
How old are you?
What is your name?
Describe your appearance.
What talents or abilities do you have?
What makes you most happy?
If you have a job, what is it?
APPLICATION
Depending on time, have as many students as possible introduce their character to the class.
LESSON COMMENTS?
LESSON PROBLEMS?
35
16. Land of Promise: USA the Stereotype

TITLE:
LEVEL:
TIME:
MATERIALS:
(Grades 9-12)
LAND OF PROMISE: USA the STEREOTYPE

Grade 9-12
One Class Period
Handout entitled Land of Promise? (at bottom of this page)
OBJECTIVES:
1. Students will be able to list 3 stereotypes about America/Americans
2. Students will be able to compare and contrast their ideas about America with historical facts and
contemporary statistics.
In pairs, have students discuss and determine the 3 best aspects of America and the 3 worst
aspects of America based on their current knowledge.
Have each pair share with class one positive/one negative aspect with the class.
On the board write the following questions: (1) How old is America? (2) How did most people go to
America before the Revolutionary War? (3) In the Declaration of Independence (1776), Thomas
Jefferson wrote: all men are created equal, who did that phrase include? (4) How would you
describe an American?
As a class, discuss stereotypes and their origins, including the role of media, information from a
single perspective, incomeplete information.
Handout Land of Promise ask 4students to read answers to above questions to the class.
PRACTICE:
As a class have students share new information theyve learned about america, making verbal
comparisons and contrasts to previously held ideas.
In small groups, have students generate 5 comparisons/contrasts between America and Romania
and share with the class.
LESSON COMMENTS?
LESSON PROBLEMS?
LAND OF PROMISE?
1.
How old is America? Native Americans crossed the Bering Straits on a land bridge from Asia about 25,000 years
ago; they reached South America at least 5,000 years ago. When Columbus reached the Americas in 1492, Native
Americans numbered about 75 million, with perhaps 10 million north of present-day Mexico. Due to destruction and
disease brought by European settlers, this number was reduced to less than 1 million.
2.
How did most people go to American before the Revolutionary War?

The first slave ship arrived in North America in 1619; by 1776, African slaves were 20% of the USA population.
Before 1780, 75% of all white immigrants who settled south of New England were indentured servants; in order to
pay for their journey to America, they agreed to work for an American master for 5-7 years; they became property
and beatings and rape were common. They could not marry without permission and could be separated from their
families.
3.
Who was included in the statement all men are created equal, (Declaration of Independence) The phrase
included land-owning, white males. No one else! Not Native Americans. Not women. Not black slaves.
4.
How would you describe an American?

Women = 51.3% of the population; 21.5% of population is under age 15; 16.7% are over age 60.
By 1990, 1% of the population owned 35% of the wealth; 30-40 million persons lived in poverty.
By 1994, the USA had 1 million people in prison, more per capital than any other nation in the world.
America - A Land of Promise!
36
17. Poetry of Hope (Grades 10-12)

TITLE:
LEVEL:
Grade 10 - 12
TIME:
Two Class Periods
MATERIALS:
Copies of Maya Angelous On the Pulse of the Morning (from the internet)
Photographs from photojournalism over the past century
OBJECTIVE:
Students will be able to complete a simple analysis of a poem
Review protest and social movements through showing photographs drawn from
photojournalism.
Ask students to try to guess the event shown in the photos and any knowledge they have
concerning the event
Identify the photographs (ex. a march for womens suffrage or a protest from the civil
rights movement)
Present the historical context of On the Pulse of the Morning, namesly that it was written
for and read at President Clintons first inauguration
Present a short biography of Maya Angelou as an African-American writer and human
rights activist
Distribute copies of the poem and read it for the class; ask students to listen for the
general tone (emotion) and theme of the poem.
PRACTICE:
Introduce the following questions:
What is the author attempting to communicate (content)?
What is the tone or emotion or attitude conveyed?
If there are any symbols or images utilized, what might they represent?
Define any challenging terms and historical referents.
As a class, answer the above questions for the first stanza of the poem. Emphasize that
a poem or even a stanza must often be read several times to begin to understand it.
Divide the class into small groups and assign each group a few stanzas to analyze (2-4,
5-7, 8-11, 12-14, 15-17)
APPLICATION (Wrap Up):
Have each group dramatically read their stanzas and then present their conclusions.
If time permits, reread the entire poem, emphasizing the final stanza. Ask the students to
discuss the overall tome and theme of the poem.
LESSON COMMENTS?
LESSON PROBLEMS?
37
18. Judge and Jury

TITLE:
(Grades 11-12)
JUDGE and JURY
34
LEVEL:
TIME:
MATERIALS:
Grades 11-12
One Class Period
Handout of Whats Your Verdict (or this can be written on the board)
OBJECTIVES:
Students will be able to share 4 words about legal proceedings
Students will be able to share 2 items of information about the court system in America
Students will be able to express their opinions about crime and punishment
MOTIVATION (Warm-up):
Talk about famous court proceedings in recent history (ex. Michael Jackson, Saddam
Hussein, legal troubles of President Clinton). Comments? Opinions?
Teach students legal vocabulary directly related to the activity: MUGGING,
TERRORISM, BURGLARY, MURDER, EMBEZZELMENT, SHOPLIFTING, VANDALISM,
MANSLAUGHTER, THEFT, ILLEGAL PARKING, CORPORATE FRAUD.
Provide general information about the Judicial system in America
Have students ask questions about Americas legal system; give answers.
PRACTICE:
Have students read the crimes from handout (OR from the board):
1. Two young men take a womans handbag after threatening to hurt her in a dark
street.
2. A motorist parks in a no-parking area & an ambulance cannot pass.
3. A company employee steals large amounts of money by using his office computer.
4. An unemployed carpenter breaks into a hardware store & steals some tools.
5. A group of schoolboys break all the windows in a telephone booth.
6. A jhusband kills his wife after finding out she has been unfaithful.
7. A group of men kill five customers in a pub by leaving a bomb there.
8. A well-off housewife steals a bottle of perform from a department store.
9. A motorist kills a pedestrian after an evening of drinking.
10. An office worker takes pens & paper from his office for his own personal use.
What punishment should be given to the above criminals? Possible verdicts to choose from
are:
(1) fine (2) community service (3) acquittal (4) imprisonment (5) probation (6) reform school
(for persons under age of 16) (7) other punishment?
In small groups, ask students to discuss their views on each of the (10) crimes in the
handout and decide upon an appropriate punishment for each action.
One person from the group will present the general decisions of the group about each
crime.
Compare and discuss/debate any great differences of opinion.
Discuss the consequences of being too tough or lenient with criminals and maybe some
of the problems that are facing Romania today.
Ask students what their course of action would be for the following court case:
A 4-year-old child murdered his baby brother because he was jealous of the
attention the infant got from his parents.
Discuss juvenile crimes, in general, and how such offenders should be handled.
LESSON COMMENTS?
LESSONS PROBLEMS?
38
19. Power of Persuasion (Grades 11-12)

TITLE:
LEVEL:
TIME:
MATERIALS:
POWER OF PERSUASION
Grades 11-12
One Class Period
None
OBJECTIVES:
1. Students will be able to state the 4 main points of a persuasive essay
2. Students will be able to logically defend a given perspective on a particular issue
Teacher quickly reads the controversial statements (at bottom of page) in succession.
Students move to certain locations in the room based on their agreement/disagreement/
uncertainty about each statement.
Ask 1 or 2 students to share reasons for their opinion after each question.
Teacher writes on board and then reviews the structure of a persuasive essay with students:
1. Introduction Thesis or Clearly Stated Position
2. Main Point: (a) Supporting Point, (b) Supporting Point
3. Main Point: (a) Supporting Point, (b) Supporting Point
4. Conclusion Summary and Restatement of Thesis
PRACTICE:
Students will be divided into groups; each group will be given a different role to defend in
a role play (use a scenario from the Controversial Statements below; one group We
Agree, one group We Disagree, and a third group We Dont Know and Why We Dont
Know.
Members of the group must get organized and identify: (1) note writer, (2) timekeeper, (3)
presenter, (4) discussion leader(s).
APPLICATON (Wrap-up):
After developing and structuring their group arguments, group speaker will present to the
class.
LESSON COMMENTS?
LESSON PROBLEMS? There might be a lack of time for presenting positions; if this occurs,
continue presentations during the next class session. Every group should be heard!
Controversial Statements
Students will move to different areas of the room labeled I Agree, I Dont Agree and I Dont
Know based on their perspectives regarding the following statements.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Everyone is basically good.

People should be able to criticize the government.
The man should be the leader in the home.
Money is for spending.
Teachers should be allowed to hit their students.
Beauty is only a matter of personal preference.
Personality is more important than beauty.
More people should be given the opportunity to go to university.
Love should last forever.
Students should attend religion classes.
The Power of Persuasion
39
WEBSITES and ENGLISH TEACHING RESOURCES
Internet
The internet is loaded with English language teaching resources, lesson planning
ideas, games and puzzles. Enter any subject into a search engine (ex.Google) and
vast resources are available at your fingertips.
Helpful websites that have been used by TEFL staff and volunteers, for learners of all
ages, include:
Websites:
www.onestopenglish.com (current news topics and lessons for basic, intermediate and
advanced students)
www.everythingeso.net (good site for lesson plans for beginners)
www.lessonplanspage.com (has section for seasonal lesson plans)
www.coollessons.org
www.lessonplanz.com
www.teach-nology.com (lesson plans to copy)
www.creativeteaching.com
www.vos.ucsb.edu (comprehensive web pages for humanities research)
www.englishclub.com
www.fonetiks.org
www.teach-nology.com
http://iteslj.org/Techniques (great site for TEFL teaching)
http://iteslj.org/Lessons (lots of good and interesting lesson plans)
http://iteslj.org/games/9985.html (great site for games)
www.Qualint.com (great site for word games and puzzles)
http://familyinternet.about.com/library/game
http://www.si.edu/resource/faq (Smithsonian Institutes Encyclopedia)
http://www.smithsonianeducation.org/educators/index.html (this is the searchable web base
that allows you to find all kinds of resources for teachers; you can identify subject area
and grade level.)
http://nationalgeographic.com/education (This is National Geographic searchable teachers
resource page; scroll all the way to the bottom and sign up for the monthly updates. On
the left side there are great resources to check out Geospy and mapmachine.)
http://www.ostp.gov/html/estme/eduresources/html (This listing of education resources online can be helpful in locating specific types of materials. For example: select from the
list http://www.childrensmuseums.org/visit-a-museum.htm and click on visit a childrens
museum. Then choose international and locate a museum to visit virtually).
PEACE CORPS WEBSITE

Visit our very own website, www.peacecorps.ro. Click on Program Sector, then
TEFL, then Lesson Plans. Lesson Plans posted by Romania/Group 8 cover
elementary, middle and high school levels. When in need of an extra idea just go
to www.peacecorps.ro for fast help.
40
REFERENCE MATERIALS
Used in production of this manual
Teaching English as a Foreign Language to Large, Multilevel Classes, M00046
National Curriculum Guide (Romania) edited by the Romanian Ministry of
Education and Research
Outline of American Geography: 4th Edition by Stephen Birdsall & John Florin
Dressing Down from Showing Off in America by John Brooks (Boston: Little,
Brown, 1981)
http://exchanges.state.gov/forum/vols/vol35/no4/p47.htm
Morons Guide, Peace Corps Romania

2003 Peace Corps Romania PST TEFL Training manual
2004 Olimpiada de Limba Si Literatura Engleza, Faza Nationala, Craiova

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Peace Corps

Karen Lindquist (Romania 19)

Greetings Group 21 TEFL PCVs:

Common Sense Learners: These learners like to explore and problem-solve,

4. English Skill Building:

Practice (Primary Activity): Let them try it!

THE 4MAT LESSON PLAN

The 4MAT cycle can be used to:

Each step builds on the last!

1. 5th 8th Grades: Topics and Communicative Functions

Communicative functions: In addition to functions for 5th grade

LESSON PLANS FOR THE SHORT AND LONG-TERM

PROP CONVERSATION (Grades 6-11)

I hear and I forget.

The Wheels on the Bus

The dogs on the bus go woof, woof, woof

CONVERSATION TOPICS FOR INTERMEDIATE LEVEL

Famous Love Stories in World Literature/History: Narrate the plot of a

2. American Geography Syllabus

Week 1: Overview and Basic Themes: Urbanization, Industrialization, High Mobility,

3. American Literature Syllabus

The Story of American Literature: Literature to 1620, Early American (1620-1820),

American Literature Project Students Become the Teachers:

4. Journalism/School Newspaper Syllabus

SINGLE LESSON PLANS

Verse 3. October brings us Halloween

2. Listening Bingo (Grades 4-5)

3. Animal Farm (Grades 4-6)

5. Super Pet (Grades 5-7)

6. Creating a Comic (Grades 6-8)

7. Around the World (Grade 6)

AROUND THE WORLD

You _____________ smoke.

9. Going on Vacation (Grade 7)

Middle School (7 Grade)

10. Comparisons: What is Better? (Grades 7-8)

11. Human Rights (Grades 7-12

12. Blue Jeans: Foreign Cultural Influence and

BLUE JEANS: FOREIGN CULTURAL INFLUENCE

13. American Schools (Grade 9)

14. Sports in America (Grades 9-11)

15. Imagining Another Me (Grades 9-10)

Intermediate (Grades 9-10)

16. Land of Promise: USA the Stereotype

LAND OF PROMISE: USA the STEREOTYPE

How did most people go to American before the Revolutionary War?

How would you describe an American?

America - A Land of Promise!

17. Poetry of Hope (Grades 10-12)

18. Judge and Jury

JUDGE and JURY

19. Power of Persuasion (Grades 11-12)

Everyone is basically good.

The Power of Persuasion

WEBSITES and ENGLISH TEACHING RESOURCES

PEACE CORPS WEBSITE

Morons Guide, Peace Corps Romania

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