Monday, April 23, 2012

Courtroom Vocabulary

Look at the image of the court and people in the court.
  1. What are the names of the people who work in court?
  2. What do people do who work in courtrooms?
  3. Brainstorm with a partner and compare with another group.

Discuss with partner:

Do Georgian courtrooms have similarities to American courtrooms?
Create a Ven diagram with a partner comparing similarities/differences.
Compare your results and diagrams with another group.

Activity Idea (higher levels):

A mock trial is an engaging way for students to learn about courtrooms. Students take the roles of judge, jury, witness, lawyer and other court personnel for a mini-trial where witnesses give testimony and lawyers ask questions of the witness and the jury eventually makes a decision based on the evidence. Giving each student a role in the activity is a motivating factor towards participation.

Tour of a First Grade Classroom

This video shows a first grade classroom in Chesapeake, Virginia.

Wednesday, April 18, 2012

Writing for Hope

Semi-formal Emails should contain:

     Purpose of the letter
     Reasons in support of purpose
     Closing and signature

Example (taken from: Hope Letters):

Dear Japan,

I may not know anyone in Japan but even though I do not know anyone I am still thinking of all of you. Everything is a mess right now but it will get better in time. Everyone here keeps talking about how to help all of you that have been affected by this sad tragedy. We are thinking of fundraisers and helping organizations raise money.

I feel really bad that Japan was hit with a tsunami and a big earthquake. The people in Japan are really brave, strong, and hopeful. We are watching over you, and we hope everything gets better. Lots of love, hope, and thoughts go to all you in Japan. 

Love: A Middle
School Student

Activity Idea:

Students can write or type a simple "hope letter" to people affected by disasters in other parts of the world which provides opportunity for authentic assessment of writing (and brainstorming/outlining ideas before writing/rewriting) and actively involves them in volunteering their support in a real life event.

Tuesday, April 17, 2012

From Trash to Treasure

Project – got something you want to throw away? 
Students transform recyclables into creative craftwork. 

Teachers – you can possibly provide students with some recyclable stuff to create with such as:

     Glass Bottles
     Plastic bags/bottles
     Toilet paper tubes

By crafting something, students use creativity for a real experience recycling. For more ideas click the link here.

Senaki School #1 and Kvemokvaloni students (Samegrelo) crafts from reusable materials.

(Song) Keep the Park Clean

Before song:

Why do you think that Bert asks people to keep the park clean?
Why is it important? What reasons can you can think of?  Create a list with partner.

During song:

A boy in the park with a paper
From a sandwich on which he had fed,
Was about to drop it on the s____________
When a pigeon looked up and said:
Please keep the park clean for the pigeons
That is the ___________ thing to do

Throw all your trash in the b _ _ _ _ _
And we will say _________ you to you
Keep the park clean for the pigeons
When you eat c__________ or g _ _

When you leave trash on the sidewalk,
They can’t see bread crumbs to eat
Cracker jacks and chewing gum sticks to their _________

So, put trash in your p_________
If there’s no _____________ around
Please keep it to _______  _________ later

Do the Right Thing

Before Video

Have you ever seen something on the street that should not be there? What?
List as many things (with partner) that you can think of. Compare with another group.

After video

What is another word for “trash” in the video? It starts with “L”. L _ _ _ _ _
What did Ernie and his friends eat in the park?
What trash did Ernie and his friends have that they did not throw on the ground? 
They had w _ _ _ _ _ _ _ from candy and b _ _ _ _ _ _ from drinks.
If you’re looking for a  p _ _ _, throw the litter in a c _ _

Word search – complete the words below that mean the same thing as “trash”:

W_ _ _ e
R_ _ _ _ _ _
G _ _ _ _ _ _
L _ _ _ _ r

Here are some places where you can throw trash:

B_ _ _ _ t
B _ _
C_ _

Find these words in the word search 
(created at

Why do you think that Ernie asks people to not throw trash on the ground?
What are some reasons you can think of?  Create a list/compare with another group.

Interactive Matching Task (Sophie Khvadagiani, Kutaisi #3)

Interactive GroupTask:

  1. Students work in groups to create posters (pasting two images, matching titles and descriptions).
  2. Posters are displayed on the walls around the classroom.
  3. Students circulate from poster to poster as each group gives short presentation about poster.

Friday, April 13, 2012

Batumi joins Global Youth Service Day

Batumi (led by school #2 and ELCE and funded by a grant from the Norwegian people) is proud to join Global Youth Service Day, April 20-22, in connection with Earthday, April 22. 100 nations will be participating, and our project will be added to the GYSD map on Monday.

Global Youth Service Day

Children and teenagers from the Batumi area will meet and discuss ways to enact environmental change, and then work together as a community on a clean-up project. School #2 will host an Earthday concert, followed by a sky lantern launch around Nuri Lake.

Village schools, under the leadership of TLG volunteers, will be participating and hosting a clean-up project on Saturday, April, 21, and will participate on Sunday as well.

Saturday, April 7, 2012

It's Not Easy to be an Outsider

I.  Brainstorming and Outlining

While watching the video, write in your own words what happened in the story using the cues below. Don’t worry about writing complete sentences, but work quickly while you watch the video to write as much as you can. This will create a rough outline which you can modify later.

            First, the mother duck ….

            When the father duck saw one duckling looked different, he …

            Later, when the white duckling tried to swim with the other ducks…

            When the white duckling looked into the water, he…

            After a short time, the duckling joined some birds, but

            The little duckling felt very sad because..

            Finally, something interesting happened..

II.  Creating a Topic Sentence

Discuss with your partner - what is the main idea about this video?

Work with your partner to create one sentence that states what you think the main idea of this video is. Compare with one or two other groups; add any details to your sentence.

III. Editing/Rewriting

Now, go back to what you have written down and work with a partner to “clean up” the story together. Rewrite the sentences with the details that you both agree on together to form a paragraph. The main idea  is the first sentence of your paragraph; examples and details should logically follow the order of the outline.

Before video: (discuss with partner)

Have you ever felt like you were not part of the group an "outsider"?
How can we make someone feel better if they feel as an "outsider"?

After video:

Why is the young man depressed? What happened?
How is this video similar to the duckling video?
What do you think will happen to the boy when he returns?

Friday, April 6, 2012

Proverbs and Taks Regarding Diversity

“I feel my heart break to see a nation ripped apart by it’s greatest strength – it’s diversity” (Melissa Etherdige)

“Variety is the spice of life” (American proverb)

“How can you govern a country which has 246 varieties of cheese?” (Charles de Gaulle)

“Never judge someone by the way he looks, or a book by the way its covered, for inside those tattered pages there’s a lot to be discovered.” (Stephen Cosgrove)

“All the diversity, all the charm and all the beauty of life are made up of light and shade.” (Tolstoy)

“Recognize yourself in he or she who are not like you and me.” (Carlos Fuentes)

“Civilization is the encouragement of differences.” (Ghandi)

Speaking-Writing Task

Students work in pairs/groups – choose one of the quotations above that you like.
Is there a similar Georgian proverb to the one you have chosen?
  1. What do you think it meansTake 5 minutes and quickly write down words or phrases that you can think of that relate to the idea of the quote you like.
  2. Write any specific examples from your city or country that you can think of that relate to the idea in this quotation and that support that it is true.
  3. Now, write one sentence in your own words that states the main idea of what you think the quotation means. This will be the topic sentence of the paragraph.
  4. Write a paragraph together with your partner. The main idea will be the first sentence. The examples that follow will the supporting points.
  5. Share your results with the other groups. 

Quotes from:,,,

Diversity Lesson Plan

Warmup - Watch videos and discuss with a partner the following:
  1. What does "diversity" mean to you? Discuss with a partner (3-5 minutes)
  2. Complete the following phrase in your words: “Diversity is about…”
Communicative Task - Which statements do you agree with? Why?
(Compare your results with a partner)

Having friends from different cultures can teach you important things. _______

Too many different cultures can destroy a country's national values. _______

People should learn a foreign language if it helps them earn more money. _______

Women should have certain jobs and men should have certain jobs. _______

Reading Task

Pre-Reading   "American Diversity: 'It takes all kinds of trees to make a forest' 
1.  What do you predict this reading passage is about? 
2.  How will the proverb in the title relate to the reading?

During Reading
  1. Underline the sentence that you think is the main idea of the paragraph. 
  2. Circle specific examples that support the main idea of the paragraph. 
  3. Circle any words that you are not sure what they mean.

American diversity is deep because it is a land of immigrants. On the back of U.S. coins, it is written “E Pluribus Unum” which means “out of many one.” Importantly, the phrase is a reminder that there are many different diverse citizens who make up the American people from so many different backgrounds and nations. In fact, all Americans (except for Native Americans who some scholars believe arrived in the Americas by crossing a “land bridge” connecting America and Asia that existed thousands of years ago) are descendants of families that immigrated to America at some time or other. Until the mid 1900-s, most immigrants to the Americas came from Europe; the Spanish were the first Europeans to settle permanently there in the 1500s. Today, Americans are made up of people from all over the world, and are as individual trees -  all are slightly different how they look and how they think, their cultural beliefs and traditions, their spiritual beliefs and religion. In sum, all Americans are individuals from many diverse backgrounds who stand together common in their unity as a single forest in a land made up of immigrants.

Post Reading
  1. When did European settlers begin arriving in the Americas?
  2. Where do some scholars believe Native American people came from?
  3. What are some things that are diverse about America besides the location of where people were descended from?
  4. What does the phrase “E Pluribus Unum” mean?
  5. What do you think the author’s opinion is on diversity- a good thing? Why?

Nino's Friends (4-5 graders) and The Candy Lesson (3-4 graders), Kristine Tsukidze and Nino Mikeladze, Batumi

Nino's Friends

Based on an English story, this is a Georgian version with simple text that uses modals (can/can't). I showed the picture at the end of the reading and students realized that some people can do things, while others can't, but everyone can do something. For writing, students interview each other about what they can and can't do, write sentences, and then begin to put them into paragraphs. It takes two lessons to get the writing in, but the foundation is there for more writing.

Lesson plan, reader and worksheets

The International Candy Lesson

Basic reader and beginning sentences for early learners. VERY popular lesson for young learners. Nationalities and adjectives for describing candy, and students also write about their favorite candy. My favorite candy is ______ (name). It is from ______ (country). It is _______ (nationality). It is _______ (color). It is ________ (sweet/sour). I like ______ (name of candy). Students read their simple candy paragraph. While reading, have other students listen for what each student likes. It helps to focus them while each of them reads. After, ask questions. What does Giorgi like? He likes _____. You can make a game of the listening as well by having students in teams. Whichever teams listens closely and gets the most correct wins.

We used real examples of the candy (all available in Georgia) and then used them for prizes. You can modify the text for lower levels.

Lesson Plan
Handouts (but you can do this chart on the board as well)

Wednesday, April 4, 2012

Assessing Young Learners

Religious holidays, (3-4 graders and higher) Nino Maisuradze, Batumi

Module 5 – Diversity and Multiculturalism
Objective : content: To present and practice the target vocabulary and personalize it, to enable students to speak about different cultures, to present and analyze different religious festivals through reading. Language objectives: WH questions, vocabulary
Curriculum connection: English curriculum, grades III-IV, objectives: 4
Grade: 4
Materials: handouts, board, paper

Warm-up: Students will break into groups. Students will be given packets of information about different regions in Georgia. Explain the idea that everyone is different but they are all Georgian. Explain vocabulary.  Student must match vocabulary with the region.

towers/monasteries/dialect/wise/churches/mountains (or as needed)

pre-reading: ask students what they know about Muslims, Christians and Jews (my class has eight Muslim students). Draw symbols for all three religions (moon, cross, Star of David). Draw buildings with the symbols and explain MOSQUE, CHURCH, SYNAGOGUE

during-reading: Go over difficult vocabulary; have students translate sentences into Georgian, discuss the reading in Georgian if necessary

pray/feast/fast/crucifixion/candle/army, etc.

post-reading: What did we learn about Ramadan? Easter? Hanukkah?

Writing (and comprehension):
Working in pairs or in a group, have students complete the chart with sentences.

Who: Muslim Christian Jewish

What: Ramadan Easter Hanukkah

When: 27th day of Sunday/April winter

How: Muslims: They fast. They pray Christians: They color eggs.  They don't eat milk or meat. Jewish people: They clean the temple. People light candles.

Where: mosque church synagogue

post-writing: check and edit student work

oral: Ask questions, or have students ask questions, using WH questions.

What do Christians do at Easter?
What do Muslims do at Ramandan?
Where do Jewish people go on Hanukkah?

Religious holidays lesson plan