Lesson Plans Chilean Context Rationale

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Lesson Plan Design: The Chilean Context

8th Grade Level: 3rd Quarter

Textbook : Travelers 8 Basicó

Unit 3: Different Lives

Lesson 3: Do You Like Jokes?

Lessons based on a curriculum and syllabus designed

in cooperation with Aarika Floyd

Vanessa Armand

University of Illinois at Chicago

March 27, 2012



This paper reports on the rationale behind two consecutive lesson plans created to fit the

8th

grade Chilean public school context. This context is described in depth in the curriculum and

syllabus designs on which these lessons are based (Armand & Floyd, 2012a-c). The choice to

construct lesson plans for the lessons leading up to lesson three of part 3 (“Do you like jokes”)

within Unit 3 (“Different Lives”), was not a calculated attempt at luck, nor an attempt at arbitrary

humor (though this may function as an entertaining tidbit for both the author and audience).

Rather, it was structed as such to improve the introduction of the topic to be more relatable to

students’ lives and experiences. While the text offers several intriguing talking points for learners,

the entry point into the topic remains ambiguous; these lesson plans propose several solutions. It

is important to note that,in order to remain in compliance with Chilean Ministry of Education

standards and guidelines, the lessons make use of heavily emphasized elements of the text, such

as the listening passage on pages 70-71. As all Chilean public schools (grade 8) use the Travelers

textbook and follow the same curriculum, it is necessary to follow these key elements as a

guarantee that students progress to the next level with the same basic knowledge. Adherence to

these texts also aid students in referencing common learning material during their email

interactions with their Chilean 8th

grade pen-pals—a major thread in the designed syllabus

(Armand & Floyd, 2012c).

As a highly contexualized cultural topic, humor does not easily lend itself to explanation

and instruction in the L2 classroom, especially in a foreign language setting. One approach might

be from a more quantitative prospective via a presentation of humor-based holidays around the

world (see discussions of “April Fools Day” in Jantus, 2011, pp.71-72 [student edition]). A more

qualitative approach, however, is drastically more difficult to execute because it requires either

background knowledge of the target culture, prior experience with humor in foreign cultures, or

an advanced level of cognitive processing. Indeed, most any Study Abroad student or ex-pat

would attest to the fact that the mental gymnastics involved in understanding humor outside of

one’s native culture often requires a combination of these elements. I would argue that the

attempts at qualitative approach made in the textbook leave much to be desired for the mind of

the 8th

grade Chilean student who has most likely not yet traveled internationally, and lacks the

proficiency in English needed to understand humor-based strands in British and American pop

culture (i.e. TV series and movies).

Therefore, these lesson propose several activities that draw upon students’ experience

with humor in Chilean culture, and provide authentic input that serves to expand students’

knowledge of and interest in American and British cultural references. The works of Dornyei

(2009) and Brown (2007) emphasize the importance of learner motivation as influenced by



stimulating learner interest in and ownership of the material; the schema activation provided in

Lesson Plan 1 aims to do precisely this. It serves as a replacement of the schema activation in the

textbook, as the expected responses for the discussion (Jantus, 2011, p. 70 Student edition) appear

unclear and unfocused—without an explanation of what the images are representing, it is difficult

to determine the elements that might be considered humorous. Therefore, this activity has been

replaced by word mapping. Other adaptations to the textbook lesson include the incorporation of

authentic input (an episode of “I Love Lucy”) as a starting point for class discussions about

humor, language, communication breakdown, and culture. All of these elements have a direct

impact on the development of students’ intercultural competence (Kramsch, 2010), and such

cultural exposure can influence students’ formation of their ideal L2 selves—a key element in

successful language learning (Dornyei, 2009; Kim, 2009; Kim & Yang, 2011).

Understanding that interaction is key for language learning (Pica et al, 1996), partner and

small group work is a key element of these lessons. It may be remarked that the use of small

group interaction in schema activation may potentially facilitate the students’ use of their

common L1 in this context. However, it is my belief that such interaction can aid in eliciting

creative student responses, especially when students may lack the proficiency they need to be

creative directly in the L2. Small group work provides a safe environment in which to test out

language hypothesis and creative ideas (Brown, 2007). While word mapping and discussions both

in small groups and as a whole class may absorb a good deal of time, they are necessary steps that

gives students extensive input in English for this topic. Such interactional activities can be based

around straightforward responses or can make use of such questions as “What kind of jokes do

you like most?” (Jantus, 2011, p.70 [Student Edition]). The second sparks self-reflection about

one’s own cultural norms (what is considered acceptable and unacceptable humor) and can serve

as an entry point for a discussion of these norms in other cultures1. Once again, language learners

of all levels, this kind of self-reflection and cultural analysis is paramount for building

Intercultural Competence (Kramsch, 2010).

1 If possible, the teacher might even share a personal story about a moment when s/he experienced a

culture clash involving an exchange of humor.



References

Armand, V. (2012). Textbook Review: Travelers 8, (2002). Armand, V. & Floyd, A. (2012a). Curriculum (Re-)Design: A Chilean Context.

Armand, V., & Floyd, A. (2012b). Assessing Needs of the 8th Grade Chilean Student.

Armand, V., & Floyd, A. (2012c). Syllabus Design: The Chilean Context.

Brown, H.D. (2007). Teaching by Principles: An Interactive Approach to Language

Pedagogy (3rd ed.). White Plains, NY: Pearson Education.

Dörnyei, Z, and Ushioda, E. (2009). Motivation, Language Identity and the L2 Self,

Multilingual Matters: Dublin, Ireland.

Gilmore, A. (2011). “I Prefer Not Text”: Developing Japanese Learners’ Communicative

Competence with Authentic Materials.” Language Learning 61 (3): 786-819.

Grant, N. (1987). Making the Most of Your Textbook . Harlow, Essex: Longman.

Graves, Kathleen. (2000). Designing Language Courses. Heinle & Heinle.

Hurd, S., Beaven, T., Ortega, A. (2001). Developing autonomy in a distance language

learning context: issues and dilemmas for course writers. System 29(3): 341-355.

Jantus, L. (2011 ). Travelers: 8° ba ́sico. [Travelers: 8th Basic] Santiago, Chile: Eds. Cal y

Canto.

Kim, Tae-Young. (2009).The Dynamics of L2 Self and L2 Learning Motivation:A Qualitiative Case Study of Korean ESL Students. English Teaching, 64, 49-70.

Kim, Tae-Young & Yang, Jin-Suk. (2011). The L2 Motivational Self-System and

Perceptual Learning Styles of Chinese, Japanese, Korean, and Swedish Students.

English Teaching, 66, 141-162.

Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching

44(03): 354-367.

McKay, S. (2003). Teaching English as an international language: the Chilean context.

ELT Journal Volume, 57 (2), 139-148.

Pica, T., Lincoln-Porter, F., Paninos, T., and Linnell, J. (1996). Language learners’

interaction: How does it address the input, output, feedback needs of second

language learners? TESOL Quarterly 30, 1:59-84.



APPENDIX A: Goals Chart for “Unit 3: Different Lives” (as seen in Armand & Floyd,

2012c, p. 1).



APPENDIX B: Original Syllabus Design for Lesson 3: “Do You Like Jokes?”

*Key: Highlighted text = Classes chosen for more detailed lesson planning

Text in red = changes to lesson as executed in actual lesson plan

Lesson 3: Do You Like Jokes?Language Objective: There

is/there was

Travelers Pages: p 70-72

Date Period: Week 5 – August27, August 29, August 31

Week 6 - September 3,September 5

“Manic” Monday – August 27 Lab Wednesday – August 29 “FUN” Friday – August 311. Speaking/Listening: Joke time

in Spanish2. Speaking/Listening: Class

discussion of why the jokes are/are

not funny3. Speaking: Jokes in L2s-- elicit

understanding difficulties & personal

experiences from Ss 4. Reading/Writing: T pre-listening#4-5

(p. 70)

5. Listening: T-Listening #6-9 (p.71)6. HW: Choose pen-pal email to edit

& bring to class Wednesday

1. DUE: Reflection #2

2. Speaking: Review of Listeningactivities

3. Listening/Reading/Speaking:

(a) Grammar presentation T #10 (p.71)

(b) Practice Target form with Family

Circus comics 4. Speaking: Class discussion of communication progress with pen-

pals

5. Reading/Writing: Editing taskusing communication with pen-pal6. Speaking/Writing: Brainstorm

writing jokes in emails

7. Writing: Free time to write topen-pals

1. Reading/Speaking: (a) Schema

reactivation; (b) Three stooges clip(c) Discussion using target form

(review)

2. Speaking/Listening: T #12 (p.72) Discussion of Chilean equivale

3. Speaking: Discussion other

international ‘April Fools’celebrations4. Listening/Writing: T #13-14 -

Crossword puzzle

5. HW: Research pod country’s“April Fools”traditions

“Manic” Monday – September 3 Lab Wednesday – September 51. Speaking/Writing: Prepare for group presentation of

‘April Fools’ traditions2. Speaking/Listening: Presentation of pod country

‘April Fools’ celebrations

3. Speaking/Listening/Writing: (a) Class discussion of

which celebrations interest Ss most (recyclecomparative, superlative, & present perfect),(b) Note-taking

1. Speaking/Listening: (a) Return written reflection

activity; (b) Class discussion; (c) Questions; (d)Vocabulary/grammar review

2. Speaking/Listening/Reading/Writing: Intensive

grammar workshop; addressing needs

3. Writing: Online grammar review practice4. Writing/Reading: Assign reflection #3



APPENDIX C: Travelers Lesson 3(Jantus, 2011, pp.70-72 [Student Edition])

Lesson Plans Chilean Context Rationale

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