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This isn't really so much a plan, but something that seems to be working well, and is enjoyable for students and teachers alike. Essentially students pick new names for themselves and make name cards, from that point on they'll be referred to as that in class. Teachers may also pick names (I currently teach with Scarlett-sensei and Xavior-sensei). It might also be fun to pick out a new Japanese name for yourself (I'm 'Akira').

I grabbed a list of the top 100 baby names from last year in the US and 'translated' them into katakana. I had a couple Japanese teachers go over it, but they may have missed a few... so some of the names might not be 100% accurate. In any case I suggest reading the list out loud so the students can hear the names.

I also made tried to make it clear that this was optional, and I knew lots of people with Japanese names in the US. If they didn't want a new name that was okay. In addition they were free to pick names not on the list. I was expecting to get a few kids to want to be named "Spiderman" or "Jack Bauer", but only one student picked an odd name: "Pork" (he was clear he wanted it to mean 'pig-meat').

As a fun side-activity I've begun researching the meanings of the names they've chosen. Xavior-sensei (for the record, he chose that spelling) was disappointed to find out that his name actually means "New House". I think he was expecting something more sinister.

See attached files.

Notes:

This was also just after Christmas, so at the end I played "Auld Lang Syne" and asked the students when they hear the song in Japan. I then explained when we play/sing the song in the USA.

Prep time: About 25 minutes, to choose and print the songs, then cut them and place them in separate envelopes.

Supplies: Envelopes with song lyrics, CD or MD with the songs, CD or MD player.

See attached Word doc for details.

Additional Notes:

You can use any songs for this activity. I chose songs that I specifically liked and that had fairly clear lyrics, but different sounds. The students really enjoyed this activity and I believe it was good listening practice. "Blowing in the Wind" was challenging, because a few of the lines sound similar. You probably need to play each song at least 2 times, 3 if they are ordering the lyrics line by line. After finishing, I read the lyrics aloud to the students for them to check their answers.

(Any warm-up can be substituted for the "Neko Check". The "Neko Check" as a warm-up or full lesson plan will be explained in another lesson post.)

1) Make a worksheet several "questions", each with two items and a comparison word. For example, me / you (short), followed by a blank. They must make a sentence like "You are shorter than me." Some can be challenging, such as irregular verbs like "bad" or "good".
Give them a time limit and the first group to have the most correct sentences wins. I recommend groups of 4 or 5.

2)Adapted from a lesson plan by Christen Budzek (?). This uses pictures to practice modals. I will try to scan in Christen's pictures if I have a chance, but you can make your own. First, choose a picture that is very vague; one that is difficult to tell what it is. Ask each group to write one sentence about it using must, may, or could. Have them write it on the board or say it outloud. Use the picture to explain the differences between must, may, and could. Must is "pretty sure", or about 90% sure. May is "maybe", or about 50% sure. Could is "less than maybe", or "it's possible, but not sure", about 35% sure.

To reinforce this, have them look at a picture with many things happening. Make about 5 to 10 sentences that have a choice of words, for example, "It must/could be nighttime". Ask the students to circle the correct words, then review the answers to each question. Keep the sentences simple so the students are focusing on using the modals and not on new words.

Last, give each group a picture of some items, for example a picture of a test paper that says 100% and the name "Bob Ford". Make 3 sentences about Bob, using must, could, and may. Example, 1) Bob must be a very good student. 2) Bob could be the best in the class. 3) He may study hard. Showing them an example and example sentences before trying the activity can be useful. You can leave it with each group using 1 picture, or you can rotate the pictures if you have enough time. I had each group write 1 sentence on the board, and explain about the good and bad examples to reinforce it.

Most students got it after this activity, but some still had trouble.