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Dennis O'Connell.
Dennis O'ConnellPostcards from Asia Listening Lessons which incorporate Currencies from the United States and East Asia (Elementary)
These lesson plans will focus on introducing students briefly to the East Asian countries of Japan, South Korea, North Korea, and China. These lessons can be done one right after the other in a series, or they can be used individually to introduce a week-long study of each country. My dream for these lessons would be for them to be part of a larger unit during Asian Pacific American Heritage Month as recognized by Los Angeles Unified School District. Each week could focus on the language, foods, history, and other cultural aspects of the country for that week. These listening lessons would be just one aspect of the heritage celebration. The order of the countries can be determined by the instructor.
Rationale
California in general and Los Angeles in specific are places of rich diversity in cultures. It is important for students to recognize this diversity, learn from it, and benefit from seeing life from many different points of view. Additionally, the novelty of studying other cultures often helps motivate students to learn things they might usually resist learning. For example, studying money in another currency might spark a deeper interest in the symbols of that country.
Educationally, students need to improve in listening, speaking, reading, and writing. State testing in third grade requires students to listen to oral passages, take notes, and then answer comprehension questions based on their listening. These mini-lessons give students interesting and engaging practice in listening to information about another country, in taking written notes on that information, and then in answering comprehension questions based on that listening.
Skills and Content Objectives
California Common Core State Standards Addressed:
Reading Literature 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Writing 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Speaking and Listening 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Language 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.
English Language Development Part I, section B, 3.5 Listening actively to spoken English in a range of social and academic contexts.
History-Social Science 3.4.3 Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals.
History-Social Science 3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Students will develop active listening skills. They will learn how to take brief notes based on their listening. They will be able to answer comprehension questions based on their listening. They will be able to check the correctness of their answers by comparing their listening to the written text of the oral presentation. They will use evidence from the text to prove or disprove their answers. Students will gain an appreciation for the symbols used on United States currency. They will learn about the important individuals memorialized on the United States currency. Students will gain an appreciation for other cultures (Japan, South Korea, North Korea, China) by listening to vignettes from those cultures. They will also see the currencies from these countries and learn about the symbols and individuals depicted on those currencies.
Lesson Plan
These lessons were done one per day in my classroom. This allowed students to improve over time as they used their listening and note-taking skills on multiple occasions and got used to the routine and expectations.
Day 1: United States
Postcard from Asia Number 0149 https://audioboom.com/posts/833475-0149-obama-speeches
Step 1: Display the image and allow students to talk about the image with a partner. What do they notice in the image? What do they think the image is trying to communicate?
Step 2: Play the audio (by pressing the play button in the image) and have the students listen without taking any notes. This is just to get an overview of what the entire piece is about. Have the students recount to a partner what they heard during the first listen.
Step 3: Give one or more of the following comprehension questions (Who wrote the Gettysburg Address? The Japanese are using the books to teach what subject? The book is a bestseller on what Japanese website?). Play the audio again and have the students listen and take notes as they find the answers.
Step 4: Have two or three students share what they think the answer is. Get other students to agree or disagree with the answers given by showing a “thumbs up” or “thumbs down”.
Step 5: Show the written text below the podcast. Read the text together as a class (e.g. chorally, taking turns, popcorn reading).
Step 6: Have students show text evidence where they got their answer.
Step 7: Display the image of money for USA https://en.wikipedia.org/wiki/United_States_dollar
Scroll to the “Banknotes” section. Display how you choose, but I like to focus on one denomination at a time. Use the following questions to generate discussion, questions, and teachable moments (Who is on the One Dollar bill? Why is he important? What is on the back of the One Dollar bill? What do those symbols mean? Who is on the Two Dollar Bill? Why is he important? What is on the back of the Two Dollar Bill. Why is this event important to people in the USA? Who is on the Five Dollar Bill? Why is he important? What is on the back of the Five Dollar bill? Who is on the Ten Dollar bill? Why is he important? What is on the back of the Ten Dollar bill? Who is on the Twenty Dollar bill? Why is he important? What is on the back of the Twenty Dollar bill? Who is on the Fifty Dollar bill? Why is he important? What is on the back of the Fifty Dollar bill? Who is on the One Hundred Dollar bill? Why is he important? What is on the back of the One Hundred Dollar bill?).
**next to each banknote there is a chart answering who is on the bill and what is on the reverse. These are in hyperlink text, so you can scroll over the hyperlink for more information on that person or symbol as desired.
As a third grade teacher, I am helping my students understand the power of symbols and how they are used in life and on currencies.
Day 2: Japan
Postcard from Asia Number 0298 https://audioboom.com/posts/1648795-0298-saving-mt-fuji
Step 1: Display the image and allow students to talk about the image with a partner. What do they notice in the image? What do they think the image is trying to communicate?
Step 2: Play the audio (by pressing the play button in the image) and have the students listen without taking any notes. This is just to get an overview of what the entire piece is about. Have the students recount to a partner what they heard during the first listen.
Step 3: Give one or more of the following comprehension questions (What is the name of the mountain in Japan featured in this podcast? What might be the problem with more people visiting the mountain?). Play the audio again and have the students listen and take notes as they find the answers.
Step 4: Have two or three students share what they think the answer is. Get other students to agree or disagree with the answers given by showing a “thumbs up” or “thumbs down”.
Step 5: Show the written text below the podcast. Read the text together as a class (e.g. chorally, taking turns, popcorn reading).
Step 6: Have students show text evidence where they got their answer.
Step 7: Display the image of money for Japan https://en.wikipedia.org/wiki/Japanese_yen
Scroll to the “Current Banknotes” section. Display how you choose, but I like to focus on one denomination at a time. Most of this information is completely new to the teacher and the students. Take time for students to see the different colors of the currencies, the names of the currencies, and use the hyperlinks on the website to answer the following questions to generate discussion, more questions, and teachable moments (Who is on the One Thousand yen bill? Why is he important? What is on the back of the One Thousand yen bill? What do those symbols mean? Who is on the Two Thousand yen bill? Why is he important? What is on the back of the Two Thousand yen bill. Who is on the Five Thousand yen bill? Why is he important? What is on the back of the Five Thousand yen bill? Who is on the Ten Thousand yen bill? Why is he important? What is on the back of the Ten Thousand yen bill? You may continue this, if students have interest, with the next section of the website, “New Banknotes”).
**next to each banknote there is a chart answering who is on the bill and what is on the reverse. These are in hyperlink text, so you can scroll over the hyperlink for more information on that person or symbol as desired.
Day 3: South Korea
Postcard from Asia Number 002 https://audioboom.com/posts/759824-0002-south-korea-tech-mecca
Step 1: Display the image and allow students to talk about the image with a partner. What do they notice in the image? What do they think the image is trying to communicate?
Step 2: Play the audio (by pressing the play button in the image) and have the students listen without taking any notes. This is just to get an overview of what the entire piece is about. Have the students recount to a partner what they heard during the first listen.
Step 3: Give one or more of the following comprehension questions (What are broadband speeds in the USA? What are the broadband speeds in South Korea? South Korea is a leader in what two types of technology according to this podcast?). Play the audio again and have the students listen and take notes as they find the answers.
Step 4: Have two or three students share what they think the answer is. Get other students to agree or disagree with the answers given by showing a “thumbs up” or “thumbs down”.
Step 5: Show the written text below the podcast. Read the text together as a class (e.g. chorally, taking turns, popcorn reading).
Step 6: Have students show text evidence where they got their answer.
Step 7: Display the image of money for South Korea https://en.wikipedia.org/wiki/South_Korean_won
Scroll to the currencies you want to feature, but I used the “New Series” section. Display how you choose, but I like to focus on one denomination at a time. Use the following questions to generate discussion, questions, and teachable moments (Who is on the One Thousand won bill? Why is he important? What is on the back of the One Thousand won bill? What do those symbols mean? What is on the Two Thousand won bill? Why are these important? What is on the back of the Two Thousand won bill. Who is on the Five Thousand won bill? Why is he important? What is on the back of the Five Thousand won bill? Who is on the Ten Thousand won bill? Why is he important? What is on the back of the Ten Thousand won bill? Who is on the Fifty Thousand won bill? Why is she important? Does it surprise you to see a woman on a country’s currency? What is on the back of the Fifty Thousand won bill?).
**next to each banknote there is a chart answering who is on the bill and what is on the reverse. These are in hyperlink text, so you can scroll over the hyperlink for more information on that person or symbol as desired.
Day 4: North Korea
Postcard from Asia Number 0146 https://audioboom.com/posts/832578-0146-hotel-of-doom
Step 1: Display the image and allow students to talk about the image with a partner. What do they notice in the image? What do they think the image is trying to communicate?
Step 2: Play the audio (by pressing the play button in the image) and have the students listen without taking any notes. This is just to get an overview of what the entire piece is about. Have the students recount to a partner what they heard during the first listen.
Step 3: Give one or more of the following comprehension questions (What country originally funded this hotel project? This building was meant to be a symbol of what? We have been looking at symbols on currencies, where else was this building depicted as a symbol?). Play the audio again and have the students listen and take notes as they find the answers.
Step 4: Have two or three students share what they think the answer is. Get other students to agree or disagree with the answers given by showing a “thumbs up” or “thumbs down”.
Step 5: Show the written text below the podcast. Read the text together as a class (e.g. chorally, taking turns, popcorn reading).
Step 6: Have students show text evidence where they got their answer.
Step 7: Display the image of money for North Korea https://en.wikipedia.org/wiki/North_Korean_won
There is a lot of information on this website. You can use what works best for your students, but I scroll to the “Third Won” section and look at some of the 2009 series. Display how you choose, but I like to focus on one denomination at a time. Use the following questions to generate discussion, questions, and teachable moments (Who is on the Five won bill? Why are they important? What is on the back of the Five won bill? What is the significance of this image? Who is on the Ten won bill? Why are they important? What is on the back of the Ten won bill? Who is on the Fifty won bill? Why are they important? What is on the back of the Fifty won bill? What is on the One Hundred won bill? Why is this important? What is on the back of the One Hundred won bill? You can continue as time and interest allows).
**next to each banknote there is a chart answering who is on the bill and what is on the reverse. These are in hyperlink text, so you can scroll over the hyperlink for more information on that person or symbol as desired.
Day 5: China
Postcard from Asia Number 0031 https://audioboom.com/posts/825271-0031-you-are-never-alone-in-china
Step 1: Display the image and allow students to talk about the image with a partner. What do they notice in the image? What do they think the image is trying to communicate?
Step 2: Play the audio (by pressing the play button in the image) and have the students listen without taking any notes. This is just to get an overview of what the entire piece is about. Have the students recount to a partner what they heard during the first listen.
Step 3: Give one or more of the following comprehension questions (What are swimming around in basins ready to get steamed? Which of the following is NOT happening on the streets of China – people dancing, cars honking their horns, children brushing their teeth, couples holding hands? What time of day are these many activities occurring?). Play the audio again and have the students listen and take notes as they find the answers.
Step 4: Have two or three students share what they think the answer is. Get other students to agree or disagree with the answers given by showing a “thumbs up” or “thumbs down”.
Step 5: Show the written text below the podcast. Read the text together as a class (e.g. chorally, taking turns, popcorn reading).
Step 6: Have students show text evidence where they got their answer.
Step 7: Display the image of money for China https://en.wikipedia.org/wiki/Renminbi
I show only the top right corner of this website in order for the students to see the various colors of the denominations. We note that the same individual is on all of the denominations!
I then display the images from this site: https://en.wikipedia.org/wiki/Fifth_series_of_the_renminbi
Scroll to the “Third edition” section. I use the second chart titled: 5th Series Banknotes. Display how you choose, but I like to focus on one denomination at a time. Use the following questions to generate discussion, questions, and teachable moments (What is on the One yuan bill? Why is this important? What is on the back of the One yuan bill? What do those symbols mean? What is on the Ten yuan bill? Why are they important? What is on the back of the Ten yuan bill? What is on the Twenty yuan bill? Why are they important? What is on the back of the Twenty yuan bill? What is on the Fifty yuan bill? Why are they important? What is on the back of the Fifty yuan bill? What is on the One Hundred yuan bill? Why are they important? What is on the back of the One Hundred yuan bill?).
**next to each banknote there is a chart answering who is on the bill and what is on the reverse. These are in hyperlink text, so you can scroll over the hyperlink for more information on that person or symbol as desired. The significance of each flower on the currency is unknown to me at this time. I need to do more research into them!
Assessment
For me, the purpose of these lessons was to introduce my students to East Asian countries and their currencies through listening and speaking activities. We discussed the importance of symbols here in the United States and learned that other countries use different symbols. My main objective was to improve my students’ listening skills for the end of the year listening tests. My assessment of their listening, however, was very informal. I looked at the notes students were taking. I listened to their conversations as they talked after the “first listen”. I gauged the number of students who were answering comprehension questions correctly by looking at the “thumbs up/thumbs down” and intervened as an instructor when necessary. If someone uses these lessons and develops a more formal way of assessing, I would be very interested to hear from you!
Resources:
https://audioboom.com/postcardsfromasia
USA: Number 0149 https://audioboom.com/posts/833475-0149-obama-speeches
Japan: Number 0298 https://audioboom.com/posts/1648795-0298-saving-mt-fuji
South Korea: Number 002 https://audioboom.com/posts/759824-0002-south-korea-tech-mecca
North Korea: Number 0146 https://audioboom.com/posts/832578-0146-hotel-of-doom
China: Number 0031 https://audioboom.com/posts/825271-0031-you-are-never-alone-in-china
https://en.wikipedia.org/wiki/United_States_dollar
https://en.wikipedia.org/wiki/Japanese_yen
https://en.wikipedia.org/wiki/South_Korean_won
https://en.wikipedia.org/wiki/North_Korean_won