ACP Portfolio - LSC Spring 2020

Lone Star College Spring 2020

ACP Portfolio

JAPN1411 & 1412
Naoko Okazaki Brogan

Table of Contents

Section
I. Syllabus Snapshot
II. Student Preparation Strategy
III. BOPPPS Lesson Plan – JAPN 1411

a. Materials – Ch. 3 Kanji (漢字)
b. Materials – Ch. 3 Grammar
c. Materials – Ch. 3 Particles
d. Materials – Ch. 3 Word Order

Section
IV. Test Questions
V. Rubric
VI. BOPPPS Lesson Plan – JAPN 1412
VII. Showcase Presentation
VIII. Reflective Essay

You can learn Basic Japanese Lone Star Coll
Spring 2020
speaking reading writing
JAPN 1411 3
listening fun!
Yookoso N
Attention!!
Welcome to Jap
Attendance at all classes is expected. Should you
anticipate an absence, please notify the instructor in Class time:
advance. An excessive number of absences will Mon & Wed
prohibit the successful completion of this course. 9:00- 11:30
If you should miss a class, it is the student’s
responsibility to obtain lecture notes and Location:
assignments from one of your classmates. South 266

What do you learn?
Greeting, Hiragana, Katakana, and Kanji

Pop Quiz Can you guess?
ありがとう arigatoo
こんにちは kon nichiwa
アメリカ amerika
五 go

lege-Tomball
0 Syllabus
3T01 3T02

Nihongo 1

panese 1

Students made the rice balls in class…and ate it
Evaluation
 4 Chapter Test
 4 Quizzes
 2 short Essay
 2 Oral Interview Tests
 Class Performance
 Daily Homework
 Final Exam

Who is your instructor??
Naoko Okazaki Brogan
(Brogan Sensee)

Native Japanese from Yokohama, Japan.
Taught Japanese in public school in Japan
and teaching Japanese in Houston (20+ years)
Teaching LSC-Tomball since Fall 2014.
Contact: [email protected]

Tentative Lecture schedule 3/4 3 Oral Interv
p300
1/13 1 Orientation, Greetings, Hiragana 3/16 Spring Bre
3/18 Spring Bre
あ gyo, p24-25,p34-40,
3/23 3 Word Orde
1/15 1 Hiragana か gyo、さ gyo、p25, 3 Quiz #3 Hir
3/25
p41-43, p48-49, 3/30 Conjugatio
4/1 assignmen
MLK Holiday 4/6 3 Chapter
(Workbook
1/22 1 Hiragana た gyo、な gyo、p43, 4/8 4 Chapter 3 T
4/13 月、火) p1
p50-51 4 Kanji (水、
4/15 p108-109,
1/27 1 Quiz #1 Hiragana-1, Hiragana は 4/20 4 Kanji (上、
gyo、ま gyo、p44-45, p51-53 4/22 p118-121
4/27 4 Quiz #4 H
,p26-27 4/29 Verb Conju
5/6 123, p304
1/29 1 Hiragana や gyo、ら gyo、p58-61 4 Chapter 4
p305, (Wor
p53-57, p290-293 (Workbook) 5 Chapter 4 T
気、天), p1
p122, 5 Kanji (私、
interview p
2/3 1 Chapter 1 Test Review, Hiragana p139-140
5 Kanji (見、行
わ gyo、ん (Workbook) p17-18 Test #2, p1
2/5 2 Chapter 1 Test, Katakana ア gyo、 5 Practice
p142
カ gyo, p69-71, p62-63
2/10 2 Katakana サ gyo、タ gyo, p63- 5 Cultural
Calligraphy
64, p70-73
5 Final Revi
2/12 2 Katakana ナ gyo、ハ gyo, p65- p308-309

67,75-78 Final Exam

2/17 2 Quiz #2 Hiragana-2, Katakana マ
gyo、ヤ gyo, p66-67, p79-81, p83,

p294

2/19 2 Chapter 2 Test Review, Katakana

ラ gyo、ワ gyo、ン p294-297,

(Workbook) p25, p123
2/24 3 Chapter 2 Test、Kanji (一、二、三、

四、五) p84-89
2/26 3 Kanji (六、七、八、九、十) p90-92

p95-96
3/2 3 Kanji (百、千、万、円、時)Word

Order, p92-93 Oral test practice

view Test #1, p97-98, Bring your
Genki 1 Elementary Japanese Textbook 1
eak Genki 1Elementary Japanese Workbook 1
eak
er,, p99-100 P300 AND your passion!

ragana, Katakana, Verb
on, Japanese writing
nt p301

3 Test Review,
k) p33-34p94,
Test、Kanji (日、本、人,
102-105, p107
、木、金、土、曜) p106,
p115-117
、下、中、半), p110-111,

Hiragana, Katakana & We learn about Japanese Theater, Art,
ugation, p112-113, p122- Food, History, and Customs.

Test Review, p124-125, See you! 会おうね！
rkbook) p43
Test, Kanji (山、川、元、
128-131p132-133,
、今、田、女、男),Oral
practice, p137-138 p134,

、行、食、飲), Oral Interview
140-141
Adjectives, p135-136,

Activity (Shodo-
y), p143-145
iew( Workbook ) p52,

m 9:00~10:50 A complete list of all policies is in the full syllabus,
posted on the D2L class page.

Student Prep Strategy:

“Getting Them to Read!”

I give homework assignments to my students every class and they
have to turn in their homework at the following class. Part of the
assignment is to read the next class materials beforehand. In
addition, I generally include a writing exercise, simple questions
to answer, and test prep. Each assignment is worth five points
per worksheet and ten points for each chapter from the workbook.
I grade everybody’s homework and return it at the next class. I
can gauge their level of preparation before a chapter test based
on their attention to the daily homework assignments.

BOPPPS Lesson Plan – JAPN 1411

COURSE: JAPN 1411 3T01, 3T02
Lesson Title: Apply Appropriate Particles and Compose Simple Japanese Sentences.

Course Student Learning Outcome:
Write basic descriptive paragraphs with clear topic sentences and supporting detail.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this
lesson students will be able to:

1. Identify the elements that make up sentences and the standard structure for a Japanese
sentence.

2. Compose simple Japanese sentences using given vocabulary, selecting proper particles, in
correct word order, and using present tense affirmative form.

Bloom Question: What are the elements that make up a sentence? (Remembering)

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities 1. Students take notes for new vocabulary Kanji worksheet
15min Introduce new
and practice writing the five kanji using the Flash cards of
vocabulary (5 proper stroke order. dictionary form
kanji), including verbs; Ch. 3
stroke order 1. Students are called upon and they have to Grammar PPT
15min Review Verb reply by reading the flash card, defining slides (conjugation)
Conjugation using the vocabulary, and describing how to Ch. 3 Grammar
flash cards and conjugate the verb. PPT slides
slides. (particles);
1. While introducing the new subject material Handout on
40min Introduce proper about particles, students are called upon to particles; and
use of five particles read from the textbook, translate simple Video on use of
(は、を、で、に、 sentences into English, and practice proper particles
use of five different particles (は、を、
へ) で、に、へ)

2. Students pair up and play Guessing Game
in Ch. 3 of the textbook.

10min Break between
class and lab

30min Introduce Word 1. Students are called on to define the Ch. 3 Grammar
elements of a sentence and “fill in the
Order in Japanese blanks” to create a sentence. They PPT slides (word
sentences using suggest words for each of the sentence order); Laminated
laminated cards elements, for example “I” for the Topic, cards with
“today” for Time, “school” for Location, sentence elements
“Japanese” for Object, and “study” for (topic, time,
Verb. location, object,
verb, etc.) and
Bloom Question: How would you order the vocabulary words
elements in a Japanese sentence? (Applying)

20min Explain assignment 1. Students write simple Japanese sentences Composition
to compose simple
sentences using given vocabulary. Students worksheet; Ch. 3
volunteer to write their sentence on the Grammar PPT
whiteboard, then a different student is slides (word order)
called upon to read and translate sentence
into English. The remaining students are
asked to provide feedback (i.e. “Yes, this is
correct.” or “Why is it this particle versus
another one?”)

Bloom Question: How would you contrast
the order of
elements in a Japanese sentence and an

English sentence? (Analyzing)

10min Post-assessment: How will you assess if objectives have been met?
Bloom Question: How do you think this difference in the order of elements affects
Japanese learners of English or American learners of Japanese? (Evaluating)

5 min Summary: How will you close the lesson?
CAT – MINUTE PAPER – Students answer two questions (1) What was the most
important things you learned during this lesson? and (2) What important
question remains unanswered?)

Module 2 Assignment: Good Questions

Lesson Objective:

1. Students will learn the elements that make up a sentence and the
standard structure for a Japanese sentence.

2. Students will be able to compose simple Japanese sentence using
given vocabulary, selecting proper particles, in correct word order, and
using present affirmative tense.

During the lesson, student will learn the elements (subject, object, verb,
adverb, particles) that make up sentences. They will also learn and
apply the proper ordering of these elements in a Japanese sentence

Good Questions

What are the elements that make up a sentence? (Bloom’s Taxonomy –
Remembering)

1. How would you order the elements in a Japanese sentence? (Bloom’s
Taxonomy – Applying)

2. How would you contrast the order of elements in a Japanese sentence
and an English sentence? (Bloom’s Taxonomy – Analyzing)

3. How do you think this difference in the order of elements affects
Japanese learners of English or American learners of Japanese?
(Bloom’s Taxonomy – Evaluating)

Chapter 3 Kanji Worksheet

4/26/2020

Writing basics: verb conjugation, Ｖｅｒｂ
particles, and word order
Dictionary form
1
Ｐｏｌｉｔｅ ｗａｙ ｔｏ ｔａｌｋ ｏｒ ｗｒｉｔｅ,
1 ｙｏｕ ｍｕｓｔ ｃｏｎｊｕｇａｔｅ ｖｅｒｂｓ．
Ｐｒｅｓｅｎｔ ａｆｆiｒｍａｔｉｖｅ
Video – Three Verb Types Ｐｒｅｓｅｎｔ ｎｅｇａｔｉｖｅ

3 2

3 2

Pop Quiz １ Ｒｕ－ｖｅｒｂ Ru-verbs

5 Ending is iru eru

5 4

4

Ｕ-ｖｅｒｂ

Not ending in ru

Nomu(to drink) iku (to go) hanasu(to talk)
Ends is aru, uru, oru

aru(there is) wakaru(to understand) toru(to take)

Exception 6
かえる
Kaeru (to return)

6

1

4/26/2020

Ｕ－ｖｅｒｂ Ｕ－ｖｅｒｂ

Not ending in ru Ends is aru, uru, oru

7 8

7 8

Pop Quiz 2 Ｕ－ｖｅｒｂ Ｉｒｒｅｇｕｌａｒ ｖｅｒｂ

9 10

9 10

Video – Present Affirmative Conjugation Ｐａｒｔｉｃｌｅｓ

11 12

11 12

2

4/26/2020

  14

 

 

 
 

13 13

 14

  16


15


 15

16
17
Ｗｏｒｄ Ｏｒｄｅｒ

Particle P

Topic adverb time place object verb

Ｉ P Sunday P library P Japanese P study

conjugation

17 18

18

3

4/26/2020

Ｗｏｒｄ Ｏｒｄｅｒ Ｗｏｒｄ Ｏｒｄｅｒ

Particle P Particle P

Topic adverb time place object verb Topic adverb time place object verb
は sometimes
Ｉ Sunday library Japanese study Ｉ Saturday college P go
P
に で を conjugation P conjugation

19 20

19 20

Ｗｏｒｄ Ｏｒｄｅｒ Ｗｏｒｄ Ｏｒｄｅｒ

Particle P  Topic adverb time place object verb

Ｉ Sunday library Japanese study

Topic time place object verb I sometimes Saturday college go

Ｉ adverb Saturday college go  at all TV not watch
P sometimes に
conjugation
に
21
ｏｒ
へ

21 22

22

Let’s make short sentences

Subject P Adverb Time P Location Ｐ Object P Verb

は に で を
に

へ

23 24

23 24

4

Chapter 3 p 90 Particles

を(object of verb) The particle を indicates ‘direct objects’ the kind of things
that are directly involved in or affect by, the event.

topic object particle verb

わたしは コーヒー を のみます。

たけしさんは ひるごはん を たべます。

わたしは テレビ を みます。

メリーさんは おんがく を ききます。

メリーさんは にほんご を はなします。

In Japanese, the object of sentence is marked by the particle を , In the above examples,

the verbs are all affirmative, but they may also be negative, as shown below.

topic object particle verb
を のみません。
わたしは コーヒー を たべません。
を みません。
たけしさんは ひるごはん を ききません。
を はなしません。
わたしは テレビ

メリーさんは おんがく

メリーさんは にほんご

Question from with なに

topic object particle verb
を のみますか。
メリーさんは なに

たけしさんは なに を たべますか。

で(location of action) The particle indicates where the event described by the

verb takes place.

topic Location of action particle object particle verb
わたしは としょかん で ほん を よみます。
たけしさんは うち で テレビ を みます。
わたしは きっさてん で コーヒー を のみます。
メリーさんは がっこう で ばんごはん を たべます。

topic time Location of particle object particl verb
action e
わたしは まいにち としょかん で ほん を よみます。
たけしさんは まいばん うち で テレビ を みます。
わたしは きっさてん で コーヒー を のみます。
メリーさんは あさ がっこう で ばんごはん を たべます。
きょう

に(verb of communication, goal of movement and time)

topic object particle verb
わたしは せんせい に ききます。

たけしさんは メリーさん に はなします。

topic time Location particle verb
がっこう に いきません。
たけしさんは あさ に かえります。
うち に ねます。
わたしは １１じ に ねます。
１１じごろ

topic time particle location particle verb
にちようび に きょうと に いきます。

へ( verb of motion)

topic time location particle verb
わたしは きょう がっこう へ（に） いきません。
わたしは うち へ（に） かえります。
メリーさんは こうえん へ（に） いきます。

Chapter 3 -Word Order

topic adverb time place object verb

わたし よく まいにち うち コーヒー べんきょうする
ときどき ねる
メアリーさん たいてい にちようび きっさてん テレビ おきる
あまり のむ
ぜんぜん あさ としょかん えいが みる
きく
あした いえ ハンバーガー たべる
はなす
きょう だいがく おんがく よむ
くる
ごご十一時 がっこう にほんご いく
かえる
ごぜん六時 ぎんこう ひるごはん する

しゅうまつ ゆうびんきょく みず

どようび れきし

かがく

テニス

ざっし

おちゃ

あまり＋ ぜんぜん

ＥＸ．わたしは、よく にちようびに うちで えいがを みます。

Formal Assessment

“Multiple Choice Questions & More”

Lesson Objectives:
1. By the end of this lesson, students will identify the elements that

make up sentences and the standard structure for a Japanese
sentence. (Bloom’s Taxonomy – Knowledge)
2. By the end of this lesson, students will compose simple Japanese
sentences using given vocabulary, selecting proper particles, in
correct word order, and using present affirmative tense. (Bloom’s
Taxonomy – Synthesis)

Question 1 – Fill in the correct particle in the blank space.

Choose from （は、を、で、に、へ）

1. わたしは、きっさてん（ ）ほんを よみます。

2. メアリーさん （ ）きのう、としょかんで べんきょうしました。

3. うち（ ）かえります。

Correct Answers: (1) で, (2) は, (3) に

Bloom’s Taxonomy: Knowledge

Question 2 – Circle the verb that best completes the sentence.

きょうは、ともだちとえいがを （ ）。

1. いきます。

2. のみます。 Correct Answer: 3
3. みます。 Bloom’s Taxonomy: Knowledge
4. よみます。

Question 3 – Translate the following sentences into Japanese.

I get up at seven every morning.

Correct Answer: わたしは、まいにち しちじにおきます。
Bloom’s Taxonomy: Synthesis

Question 4 – Read the following paragraph in Japanese, then answer the
questions in English.

きょうは、どようびです。たけしさんは、メアリーさんと十二時に がっこうでおひるご
はんをたべます。二時にとしょかんで、れきしをべんきょうします。五時ごろ、うちにか
えります。こんばん、アイスクリームをたべます。ハンバーガーをたべません。十時にテ
レビをみます。十一時半にねます。

1. What day is today?
2. Where does Takeshi go at 2:00pm?
3. What does he eat tonight?

Correct Answer: (1) Saturday, (2) library, (3) ice cream
Bloom’s Taxonomy: Synthesis

Teacher name: Naoko Okazaki-Brogan

Student name: ______

Japanese Writing Rubric

Category
43 2 1

and Points

Task Thoroughly Thoroughly Adequately Inadequately
Completion and creatively address the address the address the
address the assignment assignment assignment

assignment

Sentence Uses longer Uses only simple Uses only simple Uses words only;
Structure creative sentences with sentences with no sentence
correct sentence structure
sentences with incorrect
correct structure sentence
sentence structure
structure

Grammar Correct Missing/incorrect Missing/incorrect Missing/incorrect
particle use; particle use; particle use; particle use;
(Conjugation, correct correct incorrect
particles & correct vocabulary; vocabulary; vocabulary;
vocabulary) vocabulary; correct verb incorrect verb incorrect verb
correct verb conjugation conjugation conjugation
conjugation

Vocabulary Uses hiragana, Uses hiragana Uses hiragana Uses hiragana
Characters katakana and katakana correctly; uses only; some errors
correctly; uses some katakana
(Hiragana, correctly; uses
katakana, compound some kanji
kanji
kanji)

REMARK EXCELLENT GOOD SATISFACTORY NEEDS WORK

BOPPPS Lesson Plan – JAPN 1412

Course: JAPN 1412 3T02
Lesson Title: Useful Expressions – Directions

Bridge: How will you gain learner interest and set the stage for the lesson?

Start by asking, “Who wants to travel to Japan in the future?” Follow by explaining that the best
way to move about in Japan is by public transportation systems such as trains and buses. And,
unlike here in Houston, that means they will be doing a lot of walking to their final destination. But
in Japan, the physical address system is different from in the U.S. Show brief “Japanese Address”
video that explains the differences. This leads into the lesson plan to learn the basic vocabulary
and sentence structure for asking and receiving directions.

Bloom Question: What can you say about the difference in address systems of the two
countries? (Comprehension)
Estimated time: 7 minutes

Course Student Learning Outcome

Comprehension and application of Japanese words and phrases to ask for, receive or give
directions to a location.

Learning Objectives: By the end of this lesson, students will be able to:

1. Identify Japanese words and phrases regarding directions (Comprehension)
2. Interpret directions to a location given in Japanese (Application)
3. Compose sentences to ask for or give directions to a location in Japanese (Application)

Pre-Assessment: How will you assess learner prior knowledge of the topic?

I will use Yes/No Cards (in Japanese, that’s はい/いいえ). I will review the key vocabulary words
needed for this lesson. If students know the meaning of the word, they will hold up the Yes card
and if not, they hold up the No card. This will give me a quick reference of how well students
remember the vocabulary before starting the heart of the lesson.

Bloom Question: Can you recall all the Japanese vocabulary words for directions that we
learned previously? (Knowledge)
Estimated time: 3 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials
Textbook – Genki I
15 Review P165 (Useful Memorize the direction vocabulary
min Expressions – Directions). and phrases. Read aloud and/or
Select students randomly to repeat pronunciation of vocabulary
read passages. Ask class to phrases.
practice pronunciation by
repeating after the instructor.

5 min Practice the new Recall the proper Japanese Textbook – Genki I
words/phrases by projecting vocabulary for each direction
P165 on a screen. This sheet phrase. Slide
projector/screen;
is identical to P165 but the Bloom Question: Can you recall laptop
Japanese vocabulary has been all the Japanese vocabulary
removed from the page. (Ask phrases for directions that we
students to try recalling the learned previously? (Knowledge)
vocabulary without looking at
their textbooks).

10 Pass out worksheet and review Students will work in pairs using Worksheet handout
min with students. Worksheet is a the street map worksheet to

simple street map with practice asking and

numerous locations identified giving/receiving directions. May
(i.e. bank, library, convenience use textbook, if needed.

store, etc.). Break out

students into pairs and have

them work together to ask and
give/receive directions to go

from Point A to Point B.

10 Call on pairs of students to Students stand up and ask for and Worksheet handout
min demonstrate application of give/receive directions using the
using the street map worksheet.
concepts learned. Should not use textbook, if
possible.

Bloom Question: How would
you use the phrases to provide
directions in Japanese?
(Application)

Post-assessment: How will you assess if objectives have been met?

Instructional Technology: Play Japanese language Kahoot game that ask for replies to 10
questions about a simple street map.

Estimated time: 7 min

Summary: How will you close the lesson?

Review most common mistakes on Post-Assessment.

CAT – Muddiest Point: What was the “muddiest” point in the lesson?

Estimated time: 3 min

Attach Any Lesson Materials (Slides, Handouts, etc.)

Japanese Addresses video (https://www.youtube.com/watch?v=q1zh49J5rsg)
Street Map Worksheet
Textbook P165 with Japanese language phrases removed
Kahoots game printout

ACP Sho

Naoko Okaz

April

owcase

zaki Brogan

2020

Table of c

 Student Preparatory St
 BOPPPS Bridge
 Objectives
 Pre-Assessment
 Participatory Lesson
 Post-Assessment
 Summary
 Personal Reflection

contents

trategy

STUDENT PREP STRATEG

Getting Them to Read!

• Students are assigned to read
the materials for the next
class, which also includes a
writing exercise.

• Each assignment is worth five
points per worksheet and ten
points for each chapter from
the workbook.

• Students are called upon
during warm up exercise that
begins each class.

GY

BRIDG

• Begin clas
Japan in t

• Explain mo
• That mean
• But, the ph

in the U.S.
• Discuss le

and senten
directions
Bloom Questi
difference in
(Comprehens

E How Will You Gain Student Interest
and Set The Stage For The Lesson?

ss by asking, “Who wants to travel to
he future?”
ost people travel by public transportation.
ns people in Japan do a lot of walking.
hysical address system is different from
. (show brief “Japanese Address” video).
esson plan to learn the basic vocabulary
nce structure for asking and receiving
.
ion: What can you say about the
address systems of the two countries?
sion)

Japane

ese Address Video

LEARNING OBJECTIVES

• Identify Japanese words and
phrases regarding directions
(Comprehension)

• Interpret directions to a
location given in Japanese
(Application)

• Compose sentences to ask for
or give directions to a
location in Japanese
(Application)



PRE-ASSESSMENT

• Yes/No card game (in Japanese,
はい/いいえ).

• Review the key vocabulary words.

• If students know the word, they
hold up “Yes” card. If not, they
hold up “No” card.

• Provides quick reference on
vocabulary knowledge.

Bloom Question: Can you recall all
the Japanese vocabulary words for
directions that we learned
previously? (Knowledge)



PARTICIPATORY LEAR

•Memorize the direction
vocabulary and phrases

•Read aloud and/or repeat
•Pronunciation of vocabulary

phrases
Recall the proper Japanese
vocabulary for each direction
phrase.
Bloom Question: Can you recall
all the Japanese vocabulary
phrases for directions that we
learned previously? (Knowledge)

RNING

PARTICIPATORY LEAR

• Work in pairs using the street
map worksheet

• Practice asking and
giving/receiving directions

• Use textbook, if needed
Stand up and ask for and
give/receive directions using the
using the street map worksheet.
Should not use textbook, if
possible.
Bloom Question: How would you use
the phrases to provide directions in
Japan. (Application)

RNING

POST-ASSESSMENT

• Instructional Technology
• Play Japanese language

Kahoot game
• 12 questions about a

simple street map.



SUMMARY

How to Close the Le

• Post-Assessment was Kahoot!
• Review most common mistakes

on Post-Assessment.

CAT – MUDDIEST POINT:
What was the “muddiest” point i

esson?

s
n the lesson?

Reflective Essay

• Much of the ACP course was new
material and interesting for me

• Provided opportunity to
understand the everyday
challenges other teachers face

• Recognize how incorporating
teaching apps we’ve covered in
ACP course can help engage
millennial students.

• I’m now inspired to try new
things.

Thank you, Dr. Ja
a great experience

anie Filoteo, for
e in this class!

Reflective Essay

by Naoko Okazaki Brogan
April 19, 2020

I applied for this Adjunct Certification Program (“ACP”) to improve my
knowledge base for teaching. On my Dean’s recommendation, I
applied last year, but the class was already full, so I made a point to
apply earlier this year and was happy to join this cohort. Although I
have an Education degree, my studies and initial work experience were
done in Japan. Since I began teaching at Lone Star College, I have
wanted to study more about Education and Teaching in an American-
based system.

Reflecting on the subjects we covered in this course, much of it was
new material and interesting for me. Studying Bloom’s hierarchy
defining levels of human cognition had me really considering my choice
of words to write clear and concise objectives. The lesson plans then
flow directly from those clearly written objectives. While there’s no
avoiding memorization (lower level Bloom tasks) in foreign language
studies, I can now consider modifying my syllabus in the future to
include Bloom’s higher-level tasks.

In my college days, we were taught a model for lesson planning similar
to BOPPPS, but just not called by that name. For example, we were
taught Bridging (dounyu 導入) where the two Japanese kanji mean
“introduction” and “enter”, respectively. It serves the same purpose