The little sisters were very interested in the topic for this week which was movies. The teaching partners implemented time into their intervention as seen by usin timers for each activity. My little sisters seemed to complete the work with the time allocated well. There wasn't too much extra time or lack of time for each activity. 

Using connectors for narration was a little challenging but the little sisters were guided in each activity to use them. They looked at the examples in their homework to choose connectors while narrating.

The last task was to make a movie. The allocated time was not enough to complete the activity that involved the language goal of using connectors to narrate. The last task took at least 30 minutes and required creating a short movie clip, but the final part of the task was to use the target language when making a movie review. We were never able to use the target language for that. The time was spent on creating a movie. One part of the task was to describe the setting (different locations) of the movie to another group. One group had each group tell another group. But I quickly told my little sisters to do it individually and find one (or two) other people in the other group to share their setting. This was possible because even though there was only one paper with the scenes on it, I had the little sisters take pictures of it. This seemed to work well and I could see each pair (and one group of 3) share their settings using the connectors...even though I don't think connectors were explicitly instructed to be used during the explanations.

While preparing more for the movie scenes, I asked one of the teaching partners how the little sisters were to use the target language and that's when the TP said they shouldn't need to because that will come with the move review at the end. So I'm glad the teaching partners were aware of it. As we split up the film the movie, we only had about 2 assigned minutes to complete it. I thought my group was working very quickly to make their movie and it still took 4-5 minutes. But we had to go to another room to find space so I'm not sure how many other groups had to leave the area.

Once everyone was back in the classroom we posted the videos on a large group kakao talk. The little sisters were interested in watching their own videos. Since we didn't have enough time to make the movie review and vote for their most favorite film...I don't think my group watched anyone else's movie. The poll on the KakaoTalk group ended and one of my little sisters said that she didn't know there was a deadline for voting. I didn't either. I thought they would have had the whole weekend to watch and vote. Or I was hoping they could make a movie review as part of their speaking homework since they ended up not having time for that in class.

Overall, the students were very interested and tried to used the target language. I know the group tried to use "modeling" as part of their instructions, too. But a couple of times my group was disinterested because they understood the instructions and weren't engaged in the instructions. Sometimes for the modeling I also felt like it was too much and not directly helpful for the girls. To explain, I mean that a simple modeling would have been helpful if they're using the target language, but one model was very descriptive in a way that the little sisters would not have been able to replicate in detail and complexity. Theirs would have been more simple. But maybe it was just my group, because a couple other girls in the class seemed interested in the models and laughed.