Students are in a German III class and have already had at least two years of german. Many of the students will be participating in an exchange program to Germany the upcoming summer. This will be a five-part lesson series due to time needed to complete a video project.
Students are in a German III class and have already had at least two years of german. Many of the students will be participating in an exchange program to Germany the upcoming summer. This will be a five-part lesson series due to time needed to complete a video project.
Students are in a German III class and have already had at least two years of german. Many of the students will be participating in an exchange program to Germany the upcoming summer. This will be a five-part lesson series due to time needed to complete a video project.
Date: Grade/level: German III School and cooperating teacher: Language: german UNIT LEVEL (page 1) Instructional Context Unit Level What do I know about my students and their communities that will inform this unit or lesson? (prior academic learning, everyday experiences, interests, cultural backgrounds) The students are in a German III class and have already had at least two years of German. They are students in a Twin Cities Metro area school and between the ages of 16 and 18. The students have a wide range of interests including the arts, sports, science and mathematics. Many of the students will be participating in an exchange program to Germany the upcoming summer and are interested in using their German outside of class. The students come from a variety of ethnic and L2 backgrounds, but the majority are middle class English L1 students. How does this lesson connect with and build on the previous lesson(s)? We have been working on the Konjunktiv II (subjunctive mood) in German class for about a week. The students have been introduced to the grammar form and have done a variety of learning activities using this form, mainly written and reading comprehension have been the focus of these activities. Other grammar forms that will be used in subsequent lessons have been taught last year (i.e. future tense) and the students have a very good understanding of it. Moreover, students have already received a video message from the German class they will visit in a few months. The video contained introductions of students in the partner English class and places of interest in Germany (school, community, region). The students can use this as an example to help draw comparisons on different cultural points of interest in their respective communities. This will be a five-part lesson series (due to time needed to complete a video project) Stage 1 Desired Results (Unit Level) Established Goals: The following ACTFL goals will be met: Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics: students will use the Konjunktiv II in an oral activity by creating a video introducing themselves and explaining places of interest within their community in target language Standard 5.1: Students use the language both within and beyond the school setting: students will use target language in community (school or
Lesson Plan Template - SLC
outside) to describe these points of interest Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment: Students will use personal interests to influence their project and incorporate technology into activity to creatively use language Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own: Students will watch a similar video conducted by their German partnership school showing their points of interest and students in my class will make comparisons from what the German students deem as important cultural references/points of interest within their community and what are these in the US community Students will demonstrate learning transfer by correctly using the Konjunktiv II in final project Standards from ISTE: Creativity and Innovation: Students will demonstrate creative thinking, construct knowledge, develop innovative products and processes using technology: Students will use recording devices, Windows Movie Maker and YouTube to create and share a video that uses grammar structure Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others: students are working in groups to complete project, as well as give feedback Understandings: Essential Questions: Students understand correct contexts of when to What are the levels of understanding of Konjunktiv use the Konjunktiv II; students will correctly apply II thus far? (look at previous homework the grammar structure in these situations; students assignments) will understand and use a variety of verbs in the How do different contexts change the tense/type of Konjunktiv II verbs we use in German? How are Wenn. Wrde sentences created? Objectives (students will be able to) Content objectives: Language objectives Students will demonstrate thoughtful selection Students will create a variety of Konjunktiv II sentences of points of interest/sights/cultural uniqueness correctly given certain contexts/scenarios: of their community that they can share in an international world. Stage 2 Assessment Evidence (include how assessments will be differentiated to meet specific needs (IEPS, etc.) if necessary) Summative performance task(s): Other formative assessments:
Lesson Plan Template - SLC
Students can explain when to use Konjunktiv II and how to form it; Students can apply knowledge learned of Konjuntiv II in different contexts both orally and written; Students display self-knowledge and meta-cognitive awareness during a series of peer and teacher assessments
Students will be assessed in three ways:
1) Through an informal peer correction of written dialogues (draft 1) 2) After correcting draft 1, teacher will assess use of Konjuntiv II in written dialogue (draft 2) 3) Students will perform final draft in a video and be formally assessed from teacher on these three necessary components: three Wenn/Wrde sentences; two knnten sentences; three other sentences containing correct Konjunktiv II verbs
Stage 3 Daily Learning Plan
Materials needed (including technology and related applications): Projector, computer, screen Daily Language Objectives: Students will listen to the Konjunktiv II in various settings/contexts by watching a series of short films produced by the students What I do What students do Teacher opens by asking the Students provide oral feedback students how the process of creating the video was. Feedback from students
Groupings Plenum
Timeframe 5-10 Minutes
During activities:
Teacher shows videos (they have
already been uploaded to YouTube)
Students watch videos
Plenum
40 Minutes
Post activities:
Post video discussion: What types of
things did they notice about the video? What points of interest/cultural references were
Students draw on their previous
knowledge of what they saw in German videos to answer questions. They also comment
Plenum
10-15 minutes
Preactivities:
Lesson Plan Template - SLC
shown? How do these compare to on the videos they just saw and what the Germans showcased in what they liked. their videos? Co Teaching strategies:* team teaching *alternative (differentiated) *supplemental * parallel station *one teach one assist * one teach one observe Reflections and feedback What worked and for whom? Why? What didnt work and for whom? Why? How will students use the feedback you have given them? What are instructional next steps based on the data from this plan?