Tuesday, June 21, 2016

Woche 1: Ins Kaffeehaus

Unit Essential Question
How do cultural products and practices reveal information about a culture's values or perspectives?

Daily Learning Target: I can extrapolate a cultural practice from reading a text

Alabama Course of Study Standard Addressed: Modern Language, Level III
2. Interpret culturally authentic written texts in the target language about familiar and unfamiliar topics to determine main ideas and supporting details

ACTFL Can-Do Statement: Interpretative Reading (Intermediate-High) 
I can understand the main idea and a few supporting facts about famous people.

Before strategy: 
Vor dem Lesen: Ss receive 10 previously learned vocabulary words and are instructed to illustrate simply their understanding of each word

  1. die Zeitung
  2. der Treffpunkt
  3. die Mehlspeisen
  4. die Rechnung
  5. die Tasse
  6. die Speisekarte
  7. einladen
  8. sitzen
  9. bleiben
  10. bestellen
Einstieg ins Thema: Ss are asked to answer the question "Was möchten Sie über Wiener Kaffeehauskultur lernen?" (What would you like to learn about Viennese coffeehouse culture?) The intent here is to invest the Ss personally in what we will be learning and to collect ideas for future lessons and activities for this unit. 

During strategy:
Lesen: Ss receive a copy of page 53 from "Ins Kaffeehaus" book
  • read out loud Peter Altenberg's poem "Kaffeehaus"
  • discuss the poem
  • complete Aufgabe 1, Ss write reasons in their own words why someone would visit a Kaffeehaus based on what is described in the poem (partner work, then large group share)
After strategy: 
Nach dem Lesen: Large group discussion of questions 1 and 2 on p. 53 handout

Homework: Read the short biographical text about Peter Altenberg on p. 53 handout. Based on what you read and understand, write a text in the first-person auf Deutsch, in which Peter Altenberg is introducing himself. What kinds of things does he tell us about himself? Possible topics could include, but are not limited to: education, work, family, friends, likes/dislikes, strengths, problems, etc.  

This reading comprehension strategy is a variation of the "Dramatic Monologue" activity described in the article "103 Things to Do Before/During/After Reading"

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