Unit Essential Question
How does language empower me?
Daily Learning Target: I can interpret and produce strings of sentences with connectors.
Alabama Course of Study Standards Addressed: Modern Language, Level III
1. Use the target language in oral form to exchange ideas and explain.
2. Interpret culturally authentic written texts in the target language about familiar topics to determine main ideas and supporting details.
ACTFL Can-Do Statements:
Presentational Writing: (Intermediate Mid)
I can write on a wide variety of familiar topics using connected sentences.
Interpretative Reading: (Intermediate Mid)
I can understand the main idea of texts related to everyday life and personal interests or studies.
Interpersonal Communication Speaking: (Intermediate Mid)
I can use my language to handle tasks related to my personal needs.
Frage des Tages: Ss complete 5-10 minute writing prompt: "Wo bist du Stammgast? Warum gehst du gern dorthin? Mit wem? Wann? Wie oft? Wo liegt es Was machst du dort? Usw."
Vor dem Lesen: Vocabulary Word Sort Activity a.k.a. Concept Sort
- Words used: Freundin, Briefe, Studentin, Sommer, Leitungswasser, Wasser, Cappuccino, Gulash, Soda-Himbeer, Schinken-Käse-Toast, Frühstück, konsumieren, angenehm, Terrasse, Stunden, Mittagsmenü, Büros, Arbeit, rauchen, Mittagszeit, Gäste, Kellnerinnen, Vorlesungen, Stammgast, Kellner, Mail, Kollegen, plaudern, durstig, Kaffeehaus, Kaffeehäuser, gemütlich, Stadt, Zeitungen, freundlich, Universität, satt
- Possible differentiation add-on for language learners with higher proficiency: give extra blank cards for students to add words of their own for each category
- To reinforce learning, Ss may write completed sorts or make any of their own vocabulary notes as needed individually
Lesen: Ss have a copy of pages 12 & 13 from "Ins Kaffeehaus" book
- Preview: read out loud texts (4)
- Each text describes a typical Austrian Kaffeehaus guest (retired professor, college student, widow, and office worker)
- View: Ss discuss in small groups each of the texts and the people that are described
Before the Review portion of this lesson, it's critical to explicitly teach the following cultural products, which I do using vocabulary root words and word origins:
- Melange: "mêler" is French for 'to mix.' In Deutsch-Deutsch, Milchkaffee, most similar to a latte. Food always sounds fancier if it has a French name! :)
- Punschkrapfen: "Punsch" refers to the rum or Cointreau that the cake layers are soaked in; "Krapfen" is the jelly-filled aspect of this confection. This little cake is similar to a French-style petit-four.
- Rehrücken: "Reh" is deer/venison. "Rücken" points to the back part of the animal. No venison meat here however! It's a chocolate cake shaped to resemble a venison roast.
- Butterkipferl: "Kipf" means 'post' and refers to a (as best as I understand it) to a part of a wagon that connects to the main part of the wagon and keeps the animals pulling it in front of the wagon going straight. This pastry is shaped like this wagon part.
|Coat of arms from Kipfenberg, Oberbayern|
- Review: with a partner, Ss work to complete Aufgabe cloze activity on page 13 and then Aufgabe 2 on the same page which asks them to the cloze texts to the people and their descriptions from page 12
Nach dem Lesen: Ss receive a copy of a recipe for Punschkrapfen and task cards. Working in partners they use the recipe as content for their exchanges.
- Ask a question/Answer a question
- Express a want/Refuse to fulfill
- Describe a problem/Offer a solution
- Give a direction/Ask for clarification
- Express a need/Agree to assist
- Express gratitude/Respond politely
This feedback form developed by the Shelby County School District in Tennesse would be amazing for assessing the Ss performance on this task. I'm going to try it out this next time around!