GER+101+Unit+1

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ROUGH DRAFT GER 101 Unit 1: Me, myself and who are you? Content Breakdown: ** Content Area: German** ** Unit/grade level: ****Me, myself, and who are you?**
 * KSP 330 #2 Unpacking a Content Standard** **Template**
 * Name: Michael Tatro**
 * Section: 1**

//Communicate in languages other than English// 1.1- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Intrapersonal) 1.2- Students understand and interpret written and spoken language on a variety of topics. (Interpretive) 1.3- Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. (presentational) //Gain knowledge and Understanding of Other Cultures// 2.1- Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2- Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. //Connect with Other Disciplines and Acquire Information// 3.1- Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2- Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. //Develop Insight into the Nature of Language and Culture// 4.1- Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2- Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. //Participate in Multilingual Communities at Home and Around the World// 5.1- Students use the language both within and beyond the school setting. 5.2- Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. || They are communicating when they talk, whisper, listen, sit, walk, crawl, sneak, peak, stare, cross arms, enter a room, smile, cry, whimper, celebrate, respect, disrespect, hurt, help, encourage, and use. In short, that they communicate no matter what they are doing. When they have a question about a German word or phrase, they should use the German they know to find out the German they want to know. In other words, they ask a question in German up to the point where they do not know the word or phrase in German. When presenting information mistakes do not matter. The most important aspect of life is to try over and over until one is understood. This is done through self-assessment. Asking how to say something English in German is not the same as translating it word-for-word. Direct word-for-word translation is different than actual communicative translation. If translating word-for-word a lot of problems will arouse in communication between a native German speaker and them. It is more important to know how native German speakers communicate to each other, than which word(s) in German mean[s] the same thing. People have different expectations of non-native speakers, and they do not expect a non-native to be fluent, and are always impressed when they are trying to speak German. Wishing others luck and healthiness is a very strong bond, and way to show someone you care for them. People in Germany wish others luck and good health comparatively similar to the way people here wish people happiness. “Happy Birthday!” = “Glueck zum Geburtstag!” (Luck to your Birthday, literal) “Happy New Year!” = “Gesundes Neues Jahr!” (Healthy New Year, literal) “Bless You” = “Gesundheit” (Good health) That the above is so, because Germans don’t value being happy, as much as most people here do, rather they value being healthy and having good fortune, which they believe will lead to being happy (most would agree). However, a stranger does not have to be happy, as long as they are healthy and in good fortune, or eventually will be. They value happiness, but they don’t wish it, they ensure it is there, through providing good fortune and health to loved ones. That Pigs and lady bugs are symbols of luck due to their… Teacher-student relationship is similar, yet with an added formality, based off of the perspective that the young show their respect for the elder, and appreciation for a job-well done. Certain colors can depict certain emotions, and that certain situations will elicit certain responses from audiences. That they can manipulate a picture into a depiction of emotion and therefore describe the situation in a happy or sad way. People will understand a picture or words in a thousand different ways, and it is best to let them, because it brings so much more meaning to what is drawn, or said, and opens everyone’s eyes to a new idea. Alphabet, and numbers (as well as similarly or identically spelt words) are pronounced differently and their [students’] own pronunciation must be adjusted in order for communication to happen effectively. To pronounce something correctly takes a lot of time and practice, and until then attempting to and hoping to be understood is the correct thing to do. They will also understand that this change in pronunciation cannot be brought back into English. It is up to them to ask for their language to be given voice in German. They are responsible for learning what they want to, and that I am here to help them reach their personality in German as well as English. Improvement only happens through effort put into the time spent on a language. More time with less effort results similarly to less time and more effort; this is not an equation of German language intake, modern language intake or any other school related intake; it is an equation of situational learning, and life. The more effort you put into the amount of time allotted for the situation the more you will accomplish the better you will feel, the prouder people will be, the better off your surroundings will actually be, and the healthier you and your loved ones will remain. || **Essential Questions:** //Questions that will foster inquiry, understanding, and transfer of learning.// ||
 * **1: Identifying Desired Results** ||
 * **Standard and Benchmarks (//if benchmarks are present//):** (//This is the only area of the template that is NOT your original work. ALL other areas to be filled will be your creation of what you want students to know and be able to do/understand etc. as a result of your teaching!//)
 * Communication**
 * Cultures**
 * Connections**
 * Comparisons**
 * Communities**
 * **Understanding(s):** //Students will understand that……//
 * **Know:** //Students will know…//

o Hello o Good morning o Good evening o Good Night o Good bye o See you later o Firm handshake (Greet and Depart) o Eye contact (Greet and Depart) o Smile (Greet and Depart) o Between friends male-male friendship, or female-female friendship, or female-male relationship (in variations of friends in regions) [also know not to instigate, but to follow suit and be aware of] § Hug § Kiss on one cheek § Kiss on both cheeks o “My name is (Michael Tatro), what’s your name?” o “I am 20 years old, and you? How old are you? o “I am from Stillwater, a suburb of St. Paul. Where are you from?” o “I like Chinese food, would you like to get Chinese food with me? My favorite place to eat is Mongolian Barbeque.” o “I like riding my bike. What do you like to do? o //Students’ choices// o Green o Blue o Red o Yellow o Pink o Purple o Brown o Black o White o Orange o Grey o Happy o Lucky o Healthy o Sad o Angry o Sick o Proud o Brave o Empathetic o Shy o Sickened o Impressed o Pets § Dogs § Cats § Rats § Guinea Pigs o Farm Animals § Pigs § Horses § Cows § Chickens § Sheep o Wild Animals § Birds · Sparrow · Pigeons · Crane · White stork · Raven § Fish · Herring · Bass · Salmon § Ground Animals · Wild boar · Deer · Rabbits · Squirrels · Snake § //Students’ choices on all categories// o What is your favorite movie? o Want to go to the movies? o Want to see Harry Potter and the Deathly Hallows Part 2? o What are you watching? o //Students’ choices// o Morning o Day o Evening o Night o Rain o Snow o Sunny o Windy o Cloudy o Partly cloudy o Foggy o Thunderstorms o Floods o Hail o Ice rain o Tornadoes o //Students’ choices// o Stone Houses, so in rooms with no windows o Close Shades o Tornadoes happen twice in every ten years, and end up with minimal damage o Head o Body o Shoulders o Arms o Wrist o Hands o Fingers o Elbows o Waist o Knees o Legs o Feet o Toes o Face o Eyes o Ears o Mouth o Nose o Chin o Cheeks o Hair o //Students’ choices// o Food o Movies o Animals o Pets o Books o Places to eat o Famous people o //Students’ choices// o Stand up when teacher enters o Sit down when she/he greets o Greet when she/he greets o Formal address o Knocking on desks after a good lesson to show appreciation o Noun-verb-subject; downward inflection at end of sentence, monotone inflection in break of sentence. o Verb-noun-subject; upward inflection at end of sentence, monotone inflection in break of sentence. o Who o What o Where o When o Why o How o Verb without –st ending for informal singular o Infinitive then formal “You” o Verb with –t ending for informal plural o Appropriate reaction o Polite response o Good luck o Much Success o Chocolate shaped like a pig or ladybug or wrapped in a foil depicting a pig or ladybug. o Speak German as much as you can o Ask questions about German and Germany o Refrain from personal questions until better known o Speak English as much as you can o Ask personal questions || o Name o Age o Where you’re from o How you are doing o Some of their favorite things (//Students’ choices//) o What their name is. o How old they are. o Where they’re from o How they are doing o What they plan on doing over the weekend o //Students’ choices// o Grain § Whole Grain Bread § Whole Grain Pasta § Pretzels § Sourdough § German rolls o Vegetables § Tomatoes § Cucumbers § Zucchini § Lettuce § Spinach § Potatoes § Carrots § Red Cabbage o Fruits § Kiwi § Oranges § Apples § Bananas § Dragon fruit § Pomegranate § Cranberries o Dairy § Milk § Cheese § Yogurt § Cream cheese o Meat § Beef § Pork § Chicken § Sausage § White Sausage o //Students’ choices in all categories// o Weather o Colors o Times of day o Food o Places to eat o Animals o Pets o Movies o Books o Famous People o //Students’ choices// o Happy o Sad o Angry o Friendly o Frustrated o At ease o Scared o Brave o Lazy o Determined o Head o Body o Shoulders o Arms o Wrist o Hands o Fingers o Elbows o Waist o Knees o Legs o Feet o Toes o Face o Eyes o Ears o Mouth o Nose o Chin o Cheeks o Hair o Eyebrows o Beard o Mustache o Sit o Stand o Come with o Stay there o Turn the lights on/off o Close/open the door o Close/open your eyes o Close/open your ears o Close/open your nose o Listen o Slow down o Walk o Run o Faster o Jump o Get down o Crawl o Step aside o Call 110 (911-Police) o Call 112 (911-Fire and Ambulance) o Could you say that again, please? o I don’t understand. o Could you speak slower, please? o I don’t know. o What do you want us to do? o What do you mean? o What? o Do you mean…? o What is that? o Why is that? o May I sharpen my pencil? o May I go to the bathroom? o May we work together? o May we work alone? o May I borrow that? || o Creature’s body parts o Quantity of body parts o Color of body parts o Size of body parts o Texture of body parts (furry, scaly, smooth, feathery, slimy, skeletal, shell-like, sharp) o //Students’ choices// o Age is. o Favorite food is. o Favorite movie is. o Favorite book is. o Favorite animal is. o Favorite sport is. o Favorite o Has planned for the weekend
 * Oral greetings and partings, and correct body language for first time meeting
 * Numbers
 * Alphabet
 * First introduction questions and answers:
 * Colors
 * Emotions
 * Animals
 * Beginning movie terminology:
 * Times of day
 * Weather conditions
 * Where to go in an emergency weather condition
 * Body Part terminology
 * Terminology for communicating likes, dislikes, and favorites of:
 * Proper body language and manners for student to teacher conversation (presentational, intrapersonal, and interpretive- both ways) in Germany and how it relates to the classroom.
 * How to answer a question/normal sentence structure
 * How to ask a question/question sentence structure
 * The six beginning question words:
 * How to give a command/command sentence structure
 * How to receive a command
 * Pigs and ladybugs are symbols of luck
 * How to wish someone luck
 * How to gain the respect of most Germans
 * How to gain the respect of most US citizens
 * **Skills:** //Students will be able to…//
 * Speak German to find out about someone, and find out how to say something new in German.
 * Greet and part politely
 * Introduce one’s self, including:
 * Ask someone about themselves, and answer similar questions including:
 * Food
 * Communicate personal likes, dislikes and favorites on:
 * Depict someone feeling:
 * Describe how a story/situation makes one feel.
 * Identify and move body parts appropriately:
 * Give and react to some commands, including:
 * Wish someone “Good luck” in more than one way, and in more than just words.
 * Ask questions of comprehension problems
 * Ask permission to do certain tasks
 * **2:Determine Acceptable Evidence** ||
 * **Performance Tasks:** //What evidence will show that students understand?//
 * Students will draw a representation of several different items students in the classroom have said interested them, and have it connected to the right name (which they also wrote based off of listening).
 * Students will correctly identify how characters in the story feel during certain situations.
 * Students will communicate how situations, and characters in the story made them feel.
 * Students will create a visual story depicting emotions, through color and whatever drawing ability they possess.
 * Students will create a meal, one specifically for someone they know, and one specifically for a German they want to get to know.
 * Students will react properly to commands, and give them in the proper tone, way and time.
 * Students will describe a creature of their creation to the class including:
 * Students will be able to draw other students’ creature with all parts described by speaker (unless speaker includes something unheard of before).
 * Students will decide individually how each monster is feeling, and include a color they believe represents that feeling as the background to that creature.
 * Students will pretend to be someone, who is famous, and in an interview with a partner, inform the class on what this person(‘s):
 * Continuous comprehension checks ||
 * **Other Evidence:** //What other evidence needs to be collected in light of the desired results?//
 * How they cope with not knowing the vocabulary. Do they say the complete sentence in English to elicit a translation? Or do they speak German up to the point where they do not know the word, and then ask in English for the word or phrase they are missing? How many do which?
 * The amount of questions for new vocabulary related to the topic the students ask. The amount of unrelated vocabulary words the students ask.
 * The improvement throughout the various assessments.
 * The common difficulties spread throughout the class.
 * The uncommon difficulties spread throughout the class.
 * The opinions of the students on the activities chosen. (Everyday perception of student participation and contrasting complaint.) Questionnaire after a set of related activities (oral).
 * Students’ responses and reactions to each other.
 * Students’ participation in standard German norms of teacher-student interactions.
 * The amount of appropriate/inappropriate responses received ||
 * **Student Self-Assessment and Reflection:**
 * Students will be receiving their work back, with questions on how they think they did, based on what I was expecting.
 * Each student will be creating their own portfolio, inclusive of a number of their works that they believe to tell the appropriate story to their year learning in my class.
 * From this unit, options to include are any of the material necessary to have completed the assessment tasks, the assessment task final paper itself, or any feedback thereon, or any material done in relation to the topics that was not an assessment task, or part of an assessment task (include at least five pieces from this unit, and at least two of the pieces should come from the list of assignments the class deemed to be difficult).
 * Each student will meet at the end of the unit to discuss how they thought they did, and what they personally thought I could have done better.
 * There will also be a group to classroom discussion about what the students thought the unit was about. ||