JMartin

GLT 2 November 3-November 21 German 1 German 1 Senior English
 * __Dates and classes I'm teaching:__**


 * German Plans: **

Talking about where people live, differences in customs in houses, talking about family members, and food and drink items. Komm mit! Level 1 ch. 3 pgs.69-87
 * __What the Unit is about:__**

-Students will be able to offer something/respond to an offer -Students will be able to identify family members -Students will learn about the German housing market/compare to U.S. -1.1.N.SL.a use the target language with culturally appropriate gestures in everyday social situations -1.1.N.SL.b ask and answer basic questions about the weather, health/physical conditions, self, family and friends -1.1.N.SL.h exchange info. in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life -1.1.N.SL.k share opinions and preferences in the target language with their classmates -1.1.N.RW.a use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions -1.2.N.L.c understand main idea of a visual media or live presentation -1.2.N.R.b understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories -1.3.N.S.b present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school -1.3.N.W.a illustrate and present materials in the target language such as an advertisement, poster, or menu -2.1.N.F.a describe family structures and the role of friends within a community or culture in which the language is spoken
 * __Objectives:__**
 * Language**-Students will be able to talk/describe where they live
 * Content**-Students will be able to describe differences between homes in Germany and in U.S.
 * __List of MI Standards that Apply:__**

-Ch.3 Test at end of 3 weeks-I create the test with a study guide to reflect my lesson plans -Circle Time question and answer-while students sit in a circle we toss a ball around as I ask questions to see where students are at -The facebook project will be an assessment of following directions and showing what skills they have learned -Daily bell work consists of questions from the previous day’s lesson -1 or 2 quizzes on food items, wohnen, or family -Create family tree -Give students recipe to decipher the meaning -Learn how to say where they live -Review expressing opinions: Ich finde….spitze! with degrees of enthusiasm -Learn phrases for describing where one lives -Review formal vs. informal use -Learn words for common food items -Learn to offer something to eat and drink/respond to an offering -Learn indefinite article, ein, and its use -Review how to say where someone lives -Review numbers: counting, + - x -Learn items in a room -Learn words to describe a room -Learn sentence building strategies -Review word order in sentences (verb 2nd position) -Review finden in expressing opinions of rooms/furniture -Learn family member names -Review genders
 * __Assessment Strategies:__**
 * __Goals for Week 1:__**
 * __Goals for Week 2:__**
 * __Goals for Week 3:__**

- **Facebook/Myspace Project**: students have to make poster including information typically found on a facebook page: name, age, residence, birthday, interests, fav book, fav movie, etc. They also have to have a wall (space) at the bottom of their poster boards. This will be where other students make "comments" about how the poster looks/things they agree with (Da Vince Code ist auch mein Lieblingsbuch oder das ist spitze). They have 3 weeks to work on this at home and have to present it in class. To display students’ skills thus far, including new items learned-wohnen - **Food items:** I will bring in the actual food items that we are learning in this section and then give commands to different students to bring me items. Students will also get the opportunity to request things and then we will all try them (orange juice, cake, etc.) They will be in groups and one person with be the server (Kellner) and everyone will say what they want. The server goes and gets everything-the people at the table tell if the server was right or wrong. To give students context in which ordering would occur. This is one of the most important things to know in another language-how else would they eat? - **Apartment Search**: Students will be in computer lab to do search online. They will each be given a list of things they are looking for in a new living space. They will be given websites to use and they can use others to find at least 3 places where they would look to live. Students use budding Internet skills to find information relevant to their newly learned information. -**Family Tree**: Students will bring in pictures or draw their own of family members to create a family tree. They will label each family member with appropriate German term. Students will have opportunity to present their family tree to the rest of class. To give students chance to share information about themselves, again and demonstrate their understanding of the new vocabulary. This will also help with gender articles. -do my projects appropriately assess my students’ progress? -are the projects too easy/or reasonable? -I feel like I review often, but I think the students need it-does this mean that we should slow down? -I don’t give quizzes very often, should I?
 * __Connect Goals with Possible Learning Activities:__**
 * __Questions/Concerns:__**

 FEEDBACK: -I really like this plan, especially since it is culturally relevant and also relates to the student's lives (the Facebook project especially!) -I think that your projects do assess your students progress, because in a profile you need to use all of those sentences in order to describe yourself, so it's a good assessment to see if whether or not they are doing them correctly -The projects don't seem too easy, since it is a German 1. Although 3 weeks to do the profile project might be a bit much, one week might be more reasonable. Students might start their posters but then not finish them and forget about them within that 3 week period. -Review is good! Constantly refreshing and putting them into a German mindset. Plus, you can't move on unless if you know all of the previous stuff already. Using the review for Bellwork is an excellent idea. -Quizzes are not always the best assessment strategies, so if you have enough assessment going on, then I wouldn't worry too much about not having a lot of quizzes.

I like your projects a lot. They definitely seem doable -- usually the success of a project hinges on its implementation. So just be sure you have the projects clearly organized, step by step. The other thing that often sabotages projects is that students are either given too much time or not enough. You want to keep a sense of urgency to stay focused on the task, but not to waste time. I agree that 3 weeks seems like a long time for the profile project. I also agree that review is very important -- I suspect that your students will learn more if you review regularly instead of slowing down. This gives them multiple opportunities to revisit what they're learning and to solidify it. Long-term language learning doesn't happen in one shot; it happens when the learning is constantly recycled. So, I think you're on the right track! As for quizzes -- I didn't give many quizzes as a teacher and wondered if I should do more. Just remember that there are multiple ways to assess learning (ongoing assessment should happen often) besides quizzes. Also, remember that quizzes don't always have to be graded -- sometimes, you could do quick mini-quizzes just to provide a check for you and the learners as to how people are doing. However you choose to get the information, you do need to have evidence that students are learning. user:Anny1 English Plans: ** Finishing reading //Night// by Elie Wiesel. The theme of senior year is “leadership,” so almost every piece of literature we read deals with leadership in some way. Using information they’ve learned to write own memoirs.
 * __What the Unit is about:__**

-Students will write their own memoirs. -Group discussions-students work in groups to answer a set of questions about the section of the book they just read. I pick groups to share their answers-I can see if they’ve read and if they’ve understood what they read. -Reading Logs-students write a log with every section of the book they read (20-30 pages). They either pose a question or try to answer it or write a response. These can’t be summaries, so students have to really interpret the work. -Vocabulary Quizzes-there are 3 quizzes total with this book. Students look up vocabulary words found in book and write definition. Then they write their own sentences in using the context of the book-this allows to me check comprehension. -Essay-students will wrap-up the //Night// unit by using memory mapping to create a memoir. -Understand happenings of pages 63-92 of the book -Students will be able to define vocabulary words -Students will write reading log for pages 93-end of the book -Students will be able to answer and discuss the questions related to the reading -Students will start memory mapping activity -Students will complete last vocabulary quiz -Students will peer edit the memory mapping narratives -Students submit first draft of the essay -Students write short response to my PowerPoint on Buchenwald (camp in Germany) -Students submit final draft of the memoir.
 * __Objectives:__**
 * Language-**Students will have increased vocabulary
 * Content-**Students will better understand what happened in concentration camps during WWII.
 * __List of MI Standards that Apply:__**
 * __Assessment Strategies:__**
 * __Goals for Week 1:__**
 * __Goals for Week 2:__**
 * __Goals for Week 3:__**

-**Memory mapping/Essay**: students use //Night// as model/inspiration for doing their own personal narrative writing. They will first draw a bird’s eye view of a location in which they spend a considerable amount of time in their childhood. I will show examples of previous students’ maps. Teachers then ask questions about maps and students make notations on the map using words/icons/whatever they want. Students then focus on 2-3 really special events and write a summary. They share these summaries with a partner, who helps to choose the most interesting story. Students then write a narrative, which will be peer edited. The end product will be a memoir that students turn in for evaluation and they also present to the class.
 * __Connect Goals with Possible Learning Activities:__**
 * -Buchenwald PowerPoint/Impromptu Writing**: students will view PowerPoint I made about my visit to Buchenwald and with pictures/information about how it was. I will then give them a prompt related to the novel and they will respond to this with impromptu writing.

-Do you think I could fit in information about MLA? I think students need some refreshing! -This class is really slow moving, am I covering enough? -Do I need to introduce impromptu writing, or should they just do it?
 * __Questions/Concerns:__**

FEEDBACK: -Want to switch classes?! I loved this book and would LOVE to teach it! -This seems like a fairly solid unit plan and sounds very interesting, especially since you're throwing in a powerpoint about your visit to Buchenwald. That way, students can see pictures and brochures first hand, and it becomes an actual place rather than just an entity in their mind. I like that idea. It also gets across the seriousness of the issue. -Reviewing MLA for half a class period might be a good idea. Citing is always important, especially if they're seniors, and I know that I always forget so a refresher course might be good. -Do the students read their portion at home and then discuss in class? I don't know if you have this or not, but at some of the very emotional parts you could have them do a freewrite about what would they do if they were in that situation (give up their food to their father or help someone else at risk to their own survival, and so on). Something like that might be pretty interesting. -Having a class discussion about the readings could be beneficial -Have they started reading the book already? Do they already have a background knowledge of the Holocaust? Because if they don't, a presentation about the Holocaust could be good to give the students some context about the story -This looks awesome! Seriously, want to switch? :)

I'm quite sure your students will need some MLA refreshing -- you could do it within the context of the book and your topic so it wouldn't detract from your objectives, but just reinforce these skills. It's hard for me to give an opinion about whether or not the pace of the class is on target. Do you sense that it's moving too slowly? You could ask some students and your mentor for their opinion. If it turns out that the pace is too slow, there are two ways to improve it: 1) to increase the amount of content (breadth) or 2) to increase how in depth you go into your planned content. In my experience, it seems that students could often learn more if the topics were dealt with in greater depth. Think about how to get the class thinking more deeply and in different ways (e.g. visual, kinestetic, artistic). With a book like //Night//, you'll need to do a fair amount of processing with the students to help them work through the deep feelings such a book elicits. When I taught an extensive unit on the Holocaust, I found that to cope with the horror, students either became desensitized or were traumatized. Our job as teachers is to try to avoid either of these options. We need them to be horrified, but not traumatized -- and this requires plenty of guided processing. In terms of introducing impromptu writing -- it will depend on the situation. Generally, you'll need to introduce writing tasks, but if this is something you've done frequently, you might not have to. user:Anny1