Unit of work PCPPs embedded into lessons
Year 11 German
Unit of Work
Fairytales
Curriculum design
The following year 11 unit on fairytales has been designed with consideration to the Victorian Certificate of Education Study Design.
Themes, topics and sub-topics
A requirement of teaching units one and two in year 11 is that all topics under theme one, The Individual, be covered as well as a sprinkling of topics and sub-topics from themes two and three. As my mentor had already covered theme one in her planning, with an additional unit from theme three, I planned a unit of work from theme two, The German-speaking Communities. The topic and subtopic I chose from this theme were Arts and Entertainment and writers and literature, respectively. Under the umbrella term of literature, I chose fairytales as the text type. As the unit of work requires students to write a fairytale, which is an imaginative genre, the unit of work also satisfies the requirement in the study design that students are ‘expected to be familiar with, and be able to produce, an imaginative piece of writing’.
Vocabulary
As stated in the study design, students are expected to be familiar with a range of vocabulary related to the topic of study. In line with this consideration, students will learn a range of vocabulary in the target language relating to figures, places, problems and themes in German fairytales. The following chart comprises the main vocabulary learnt in the unit.
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Language Structure for the unit (Grammar):
A further specification in the study design is that students be able to recognize and use a range of grammatical items. Those covered in this unit from the study design are:
1. regular and irregular verbs
2. separable and inseparable verbs
3. imperfect verb tense
4. coordinating conjunctions: und, aber, denn
5. subordinating conjunctions: weil, als, dass, so….dass
6. subordinate/main clauses
Assessment:
As my mentor had already planned the formal outcomes for the students, my unit of work could not count towards this. Thus, the assessment tasks designed for the unit, although challenging, did not count towards the formal assessment. Nevertheless, the work was marked, feedback given and marks recorded by my mentor. The two assessment tasks are:
• test on imperfect verb forms
• end product in which students write a traditional or modern retelling of a fairytale
Dimensions: communicating in a language other than English, working in teams, reading, writing, speaking and listening, producing, analyzing and evaluating, ICT for communicating, creativity
Domains: Interpersonal development, communication, ICT, thinking
Description of Learners: the year 11 class is a small group of nine students. As all students chose to continue with German in Year 10, most are motivated learners. There is however a spread of abilities and levels of motivation in the
group. While four learners are highly motivated and very capable learners who are well above the class average, five are either on the average or below. Perhaps not surprisingly, the students below the class average are also the least motivated.
Previous LOTE knowledge needed for this unit:
• knowledge of German fairytales
• some familiarity with the imperfect tense
• some knowledge of coordinate and subordinate clauses
• case endings, including prepositions
Overall unit objective
At the end of this unit students will be familiar with the main conventions and grammatical structures of the fairytale genre in order to write one in the target language.
Text-types used in the unit
Poster, fairytales, verb and vocabulary charts, cassette, gap fill exercise
UNIT OF WORK Planner: Overview of main teaching and learning activities in the Unit
|Student Activity |Time |Skills (use ticks) |Grammar |Resources |Student Products |
| | | |(use numbers from p1)| | |
| |Listening |Speaking |Reading |Writing |Other | | | | |A
Review of key vocabulary and its associated task of viewing images and titles of fairytales and filling in chart under the headings: figures, places, problems, themes
|25 mins |( |( |( |( |WIG
|NA |The Grimm Brothers’ poster
• Fairytale titles and images from Delphins moderne Märchen-Bilderbücher
• Fairytale vocabulary chart |Completed fairytale vocabulary chart featuring: figures, places, problems and themes common in fairytales | |B
Students identify, analyse and categorise imperfect verbs in fairytales with which they populate verb chart
|25 mins |( |( |( |( |WIG, analysing,
Creating, ICT |1,2,3 |Fairytale booklets from Year 11 students at Belmont High School
• Handout: the imperfect verb chart |Completed imperfect verb chart | |C
Sequencing task in which students reconstruct the fairytale Dornröschen
|30 mins
| |( |( |( |WIG |NA |Dornröschen fairytale worksheet |The reconstructed Dornröschen
fairytale | |D
Students analyse the fairytale Dornröschen and answer questions on text structure and other features belonging to the genre
|55 mins | |( |( |( |WIG |NA |As Above |The analysed fairytale with completed worksheet | |E
Review of coordinate and subordinate clauses in which students listen to a cassette and do a cloze exercise
|30 mins |( |( |( |( |WIG |4,5,6 |Cassette: sieben Märchen der Brüder Grimm aus dem JUGENDSCALA-sonderheft “Alles Märchen”
• Worksheet - Dornröschen cloze exercise |Completed worksheet | |F
Brainstorming of ideas for the final product in which students have the option of writing a modern version of a traditional fairytale
|20 mins | |( | |( |WIG and creating |NA |Modern Dornröschen chart |Completed modern Dornröschen chart | |
Lesson One
Lesson Aims:
• to introduce students to the topic of fairytales
• to activate and review key fairytale vocabulary in preparation for end product whereby students will write a fairytale
Learning Outcomes:
At the end of the lesson students will:
• be familiar with the figures, problems, places and themes common to fairytales in preparation for end task
• will have filled in the chart on fairytale vocabulary
Embedded activities/resources
Brüder Grimm Poster
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Fairytale titles and images from Delphins moderne Märchen-bilderbücher
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Traditional Fairytale vocabulary chart
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Lesson one schedule
Introduction to lesson (10 mins):
The lesson begins with an introduction to the topic fairytales and activation of prior knowledge through the visual cue of the Brothers’ Grimm poster.
Interaction: teacher - students
Focus question: I hold up poster and ask students who the people are in the poster.
Expected answer: Die Brüder Grimm.
I then ask students what they were famous for in German culture.
Expected answer: they wrote fairytales
I then ask students to look closer and try to identify the figures on the poster.
Expected Comments: I expect most students will be able to identify some figures such as Aschenputtel, Hänsel und Gretel, Schneewitchen
I ask students what the common figures are in fairytales:
Expected answers: Hexen, Prinzen, böse Stiefmütter
I then ask them the common themes:
Expected answers: Bosheit, Krankheit, Tod
End of introduction
In order to scaffold the unit’s end product in which students will write a fairytale with its associated vocabulary, the following scaffolding task is embedded into this lesson.
Activity/Scaffolding task A: vocabulary task (25 mins)
Students are divided into three groups of three and issued with titles and images of fairytales for discussion. In addition, they are given the fairytale vocabulary chart to fill in.
PCPP
Purpose: to evoke memory of and review key fairytale vocabulary necessary for end product in which students will write a fairytale
Context:
Students as bringing with them a literary experience/heritage, imagination activation
Process: observation of fairytale titles and images leading to schemata activation, memory recall and group discussion.
Product: completed chart featuring the figures, places, problems and themes common to fairytales
N.B. Students will later refer to this chart when writing a fairytale for the end product.
Conclusion to lesson (15 mins): in the final fifteen minutes of the lesson, in groups, students pool their linguistic resources and create posters for the four fairytale vocabulary categories on the chart. These will be hung on the wall.
Back-up plan/s: none planned
Reflection:
I was pleased with the level of student engagement with the topic and lesson. The images and fairytale titles were useful visual cues which activated the students’ schemata on fairytales allowing them to contribute ideas, memories and vocabulary. My assumption that students would be able to recall key vocabulary from previous years and articulate these in the target language however, proved incorrect in most cases. Although students could offer titles and fairytale figures in the TL, they were not yet able to offer vocabulary on problems or themes. This meant there was much talking in English. There was also talking in some groups as I was giving instructions and I need to have a strategy for dealing with this. In addition, I did not give students the opportunity to include/discuss fairytales (or similar) from other cultures which would have allowed for an intercultural dimension.
My mentor was pleased with my level of preparation and the activities I had chosen to activate schemata and memory. Similarly, she noted that students were not yet able to offer ideas in some categories in the TL and instead of letting the students talk in English, I should have said ‘wir werden später mehr darüber sprechen’. My mentor also noted that I had not grouped the students as well as I could have; the less motivated students, who are also the most talkative, were sitting together. Hence, there was much chatter in that group.
Lessons Two and Three: double lesson (100 mins)
Lesson Aims:
• to review the imperfect verb forms of regular and irregular verbs with consideration also to them being separable or inseparable in preparation for the end product in which students write a fairytale using the imperfect.
• to develop students’ skill in reading for fluency in the TL
• to develop students’ vocabulary in relation to fairytales
• to develop students’ competence in using the computer as a learning tool.
Lesson Outcomes:
At the end of the lesson students will:
• have revised the use and form of the imperfect verb form for literary texts
• have practised reading for fluency in the TL
• have developed their vocabulary on fairytales
• have practised using the computer as a learning aid
Embedded activities/resources:
The fairytale booklets from Year 11 Belmont High School
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das Imperfect verb chart template
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das imperfect verb chart (completed)
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Improvements: I have given consideration to my mentor’s comments about separating the less motivated students for group work. These students are now grouped with more focused students.
Lesson Schedule
Introduction: (5min)
Interaction: teacher - students
The lesson begins with teacher asking students if they had thought of more vocabulary in relation to fairytales since the last lesson.
I instruct students to add these to their vocabulary chart from previous lesson.
End of introduction
Eliciting the imperfect verb form and verb substitution table (20 mins)
Interaction: teacher - students
I begin the main part of the lesson by eliciting the imperfect verb forms. I elicit the forms as I know students are somewhat familiar with them.
Welche Verbform wird in Märchen verwendet?
expected answer: das Imperfect
If answer is not forthcoming:
Was ist richtig: Rotkäppchen ist zur Großmutter gegangen oder Rotkäppchen ging zur Großmutter?
expected answer: ging
I then begin a verb substitution table on the whiteboard for the imperfect with the headings: infinitive, regular, irregular, separable, inseparable. I begin by eliciting the conjugation of gehen as an irregular verb hence gehen --> ging. I then elicit the conjugations of the regular verb machen --> machte, I also elicit conjugations for the irregular, separable verb: ankommen and irregular, inseparable verb: hinterlassen.
Throughout the conjugation, I give particular focus to the imperfect forms of regular and irregular verbs:
regular: stem + te , examples machen --> machte, spielen --> spielte
irregular: vowel change in stem + no ending for 1st and 3rd person
sg: example fahren --> fuhr with some verbs such as gehen also having consonant change in stem: gehen --> ging. Können is given as another example of an irregular verb. Even though it has -te ending it is irregular as there has been a vowel change in the stem können --> konnte and thus is not a simple stem + te structure.
Students are informed to take notes as there will be a short test on the imperfect in two lessons time.
Group fairytale readings (15 mins)
Students are then divided into pairs with one group of three for reading short versions of fairytales. Students are allocated fairytales and instructed to read them out aloud to each other. As the students already know the fairytales as well as most vocabulary in them, pre-teaching of vocabulary is not necessary. The main aim of the task is a lead in for the following grammar exercise in which students will identify and categorize the imperfect verbs in the texts. A sub-aim is to develop students’ skill in reading for fluency in the TL.
Activity/Scaffolding task B: imperfect verb task (25 mins)
In order to scaffold the students learning so they can achieve the end product in which they will write a fairytale using the imperfect verb form, the following task is embedded into this lesson.
PCPP:
Purposes:
• to revise the imperfect form of regular and irregular verbs common in fairytales in preparation for end product.
• to create a list of verbs in their imperfect forms in preparation for end product
Context:
The reading together of fairytales
Process: verb identification, analysis and categorization, creation of a list
Product: completed imperfect verb chart for populating chart on teacher’s laptop
As students work, I walk around observing offering prompts, if necessary.
Populating imperfect verb chart on teacher’s laptop (25 mins)
Students are then instructed to come out to the teacher’s laptop and populate the verb chart. Students have now produced an extensive list of verbs which commonly appear in fairytales in preparation for the end product. I will then print this out and issue to students at beginning of next lesson.
Students are shown how to order the columns alphabetically using sort on the table menu.
Conclusion to lesson:
Fairytale vocabulary expansion: (10 mins)
In the last ten minutes, students are instructed to add any new vocabulary from today’s fairytales to their vocabulary charts.
Back-up plan/s: none planned
Reflection:
In general, I was pleased with this lesson. I felt students were engaged and worked well. I used a variety of tasks and modes of lesson delivery so students did not get bored in this double lesson. Grammar can be dry, but I thought my teaching of it as an inquiry-based, discovery exercise in the context of the fairytales prevented it from being a boring, isolated grammar drill. I also felt my instructions were clear. My decision to separate the less motivated, chatty students also worked well. There were clear benefits for these students; not only had they been more focused on class material, but their learning had also been supported by their more motivated and capable peers. There was also a clear benefit for the entire group as the quieter classroom had optimized learning for all. Although I did not need to use it, I had decided on a clear strategy for behavior management which was to simply stand and wait. I had seen my mentor implement this and it was very effective. I was also pleased with my implementation of ICT in this lesson. Students could see its value as tool for learning. The use of ICT in the classroom will, however, be a challenging area for me as I have not grown up with digital literacy. This is an area I will need to focus on as I could see in this lesson how even more engaged students became while populating the verb chart on the laptop for peer sharing.
My mentor was also generally pleased with this lesson. I had offered a variety of tasks through which students had learnt the imperfect in an engaging way. She also thought my explanations in relation to the grammar were clear and detailed. This is one of my strengths as I have a thorough understanding of
both German and English grammar having recently completed a double major in German and linguistics in my undergraduate degree.
She did however also point out that I need to begin my lessons in a more engaging way. Beginning this lesson by asking students if they had thought of any new fairytale vocabulary since the last lesson was not productive. She has suggested I begin with a puzzle. The benefits in doing this are two fold; not only does it encourage punctuality as students know they have something challenging to look forward to, but it also engages students and helps them focus especially at the beginning of a double lesson.
Lesson Four: (50 mins)
Lesson Aims:
• to consolidate students’ knowledge of the imperfect forms of regular and irregular verbs
• to develop an awareness of the structure of the fairytale genre in preparation for end product.
Learning Outcomes:
At the end of the lesson:
• students will be more confident in identifying and using the imperfect forms of regular and irregular verbs
• be familiar with the structure of fairytales
Embedded activities/resources:
Dornröschen worksheet
[pic]
Lesson Schedule
Lesson Introduction (10 mins):
Lesson begins with a word puzzle which also gives consideration to PCPP.
Purpose: is to engage students and to review the imperfect form of irregular verbs.
Context: students bringing with them knowledge of the fairytale genre, in particular Dornröschen, and the imperfect verb form
Process: analysis and problem solving
Product: the correctly ordered sentence
Anagram Puzzle:
NHERCOSÖDNR HCAST HISC IMT ENIME LESNIPD NI END RIFNGE
The puzzle is on the board and students work collaboratively to solve it by putting the letters and words back in correct sequence.
Lösung: Dornroeschen stach sich mit einem Spindel in den Finger.
After reconstruction, I elicit the imperfect verb form:
Wo ist das Verb?
Was ist es für ein Verb, regelmäßig oder unregelmäßig?
Warum?
I then issue students with the printed verb lists from yesterday’s lesson and inform them that there will be a short test on these verbs in their imperfect form in the next lesson which is in two days time.
End of introduction
Text reconstruction: Dornröschen fairytale
The following two lessons reflect the genre approach to writing. Students will reconstruct and analyze the structure and features of a well known fairytale, Dornröschen, in order to write one themselves.
Scaffolding of vocabulary (5 mins)
As students are all relatively familiar with the fairytale Dornröschen, context setting is not necessary. Some students however may not be familiar with some vocabulary making pre teaching necessary.
Interaction: teacher – students
Some students will be familiar with the vocabulary so I elicit the meanings:
Was ist eine Fee?
ein Tor?
Was bedeutet verzweifelt?
pochen?
verhindern?
neugierig?
dicht?
If words are unknown, gestures will be used to elicit the meanings. For example; I will knock on the door for pochen
Activity/Scaffolding task C: text reconstruction (30 mins)
In order to scaffold the student’s learning so they are able to achieve the final product whereby they write a fairytale, the following PCPP scaffolding task, in which students reconstruct a fairytale, is embedded into this lesson. This task involves Part A of the Dornröschen worksheet.
PCPP
Purpose: to develop students’ understanding on the structure of fairytales in preparation for end product
Context: the reconstruction of the text in pairs
Process: text analysis and problem solving
Product: the reconstructed text
I introduce the task to students by handing out the worksheet and explaining the task. I put students into the same pairs/group they were in yesterday
In order to scaffold the above PCPP task, in which students are to reorder the fairytale, I evoke students’ prior knowledge on fairytale and text structure by eliciting the following:
Wie beginnt ein Märchen?
Wo steht der erste Abschnitt?
Wenn der erste Abschnitt mit Fest beendet, welches Schlüsselwort würde im Anfang des nächsten Abschnitts erscheinen?
Wie endet ein Märchen?
The students sequence the text in pairs. I walk around observing and offering prompts if students are having difficulty with the task.
Lesson conclusion: (5mins)
I then ask the groups to give their answers as well as their reasoning for ordering the paragraphs in that sequence: I ask the other students if they agree with the sequencing offered. If an incorrect answer is offered, I will prompt students to look for the key words and a better understanding.
Welcher Buchstabe ist Abschnitt zwei?
Warum habt ihr A gewählt?
Finally, I remind students to study the imperfect verbs on the list for the test in the next lesson.
Back-up plan/s: none planned
Reflection:
Once again, I was generally pleased with this lesson. The anagram puzzle at the beginning of the lesson was highly effective. It not only engaged the students but also allowed for consolidation of the imperfect verb forms for regular and irregular verbs. I was also pleased that students were highly engaged in and were able to achieve the quite challenging text sequencing activity. Clearly, my ESL training and experience has given me valuable insight into the importance of scaffolding students learning and I see this as one of my strengths. In addition, I thought the lesson was well structured.
My mentor was also very pleased with this lesson. She commented on my willingness to heed her advice and make improvements to my lesson. This was evident in the puzzle with which I began my lesson. She also commented on my ability to scaffold vocabulary and concepts so the rather complex text task was achievable for students. In addition, she remarked that my lessons are well structured with appropriate sequencing.
Lesson Five
Lesson Aims:
• to consolidate students’ knowledge of the imperfect forms of regular and irregular verbs
• to develop an awareness of the structure and features common to fairy tales in preparation for end task
Lesson Outcomes:
At the end of the lesson:
• students will be more confident in identifying and using the imperfect verb forms for regular and irregular verbs
• be familiar with the structure and features common to fairytales.
Embedded activities/resources:
Dornröschen worksheet
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das Imperfekt test
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Lesson Schedule:
Introduction to lesson: (10 mins)
Lesson begins again with a word puzzle which gives consideration to
PCPP.
Purpose: is to engage students and to review the imperfect form of regular and irregular verbs.
Context: students bringing with them knowledge of the fairytale genre, in particular Dornröschen, and the imperfect verb form
Process: analysis and problem solving
Product: the correctly ordered sentence
Anagram Puzzle:
ERD IPRZN FLIE FUA IED NKEI DUN ÜKEßT EID HEAFENSCLD RPSNZSNIEI
The puzzle is on the board and students work collaboratively as a group to solve it by putting the letters and words back in correct sequence.
Lösung: Der Prinz fiel auf die Knie und küßte die schlafende Prinzessin -
After reconstruction, I elicit the imperfect verb forms:
Wo sind die Verben im Satz?
Welches ist regelmäßig?
Warum?
Welches ist unregelmäßig?
Warum?
End of introduction
The test on the imperfect (20 mins)
Students are issued with the test and told to begin. The test will not only help students see how much they have learnt in relation to the imperfect verb form, which they are expected to know for the year 12 exam, but will also allow me to assess how effectively I have taught the form.
Activity/Scaffolding task D: text analysis (30 mins)
In order to scaffold the student’s learning so they are able to achieve the final product of writing a fairytale, the following PCPP scaffolding task is embedded into this lesson. This task involves Part B of the Dornröschen worksheet.
PCPP
Purpose: to develop students’ understanding of the structure and features of fairytales in preparation for end product
Context: collaborative pair/group work, students’ schemata on the structure of fairytales will help them with this task.
Process: text analysis and thinking
Product: the analyzed text with completed worksheet
I introduce the task to students by asking them to get out yesterday’s handout. I also put students into the same pairs/group they were in yesterday. As the questions are in the TL, I anticipate some vocabulary difficulty so I check for understanding:
Was bedeutet beschrieben?
bestehen?
There are however cognates such as situation, problem, action which facilitate understanding.
In order to check students understanding of the task, I ask them to find the answer to the first question under the section B: Text Analysis: Fragen zur Struktur des Märchens. In pairs/group, students then begin working on the questions to the structure and features of fairytales.
Lesson Conclusion:
As time ran out for the completion of the text analysis, I tell students that they will finish it in the next lesson, so bring worksheet to lesson.
Back-up Plan/s: none planned
Reflection:
I was again pleased with this lesson. The jumbled sentence task at the beginning of the lesson worked well as a focusing strategy as well as a review of the imperfect for the upcoming test. The text analysis questions were interesting and engaging for students and not as easy as they first thought. Although the questions were in the TL and therefore challenging for students, my checking of their understanding first and scaffolding when necessary, helped students solve them. I am also very pleased with the activities and handouts I have created for the students and see this as one of my strengths. In addition, I am happy with my stance in the classroom, I feel my firm yet friendly manner is effective in building rapport with the students.
My mentor was very pleased with the lesson. Once again, she thought the puzzle at the beginning of the lesson engaged students. She also thought the grammar test I wrote was well structured and well designed to fit into the fairytale context. In addition, she commented on my friendly but firm manner through which I am building a good rapport with the students. She did however comment that I need to ensure that students are separated during tests.
Lesson Six
Lesson Aims
• give students feedback on the grammar test on imperfect verbs and the opportunity to ask questions in relation to the forms
• to develop an awareness of the structure and features common to fairy tales in preparation for the end task.
Lesson Outcomes:
At the end of the lesson:
• students will have consolidated their understanding of the imperfect forms of regular and irregular verbs
• students will know which areas they need to work on in relation to imperfect verb forms
• students will be familiar with the structure and features common to fairytales.
Embedded resources
Dornröschen worksheet
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Das Imperfekt test answer sheet
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Lesson Schedule
Introduction: (15 mins)
Interaction: teacher - students
Students are given their tests back and we go through the answers. If questions are forthcoming, answers will be explored through examples and peer teaching.
I anticipate questions in relation to the separable verbs and why the separable prefix precedes the stem in a subordinate clause. For example:
Als das Mädchen zum Haus der Großmutter an kam
This will be explained through prompts and explanation on board.
I tell students that the imperfect verb forms are important not only for literary texts like fairytales and novels but also for newspapers and other media. Most importantly, they are expected to know it for the year 12 exam.
End of introduction
Continuation of Dornröschen text analysis questions (25 mins)
Interaction: teacher - students
As students only finished the first part of the text analysis questions; i.e. Fragen zur Struktur des Märchens, without checking the answers, I begin the main part of lesson by correcting these. As students worked in pairs/group for this, I ask them to sit in their groups.
I ask the groups to give their answers as well as their reasoning for them: I ask the other students if they agree with the answers offered. If an incorrect answer is offered I will prompt students to look again at text and rethink.
Students are encouraged to see that a fairytale has a definite structure comprising: beginning, middle and end.
Students are now instructed to do the second set of questions titled: Fragen zu den Eigenschaften des Märchens.
Vocabulary scaffolding
I anticipate some vocabulary difficulties so check for understanding:
Was bedeutet Eigenschaften?
Hintergrund?
Grenze?
besitzen?
I expect some students to know these, so the students who do not know will be scaffolded through their peers. If no answer is forthcoming, I will use a sentence in the target language that will help students to understand the meaning. For example:
I describe a student using adjectives that describe their qualities
Iris ist nett, fleißig, lustig... diese Wörter sind ______?
Students say: qualities/Eigenschaften
I then say, und wenn das um einen Text geht sind sie___?
Students say: features
In order to check for question understanding, I ask students to do the first question. Answer is then checked.
I now instruct students to complete the questions
Conclusion to lesson: (10mins)
Check answers
I then ask the groups to give their answers as well as their reasoning for them. I ask the other students if they agree with the answers offered. If an incorrect answer is offered I will prompt students to look again at text and rethink their answer.
I now inform students of the end product whereby they will write a fairytale in which I will expect to see a clear structure as well as some of the features in Dornröschen.
Back-up plan/s: none planned
Reflection
I was pleased with the lesson. Both the text sequencing task and text analysis questions had been engaging for the students and have now set them up for the end product. The test was a worthwhile task. Although it will not count towards their formal assessment, some students had taken it seriously so there were some pleasing results. With 59% the class average, there were four students above this with two students on 94% and 85%. There were however, 5 students below the average. In this group, three students were only slightly below on 56% and 52%, with the other two well below on 25% and 31%. The latter two also happen to be the least motivated in the group. This was a very valuable exercise as it gave me insight into the writing of tests as well as the opportunity to see how much students had learnt from my teaching of imperfect verb forms. As my mentor pointed out, in spite of my thorough teaching of the imperfect, some students were still not able to apply it with some success. In a future unit with the imperfect, I will include more activities on the form, perhaps using an interactive computer aided program, before testing students.
My mentor was very pleased with this lesson. She thought both the text sequencing task and the text analysis questions on Dornröschen
had been well thought out and had been very valuable as scaffolds for the end product. She also thought that I had supported both these tasks well by eliciting/pre teaching necessary vocabulary and concepts. I see scaffolding as one of my strengths.
Lesson Seven
Lesson Aims:
• to revise coordinate and subordinate clauses in preparation for end task in which students write a fairy tale.
• to practise listening for specific words in the TL
Lesson Outcomes:
At the end of this lesson, students:
• will have revised coordinate and subordinate clauses in preparation for end task
• practiced listening for specific words in the TL
Embedded resources
fairytale figures engagement activity
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Dornröschen cloze exercise featuring coordinating and subordinating conjunctions
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Cassette: Sieben Märchen der Brüder Grimm aus dem Jugendscala Alles Märchen? Sonderheft
Lesson Schedule:
Introduction (15 mins)
The lesson begins with a student engagement activity featuring hidden fairytale characters. This will act as a focusing activity as well as evoke further memory of fairytales in preparation for end product in which they need to think of characters for a fairytale.
End of introduction
Receptive skills and cloze grammar exercise (30 mins)
In order to scaffold the student’s learning so they are able to achieve the final product of writing a fairytale, the following PCPP scaffolding task, in which students identify coordinate and subordinate clauses, is embedded into this lesson.
Activity/Scaffolding task E: cloze exercise and questions on coordinate and subordinate clauses (30 mins)
Purpose: to review coordinate and subordinate clauses in preparation for the end product.
Context: individual work whereby students listen to tape and fill in gaps, collaborative pair/group work for analysis of word order in relation to coordinators and subordinators
Process: listening for the appropriate words to fill in the gaps, analysis of words and conjunction categorization
Product: the completed cloze exercise and questions
Interaction: teacher – students
I issue handout and explain the cloze exercise in which students listen to the tape and fill in the gaps with the words they hear. I play tape twice.
I check students’ answers.
As the next part of the activity is a grammar exercise, I pair the weaker students with the more capable to allow for peer scaffolding.
In pairs/group, students are then instructed to do questions 1 - 2. This involves identifying the coordinating and subordinating conjunctions in the text: As I have written the worksheet in the TL, I check for understanding:
Was bedeutet koordiniernede Konjunktion?
subordinierende Konjunktion?
In pairs, students then work on the exercises
I then ask students for their answers
I then instruct students to do question 3. This involves analyzing the word order to work out what is happening to the finite verb in the subordinate clauses.
Again, I check for understanding:
Was bedeutet Wortstellung?
Subjekt?
Wo steht das Subjekt?
Was ist ein Verbitum/finite verb?
Wo steht das Verbitum/finite verb?
Students do task
I elicit answers from students
Expected answer: das Finitum/the finite verb geht ans Ende
To check all students have understood, I then elicit a sentence with a coordinating conjunction and one with a subordinating conjunction from the text which I write on the board highlighting the conjunctions and finite verbs. I then get students to examine the position of the finite verb.
Conclusion to lesson: (5mins)
Students are told that I will be issuing the fairytale task in the next lesson and that they will have two lessons in which to write the fairytale. Although not
formal assessment, it will be marked and feedback given. They will be expected to include both coordinate and subordinate clauses in their texts.
Back-up plan/s: none planned
Reflection:
I was pleased with this lesson. The hidden fairytale figures activity at the beginning of the lesson was a change from the anagram and the students were thoroughly engaged. In contrast to my teaching of the imperfect, which began with a verb substitution table on the board, this lesson on conjunctions snuck up on students in a listening and cloze exercise. This worked well within the context of the fairytale and students liked discovering the word order for themselves. Although students were engaged throughout, in hind sight, it would have been better if I had used a real/simulated context for this grammar point. Students could have written an article for a magazine, contributed to a wiki or entered a short story competition.
My mentor also commented on the effectiveness of the hidden fairytales figures. She also mentioned that students appear to be more and more willing to take risks by speaking more freely in response to my questions. She did however; comment that I had used complicated grammar terminology on my worksheet which was not necessary and can confuse students.
Lesson Eight
Lesson Aims:
• to issue the end task for the unit in which students write a traditional fairytale or a modern retelling of a traditional one.
• to provide students with sufficient vocabulary for writing a traditional fairytale
• to scaffold the second option for the task in which students write a modern version of a traditional fairytale.
• to put students in groups for the end writing task
Learning Outcomes:
At the end of the lesson:
• students will have revised key vocabulary for writing a traditional fairytale
• students will have explored the themes in the traditional fairytale, Dornröschen, in order to write a modern version thereof.
• students will have explored possible problems, characters and settings for a retelling of Dornröschen.
• students will have decided on an option for the writing task.
Resources:
Fairytale unit end product
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Traditional fairytale vocabulary chart (completed)
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Modern Dornröschen chart
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Lesson schedule
Lesson Introduction: there is no specific introduction to this lesson.
Interaction: teacher – students (10 mins)
Students are issued with the end product writing task in which they are to write a traditional fairytale or a modern retelling of a traditional one. This task will be done in groups. I have chosen groups according to ability and motivational levels so that the weaker, less motivated students are with their more capable, motivated peers.
A student is asked to read out the task description.
Another student is asked to read out option A) a traditional fairytale.
Students are then given a handout of the main vocabulary from the unit in relation to the features of traditional fairytales. This list also captures the additional characters, places, problems and themes encountered in Dornröschen and discussion over the course of the lessons. This extensive list will act as scaffolding for the first option of writing a traditional fairytale.
Another student is then asked to read out option B) the retelling of a traditional fairytale in a modern context.
In order to scaffold the student’s learning so they are able to achieve the final product of writing a modern retelling of a fairytale, the following PCPP scaffolding task, is embedded into this lesson.
Activity/Scaffold task F: brainstorming of themes, problems and possible modern characters and settings for a retelling of Dornröschen. (20 mins)
Purpose: to brainstorm ideas for option B of the end task in which students write a modern retelling of a traditional fairytale.
Context: imagination activation, students bringing with them knowledge of modern problems, themes, characters and settings to suit a retelling of a traditional fairytale
Process: brainstorming of ideas, discussion
Product: completed modern Dornröschen chart
20 mins has been allocated for the following task:
Students are then told their groups for the writing task and asked to get into them. Students then decide which option they will do for the end task and brainstorm for ideas.
Students are told that they have the next two lessons to work on the writing task.
Lessons Nine and Ten
In groups, students work on their fairytales in these two lessons after which they submit for marking and feedback.
Feedback given
Students were marked according to the following rubric and feedback given. I was pleased with the efforts students gave to the task. In general, they wrote very creative and well structured texts. The grammar points were also done main successfully. My mentor commented that I had given detailed correction with constructive feedback.
Writing task assessment rubric
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Student evaluation of unit
As a way of evaluating my unit of work, I asked students to fill out the following evaluation:
Student unit evaluation form
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On a positive note, all students indicated that they had learnt much in terms of the fairytale genre including structure, vocabulary, grammar and sentence structure. They also commented that they had found the topic interesting and had enjoyed the varied activities. On a down side, some students wrote that they had found the grammar component a bit heavy and this was in spite of having taught it using a constructivist, discovery approach. In light of this, I may have tried to fit a bit too much grammar into the unit or not taught it in ways with which all students could fully engage. In future, I will include a CALL
program such as Language Perfect with which students can test their knowledge in a more fun and interactive way. I will also avoid using complicated grammatical terminology in the TL as this may have added to the students’ perception of too much grammar. In addition, I will include an imaginary/creative writing task for the teaching of conjunctions and also incorporate some performance, i.e. a role play. Finally, I will include the opportunity for students to discuss fairytales or similar from other cultures. This is an important aspect of language learning as it facilitates intercultural awareness and understanding.
In general, I was very pleased with the unit and my mentor commented on its success.
References
Lesen ohne Grenzen – Märchen, n.d., viewed 3 May 2012,
Slideshare n.d., Modern fairy Tale Project, viewed 3 May 2012,
Sonderheft 1975, Sieben Märchen der Brüder Grimm: aus dem JugendScala-Sonderheft Alles Märchen, Frankfurt.
Victorian Curriculum and Assessment Authority 2004, German: Victorian Certificate of Education Study Design, East Melbourne, Victoria.
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