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VITAL INFORMATION

Subject(s):

Foreign Language

Grade/Level:

College/University, German 2

Time Required:

One class period (50 minutes) to complete English Garden worksheet.

One class period in the computer lab to complete the "Jumpstart to Munich presentation" worksheet.

Students will leave voicemail messages booking theater/concert/opera tickets and a table at a restaurant.

15-20 minutes of several class periods (depending on enrollment) to complete 5 minute dialogues ("First Impressions").

2 or 3 class periods for 15 minute Powerpoint presentations.

Objective(s):

By navigating authentic German websites and texts, students will be able

· to answer specific worksheet questions about the capital of Bavaria (INTERPRETIVE)

· to compare and contrast their university with a university in Munich (INTERPRETIVE, CONNECTIONS)

· to determine the definitions of cognates and new vocabulary from context (INTERPRETIVE)

· to match pictures of famous landmarks from their descriptions (INTERPRETIVE)

· to understand the main points of a text (INTERPRETIVE)

· to engage in conversation about Munich, Art and travel; to express their opinions, likes and dislikes(INTERPERSONAL)

· to reserve a table at a restaurant and tickets for a show by leaving a voicemail message (PRESENTATIONAL)

· to write an e-card with an image from Munich in German describing their trip to Munich practicing new grammar forms to a member of another German 2 class (INTERPERSONAL, COMMUNITIES)

· to write an e-card with an image from Munich to an English speaking friend describing the most interesting thing they learned about Munich (INTERPERSONAL, COMMUNITIES)

· to use Powerpoint to present a Munich itinerary in pairs which includes an itemized budget (with Euro to dollar conversions) (CONNECTIONS, PRESENTATIONAL)

· to debate in German which itinerary to pick as the class itinerary (INTERPERSONAL)

Summary:

Summary: Students will learn about Munich by completing a variety of interpretive, interpersonal, and presentational tasks singly, in pairs, in small groups and as a class. They will read authentic texts and websites about the city, engage in conversations about Munich, reserve a restaurant table and theater tickets, prepare a detailed itinerary of 25 hours in Munich, and send Munich e-cards describing their virtual trip to the city.

IMPLEMENTATION

Learning Activities:

1.	Learning Context
	Learning Context: Students will be introduced to the comparative and superlative forms of adverbs and adjectives while completing this unit, forms they will practice in all the planned tasks. They will also be introduced to the simple past tense of the modals, “sein” and “haben”, the accusative prepositions, and accusative pronouns, all of which they will use in their e-cards. They can formulate dates and times in German. They have a background knowledge of food/beverage/travel/university vocabulary. They have recently learned the present tense of the modals, forms they will use in convincing the class that their itinerary is the winning itinerary.

2.	Procedure
	The textbook introduces Munich to the students. As a group, we will go to the computer lab and view www.muenchen.de to answer specific worksheet questions about the city. Each student will complete the first question and write a list of 10 sights to see in Munich. S/he will be assigned a number and work on the corresponding question about Oktoberfest, the University of Munich, or available city tours. For the last 15 minutes of class, students will break up into groups of 3 and share the information about that question with the group members who have completed the other 2 questions. Students will have to pay attention to each other, since they will be asked to discuss this material in their “First Impressions” dialogue. Before this conversation, however, students will spend a class period interpreting an authentic text about Munich’s famous English Garden, finding cognates, inferring meanings of new words from the context, understanding the main idea of the text, matching pictures to landmarks described in the text, and guessing the meaning of three simple Bavarian phrases. Having spent several periods discussing Munich, students will prepare a set of topics. I will assign a partner in class, with whom they will engage in five minutes of conversation about Munich, travel, and art. Students will choose another partner with whom they will plan their 1500 minutes in Munich. They will have two weeks to prepare this detailed presentation of 15 slides, which includes both a detailed breakdown of the 25 hours in the Bavarian capital, and a budget (Euros converted to dollars). Students will have to create full sentences from the prompts on the slides. They may have no other notes. A week into their itinerary prepartion, students will call my voicemail and reserve a table at the restaurant of their choice as well as tickets for a show of their choice. After viewing all presentations, students will debate which itinerary is the one we should adopt for our class trip. As a final activity, students will send two Munich e-cards describing their trip—one in German to a member of another German 2 class, the other to an English-speaking friend. Each task will be graded according to a rubric. I adapted the rubrics from TaskStream Rubrics as well as from a rubric by Kathy Fegely.

Resources and Unit Handouts:

Materials and resources:
handouts
www.muenchen.de
www.munich-tours.com/DE/tours_themenfuhrungen.html
www.munich-info.de www.leo.org/muenchen/stadtinfo_de.html,
http://www.uni-muenchen.de
http://www.munich-info.de/portrait/p_egarten_de.html
Technology resources:
PowerPoint, Word, WordPerfect, Students will navigate websites, create a powerpoint presentation, send e-cards, and leave voicemail reservations.
The number of computers required is 5.
As a class we will visit the computer lab. Students will be expected to use the computer (in the library/their own) on their own as well.

Attachments

ASSESSMENT & STANDARDS

Standards addressed by unit:

USA- ACTFL- American Council on the Teaching of Foreign Language: Standards for Foreign Lang. Learning

• Strand : Communication: Communicate in languages other than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

• Strand : Cultures: Gain knowledge and understanding of other cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

• Strand : Connections: Connect with other disciplines and acquire information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

• Strand : Comparisons: Develop insight into the nature of language and culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

• Strand : Communities: Participate in multilingual communities at home and around the world

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Assessment/Rubrics:

Rubrics
1500 Minutes in Munich Assessment Rubric
Englischer Garten Rubric
First Impressions
Munich e-cards
Reservations Rubric

1500 München minutes!