A2 E12 Meine Vier Wände (My Four Walls)

Unit Goals:

The students will be able to . . .

·        Understand detailed information in the description of a room.

·        Understand explanations of the arrangement of furniture in a bedroom. 

·        Explain how they clean up their room. (CONCEPT - apply vocabulary and grammatical structures to explain where they put things when they clean up their own room).

·        Know and be able to use the words for different kinds of housing. (FACT)

·        Know and be able to use verbs of position and verbs of motion. (FACT)

·        Know and be able to use two-way prepositions with accusative and dative cases. (FACT)

·        Know and be able to use relative clauses in describing their own house / room. (FACT = how relative clauses are used) CONCEPT = how to use relative clauses to describe their own room).

Academic Standards:

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 

listener or readers on a variety of topics.

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

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


Investigation Questions

We will use the inquiry based learning process in this unit. Students will research different types of housing in Germany, cost of living related to household expenses, and furniture prices. They will design their own room and furnish it, and then do an oral presentation with a visual of their room,  describing the room and what it cost to furnish it.

Students will compile a list of investigation questions before they begin their research. 

Examples of investigation questions : (these ask for specific information / facts that can be researched)

                 Was kostet Moebel in Deutschland (bei IKEA usw.)? 

                 (How much does furniture cost in Germany (at IKEA for example)?

                 Was fuer eine Wohnung haette ich gerne, wenn ich in Deutschland wohnte?

                 (What kind of house / apartment would I like to live in if I lived in Germany?)

                 Was kostet Miete fuer so eine Wohnung?

                 (How much is the rent for an apartment / house like this in Germany?)

Examples of questions that are non-investigatable are: (these concepts are too broad)

                Warum kostet es mehr in Deutschland zu leben als in den USA?

               (Why is the cost of living higher in Germany than in the USA?)

                Warum sind deutsche Familien meistens kleiner als Familien in Amerika?

                (Why do Germans on average have smaller families than Americans?)


With your group, create a wiki at www.wikispaces.com and use this space to collaborate and share your research into the investigable questions your group wrote. Each member of your group should create a page and you should divide up the questions among your group members so that each person is responsible for specific parts of the research. Invite me to your wiki so I can see and give you feedback as you work on this project.  = formative assessment

Then you will use Prezi or Glogster to create a presentation. Each group member should have distinct areas of your topic to contribute to the presentation. You will do a live presentation for the class, and each person in your group should be prepared to verbally present (in German) the pieces of your topic that s/he researched.

5 E's Lesson

Engage: Students listen to a German teenager describing his room as they look at the picture of his room. We discuss what are the similarities and differences between his room and a typical teenager’s room here in the USA.

Explore: Students go online to explore more about houses and teenager’s rooms in Germany. They work in small groups and research using authentic German websites as well as asking the German teenagers from our partner school (via Skype or e-mail or facebook) about their homes and their rooms. Each group creates a Google doc to share information as they work outside of class and they share the doc with me, too, so I can see their progress and also use the ‘revision history’ feature to see who contributed and how much to the research.

Explain: Each group will use Prezi or VoiceThread to pull together their findings into a group presentation. This presentation should summarize what they learned about houses and teenagers’ rooms in Germany.

Elaborate: To extend and apply their learning, students (individually) will design their dream room as if they were living in Germany, using furnishings they find on German websites or IKEA’s website. They will choose the items they want in their room and also calculate what it cost to furnish their dream room. They will also do the conversion from Euros to dollars so they understand how much money they actually ‘spent’. These visual presentations can be done in Power Point or Prezi or any other digital tool they want to use.

Evaluate: I will grade and give feedback on their end products (presentation – visual and oral pieces). But of course this is the summative assessment. The entire process - as they are working in groups and then individually and I am giving feedback along the way - is really an ongoing formative assessment.

                                                                                                                     A2 E12 Project 

                                                                                                             = summative assessment

1)   Create a visual of your own room. This can be a photo that you take of your actual room or a virtual room you create using whatever digital media you choose. Using vocabulary from this unit, you must label at least 15 items in your room, including definite articles (der/die/das).

2)   Then you will write a description of your room, including what is in your room and where. You should use at least 8 two-way prepositions and dative case with verbs showing position.

You should also describe where you put things when you clean up your room, using 8 more two-way prepositions and accusative case with verbs of motion.

          You must also include 5 relative clauses in your writing.

In your typed final copy, please

·       bold your prepositions (at least 16 of them) you may use some prepositions more than once, as long as you use all of them at least once.

·       underline your verbs showing position

·       italicize your verbs showing motion

·       type your relative clauses in green 

     You will have some time in class to work on writing. You must submit a rough draft and

         revised copy along with your final copy, so that the writing process is transparent. 

3)   You will record yourself describing your room. You may use VoiceThread, Audacity, Screencast-O-Matic, Google Voice or any other method that you can submit to Blackboard. If you use Google Voice, please write on your written piece the phone # and time of day you left your voice mail so I can find it easily to grade it.

4)   Some of you will be randomly selected to also present live to the class. If you are chosen, you should prepare cue cards to use in your presentation, but do not read directly from your script. You should also be prepared to answer questions I will ask you (in German!) about your presentation.

Your visual, script and recorded audio pieces are due by midnight on   _____________________!

You will submit all of the above to Blackboard.

Rubric



4

3

2

1

Grammar

Writing includes at least 16 two-way prepositions used correctly and they are bolded.  

 

At least 5 relative clauses are used and they are grammatically accurate, and they are written in green.

 

Verbs of motion are italicized.

Verbs of position are underlined.

Writing includes at 10-15 two-way prepositions but there are some mistakes in usage. They are bolded.

 

There are 3-4 relative clauses and they are used correctly and they are written in green.

 

 

Verbs of motion are italicized.

Verbs of position are underlined.

Writing includes 5-9 two-way prepositions but they are not always used correctly and / or they are not bolded.

 

 

There are 3-4 relative clauses but they are not used correctly. They are not written in green.

 

 

Verbs of motion are not italicized.

Verbs of position are not underlined.

Writing includes fewer than 5 two-way prepositions and they are rarely used correctly and / or they are not bolded.

 

There are fewer than 3 relative clauses and / or they are used incorrectly.

They are not written in green.

 

Verbs of motion are not italicized.

Verbs of position are not underlined.

Speaking

All speech is clear, easy to understand, fluid (does not sound like it is being read off a paper). No audible mistakes. Pronunciation is accurate.

 

Speaker is able to respond spontaneously in German to questions asked about his / her presentation.

Most of speech is clear, easy to understand, fluid (does not sound like it is being read off a paper). A native speaker would understand in spite of mistakes in pronunciation.

 

Speaker struggles but can respond in German to questions about his / her presentation.

Some of speech is clear, easy to understand, fluid (does not sound like it is being read off a paper) and pronounced well. A listener would have to ask for clarification to understand completely.

 

Speaker can understand questions in German about the presentation and must resort to English to answer.

Much of speech is unclear, difficult to understand, inaudible, or not fluid (sounds like being read off a script). A listener would understand only after asking multiple questions for clarification.

 

Speaker cannot respond in either German or English when asked about the presentation.

Writing

Visual piece has at least 15 items labeled. Spelling is accurate and definite articles are correct.

Description is at least 150 words and includes both where things are located in the room and where things are put away when cleaning up the room.

 

All ideas are easy to understand. The piece is clear and organized.

 

A copy of the rough draft and a revision are submitted along with the final copy.

Visual has 15 items labeled but there are some mistakes in spelling or the wrong definite article is used.  

 

Description is at least 100 words telling both where things are located in the room and where things are put away when cleaning up the room

 

Most ideas are easy to understand. The piece is mostly clear and organized.

 

A copy of the rough draft and a revision is submitted along with the final copy.

Visual has 10-14 items labeled, but there are some mistakes in spelling or the wrong definite article is used.

 

Description is 75-99 words and omits either where things are located in the room or where they are put away when cleaning up the room.

 

Some ideas are easy to understand. The piece is sometimes unclear or unorganized.

 

Only a rough draft or a revision is submitted with the final copy.

Visual has fewer than 10 items labeled, and there are some mistakes in spelling, and/or definite articles.

 

Description is fewer than 75 words and omits either where things are located in the room or where they are put away when cleaning up the room.

 

Most ideas are not easy to understand. The piece is rarely clear or organized.

 

Neither a rough draft nor a revision  were turned in with the final copy.