Module 3

Background and Context: This module is situated within my Food Unit, which was developed for novice learners. Food is a topic common to level one, and this unit seeks to give the traditional food unit context and authenticity. This module is conducted in the middle of the school year. Students therefore have a basic foundation of language skills and vocabulary upon beginning the unit. This module takes place toward the end of the food unit, and will help students to build vocabulary, cultural knowledge, and connections to their own lives.

Learner Outcomes:

SWBAT:

• Identify and label foods in German
• Analyze infographics and short texts about German breakfasts
• Choose, out of many, a breakfast they would like to eat. Explain why.
• Interpret images of, and text on, breakfasts in Germany
• Assess different types of German breakfasts, compare breakfasts to what they (students) normally eat, choose their favorite breakfast of options given.
• Rate different types of breakfasts.
• Compare traditional German breakfasts to modern German breakfasts, and breakfasts of minorities in Germany.
• Rate perspectives on breakfast, and breakfasting, in Germany. Support with examples from the images and readings.
• Plan and discuss (with a partner) a "breakfast for an emperor"

ACTFL:

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

• In this module, students interpret images, infographics, and short paragraphs on what people in Germany and Austria eat for breakfast. Students will also interpret information on German bakery and supermarket, as well as Austrian breakfast delivery, websites.

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

• In this module, students use FlipGrid to film themselves planning a German breakfast with a partner. In doing so, students will verbally share information on what kinds of foods they should offer, how much the foods cost, and their own opinions on the foods and prices. Students also discuss (written) breakfast preferences with each other via Dotstorming. Students use Lingt to record themselves discussing images of German breakfasts with a partner.

Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

• In this module, students reflect on what the German practice of breakfasting (frühstücken) says about the perspectives of the German culture. Students interpret a variety of sources on breakfast practices in Germany, and use them to interpret a German saying on breakfast. Students vote for a perspective (on the German practice of breakfasting) that they find to be the most important, complete, or interesting, and support it with evidence.

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

• In this module, learners use German to investigate, explain, and reflect on the concept of breakfast through comparisons with German culture and their own.

SAMR

Substitution: Students view photos and read an article online.

Augmentation: Students use QR-Codes to connect to photos and infographics on German breakfasts, and record themselves discussing the images using Lingt. Students read about various German breakfast styles and vote on them using Dotstorming. Here they also post their reaction to a certain breakfast type, and comment on the reactions of their peers. Students use Dotstorming again to vote on perspectives on German breakfasting. Students post support for their choice, and comment on the responses of their peers. Students plan a breakfast with a partner using authentic German grocery websites, and record themselves FlipGrid. Students submit their work online via Lingt, Dotstorming, and FlipGrid.

IMAGES: Frühstück Teil 2

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