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Year 11 German Unit of Work Fairytales 1
Year 11 German Unit of Work
Fairytales
1
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
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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
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UNIT OF WORK Planner: Overview of main teaching and learning activities in the Unit
Student Activity Time Skills (use ticks) Grammar(use numbers from p1)
Resources Student Products
List
enin
g
Spe
akin
g
Rea
ding
Writ
ing
Oth
er
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 W
IG, a
naly
sing
, C
reat
ing,
ICT
1,2,3 Fairytale booklets from Year 11 students at Belmont High School
Handout: the imperfect verb chart
Completed imperfect verb chart
5
Student Activity Time Skills (use ticks) Grammar(use numbers from p1)
Resources Student Products
List
enin
g
Spe
akin
g
Rea
ding
Writ
ing
Oth
er
C Sequencing task in which students reconstruct the fairytale Dornröschen
30 mins
WIG
NA Dornröschen fairytale worksheet
The reconstructed Dornröschenfairytale
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
EReview 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
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Student Activity Time Skills (use ticks) Grammar(use numbers from p1)
Resources Student Products
List
enin
g
Spe
akin
g
Rea
ding
Writ
ing
Oth
er
FBrainstorming 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
cre
atin
g NA Modern Dornröschen chart
Completed modern Dornröschen chart
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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
Fairytale titles and images from Delphins moderne Märchen-bilderbücher
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
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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:
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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:11
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
das Imperfect verb chart template
das imperfect verb chart (completed)
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
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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.13
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:
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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 planned15
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
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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
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.
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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 introductionText 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)
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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
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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:
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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 worksheet21
das Imperfekt test
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.
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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 23
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.
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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 worksheet25
Das Imperfekt test answer sheet
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
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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___?
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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 28
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
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.
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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?31
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 32
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)
Modern Dornröschen chart
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
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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
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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
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
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
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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.
References37
Lesen ohne Grenzen – Märchen, n.d., viewed 3 May 2012,
<http://wiki.zum.de/images/3/3c/Maerchen.pdf>
Slideshare n.d., Modern fairy Tale Project, viewed 3 May 2012,
<http://www.slideshare.net/SRatliff/modern-fairy-tale-project-2099660>
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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