an archive of lesson plans

Author: Eva Saunders

DE SP21 Study Break: Easter Escape Room

Excel file used for Easter-themed virtual Escape Room:

(Each group of students playing against each other gets a separate file. We used Google Sheets so they can all work on the same sheet within their group. The Excel file can be imported into Google Sheets, if necessary).

The Key file has one tab with the solutions and one “Student” version tab that can be copied for the files to be used and filled by the students.

DE SP21 INT/ADV – Student Presentations

Note: This is a two-part class! I did one class brainstorming and then one to two classes presenting.
ADV: 15-20 minutes per presentation, over several classes
INT: 5-10 minutes per presentation, can be held in one class, depending on number of students.

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/15/2021, 4/20/2021, 4/22/2021,

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Presenting

Goal of the class: Learn interactive ways to present a topic

How did you structure the class?

Class 1

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Trantüte”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Presentations Discussion: What makes a good presentation? Which ones do you remember best? Tell us about your favorite and worst presentations you have heard or seen. As the teacher, filter out bullet points of Do’s and Dont’s that the students can have access to.

C) Brainstorm: What you could do in your presentation? Each student deliberates for themselves. The questions are asked one after another, so the students have to sit with them for a bit to give them a chance to go deeper.

1) If you had to talk about a topic, what would you talk about and why? – everybody gets 5 minutes to think about a topic (or optional: topics can be assigned, but I found they enjoy picking their own more)

2) How would you put a new spin on it? – 5 minutes

3) Think of an interactive exercise to incorporate in your presentation – 5 minutes

4) Which other aspects of what we reviewed earlier (your bullet points) can you incorporate in your presentation? Brainstorm for 10 minutes (or until the end of class)

D) Optional homework: Pick a topic and prepare a 5-10 (INT)/10-20(ADV) -minute presentation. Think of an interactive exercise and a new way to present your topic.

Note: If you don’t want to do it as homework, students can work on a shorter presentation in the next class in the first half and present in the second half of the class

Class 2:

Students present their topics. Afterwards you can have a discussion about what they liked, what new things they learned, etc.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom for presentations, Google Doc to write down bullet points

What worked well in this class? What did not work?

This class worked very well, the students were very engaged talking about presenting in the first half. The second half was quiet work where they could start preparing the concept of their presentation and brainstorm ideas about how to present it. Every five minutes I changed prompts to help them brainstorm.

How could this class be improved/ modified?

You could have less prompts and more talking about presenting, but with four people we had a good chunk of time at the end for prep. It reduces some of their homework time to let them start on it in class and gives them a chance to really think about it and take their time.

DE SP21 INT/ADV – Environmental Protection

Language Resident/Assistant Name: Eva Saunders

Day and Date: 4/29/2021

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Environmental pollution and protection

Goal of the class: Being able to talk about how to protect the environment

How did you structure the class?

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “Schmarotzer”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Green Politics Vocabulary: Give each student or group of students a few words relating to environmental protection (see examples below) . The students shall find pictures that illustrate each word and write a description of what each word means.

C) Household items: (See examples below) Together with the students, go through pictures of machines or appliances and let them fill out the English words (or ask them and fill in for them). Pronounce each German word together.

D) Discussion:
Advanced: How can we use these household items to be more mindful of the environment?
Intermediate: How can we describe these machines? What do they do? (Good exercise to learn relative sentences).

E) Extra Activity: Pick one machine, but don’t tell the students which one. Now they have to ask questions to guess which of the machines you are thinking of, for example: is it being used outside or inside? Is the color grey? etc. Once a student guesses correctly, they will pick a word and everyone else will guess again. (Can be yes/no questions to make it more advanced, but doesn’t have to be).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs & Google Sheets (for exercises)

What worked well in this class? What did not work?

This was inspired by two assignments from the book “Passwort Deutsch 4” in another class, so I re-used the vocabulary for this class, because protecting the environment is something I noticed the students are very interested in. They learned a lot of fairly simple vocabulary to be able to talk about this topic better. It worked out well.

Examples:

Green Politics Vocabulary List:
Die Umweltschutzbewegung, Alternative Energien, Die Umwelt verschmutzen, Abgase (Pl.), Das Gift, Umweltfeindlich, Müll & Recycling, Der Smogalarm, In einer Bürgerinitiative aktiv sein, Der Stromverbrauch, Der Lärm, Umweltschädlich, Die Katastrophe

Houshold items List (Excel)

How could this class be improved/ modified?

I wouldn’t change anything.

DE SP21 ADV – German politicians & Social Media

Day and Date: 3/23/2021

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: Current German politics, Social Media

Goal of the class: Get to know party leaders (= candidates for chancellor)

How did you structure the class?

A) “Word of The Day” Game: Students are given a very specific and not well known word that fits the topic of the day (For example a slang word: “lindnern” or “verschlimmbessern”). They write a quick description of what they think the word could be (on a card, piece of paper, or in Zoom they would privately message you). When all have submitted their description, you read all of them, including the correct one and let the students guess which one is right. I do this at the beginning of every class as an ice breaker, but it can also be done as a quick random activity.

B) Instagram Profile Revamp: Each student is assigned an important politician (leader of a party or chancellor candidate). They look up one of their Social Media profiles (for example, Instagram or Facebook) and think about how their page could be re-done in order to speak to them as an audience. Alone or in groups, they work on a new Profile Image, Instagram handle (Name), a concise logline, three lines of bio description and three posts consisting of a picture of the politician with a post text. Use of emojis is strongly welcomed. This activity can take about 25 minutes. (Note: they do not create an actual Instagram account, that should be made clear. They can do the task in a Word or Google Doc.)

C) Presenting their work/politician: Students present their revamped Instagram pages to each other, so that the students get to know each politician in a fun and engaging way.

D) Discussion: Compare to existing social media accounts and talk about the differences.

E) Optional extra activity: The students record a selfie video telling their friends why they should vote for this politician’s party.

Example: One student went above and beyond (which was not expected) and photoshopped his answers so it looks real. Can be part of the exercise as well.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.), Props: Share Screen function in Zoom, Google Docs or Word Doc for students to write down their Instagram material

What worked well in this class? What did not work?
The class worked well. The students seem to enjoy the creative exercises.

How could this class be improved/ modified?
The Instagram task could also be done as homework, if applicable, and the class can be used to talk more in-depth about the parties. If the Instagram task is done in class, the selfie-video exercise can also be done as homework or done in a previous class about politics and watched before the exercise.

DE F20 ADV – German politics

Language Resident/Assistant Name: Eva Saunders

Credit to: INES FISTER, DE F17 INT German Parliament – Bundestag
(I modified her class for online. Had the group research be homework so we had more time to discuss current politics and added some explainity videos.)

Day and Date: 11/10/2020

Language and Level (intermediate or advanced class): Advanced

Class theme/topics discussed: German government and current politics

Goal of the class: Discuss current politics and trends in Germany

How did you structure the class?

A) Warm-Up: How do you feel right now that the US election is over? Did you celebrate?

B) Discussion: Did you know yesterday was the first anniversary of the fall of the Wall in Berlin? How much do you know about that? Fill in knowledge gaps, if needed with a short video: https://www.youtube.com/watch?v=XxWn75LSO48

C) Homework Recap: Students present their research about a German political party each. Then talk about 6 major parties in Germany and where they are on the spectrum. Look at how large each party is in the Parliament. Discuss some topics the parties have discussed recently or topics the students are especially interested in.

D) Extra Activity (if not talking about the fall of the wall or if students want to go deeper):
a) Video about how parliament is elected: https://www.youtube.com/watch?v=RAkG_D8nKTc&list=PLfRDp3S7rLds47DhlHPlRwTSK4DP5fmuo&index=55

b) Video about how chancellor is elected:
https://www.youtube.com/watch?v=YLHEBeSKfPI

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Prop: Share Screen function in Zoom, Chat, Youtube, Google Sheets, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

I modified the previous lesson plan to having the students each present a party that was prepared as homework, because they seemed to be interested in the current policies and we had more time to talk about that this way. But the research could also be done during the class. I assigned each a party, so we didn’t hear about the same party several times.

How could this class be improved/ modified?

I would leave as is. I asked the students which direction they wanted to go deeper in and they wanted to know more about parliament elections. They were very interested and engaged this way.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language: https://courses.pomona.edu/la-german-2020/blog/2020/11/10/13-1-class-22-11-10-2020/  (Password: GERMAN)

DE F20 INT/ADV – Baking Bread & Brotzeit

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/22/2020 & 9/25/2020 (Two-day class!)

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Prep & bake a bread & “Brotzeit” (Bread Time)

Goal of the class: Learn how to read recipes and make your own bread

How did you structure the class?

DAY 1

A) Warm-Up Discussion: Tell us about a food you like to cook and describe how you would cook it (learn words for preparation)

B) Look at a simple, no-knead bread recipe steps 1-3 (see attached) and go through the verbs necessary in each step. (In my kitchen, I showed them kitchen items that we will need for baking the bread and made sure they have them accessible.)

C) Ask the students to tell you what to do in German to prep the dough for the bread, reading the recipe out loud.

D) Homework: The students shall prep their bread the night before the next class! Make sure to let them know to put a note on the oven so roommates/family know that the dough is proofing in there (so nobody turns it on and accidentally bakes the pre-dough). If they have high traffic in their kitchen, they can proof it on their counter overnight alternatively.

DAY 2

A) Start with preheating dutch ovens and preparing utensils (10 mins). Go through the rest of the recipe with them and make it together.

B) Bread goes into oven (20 minutes). Meanwhile, talk about “Brotzeit” and where it came from. Show some examples on what you can have on bread. Discussion with students: How will you eat your self-made bread?

C) Remove lid from bread and bake for another 25 minutes. Meanwhile, continue discussion: What is a beer garden, what utensils do we use to eat? What do we call our table setting? Learn new words that they are not familiar with yet.

D) Homework: Take a photo of what you’re eating the bread with and who you’re eating with. Describe how it tasted in the next class.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)

Prop: Share Screen function in Zoom, Images, Google Docs, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students were nicely engaged, baking along. When showing them how to make the recipe I could tell they were a little bored so I had them taking turns directing me. The bake-along might be more difficult in a larger class, I only had three students.

How could this class be improved/ modified?

I could have given the students a bit more notice for the ingredients. They need water, flour, salt and yeast. And maybe one could find a way to have my laptop in the kitchen, so I don’t have to run between my desk and the kitchen while the bread is in the oven and we talk about “Brotzeit”.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/category/germ-13-1/  (Password: GERMAN) and https://courses.pomona.edu/la-german-2020/blog/2020/09/24/13-1-class-10-9-24-2020/ (Password: GERMAN)

Example for vocabulary related to Brotzeit, from DK “Bilingual dictionary” ISBN: 978-0-7566-1295-5
Brot-ohne-Kneten

DE F20 INT/ADV – St. Martin’s Day & Lantern crafting

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/12/2020

Language and Level (intermediate or advanced class): Intermediate & Advanced

Class theme/topics discussed: St. Martin’s Day

Goal of the class: Learn about German culture and master casual conversation

How did you structure the class?

A) Warm-Up: Have you heard of St. Martins Day or seen lantern-walks before? Why are they happening?

Watch short cartoon about St. Martin:


B) Activity: Make a lantern as is a custom in Germany on 11/11 while listening to songs that are traditionally sung, like  “Ich geh mit meiner Laterne“ and “Laterne, Laterne”.

Here is an example for an easy lantern: http://www.labbe.de/zzzebra/index.asp?themaid=237&titelid=4116
This one is made poking holes, alternatively you can have the students cut out shapes with small scissors and glue tissue paper behind it.

Maybe watch video of actual St. Martin’s procession towards the end, when people are settled in with crafting (you can find some on Youtube).

C) Discussion while crafting or after: What were your favorite Childhood activities this time of year? Is there something similar in your culture?

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.) Props: Share Screen function in Zoom, Chat, Youtube, Spotify, Course Website as a resource for homework and reference.

I emailed students a few days before with what is needed so they could get the supplies needed for making the lanterns (cardboard box, scissors, thumb tacks, glue, tissue paper, fake candle, etc.).

What worked well in this class? What did not work?

The students very much enjoyed making the lanterns. It is a bit hard to make them multi-task, so they became chattier once they were almost done with their work. It worked well to listen to some traditional songs while they were crafting and showing the videos in the beginning & end.

How could this class be improved/ modified?

I’d leave it as is. And we took a screenshot photo with all our lanterns at the end, which made a fun memory.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language:  https://courses.pomona.edu/la-german-2020/blog/2020/11/12/13-1-class-23-11-12-2020/   (Password: GERMAN)

DE F20 INT/ADV – Christmas Escape Room

Language Resident/Assistant Name: Eva Saunders

Day and Date: 11/24/2020

Language and Level (intermediate or advanced class): Intermediante/Advanced

Class theme/topics discussed: Christmas & the holidays

Goal of the class: Learning about German customs and escaping Krampus’ mine

How did you structure the class?

A) Warm-Up: With the lights off and your Zoom background set to a coal mine, tell the students they have been captured and brought to a coal mine because they opened their advent calendars too early! Impersonating Krampus for this is highly recommended & fun (I wore a Santa hat and used a flash light to make myself look frightening)

B) Give them the “escape room” game Google Sheet link and explain (as “Krampus”) how they are going to find the code word to get out (which is “Merry Christmas” in German, but backwards, see Key sheet). Stress that they are supposed to talk to each other to solve riddles together, one at a time. Then set a timer for 45-50 minutes for them to solve the questions and to guess the code word.

It’s good to remind them of the time they have left every once in a while (half time and maybe 5 minutes before, depending how they are doing on time). I plan about 5 minutes per question on average as a guideline. If they are taking longer, feel free to help them a bit by telling them if their answer is right or wrong before they type them in, to avoid detours. And giving hints or more information about a correct answer works well, too.

C) Once the game is finished, go over the answers the students provided or answer any outstanding questions about Christmas in Germany.

D) Extra activity: Watch “Cat-A-Claws”, a 2-minute Christmas themed cat movie https://vimeo.com/381605666 (this is my own production, but available publicly). Find traditions and words we talked about in the movie.

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Chat, Google Sheets, Vimeo, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students enjoyed the surprise escape room very much and solved the riddles just in time. I clarified some things during the game and helped a bit to keep it moving. It was a fun way to learn!

How could this class be improved/ modified?

I’ve tried this both with just one student and a group of three students and both took about 45-50 minutes to finish it. If the group is much larger, communication might be hard so they should probably be split up into groups of three or four and you can jump from room to room to help if necessary.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/11/24/13-1-class-25-11-23-2020/ (Password: GERMAN)

Note: You can use the key document for yourself and then load the blank template tab into Google Sheets to have the students work in the same document. It’s best if one student shares their screen of it so all can see what’s asked.

DE F20 INT/ADV – Octoberfest

Language Resident/Assistant Name: Eva Saunders

Day and Date: 10/1/2020

Language and Level (intermediate or advanced class): Intermediate/Advanced

Class theme/topics discussed: Oktoberfest

Goal of the class: Know how to order foods and drinks & how to give compliments/small talk

How did you structure the class?

A) Warm-Up:  Discussion about Oktoberfest – what do students know about it? Have you been? Learn important vocabulary (best with pictures, maybe let them pronounce the words/fill in translations for intermediate). (10 min)

*Optional for advanced students or students who have been to Oktoberfest: Wordsearch with words that they have to find (helps knowing how to spell words that they have just heard before)

Activity 2: Discussion: How do we order items/ask other people to bring us food? How do we give compliments? (10 min) – can be done online in small breakout groups either just talking or written with Google Sheets or in small classes with whole class (see example for ordering food/conversations with server attached)

B) Some facts and figures about Oktoberfest. Learn about 40th Oktoberfest terrorist attack anniversary. Talk about effects of Covid-19 and the alternate program in Munich via their Instagram page.

Fun Examples: – Watch “Bavarian Line Dance” https://youtu.be/BcU38jrw5ew

C) If extra time, show them attraction “Teufelsrad”, a spinning platform that people sit on and have to stay on https://www.youtube.com/watch?v=N5oEn5y0H10

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Instagram, YouTube, Google Docs, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?

The students were engaged well. One of the students had been to Oktoberfest, so I let her knowledge and conversations lead to the topics and added some based on questions. They enjoyed ordering things and learning compliments. We zigzagged a bit in terms of topics, but I wanted to keep it organic. They very much enjoyed the videos and pictures of the alternate program to Oktoberfest this year.

How could this class be improved/ modified?

Oktoberfest is such a huge topic that it’s hard to give a true impression in one hour and have a conversation and some grammar at the same time. I assumed they had already seen the partying in tents and the atmosphere, so I focused on more practical/historical aspects of it and some special attractions that they have had in the past and are having now. I think that worked well.

For the wordsearch, you can make your own here: https://www.bookwidgets.com/blog/2017/01/make-word-search-puzzles-for-your-classroom

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/10/02/13-1-class-12-10-1-2020 (Password: GERMAN)

Oktoberfest-conversations

Oktoberfest-Vocabulary

Wordsearch-Oktoberfest-10_2-food_word_search

DE F20 INT – Grocery Shopping

Language Resident/Assistant Name: Eva Saunders

Day and Date: 9/17/2020

Language and Level (intermediate or advanced class): Intermediate

Class theme/topics discussed: Food & Groceries

Goal of the class: Identify food in a recipe and know how to buy it

How did you structure the class?

A) Warm-Up Discussion: Who enjoys cooking? Who does it regularly? Has it changed with the pandemic? What’s your favorite food?

B) Quick food quiz about fruit & vegetables: ask them which German fruits and veggies they already know. Then use a Google Doc with pictures and German words underneath to let them fill out the English equivalent and read them out loud for pronunciation.

C) Corona e-shopping: Look at different shopping carts I pre-loaded online and guess what food it might be for, show them photo of finished dish.
(For more advanced group or extra time: ask them how ingredients might be used.)
Then learn each of the ingredients’ words and identify structure and words of the shopping cart.

(Example dishes: Pasta w tomato sauce, Schnitzel with potato wedges, Currywurst with fries, buttered bread/pretzels)

D) Homework/Extra activity: Go over to getnow.com (German equivalent to Instacart), enter 80333 (Munich) as post code and gather ingredients of a dish you make a lot. Bring a screenshot of your shopping cart and a photo of what the dish will look like. (And you can have the students guess each other’s in next session).

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.): Share Screen function in Zoom, Images, Google Sheets, Website getnow.com, Chat, Course Website as a resource for homework and reference

What worked well in this class? What did not work?
The students enjoyed learning the different groceries and learning to shop on their own online.

How could this class be improved/ modified?
If it’s a larger class (more than 4-5 students), it can be done in groups. For more advanced students, you can pick harder fruits/vegetables or practice plural/pronouns.

If you have a more detailed lesson plan, please attach it below (OK to use target language for that).  Please attach any handouts as well.

Virtual Handout in target language https://courses.pomona.edu/la-german-2020/blog/2020/09/17/1-13-class-8-9-17-2020   (Password: GERMAN)

Obst-und-Gemuse-Sheet1

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