Beruflich Dokumente
Kultur Dokumente
EDUC 652
Length of Class
90 Minutes
Objectives
Students will integrate and be introduced to the initial vocabulary of the nature unit
through explanation of experiences and observation of German Romantic art.
Students will be introduced to aspects of German Romanticism, such as the emphasis on
landscapes and significance of nature over man, and integrate this learned knowledge
into their subsequent responses (detailed below)
Students will incorporate vocabulary into written responses/reactions to the Romantic
paintings, as well as incorporate the simple past verb tense as they create a short story
based on one of the paintings.
Rationale
The focus of this day is the introduction and integration of the vocabulary of the new unit
Nature. In order for the students to learn the vocabulary of the unit deeply and to see it in
practical, yet cultural applications, the students will not only converse about their own
experiences in nature (hiking, camping, picnicking, strolling, observations of home town), they
will also be exposed to paintings from 19th century German Romanticism, many of which depict
landscapes, rivers, mountains, valleys, skies, and other such essential vocabulary items. By
observing, commenting on, responding to, and ultimately writing stories about these paintings,
the students will be able to integrate the vocabulary for this unit in a meaningful, culturally
relevant way.
Standards Addressed
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
2.2.N.C.b Identify historic culture icons (arts, music, literature, film, and the creators of these
products as well as natural sites)
Materials (see supplementary materials)
Student chapter packets
Initial conversational questions
SMARTBoard Projector
Student notebooks
White board
5 German Romantic paintings (on enlarged poster board)
Post-It Notes (for initial reactions to paintings)
Agenda
Warm-Up Conversational Activity - students will be asked questions about their days,
weeks, weekends to transition into the German class. I will also use this opportunity to
begin to ask students about their experiences in nature (detailed in my pre-observation
memo) so that students will begin to ruminate on their experiences.
After brief guided conversation, I will display the conversational questions on the
SMARTBoard (about five, e.g. do you enjoy hiking/camping? Why or why not? Would
you prefer city life or somewhere close to nature?). The students will then be asked to
speak with each other (moving across the classroom to speak with one another), asking
about their preferences and experiences about nature.
After speaking with each other, we will convene after a few minutes and ask students
which whom they spoke and what answers they encountered.
After recalling personal experiences and preferences about nature, I will indicate the
paintings in the room, asking the students what they see in these paintings around the
room (prompting them to use vocabulary from the unit), and briefly explain the natural
elements of German romanticism (emphasis on nature).
After students initial observations and brief explanation of Romanticism, I will tell the
students they are to react to at least three of the paintings what they observe and
what they think How does this painting appear/What do you think about.
After modeling, I will tell the students to walk around the room, observe at least three
of the paintings, and post a sticky note onto three of the paintings, what they see and
what they think.
The students will then return to their seats, writing a brief response to one painting they
observed, what they see and think. After writing a short response, they will share their
response with others in class, prompting them for movement once more.
Once they have shared their responses, we will share out their thoughts.
At the end, which will be a homework assignment, they will write a short story (in the
simple past) about one of the paintings they viewed this lesson.
Timing Activity Teacher Thinking
Transition Sehr gut, alle. Wir haben einige Fragen auf der Tafel ihr Movement and
stellt einander diese Fragen was denkst du an die Natur interviewing during
(Students are up and und die Umwelt? Was machst du gern drauen? Ihr stellt this segment will
moving as they are asking einander diese fnf Fragen. Ihr habt fnf Minuten. Los encourage student
each other questions gehts! participation and will
during this transition) provide students
Very good, everyone. We have some questions on the motivation to engage
5 minutes board . you will ask each other these questions what do later in the lesson.
you think of nature and the environment? What do you
like to do outside? You ask each other these five
questions. You have five minutes. Lets get to it!
5 Minutes Sharing out of answers about thoughts and experiences
on nature:
Students share Sharing out student
answers from answers will provide
classmates with For the subsequent five minutes after the students speak validation of their
whom they spoke with each other, the students will share out the answers discussions, and
in class. from their fellow classmates, after asking the student with encourage students to
(5 minutes) whom they spoke, which of the questions they posed, and share personal
how the classmate answered. connections to this
unit.
Transition Dankeschn, alle! Sehr gut dass wir alle geteilt haben. Although brief, this is
5 minutes Wir haben verschiedene Erfahrungen mit der Natur. Was a foray into the
sehen wir auch im Klassenzimmer wegen der Natur? Wir Romantic tradition
sehen Gemlden! Viele romantische Gemlden, die Natur that nature has
haben. Viele dieser Gemlden wurden von einem fantastic, magical
Romantiker gemalt er heit Caspar David Friedrich, und qualities. To visualize
er glaubte, dass die Natur fantastische, zauberhafte this movement, I chose
Qualitten hatte. Das werden wir in unseren Gemlden the dramatic portrait
sehen. of the most famous
German painter, CD
Friedrich.
Transition (End of class) Vielen Dank, Klasse. Ihr habt alle sehr fleiig gearbeitet.
Ich freue mich auf nchstes Mal. Auf Wiedersehen!
Assessment
The students will be formatively assessed on unit vocabulary through their post-it responses to
the various paintings, in their short responses, and in their final story, all of which will contain
vocabulary words from this unit.
Orally, the students will share their classmates responses to the paintings, indicating which
painting their classmate chose, what the classmate saw in the painting, and how he/she reacted
to it.
Critical Questions
- Will the students have sufficient scaffolding for the gallery walk activity; will they know the
proper constructions to respond to the paintings? Reviewing the three basic constructions I
think / I believe / I feel will allow students to respond in multiple ways, along with the
multiple adjectives we brainstormed together. With these constructions in mind, the
students will have enough material to support their ideas in their response?
- How can I integrate culture meaningfully into the lesson, and not as an aside? This seems
difficult due to time constrictions, but providing a brief explanation of Romantic painting,
that nature and landscape are very important to the people of this time, provide justification
for including these paintings in the nature unit.
- Will the transitions between activities during this newly-styled, original lesson be clear enough
to the students, particularly between the end of the gallery walk and writing their response? I
believe the students will be excited to experience a new lesson style/type, as they are
becoming acquainted with the new vocabulary. As the students finish their post-it notes, and
see the directions on the screen for the next activity, I believe the students will transition into
their response rather well.
Supplementary Materials