Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Andrea Marchese
Position

German Teacher

School/District

Gwinnett County Public Schools

E-mail

andrea_marchese@gwinnett.k12.ga.us

Phone

770-963-1110

Grade Level(s)

6th (Semester Long Connections Course)

Content Area

German

Time line

Oct 13, 2015 Nov 3, 2015

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
Content Standards
o 6MLC_A2009-1_1c introduce self and others to class
o 6MLC_A2009-3 identify vocabulary and respond to simple questions on a variety
of topics such as weather, time, family, home, school, and food
o 6MLC_A2009-3_3a identify vocabulary related to selected topics through a
variety of activities
o 6MLC_A2009-4 manipulate common sequences such as alphabet, calendar, and
numbers
o 6MLC_A2009-4_4a complete a sequence with a partner or the teacher
o 6MLC_A2009-5 identify main ideas and basic details while reading or listening
when strongly supported by context or illustrations
o 6MLC_A2009-5_5a identify isolated words and/or major phrases from a variety of
sources

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NETS*S
Standards:

1. Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes.
b. Create original works as a means of personal or group expression.
2. Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others
c. Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
3. Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on
the appropriateness to specific tasks.
5. Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information
and technology.
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
6. Students demonstrate a sound understanding of technology concepts, systems,
and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This unit on Family covers several class periods. Students will be introduced to family vocabulary using TPR
(total physical response) and Comprehensible Input strategies. Students then use a textbook and/or their own
devices to translate vocabulary for their own notes (students use this opportunity to tailor their own vocabulary
lists). As a class, we use interactive online games in conjunction with our Mimio Teach to review vocabulary.
Students complete a worksheet activity about a family tree. Students read a brief passage about birthday
traditions in Germany, and as a group, identify traditions they known of in America (or other countries) and
compare/contrast. We then spend two days completing station rotations practicing vocabulary and the skills
necessary for completing the final project for this unit. These stations produce four assignments that are used
as formative assessments to provide feedback to students prior to the project. We then spend three days (4
hours of class time per class) in the computer lab working on our final project: creating a reality TV family.
Students begin by taking a survey to help me determine the topics for the rest of the semester. They then
watch a video to refresh vocabulary. Then we review the guidelines and rubric for the project. Students create
an online presentation about an imaginary family they compile from famous personalities, describing the family
they create in German. Students share their presentations on our Desire2Learn (D2L) discussion board.
Students are expected to submit a word document containing source citations to our D2L dropbox. Students
are expected to view and comment on classmates posts. Once students complete the project, they register for
and begin using Duolingo, a personalized language learning application.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
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How can I describe my family in German?

Wie ist deine Familie? (What is your family like?)
Hast du Geschwister? (Do you have siblings?)
Wie heit dein/deine? (What are your family members names?)
Wie alt ist dein/deine? (How old are your family members?)
Since I generally present Essential Questions in German, Essential Questions for 6th grade German
Connections are simple, in keeping with the expected level of German mastery for this introductory course.
Scenario for Famous Family Project: Youve been given a lot of money to be the star of a reality show. For
this show, youll be living in a mansion with your own celebrity family. Before the show can start, youve been
asked to pick celebrities to be part of your show. Youll have to choose family members that are famous (thats
the only way for your show to get good ratings, after all) they can be real people or fictional characters.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
At the beginning of the unit, students demonstrate understanding by their responses to my presentations in
German and their participation in the interactive whiteboard games.
As we progress, I use assignments from our station rotations as formative assessments (Appendix A).
Students complete a Hast du Geschwister? Worksheet to learn how to describe the number and type of
siblings that they have, as well as how to say if their family is big or small. Students complete a Family Maze
activity in which they must write a sentence in German as they pass through pictures in a maze (Appendix B).
These sentences are in a format they must use in their final project, so this activity allows me to clarify
misunderstandings as they go. Students also complete textbook exercises for vocabulary practice and to
demonstrate reading comprehension.
The Famous Family Project is used as a summative assessment. Students demonstrate that they are able to
correctly use Germany family vocabulary and basic sentence structures to describe their families. In the
project requirements, I provide students with a checklist for self-assessment prior to submitting the project
(Appendix C). These products are differentiated by providing a choice of tools (students could also suggest
other tools). The products are very individualized, as each student has free reign to design a fictional family
(the only limitations being school appropriateness). The project is graded with a rubric (Appendix D).

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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D2L (Desire2Learn): Gwinnett Countys Learning Management System. All resources for this unit are posted in
our class page. Students need to know how to navigate the site, post on a discussion board, and submit to a
dropbox. Most students have completed these activities before, but there are tutorials posted in this unit, and I
am available as well. This LMS allows students 24/7 access to the content.
Languages Online : Interactive games for vocabulary practice are used in conjunction with a Mimio Teach
interactive whiteboard to engage students.

Possible presentation tools: eMaze, Prezi, Powtoon. PowerPoint was provided as a plan B.
Rubistar Rubric generator was used to create the grading rubric for the final project.
LEO Online Dictionary : German/English dictionary with audio was used to help students compile vocabulary at
the beginning of the unit and used as a resource during the final project.
Creative Commons : Provided as a resource for students to find images for the project.
Duolingo: Students created accounts on this free language learning site to begin individualized practice.
Students were also encouraged to download the free app onto their devices.
SurveyMonkey: I used Survey Monkey to gather feedback on student interests in order to plan the remainder of
our semester.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students exposure to German up to this point in the semester provide the necessary foundation for this unit of
study. The vocabulary for this unit can be easier for students, since many family words are cognates. I use a
presentation about my own family to break the ice at the beginning of the unit. Students enjoy seeing pictures
of my real family (teachers are real people?!).
Students at this level have difficulty transferring what they are able to understand to what they want/need to
produce. For example, they are able to understand sentences presented orally and in writing, but they struggle
to create their own. Student interests are taken into account with the final project. It allows students to express
themselves creatively. Creating an imaginary family also helps us avoid uncomfortable moments for students
who might not want to describe their actual family for one reason or another.
Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
This unit is accomplished using whole group, small group, and individual settings. We work in my classroom as
well as in a computer lab. In both situations, students are in a seating chart to help manage behavior. We are
very active in my class, so behavior is not generally a problem. I use a visual cue to regain attention if
necessary. In the lab in particular, teacher proximity is my best tool for ensuring appropriate use of equipment.
Equitable access is not an issue since students are working individually in a computer lab. If a student does
not finish on time, however, I have a student computer in my classroom and a weekly tutoring session for
making up work. I anticipate students needed assistance with the discussion board and dropbox on D2L, so I
provide video tutorials within the module. I anticipate some students may not have email addresses, so I am
able to create dummy accounts for them.
Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
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and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

At the beginning of the unit, my role is to present the new German vocabulary to my students. I use TPR and
Comprehensible Input strategies to present vocabulary, as these methods are proven to enhance vocabulary
acquisition and retention. These strategies include gestures, imagery, word walls, and yes/no questioning in
target language. Even these lower-order thinking skills are kicked up a notch by virtue of students processing
another language in order to perform them. I ask students to use the Analyzing skill to compare and contrast
cultural practices. Students use the Applying and Creating skills to produce their final projects, and the
Evaluating skill to understand and comment on the work of a classmate. I believe this unit hits all four
language domains (listening, speaking, reading, and writing) and all levels of Blooms Taxonomy.
Without technology, this unit would no doubt revert back to the poster-board family tree project that many of us
are familiar with. The final product for this unit is a meaningful learning activity for my students because they
are using the target language to discuss a topic that they are very interested in and is a relevant part of their
lives: expressing opinions about famous people/characters.
Technology allows me to help students engage with the German language, to provide relevant and personal
vocabulary, to provide 24/7 access to our course materials, and to push my advanced students to challenge
themselves. Students will use our D2L discussion board to communicate with each other regarding their final
products. Students will collaborate face-to-face in my classroom during our station rotations and the cultural
discussion.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
In a language course, content is presented multiple times in a variety of ways. Students hear oral
presentations supported by visual resources. Students watch videos by native speakers. Students use a
graphic organizer (family tree) to understand relationships between family members. I use TPR to appeal to
my kinesthetic learners. Comprehensible Input strategies are designed to meet the student where he is,
allowing him to demonstrate understanding at a very basic level (no language production, simple gestures) or
at an advanced level (complete sentences). Cultural readings are presented in English, and students work with
a group to compare and contrast content. Reading passages in German are challenging, and some students
will choose to work with a partner, while others are able to understand with only the support of the word bank.
Advanced students can enrich their projects with more elaborate German sentences and vocabulary. The
Duolingo site also provides wonderful enrichment, as students move at their own pace through the lessons. In
my sixth grade classes, I do not have any students who require assistive technologies. I provide the LEO
online dictionary as a resource since it translates from English to German to Spanish. I provide my special
education students with scaffolded sentences to use in their work, but I have observed that they often prefer
peer help when it comes to technology support. Since all of the unit materials are uploaded to our D2L course
page, students have ample opportunity to revisit content they find difficult.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

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In terms of a closing event, the peer comments are supposed to give students a chance to show off their work
to others. By commenting on a peers work, I hope that students will reflect on their own products. I am not
asking my students to provide feedback on the assignment itself.
My process for evaluating the success of this lesson will be to observe students in class. If there is a large
amount of time spent off task, I will know that students are not truly engaged with the assignment. I will note
how many projects are submitted late to determine if my pacing is appropriate. I will use the evidence I collect
during formative assessments to determine if the level of difficulty is appropriate. I will observe the ability of my
students to complete the requirements of the final project to determine if they are fair and attainable. I will use
my reflections from the final section of this report to redesign this unit before implementing it with my new
students next semester.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
The lessons we completed in my classroom went well. Students struggled with some of the content in the
station rotations (since they were expected to gather the information themselves). I think many of them did not
understand that they needed to make notes as they worked in order to use the information in the project later
(despite that being part of the instructions). In the future, I will reduce the amount of work involved in the
station rotations. I was set up as a separate table to assist students with questions during the rotations, but in
the future, I will make myself part of one of the stations to clarify the instructions before students begin that
activity.
I did not ask for student feedback about the project or unit, but several students did express an interest in
sharing their work with the whole class, rather than waiting for a peer comment. Students clearly enjoyed the
activity, and I will need to determine a way to share some projects with the class without sharing all 32. The
survey I used at the beginning of our lab time worked wonderfully. Students were able to complete the survey
in a window within D2L, so I liked that they didnt have to navigate to a different site. I initially wanted to use
Google Forms to create the survey, but they did not offer the type of question I needed. The results of the
survey helped me plan the three remaining topics we will cover this semester.
Regarding the final project, I truly like the concept. Based on this experience, however, I have decided that
sixth graders are simply not prepared for this level of independence. I had a very large number of students
who did not want to complete their project using an online presentation tool, so they used PowerPoint instead.
This was an acceptable alternative for me (projects could simply be submitted to the dropbox), but it took away
the option of peer review/comment. In the future, I will spend class time prior to the computer lab discussing
the possible formats for the project. I may offer a help session before school to set up accounts on Prezi
(which I consider the simplest of the tools).
Very few students completed all of the requirements for the project (Appendix E). Only one student submitted
the word document I requested, providing the sources for their images. Obviously, I did not explain that
element clearly enough. Several students included a note in their presentation stating that the images were
from Google. I know that the media specialist does a course with our sixth graders about using images found
on the internet, so I may ask her for some advice on how to present this element next time. I think I may give a
brief tutorial on copying and pasting a URL into each slide, as opposed to requesting a separate document.
Very few students commented on a peers project on the discussion board. I mentioned this again in class, but
I did not get good results. I think that the students who submitted a PowerPoint assumed they did not need to
visit the discussion board at all. The mistakes students made with the German content of their projects would
have been made no matter what format the project took. I see the same issues over and over with my sixth
graders. They are not able to copy a sentence frame and substitute their own information (names, ages, etc.).
I have not found a solution to this problem. Halfway through our lab time, I created a document to help
students write their sentences (though this information was already in their notes), but this did not help
everyone.
I believe my biggest mistake was not taking more time to go through the project requirements and rubric with
them. I presented the information on the first day of lab time, but it was not enough. I included a checklist in
the requirements page, but based on the questions I received, few used it. I felt I had created a very detailed
plan and provided lots of valuable resources, but I was very disappointed with my students ability to use them.
In terms of a bigger picture, students are able to use some German vocabulary to describe their families, and at
this level, that is all I should ask for. Im taking a risk admitting this, but I believe that the pressure to increase
rigor in my lessons may have blinded me to the developmental abilities of my students in this scenario. Its not
that everything went wrong, but my disappointments could have been tempered by toning down the
requirements of the final project.
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Appendix A
Family Practice Stations Instructions

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Appendix B
Images of Family Practice Stations Activities (not entire worksheets)

Appendix A
Project Instructions including Checklist Page 2

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Appendix C
Final Project Instructions including Checklist Page 1

Appendix C

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Appendix C
Final Project Instructions including Checklist Page 2

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Appendix D
Final Project Rubric

Appendix E
Student Project Samples

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Appendix E
Student Project Samples

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