engaging students with the works of jutta richter · american association of teachers of german...

American Association of Teachers of German

Kathy FegelyAntietam High School Reading, PA

Engaging Students with the works of Jutta Richter

© American Association of Teachers of German

Angelika BeckerCarmel High School

Carmel, IN

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About the Presenters

Kathy Fegely7-12th grade German instructor at

Antietam High School, Reading, PA, AATG / Goethe Consultant, KJL Committee member

Angelika BeckerTeaches German I, III, V, AP/IB in Indiana, AATG/ Goethe Consultant, KJL Committee Chair




Using the Webinar Chat Window

Select everyone when asking or responding to questions in the Chat.




Wer ist eigentlich Jutta Richter?

• Biographie: Webseite• Kinderbuchauthorin



http://www.juttarichter.de/


Finde Antworten zu diesen Fragen: 1. Wann und wo wurde Jutta Richter geboren?

2. Wo wohnt Jutta Richter?

3. Wo war sie Austauschschϋlerin?

4. Wie heiβen 10 Bϋcher von Jutta Richter? Wann wurden die Bϋchergeschrieben?

a. b. c. d. e. f. g. h. i. j.




5. Finde ein Gedicht von Jutta Richter. Drucke es aus und klebe mindestens 5 passende Bilder auf das Gedichtpapier. *

6. Finde ein Bild von Jutta Richter und ein Bild von Anton. *

7. Wie heisst das erste Buch von Jutta Richter?

8. War sie eine gute Schϋlerin?

9. Wurden ihre Bϋcher in andere Sprachen ϋbersetzt?

10.Was findest noch interessant?

11.Warum hat Jutta Richter deiner Meinung nach dieses Buch geschrieben?




Ich bin hier bloss der Hund

Materials prepared by Angelika Becker and Kathy Fegely

Materials can be found at http://www.aatg.org/?page=KJLResourcesand the Goethe-Institut website



http://www.aatg.org/?page=KJLResources


Alle wollen so ein Buch lesen…




Warum dieses Buch?

• Jutta Richter• Anton• Lili• Buch gelesen• Theaterstϋck mit der

Familie gesehen• verliebt in die

Geschichte




…und…

Bella!




Who and what?

• Level A2 – B1• Deutsch III - V

Topics• Family, Community, and

Contemporary Life

Essential Question • Why is a pet important

for family dynamics?• Is s/he just a pet?




How do we start?

• Journal entry – personal connection

• Webquest about author• Music – Es gibt Tage, da

wϋnscht’ ich, ich wär’ mein Hund by Reinhard Mey.

• Anticipatory activity




Now what?

• Wortschatz• Verben• Redewendungen• YouTube Video:https://www.youtube.com/watch?v

=NQCwHluBqFc



https://www.youtube.com/watch?v=NQCwHluBqFc


Kapitel 1

• Compound Nouns• Read aloud

– Listen to identify family members

Cloze activity of chapter summary




Kapitel 2 bis 10

• Students select chapters with partner

• Two 45 or one 90 minute period to read, collaborate, and prepare

• Plus 1 period preparation for the products




Kapitel 2 bis 10: Student Samples

• Vocabulary activity: Word search, crossword puzzle, matching pictures with vocabulary

• Powerpoint• Role play• Kahoot




Differentiation

Level 3 Products• Summarize chapter

content in oral presentation

• Predict sequence of chapters

• Rubric evaluation assessment

Level 5 Products• Written summary of

chapter• Vocabulary activity• Audio-visual and/or oral

presentation• Rubric evaluation

assessment




Summative Assessment

• Written Interpersonal• Letter• Journal entry• E-Mail

• Written Presentational• Composition• Written monologue

(from different point of view)




Summative Assessment

• Spoken Interpersonal• Interview




Rubric




Questions?




DER HUND MIT DEM GELBENHERZEN

Und dann noch ein Hundebuch uns zwar….




Der Hund mit dem gelben Herzen

Materials developed by Angelika Becker and Kathy Fegely

Materials available on the Goethe-Institut website





Topics: Identity, Truth, Friendship, Trust

Overarching Theme: How important is a sense of belonging?

Essential Questions: How important is friendship? What makes us human? How do we develop our identities? What is in a name?





Die GeschichteDer Hund names “Hund” wird von Lotta und ihrem Bruder “Prinz Neumann” gefunden. Sie bringen ihn in der Scheune von Opa Schulte unter und weil der Hund nicht mehr allein sein will, erfindet er eine Geschichte, die er den Kindern in Etappen erzählt.





• Suitable for level A2 – B1 (German III – V)• Excerpts can be used for lower levels• Length: about 2 weeks (10 45-minute periods

or 5 90 minute blocks).





Language functions:

– Structures: adjectives, opposites, verbs, past tense, relative clauses, subjunctive

– Vocabulary: compound nouns, verbs, idiomatic phrases, proverbs





Assessments: – Written assignments presentational writing rubric.

– Vocabulary activities formative assessment, retention.

– Spoken communication presentational speaking rubric.





Vocabulary and Functional Chunks:

– Adjectives, opposites, nouns, idiomatic language





Getting started:

– Warm-up: Show a youtube video about rescuing a dog

– https://www.youtube.com/watch?v=0aYAf-S-fKM





• Sample Activities:• Input/Introduction of new language:

– The instructor explains “Sprichwörter” using drawings and vocabulary.

– Students compare proverbs/sayings in their own language.





Sample Activities:• What is in a name?





Sample Activities:• Enabling activities:

– Students respond to true/false statements with true/false cards or thumbs down.





• Sample Activities:• Guided participation/practice:

– The instructor reads the chapter aloud repeating significant parts as needed.

– Students illustrate the scene with the rats and the dog as they listen to the reading.





Sample Activities:Guided participation/practice:

– Students are divided into groups to represent Hund, Katze and Ratte as a talking Tableau.

– The teacher taps students on the shoulder and students verbalize the thoughts of the characters they represent .





Application/Culminating Project : – Students will create a graphic novel based on the

content of the book. – They will then summarize the book while

presenting their graphic novels to their classmates.





Multiple Intelligences represented:– Linguistic: summarizing, vocabulary lists– Logical/Mathematical: students need to plan and

calculate the amounts of food needed for the picnic

– Bodily/Kinesthetic: tableau, tpr vocabulary learning, acting

– Spatial: drawing





Multiple Intelligences represented continued:– Musical: Mondscheinsonate– Intrapersonal: composing e-mail– Interpersonal: collaboration with a partner,

interview, dialog, small group work– Naturalist: analyzing the picture of feather, bring

in feathers to compare




Questions

[email protected]

[email protected]

Thank you for your interest and start reading!



mailto:[email protected]

mailto:[email protected]

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