Submitted by POLIA Handbook
Objectives:
Content:
Cultural:
Language: Content Obligatory
Language: Content Compatible
Learning Strategies / Social and Skills Development:
Time Frame:
Materials Needed:
Description of Assessment (Performance Project):
LESSON 4: GATHERING MORE INFORMATION ABOUT THE TARGET CULTURE - MUSIC A cassette recording of the song "Männer" by Herbert Grönemeyer (see "References and Resources" section for more information) is played twice. Students are asked to jot down images from the song that summarize views of men. After the second playing, students are asked to add to the Arbetisblatt, allowing the hypotheses they have previously created to evolve further with information from the song.
The text of the song is shown on the overhead, the song replayed, and the students asked to compare the images portrayed in the song with their predetermined hypotheses.
The teacher takes the students through the same process as above using the song and lyrics from rauen kommen langsam aber gewaltig" by Ina Deter (see "References and Resources" section).
Students are asked to compare this song with their hypotheses of women and to find any parallels between the two songs. How are the images of gender roles in Germany being shaped on the basis of the information they are exploring? Students are asked to reconsider their impressions of the songs and all of the information gathered thus far. This discussion should produce a response of "confusion and contradiction in the role of men and women."
The whole group shares its thoughts and ideas, and selected students make any additions to a life-size generic human shapes on the wall.
LESSON 5: Gathering more information about the target culture - jigsaw reading The teacher divides the class into four groups. Each receives a section of rauen über Männer" and a recording sheet (see "Attachments"). The groups are to read the texts and "jigsaw" with the other three groups so that each group has all the information and is able to record it on the handout (numbers 1 & 2). [For more information on how to organize jigsaw tasks, see, for example, the French unit, "Le Baccalauréat Français" in the Handbook.
For numbers 3 and 4 on the handout, students individually respond and then discuss their attitudes and feelings to number 4 in the target language within their groups. The whole class again shares its student-generated characteristics, thoughts, and ideas and selected studetns make any additions to the life-size generic human shapes on the wall.
The teacher collects the students' completed handouts and assesses students' performance on the activity, recording the assessment on the individual progress charts.
Assessment:
References and Resources:
List only References and Resources specific to this lesson.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)List only Attachments specific to this lesson.