Produkte Werbung
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Produkte Werbung

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A lesson plan designed to get students to research German products and use their knowledge of German to create an add campaign to sell the product.

A lesson plan designed to get students to research German products and use their knowledge of German to create an add campaign to sell the product.

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Produkte Werbung Produkte Werbung Presentation Transcript

  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th and 9th Grade German Designed by Chris Howe [email_address] Based on a template from The WebQuest Page
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Everyone in the classroom is the Marketing Director of a progressive corporation in Germany. Your goal is to create an advertisement for the product(s), which your company wishes to sell. You, and a small group, will be responsible for developing a creative, insightful and appealing poster to sell your product. So, how will this be accomplished..?? Introduction continued
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • First imagine yourself as the consumer.
    • What purpose does this product serve for the German population?
    • What information would prompt you to buy this product?
    • What makes this product unique from the others?
    • How will this product benefit your specific interests and needs (e.g. social, economical, moral, political, historical, environmental, or medical)?
    • Overall, how will this product benefit your quality of life?
    • Once you have answered these questions, you may begin the assignment.
  • Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • You and your group will create a German slogan for a product of your choice, and present your advertisement to the class by using one of the following presentation options:
    • A poster advertisement (like a billboard)
    • A skit (like a commercial)
    • Your objective is to persuade everyone in the classroom to buy your product. You will present your poster advertisement or act out your skit to the class appropriately.
    Title
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Once you and your group members have selected a product, you can begin to sell your ideas!!!
    • First you will be assigned to a team of three students.
    • Everyone will research the German products from this web- link: http:// www.germandeli.com/groceries.html
    • You and your group will agree on a product to advertise.
    • Once you have selected a German product, you will want to refer to the questions to help you sell your product. Back to Introduction Questions
    • You will have a choice to either: 1) create a poster with a slogan to present your item to the class; or 2) create a mini-dialogue (i.e. skit) to promote your item. Note: Your poster slogan and/or skit MUST be in German
    • Once you and your group have decided on the method you wish to use to promote your item, you may begin to create your presentation.
      • You may use any of the resources available to help you sell your product. Some examples are: crayons, markers, newspapers, magazines, etc.
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Quality of Work Provides work of the highest quality. Provides high quality work. Provides work with average quality. Provides work with little quality. Creativity Provides work of the highest creativity. Provides work that is highly. Provides work with average creativity. Provides work with little creativity. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). German Practice Practices and exercises an exceptional amount of German Practices and exersices a good amount of German Practices and exercises an average amount of German Practices and exercises a minimal amount of German Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Pride Work reflects this student's best efforts. Work reflects a strong effort from this student. Work reflects some effort from this student. Work reflects very little effort on the part of this student. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hopefully, many of you will have learned new vocabulary terms for the food and grocery section of this class. Once completed, you will have also learned how to use the German verbs, nouns, and adjectives so that you can begin to formulate your own sentences and understand German sentence structure. This will help, to begin constructing conversations in German. Furthermore, many of you should have learned about at least one German product. German products, like in any country, reflect part of the German culture and society. How do you wish to represent the German culture?
  • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. to acquire the latest version of this template and training materials, please refer to The WebQuest Page and The WebQuest Slideshare Group Pictures adapted from: http://www.uvamagazine.org/atf/cf/%7B8A7B03C1-B900-49F1-B435-B2B4777BFF0E%7D/knapp.jpg http://www.schleswig-holstein.de/MLUR/DE/Behoerden/Landeslabor/Bilder/Lebensmittel,property=poster.jpg
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th and 9 th Grade (German) Designed by Put Your Chris Howe [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed to advocate students to begin using their acquired knowledge of the German language and apply it in a contextual setting. This lesson is designed for students to quickly research about the various grocery products that are sold in Germany. Students will learn about several German products their uniqueness. Then they will use their German knowledge to formulate a slogan to try to sell the product they have researched. Essentially, each student in the class is a Marketing Director of a progressive German company and will try to appeal to the ‘German population.’ Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed to cover the food content in the German II course for 8 th and 9 th graders. Learners will need to know verbs and their conjugations, adjectives and nouns that pertain to food or other grocery products, prior to this lesson. Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Students will learn from almost all of the foreign language standards.
    • Foreign Language Standards
    • Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing.
      • 1.1 LISTENING : Students listen to and derive meaning from a variety of foreign language sources.
      • 1.2 SPEAKING : Students speak in the foreign language for a variety of purposes and for diverse audiences.
      • 1.4 WRITING : Students write in a foreign language for a variety of purposes and for diverse audiences.
    • Students acquire and use knowledge of other cultures while developing foreign language skills.
    • This lesson was also designed to enable students to: collaborate ideas with one another; use critical thinking techniques; creatively produce their thoughts on paper or in an act; work together in a team; and possibly compare with other slogans or skits.
      • .
    • Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
    Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Once the students have selected a product, they can begin to sell their ideas!!!
    • First you will be assigned to a team of three students.
    • Everyone will research the German products from this web- link: http:// www.germandeli.com/groceries.html
    • You and your group will agree on a product to advertise.
    • Once you have selected a German product, you will want to refer to the questions to help you sell your product. Back to Introduction Questions
    • You will have a choice to either: 1) create a poster with a slogan to present your item to the class; or 2) create a mini-dialogue (i.e. skit) to promote your item. Note: Your poster slogan and/or skit MUST be in German
    • Once you and your group have decided on the method you wish to use to promote your item, you may begin to create your presentation.
      • You may use any of the resources available to help you sell your product. Some examples are: crayons, markers, newspapers, magazines, etc.
    • This lesson can be taught in two separate ways. The teacher can have the students finish all the work and present their ideas to the class in one period, or the teacher can have the students research their items in depth and present the advertisements the following class period.
    Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • This lesson will require the following materials:
    • German Dictionary (online or a book will be sufficient)
    • Poster paper to present to the class
    • Magazines
    • Newspapers
    • Markers
    • Crayons
    • Scissors
    • Any other materials needed to create an effective add campaign.
    • There is no need to require parents or other faculty members to help with the lesson. If the teacher decides to break this lesson up into two separate lessons, it may be necessary to have all the students’ email accounts so they can have a copy of the WebQuest and related links.
    Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The last step in the Teacher script will be very helpful in determining how effective the lesson truly was. When students give the teacher some feedback about what they learned during the lesson, it shows how effective the lesson was, and possible suggestions for next time. The students will show their knowledge of the German language with the slogans and/or dialogues they generate. If students decide to use some of the new words that are supplied to them, or if they research for new words and their meanings, this will be demonstrated in their presentations. Additionally, the students will be constantly absorbing new information in order to create their advertisement. Many of the slogans will include words and/or phrases they have not yet learned. The students should be graded fairly and the rubric clearly explains how that will be achieved. Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • The class can begin with the teacher asking the students what they already know about add campaigns and what purposes they serve.
    • Afterwards, the Teacher can bring up the WebQuest and follow the instructions from the slides. The WebQuest introduction should take about 15-20 minutes.
    • The teacher should make it clear how and when s/he will divide the groups. This can be done before or after the WebQuest presentation.
    • The teacher should also make it clear that a good portion of each student’s grade will be from peer evaluations, once all the presentations are finished. This should be specified before the students conduct their research.
    • This WebQuest template is very self explanatory and the students can conduct their research and advertisement strategies in whichever manner they prefer, so long as it is appropriate. Therefore, once the teacher has presented the lesson to the class, the class is free to begin selling their products.
    • The students will spend about 45 minutes researching their product of shoice and creating a slogan or mini-skit.
    • The presentations should take no longer than 20 minutes and once all the students have presented their work to the class, the teacher can upload the rubric and have them grade each other on the following three categories, which are supplied in the entire rubric: Attitude, Working with others and Problem solving.
    • Finally, the teacher can have the students review what it is they learned and what interesting facts they will remember.
    Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to teach students several skills. The students must research about a German food product and understand what makes it unique from the others. This helps them gain a greater respect for the German culture. Students will need to use their problem solving skills to create an advertisement in German. The kids will then have to use their knowledge of German, and any new verbs or adjectives that are supplied by the teacher to formulate sentences and/or a dialogue in German. Finally, the students must present their advertisement to the class and share what knowledge they have learned. Essentially, the students are reading, writing, seeing, speaking and hearing the German language all in one lesson. Evaluation Teacher Script Conclusion
  • [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion Pictures adapted from: http://www.uvamagazine.org/atf/cf/%7B8A7B03C1-B900-49F1-B435-B2B4777BFF0E%7D/knapp.jpg http://www.schleswig-holstein.de/MLUR/DE/Behoerden/Landeslabor/Bilder/Lebensmittel,property = poster.jpg