Running head: EDU 603 FINAL PAPER 1

I CAN SPEAK GERMAN!

Love Newkirk

Post University

Dr. Jennifer Wojcik

I CAN SPEAK GERMAN! 2

I CAN SPEAK GERMAN!

Part I: Statement of Educational Philosophy

Learning about others who are different from one’s self by exploring diverse cultures can

strengthen our relationship to ourselves, our culture, our peers, and ultimately humanity. Having

traveled many places around the world, the author’s perspective about the American educational

system has been put to scrutiny. Involvement with multicultural educational programs for many

years, the writer observed struggles for equality and other world challenges from a world

perspective. This view has led to the conclusion that Americans should expose themselves to

diverse and revolutionary ways of looking at their ethic and educational system.

The educational philosophy of the author centers around Social Reconstructivism and

Critical Theory (S.R.C.T.) and will accompany the unit progression. Social and Emotional

Learning (S.E.L.) is also a supportive philosophy for the I CAN SPEAK GERMAN! plan to

teach basic conversational German to inner-city 4th-grade learners. S.R.C.T. focuses on bettering

the world and solving real-world challenges through discussion, inquiry, and observing life from

various viewpoints (Wojcik, 2016).

Many of the children taught by the writer are victims of some oppression (economic,

social, educational, etc.). By teaching German, the children are exposed to one possible way to

break down the walls of oppression as they learn about other cultures beyond those walls.

Exploring another culture offers the students a chance to experience a new perspective.

According to S.R.C.T., as posed in the Educational Philosophy and Theory, pedagogy ought to

ascertain answers to social queries (Wojcik, 2016). This social studies course is an excellent

platform for such an endeavor. The enhancement of our world depends on the social and

emotional well-being of the next generations. S.E.L. is "based on how children acquire, through
I CAN SPEAK GERMAN! 3

their immersion in culturally discursive practices, the ability to use language as a means for

accomplishing various actions as an index of their developing ability to display their sense of

identity and agency in the world" (Moir, 2021, p. 49). I Can Speak German! is a step towards

addressing their own and other culture's identities through language exploration.

Teaching the class also involves an older theory that rings a bit more "old school" than

the "new school" ideas above. As stated by Zhou & Brown (2015), Lev Vygotsky's (1934) theory

explains three ways that connections with people and the cultural "tools" construct their world

perspective (Zhou & Brown, 2015, p. 16). The following explains the above-mentioned

relationships:

1. Imitating someone to develop a skill: the students repeat what they learn from the

video and the teacher’s dictation of German words, phrases, and sentences.

2. Learning a concept entail retaining the teachers' directions and incorporating the self-

regulating rules. The students practice with the teacher and co-create the assessment

rubrics.

3. Collaborative learning passes along information and behavior to understand and

cooperate to learn specific skills (Zhou & Brown, 2015).

The teacher's role is to facilitate learning by providing a variety of experiences (Zhou & Brown,

2015).

I agree with Sir Ken Robinson’s sentiment that the educational system must customize

teaching to the interests and abilities of the diverse learners (TED, 2010). Schools should

continually encourage students to seek their divine design and expect available resources to

achieve their desires. To break the cycle of "world teaching continuing to rely on transmission of

facts and rote memorization" (Jarvin, 2015, p. 34), the Edutainment process should "focus on the
I CAN SPEAK GERMAN! 4

"learner and their ability to think critically and creatively and to problem solve with the

knowledge that they will have acquired" (Jarvin, 2015, p. 34). Backward design and UbD

principles are in alignment with the previous statement and when skillfully incorporated produce

tangible solutions for educators to adhere to. Planning the steps to fulfill the end goal of a subject

matter is the most logical method of accomplishing any worthy task. A daily meditation should

be to focus on learning transfer as the goal and remain concerned about aligning the goals with

the proper assessments (Wiggins, 2014). 

Teachers within the educational system should strive to prepare their learners to match

their desires and abilities for a meaningful transition into adult life. America must first strive to

recreate a land that respects all cultures so that equality in education is possible.

Part II: Rationale of Curriculum

The focus of the unit is teaching introductory German to American fourth-grade inner-

city students through multiple methods. A very culturally diverse group of twelve girls and

thirteen boys of middle-income backgrounds comprise the classroom population. Although the

class is diverse, the students have limited experiences outside of their American neighborhood.

Two unrelated learners have had the opportunity to travel to their native land of Bhutan. Creating

individual learner profiles is key to targeting the needs of this diverse group. The main purpose

of learner profiles is for the instructor to understand cognition from the learner’s frame of

reference (Post University, n.d.) (See Appendix C).

In this scenario, most girls are smart, attentive, and friendly, with some challenged

learning new concepts. One girl is exceptionally timid, reserved, and has difficulty integrating

into the school, having moved to a new home away from her friends and familiar surroundings.

She and another girl often disengage and even fall asleep in the classroom. Several boys are
I CAN SPEAK GERMAN! 5

intelligent but very easily distracted. One boy constantly hums and talks, continually mimicking

the lectured words, or anyone's words, a class distraction. Most students are the typical nine to

ten-year-old group who must engage in an exciting topic or activity to hold their attention. Of the

25 students:

1. Eight girls and ten boys are African American and are native English speakers who

converse in African American English Vernacular (AAEV), a dialect of standard

English. Two examples of varying syntax “I ain’t got nothing,” meaning “I don’t have

anything,” “He be tryin’ to fix it,” meaning “He is/was/will (be) trying to fix it,” “What

had happened was they was teasing me” translated as “What happened was they were

teasing me.” It is important to mention AAEV because German is taught based on

standard English translations which may pose an extra challenge to these students. It is

the author’s opinion that teaching a new language may enhance these learner’s

navigation of the three languages AAEV, standard English, and German.

2. Two girls speak fluent Spanish, with one alternately using AAEV, and often translating

for the Spanish-speaking peer who speaks and understands limited English.

3. One girl and two boys are native English speakers from Bhutan, conversing in standard

English.

4. Two students are Chinese and speak fluent Chinese and very good standard English

with very slight Chinese accents.

The unit I Can Speak German! offers many applications to learning (Post University,

n.d.). Experiencing another culture can be a catalyst for the students to explore broader physical

and mental horizons. Exposure to new ideas and perspectives outside of their limited

surroundings offers opportunities to better prepare them for real life. The rationale behind
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starting with the German language is that in its simplest form, the language has several

similarities with English. The preliminary terms are easy to learn and retain making it attainable

thus fun, potentially sparking the interest of the participants to learn more.

The first goal is for students to listen, repeat, practice, and comprehend what the

children in the video and the teacher speak in German. They view photos and write the words

and expressions in German that look and sound like English and are exact derivatives (cognates).

As the days and weeks progress, the second goal is to master German introductory

conversation with "small talk" phrases and sentences. Appropriate videos and images are added

for reinforcement. Several opportunities for paired discussions to practice in written and oral

form enhance fluency.

The Universal Design for Learning (UDL) approach offers significant advantages for

meeting the needs of diverse learners. Creating methods to diversify teaching and learning is a

giant step towards an ultimately inclusive mindset for all. The UDL Representation Principle

ensures that essential content is equally discernible to all learners (National Center on Universal

Design for Learning, 2014). To fulfill fitting opportunities for diverse learners, the instructor

offers various ways to present the material:

1. Photos show five body parts in German.

2. Videos of real German children explain the body parts and express introductory

conversations in German.

3. Web 2.0 tools are available for learners to create comics with written dialogue, videos,

and audio recordings.

4. Students record their practice entries, rubrics, and reflections in physical journals or

online in Word or Google Documents.

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5. Presentation of the student’s likeness are accepted as drawings, paintings, clay figures or

Playdough (to be photographed), or as graphics.

The instructor observes various ways to assess student’s comprehension (CAST, 2021).

Some will speak German well and freely converse. Some may associate the pictures with written

words in essay or creative form or choose to write German Pen Pals. Still others may engage in

video or audio interactions with German speakers.

The Engagement principle provides learners with various options that help develop

self-determination, achievement satisfaction, and an increased learning relevance. (CAST, 2021).

The instructor offers different ways to motivate and connect the learners to the assignments.

Those who prefer to practice the new vocabulary and phrases alone find space in a quiet zone.

Small group participants work together developing their writing, aural, and oral skills at

designated stations. Whole group work is allotted daily for the teacher to assure class

understanding and a community feel. Regular student/ teacher conferences deepen knowledge.

The principle of Action and Expression offers diverse ways for student response,

choice, and presentation (CAST, 2021). Journal writing, oral expression, drawing/painting,

sculpting, creative writing and audio dialogues as comics, and performing an original mini play

contribute to the diverse options for the students to express their acquired knowledge of the unit.

Offering varied ways to encourage understanding of the lesson allows students to use

their best talents for increased involvement and accountability (CAST, 2021).

An important exercise in curriculum construction is the development of a Planning

Pyramid (Post University, n. d.) (See Appendix A). Predictions for each level of accomplishment

from Wiggins & McTighe's (2005) writings pose the UbD desired results must stay consistent,

and the content standard goals and understandings are learning objectives for all learners
I CAN SPEAK GERMAN! 8

(Wiggins & McTighe, 2005, p. 218). All students possess the necessary prior knowledge as

attendees at the Social Studies classroom. Their prior knowledge in English of all terms to be

learned in German will support their initial experience with the new language. Engaging the

learners in relevant essential questions keeps the interest high and expands the thinking and

learning process (Wilhelm, 2012). Students with differing prior knowledge and achievement

levels can nonetheless examine provocative questions (Wiggins & McTighe, 2005, p. 218). The

goal is to expect that most students will succeed at proficiently speaking, writing, and

understanding the presented materials.

Lastly, some students are predicted to have had exposure to German-heritage

acquaintances and gained some knowledge about the culture. According to Wiggins & McTighe

(2005), one should seek key nouns in the goal standards (Wiggins & McTighe, 2005, p. 256).

Starting with cognates of English and German, e.g., arm/ Arm, finger/ Finger, hand/ Hand, etc.,

describing body parts has the learners relating to something they already know, and real-world

applications are considered (Wiggins & McTighe, 2005). The teacher predicts that these students

have had exposure to German-heritage acquaintances and gained some knowledge about the

culture.

To educate diverse learners, the Universal Design for Learning process is crucial. Critical

thinking and attaining projected goals are achieved by posing essential questions that become the

ever-present guide towards efficacy and complete understanding. The final process of transfer of

knowledge opportunities ensures that the learning is ultimately understood (Wiggins & McTighe,

2005). Writing texts, emails, postcards, creating written comics, producing a mini play, and

conversations via video with German students is the last step to transfer learned content and

ensure retainment.
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The following are detailed plans for the I CAN SPEAK GERMAN! unit.

Part III: Unit Plan

Stage I

Grade 4 Social Studies I CAN SPEACK GERMAN!

Description of unit: This unit teaches introductory German to American fourth-grade inner-
city students through multiple methods. Students will consider the relationship between
learning a new language and learning about others and more about themselves.

STAGE 1- STANDARDS/GOALS
Learners recognize similarities between the German language and English and build their
vocabulary with words that look and sound English (cognates which have the same linguistic
derivation). Learners explore a new language and some of the intricacies of that culture. The
first goal is for students to repeat, practice, understand, and retain the parts of the body that the
children in the video and I speak in German. Secondly, the students master German
introductory conversation with "small talk" phrases and sentences. The students will
understand elementary German and successfully exchange basic initial conversations with
German-speaking children through written texts, postcards, emails, and video chats. Lastly, the
students will plan a student exchange trip to Germany with their parents and teacher.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

 recognizes German as a new

language
 recognizes cognates between English
and German: the hand/der Hand, the
arm/ der Arm, the knee/ der Knee,
the lip/ die Lippe, and the finger/ der
Finger.
 identifies different sounds of the new
language
 identifies cognates and the almost
identical spelling and pronunciation
I CAN SPEAK GERMAN!
 prior knowledge of English words,
phrases, and sentences helps
understanding of new German
 compares two languages expressions
 proficiently reads and writes words,
phrases, and sentences in English to
be learned in German
 recognizes connections between
learning about other cultures and
shared relationships, including
relationship to self
Enduring Understandings
Overarching Enduring Understandings:
Students will understand that exploring new
cultures and languages lead them to learn
more about their own cultures and
themselves. They will realize that enduring
relationships start with learning about
others and themselves on deeper levels.
-Learning about other cultures and
languages helps students understand the
world and life.
-The learning is transferred when learners
communicate with German-speaking
children through multiple avenues.
-It takes communication strategies, team
effort for practice, problem-solving skills to
decipher meanings, and critical thinking
10
 makes connections between
spelling and sounds of English
and German words
 makes connections to known
English phrases and sentences
 learns, writes, understands, and
speaks all presented content in
German
 identifies correlations between
learning about a new culture
and language and relationships
with others and self
Essential Questions
 How does learning another language
affect humanity and intercultural
relationships?
 How does learning about other
cultures and experiencing the
process of learning another language
affect relationships?
 How is learning about a new culture
I CAN SPEAK GERMAN! 11

abilities at home, in school, and in future and language affecting me and my

life. relationship with myself and others?

Unit Specific Enduring Understanding

Learning about a new culture and language  How does learning a new language
affects me and my relationship with my with my peers enhance the
classmates. relationship between us and my
relationship to myself?

Knowledge and Skills

Knowledge

-The students will know all expressions in English to be taught in German and that Germans
express themselves with different words, but the content is universal and learnable.

-The learners know words, phrases, and sentences used in initial conversations in English that
will be taught in German.

-Students know these vocabulary words: the hand, the finger, the knee, the lip, the arm. They
know and write all phases in English: This is my hand., This is my finger., etc. The sentences
increase to include initial conversations: Hello, it is nice to meet you. How are you doing?
What is your name? My name is... How old are you? Excuse me, I don't understand. Where are
you from? What do you like to do? See you later., Goodbye.

-Students are aware of relationships and how life changes can affect them.

Skills

- The students recognize cognates (English/German), e.g., the hand/ der Hand, the finger/ der
Finger, the arm/ der Arm, etc.

-The students will be able to read, comprehend, and skillfully write and speak practiced
German words, phrases, and sentences.

-The students recognize similarities in short phrases: That is my hand. / Das ist mein Hand.,
This is my arm. / Das ist mein Arm., etc.

-The students will proficiently say and write five body parts and speak eight to ten expressions
I CAN SPEAK GERMAN! 12

usually spoken at first introductions in German: e.g., My name is Jennifer/ Mein Name ist
Jennifer., How old are you? / Wie alt bist du? and so on.

-Learners identify the connection between learning about another culture and a new language
and relationships.
I CAN SPEAK GERMAN! 13

Stage 2

Stage 2 – Assessment Evidence

Performance Task

GRASPS Elements of the Performance Task

G – Goal Task: The students are to write a postcard introducing themselves
R – Role and asking introductory questions to their Pen Pal. They are also
A – Audience expected to converse with German peers.
S – Situation Goal: After becoming proficient with introductory written and
spoken German, the student’s goal is to write an initial postcard for
a fourth-grade German student. The learner will also converse with
a German fourth grader via audio or video using the sentences
usually exchanged at first meetings of new acquaintances.
Role:
The role of the student is a Pen Pal to a German fourth-grade
student. The student's role is also a conversation partner to a
German fourth-grade student.
Audience:
The audience is a German fourth-grade Pen Pal student and a
fourth-grade conversation partner in Germany.
P – Product, Performance Situation:
The student is assigned to write a postcard to introduce themselves
to a Pen Pal and ask questions about them. The student converses
beginner-level German with a German student of like age.
Product, Performance:
The student will write a postcard that includes points of interest
about themselves and ask about the Pen Pal. The student must draw
a picture of themself on the backside of the postcard or
prepare a photo of themselves for the Pen Pal. The student will
proficiently converse via audio or video in beginner-level German
with a fourth-grade German. Students will participate as actors in
their original mini play in German in front of each other for
practice and feedback and in front of parallel classes in the school.
Standards & Criteria for Success:
A writing Rubric will assess the student's learned German written,
S – Standards & Criteria aural, and oral expressions. The student should show proficiency
for Success and understanding in an oral and written exchange. The student
 should also use these criteria to self-assess correlations
between learning about a new culture and language and
relationships with others themselves (See Appendix B).
Other Evidence Student Self-Assessment

Each lesson offers many opportunities for the After each lesson the students reflect on their
instructor to observe individual progress and progress and record this in their journals or
I CAN SPEAK GERMAN! 14

classroom achievement. Evaluations are online platform (Word or Google Doc). Peer
conducted throughout the unit and the teacher assessments are carried out regularly and
keeps the students on track towards their student/ teacher meetings are held one to two
proposed goals. Observation of spoken times weekly with the learner conveying their
inflection, etc., and body language reveals if accomplished goals, setbacks, and needs for
the students grasp the new language: the achievement.
teacher compares the student’s performance
when they speak in English and express the
same sentiments in German. A final
assessment is conducted after all tasks are
complete with rubrics and a teacher/ student
conference.
I CAN SPEAK GERMAN!
Stage 3
Learning Plan (Stage 3)
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
15
 The learners are pre-tested on their written and oral skills
in English to assess new language learning abilities. The
instructor then paces the lessons according to the results.
Students will learn and practice beginner German and
gain enough proficiency throughout the unit to be able to:
1. Write a postcard introducing themselves.
2. Create and perform a mini play for other classes
(the instructor organizes a fitting performance date
with the other fourth-grade classes
3. Carry on a brief introductory conversation via
audio or video with German students of like age.
The teacher presents the expectations of the lessons to the
students at the beginning of the unit. Students work
independently and in small groups with optimal
placement and eventual modification of tasks.
Addressing the students initially and daily with a
“foreign” language sparks their interest to learn more. The
teacher further entices the learners by showing them some
words integrated into the English language, such as
Kindergarten (children’s garden), Gesundheit
(healthy), Volkswagen (people’s wagon),
and Doppel (double). Explaining five parts of the body
that are cognates, meaning same sounding and exact
derivatives, (arm/ Arm, lip/ Lippe, knee/ Knee,
finger/ Finger, and hand/ Hand), the interest to learn more
German expressions is very likely. A similar sentence
structure shows the students that the language is learnable
with practice, and they can later communicate with peers
from Germany. Students acquire opportunities to learn
German with fun videos and Web 2.0 tools to create
stories with learned expressions throughout the unit. The
students are expected to write postcards, prepare an
introductory conversation, and present a mini play for
other classes using the acquired terms. Lastly, the students
plan to visit Germany after extended units over three
years and proficiency of the language.
The instructor asks essential questions such as “How does
learning a different language/ culture affect me and my
relationship with myself, my peers, and my culture?”
“Why is it advantageous to learn about other cultures?”
“What part(s) of language is/are universal?” Ample time
I CAN SPEAK GERMAN!
How will you cause students to
reflect and rethink? How will you learners are encouraged to set goals for themselves.
guide them in rehearsing,
revising, and refining their work? end of the course, achievement of goals is considered with
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise Various ways to personalize the learning plan:
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
16
is allotted for discussions and debates. Students are
presented with regular practice opportunities for
pronunciation, aural and oral skills, written progress, and
understanding in class. Additional practice includes
writing drills and watching videos of children speaking
the words, phrases, and sentences in German. Web 2.0
tools SCRATCH and Educaplay are implemented to
enhance understanding by writing or recording spoken
dialogues. Learning an introductory conversation in a new
language makes language/communication universal. The
students realize that languages use different sounds to
express similar sentiments. “What are some (other)
similarities and differences between the German
language/culture and mine?”
With the instructor’s guidance at the onset of the unit,
Sometime after the beginning, during the middle, and at
the teacher. The students write the daily learned lessons in
their journals or online throughout the unit. They reflect
in writing or verbally record their understanding and
progress. Daily practice sheets enhance spelling and
grammar for students needing extra drills. Students are
encouraged to reflect on their strengths and weakness and
the best learning strategies.
With the instructor’s guidance at the onset of the unit,
learners are encouraged to set goals for themselves (See
Appendix D). After each lesson, the students check in on
their progress. They regularly evaluate the success of their
planned goals and record this in their goal chart, online
journals, or audio record their progress. Individual
student/ teacher meetings allow for a closer evaluation of
student understanding, pronunciation, writing fluency,
verbal ability, and aural comprehension. Chorally and in
small groups, the students rehearse the learned content
and assess each other’s presentations verbally and with
rubrics along with self-assessment rubrics. The students
practice their aural skills and gain understanding and oral
proficiency. Regular opportunities to edit and correct any
written and oral mistakes ensure knowledge and
retainment.
 Journals are created at the beginning of the unit for
daily learned skills and reflection in written form.
 Audio and video entries from cellphones or tablets
are accepted for those students who are more
I CAN SPEAK GERMAN! 17

of the unit? comfortable with oral presentations. These

How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
submissions are saved digitally on the student's
devices, with links available for the classmates and
the instructor.
 Web 2.0 activities on SCRATCH and Educaplay
offer students ways to individualize their
presentations in written, visual, and audio form.
 Practice sheets are available for students needing
extra spelling, grammar, and syntax practice.
 The instructor is available for additional aid to
students who need written, oral, and aural practice.
 A mini play is organized to practice a real-life
experience.
The students' likeness for the postcards can be created as
drawings, paintings, Web 2.0 graphics, photos, or clay
figures (to be photographed).
The students are presented with a plan to teach the new
language logically. The teacher begins with simple
cognates (like-sounding and exact derivative) words in
English and German. The lessons slowly increase in
content and difficulty. Although the students are taught
from simple to complex expressions, the learners
regularly hear German conversation by the instructor and
on videos.
Physical folders containing the student's journals are the
principal place to store practice sheets, reflections, and
rubrics. The contents may also be reserved online in Word
documents and the like available to the teacher and peers
for review.
Web-created activities are stored online for access by the
teacher and peers and are available for feedback.

# Lesson Title Lesson Activities Resources

1 Introduction The teacher greets the students speaking in Printed out pictures of body
to the Unit German with preliminary short sentences: parts, folders, pencils
Each lesson translated to “good day”, “how are you”,
is 40 minutes “please have a seat”, “let’s have a good day”,
long. etc. The students will be hooked and
interested in the new language and are posed
the question, “What comes to your mind
when you hear these foreign words?”
Opening discussions will follow. “Did you
know that we use some of this culture’s words
in our language?” The instructor hands out
I CAN SPEAK GERMAN! 18

folders for the students to store pictures of

parts of the body with the words in English
and German. Students know how to say and
write all expressions in English to be learned
in German. There should be a connection as
to the similar spelling. The teacher will say
the words and the students should connect the
similar sounds and look of the words and
phrases. The instructor teaches the students
“Good day” in German (Guten Tag). Why do
different languages express similar sentiments
and similar words as in English?

E1, H, O
2 Define The students are greeted with the same Journals, folders, blank paper,
aspects of welcoming words and phrases at the onset of example working rubrics,
what makes each class. I present the plan for the unit. pencils
cultures the Students decorate and title a premade journal
same or for future submissions to be collected. The
different journal is stored in the folder. Plans and
expectations for the course are clearly stated
and the teacher discusses the working
assessment rubric allowing room for student
input. The unit continues to cater to the
student-centered approach. Copies of rubrics
are distributed.
Discussions are conducted about the
implications of learning a new language and
about other cultures. Students tell about prior
experiences with other cultures and the
impact. What makes cultures similar
concerning communication?

W, H, O
3 What makes Students draw or paint a picture of themselves Paper, crayons/colored
me “me?” in the journal and explain in written form pencils/paint, paper, paint
what makes them part of their culture. Other brushes, clay dough, cell
students may use clay dough to form a phone or tablet
likeness of themselves in their environment.
Some may choose to create a graphic on their
cell phone or tablet or explain their features
and environment orally. All reveal their
connection to their culture.
What makes me unique? What about myself
do I share with my culture?
I CAN SPEAK GERMAN! 19

W, H, E1, T,
4 What do I Open discussion about the various Video player and video screen
share with experiences the children have with other if children do not have access
other languages or cultures. Brain storm about to tablets, journal, pencils,
cultures? comparing differences and similarities with technical device
the two cultures. The students watch a video
of German children conversing similar
expressions to be learned in the unit. These
discussions offer opportunities for feedback
from peers. Reflections are written in the
journal or online on devices. What about
myself do I have in common with other
cultures?

E1, R, T, O, E2
5 Cognate Students watch a video with German children Video player or tablets, photos
mates saying the expressions and showing the body of body parts, journal, pencil,
parts with the corresponding articles. Begin technical device
practicing cognates written and orally: the
hand/ der Hand, the finger/die Finger, the
knee/ das Knee, the lip/ die Lippe, the arm/
der Arm. (A brief explanation that German
words use masculine, feminine, and neutral
articles is offered). Show pictures of the body
parts with identified German and English
words and practice reciting the German words
with the articles. Students keep hand out
exercises in the folder and write reflections on
the exercise. Some students record the
information digitally on own devises.

W, H, R, E2, O
6 Introductor The learners revisit the video with children Video, tablet, journal, practice
y sentences: speaking the sentences to be learned in sheet, pencil, preliminary
I learn German to enhance aural skills. The learners rubric 1
German/ Ich begin practicing short sentences written on
lerne sheets and orally incorporating the body parts.
Deutsch This is my arm. / Das ist mein Arm. This is
my hand. / Das ist meine Hand. This is my
finger. / Das ist mein Finger. This is my knee.
/ Das ist mein Knee. This is my lip. /Das ist
meine Lippe. Practicing with classmates in
small groups allows for feedback from
partners and later self-evaluation.
Complete work on cognates and sentences.
Fill out the first rubric judging initial written
I CAN SPEAK GERMAN! 20

and oral lesson based on cognates and the

corresponding articles about body parts: both
teacher- and self-assessment.

H, E, R, T, E2
7 I CAN Discuss as a group the results of the first Video, laptop, tablets, journal,
SPEAK rubric to show students level of grasped pencil, digital device,
some concepts. The instructor reiterates the assessment rubric 2
GERMAN! expectations and plan schedule. Watch video
again of German children speaking German
sentences containing the body parts. This is
my arm. / Das ist mein Arm. This is my
hand. / Das ist meine Hand. This is my finger.
/ Das ist mein Finger. This is my knee. / Das
ist mein Knee. This is my lip. /Das ist meine
Lippe. Pictures of the body parts are revisited.
Students practice these sentences orally as a
class then in small groups. The students
evaluate each other’s oral performances and
fill out rubric 2. Some students record their
voices in German and submit digitally along
with the rubrics available online for
classmates and the teacher for feedback.

W, E1, R, E2, T, O
8 I speak a The class watches a new video with children Video, laptop, tablet, journal,
little speaking the sentences to be learned in device, assessment rubric 3
German. / German. Students learn sentences normally
Ich spreche spoken at introductory meetings in German.
ein Those students not yet proficient with the
initial sentences will continue to practice in a
bisschen
separate group with regular teacher
Deutsch. monitoring. Advanced learners’ practice is
oral and aural. Hello, how are you? / Hallo,
wie geht es Dir? My name is Love. Meine
Name ist Love. I speak a little German. / Ich
spreche ein bisschen Deutsch. What is your
name? Wie ist Dein Name? How old are you?
Wie alt bist Du? Where do you live? / Wo
wohnst Du? What do you do in your free
time? Was machst Du in Deiner Freizeit?
Happy to meet you. / Freue mich dich
kennenzulernen. The students practice the
sentences in small groups. Students assess
each other and keep rubrics (3rd) in the
folder. Device users record, save, and make
I CAN SPEAK GERMAN! 21

submissions available online for classmates

and the teacher for feedback. The teacher goes
over all sentences at the end of the lesson to
reenforce learned content.

W, H, E1, R, E2, T, O
9 Write that Students write the sentences in their journals Pencils, journals, prepared
down in from the board. They read the sentences to sheets with fill-in-the-blank
German. / each other and practice learning them rote. practice, board, chalk or
Schreib das English sentences with spaces to fill in the marker, pencil, device
auf Deutsch German verb translations are prepared on
auf. sheets for practice. Hello, how are you? /
Hallo, wie geht es Dir? What is your name?
Was ist Deine Name? How old are you? / Wie
alt bist Du? Where do you live? / Wo wohnst
Du? I like to learn. / Ich mag es zu lernen.
What do you do in your free time/ Was
machst Du in Deiner Freizeit? Learners
check and edit their work as a group
following the instructor’s answers on the
board. Device users write online and make
submissions available for feedback.

W, R, T, O
10 Comic book To begin this lesson, the teacher has prepared Tablets or laptops, SCRATCH
creation two Web 2.0 tools for students to have fun and Educaplay Web 2.0 tools,
enhancing their language skills. The students
prepare their written dialogues on the
SCRATCH Web tool and create characters
for these dialogues. All work is saved on the
site for edits and assessment. For sight-
impaired students or students better at oral
expression: created voice recordings of the
lessons with Educaplay allow them to learn
and practice also. For this lesson the students
work individually with teacher monitoring.
All work is submitted on the shared sites for
teacher, self, and peer evaluation. No
evaluations are submitted today.

W, H, T, O
11 Comic book Revisit prior lessons and practice Journal, Web tools SCRATCH
edits understanding of German content of and Educaplay.
introductory German in written form and
orally. The class rehearses chorally all
sentences. Questions are answered concerning
I CAN SPEAK GERMAN! 22

spelling and grammar and written on the

board and on the online sites for viewing and
editing. Students revisit the SCRATCH and
Educaplay creations and edit where
necessary. The final creations are stored
online in order of draft development for later
viewing and review of the learning process.
(Possible extra lesson)

W, H, E, R, O
12 My new It is time to incorporate real world Pre-bought postcards, colored
German Pen experiences. The instructor explains the pencils, photo, device with
Pal expectations for postcard composition and video option, assessment
present an example rubric and grading rubric 4
process. Students begin to prepare some
correspondence with a German Pen Pal. They
formulate a postcard introducing themselves
and asking three questions of the Pen Pal.
Hello, how are you? / Hallo, wie geht es Dir?
My name is Jennifer. Meine Name ist
Jennifer. I am ten years old. Ich bin zehn
Jahre alt. How old are you? / Wie alt bist Du?
I like to learn. / Ich mag es zu lernen. What do
you do in your free time/ Was machst Du in
Deiner Freizeit? All the best. / Alles Gute.

A picture is drawn on the postcard or a photo

is attached. For those who are sight impaired
or best with verbal expression, the option to
make an audio message or video is
acceptable. A video chat is planned for all
students at the end of the unit.

At the end of the unit a postcard is mailed to a

designated Pen Pal from the Global Pen Pal
site, or the video is sent. All correspondence
is stored in the folders or on devices. The
work is assessed by the peers, the teacher, and
themselves and stored in physical folders or
on devices. Rubric 4 submissions are
prepared.

W, H, E, E2, O
13 Play writing The learners are proficient with all German Laptop to videotape, board,
and sentences in written and oral expression. The chalk, or marker to write
performance class begins to create a mini play including all expressions on the board if
I CAN SPEAK GERMAN! 23

students as actors for other classes to enjoy. necessary

Two groups will practice the same mini play.
All words, phrases, and sentences learned in
the lessons are the dialogue. If time and quick
grasping of extra simple German words allow,
the teacher may add those to the play. They
practice the play initially as a pantomime,
with movement, gestures, and facial
expressions. Once the choreography is agreed
upon, they students add the dialogue in
German. I videotape each exercise to be
assessed by the students and myself.

W, H, E, E2, T
14 Mid-unit The students continue to write and edit the Journal, pencil, cell phone,
assessments play dialogue using all learned expressions in assignment rubric 5
their journals. In groups of three or four, they
practice writing the play. They are judged on
both written and oral skills showing
understanding. The class is divided in half
and each half practices dialogues in front of
the other. Those who created audio are
assessed solely on pronunciation and
inflection showing understanding of
expressions in front of the class.

W, H, E1, E2, T
15 Final play The students write the final version of the The teacher oversees the
assessments SCRATCH, Educaplay written and oral writing process to ensure
dialogues or cell phone audio/video proper content and timing of
presentations and save online. the production.
Final student/ teacher meeting is organized to Final play assignment rubric 6
discuss the student’s progress and fulfillment
of content expectations and rubric
requirements.

E1, H, R, E2, T, O
16 Show time! The teacher assists the student’s rehearsal of Equipment to project the
the final play to perform in front of the translation, equipment to play
parallel fourth-grade classes. The sketch lasts sounds or music
three to five minutes which potentially shows
the initial meeting of the German fourth
graders with the Social Studies class. There
are dialogues and sometimes non-verbal
communication as with real-life situations. A
few students may have chosen to add
I CAN SPEAK GERMAN! 24

background music or sounds to carpet the

performance. The mini play is presented twice
in each class ensuring that both groups get a
chance to perform. The teacher has prepared a
text for each room equipped with a projector
to project the translation of the spoken words
in English for the first performance so that the
viewers see the words as well as hear them.
During the second performance, the words are
not projected.

H, E1, T

17 Final Unit The learners are judged on written, aural, and Rubric 7
Assessments oral knowledge showing understanding.

18 Achievement The instructor and the students meet to review Appendix D

of Goals and complete achievement table of the
learner’s goals.
19

20
I CAN SPEAK GERMAN!
Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student-
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
25
Assess and Reflect (Stage 4)
Comments
The learning experiences and skill development lead to the student’s
understanding of themselves within their culture as they learn about another
culture. During the unit process all outcomes and performance assessments
align by keeping in line with the enduring and overarching idea that
relationships start with learning about others and themselves on deep levels.
For struggling students:
Students who may be struggling with the German lessons will find aid with
the instructor at regular intervals. They may also be paired with advanced
students for extra practice. Drill sheets are available for extra spelling and
grammar practice. The teacher will record the words, phrases and sentences on
the learner’s phone or tablet for home study. The students are always
supported with positive feedback at any stage of growth and continually
encouraged to seek the help of the instructor or designated peer.
For students who need a challenge:
Advanced students are encouraged to aid the struggling students to create an
atmosphere of community success. Opportunities for more advanced
conversation in German can be accessed online increasing the difficulty level
at an attainable pace. Students needing a challenge can also lead some of the
call and answer exercises usually conducted by the instructor. The advanced
student may opt to create a monologue to present in front of the class as an
extra assignment and the viewers must guess the content of the presentation.
The initial student/ teacher conferences clarify the best student-centered
methods of instruction. The instructor incorporates the three principals of
UDL, representation, engagement, and action and expression. Multiple forms
of teaching are utilized for maximum effect of goal achievement. German
must be learned, practiced, and understood by developing written, oral, and
aural skills for future communication with German peers. At the onset of the
unit, students and the teacher coordinate the goals and assessment rubrics for
an optimal educator/ learner relationship.
All course content is made available to the students by supplying the links to
the videos and extra printouts of the German expressions with the
corresponding pictures. At the student’s request, they may take practice sheets
for homework. The two Web 2.0 tools are always accessible.
The unit is presented in a multi-racial, girl and boy fashion showing German
children of varying skin hues. The groups will be allotted randomly when peer
exchange is planned. Democratic, fair, and respectful behavior is encouraged,
always expected, and inappropriate behavior is never tolerated. The goal of
the unit is to foster multicultural education by learning about another culture
and about similarities, initially discovered through the new language. Over the
I CAN SPEAK GERMAN! 26

honoring each child’s course of the unit students are encouraged to talk about their culture and what
identity? makes them unique.

Reflections on Learning Pyramids, G.R.A.S.P.S., WHERETO, and Self-Assessment (Appendix E)

This Curriculum course continues to enhance my abilities to create lessons that apply to

diverse learners, my aim as an educator, and in the fulfillment of producing my Edutainment

curriculum. Completing the above unit is possible after taking the necessary steps to create the

Learning Pyramids that consider what some, most, and all students will learn. This exercise is

crucial for planning a realistic, relevant, and exciting unit. I can organize learning stations to

accommodate the various levels of student cognition.

Incorporating G.R.A.S.P.S. proved to supply a window into a tangible and achievable

goal. Understanding the goal, role, situation, product, and standards for success helped clarify

the best path to create, present, and assess the unit.

Fulfilling each stage in developing I CAN SPEAK GERMAN! has finally produced a

memorable and applicable beginner German course for students to transfer into their real-life

experiences. They are challenged with essential questions that consider their surroundings and

the world environment, which leads to critical thinking and a better understanding of themselves

and the world.

An essential yet often uncomfortable phase is self-assessment. Incorporating the

backward design concept of UbD is a solid path to achieving all goals. Knowing what one would

like to accomplish at the end of the unit allows one to equip oneself and the students with the

prerequisites before planning the desired objectives.

I CAN SPEAK GERMAN! 27

References

CAST. (2021). CAST: About Universal Design for Learning. Retrieved from

https://www.cast.org/impact/universal-design-for-learning-udl

Jarvin, L. (2015). Edutainment, Games, and the Future of Education in a Digital World. New

Directions for Child and Adolescent Development, 2015(147), 33–40.

https://doi.org/10.1002/cad.20082 

Moir, J. (2021). Social emotional learning: A discourse for the times. Proceedings of the

Multidisciplinary Academic Conference, 44–50. 

 Post University. (n.d.). Developing instructional goals: Universal Design for Learning

instructional model. https://post.blackboard.com

TED. (2010, May 24). Bring on the learning revolution! | Sir Ken Robinson. Www.youtube.com.

https://www.youtube.com/watch?v=r9LelXa3U_I&t=1s

Wiggins, G. (2014, January 26). Authenticity in assessment, (re-)defined and explained.

Granted, And... https://grantwiggins.wordpress.com/2014/01/26/authenticity-in-

assessment-re-defined-and-explained/

Wiggins, G. & McTighe, J. (2005). Understanding by design: Vol. Expanded 2nd ed. ASCD.

Wilhelm, J. D. (2012). Essential questions | Scholastic.

https://www.scholastic.com/teachers/articles/teaching-content/essential-questions/

Wojcik, J. (2016). Educational philosophy and theory. Post University Curriculum 2.0

Blackboard.

https://post.blackboard.com
I CAN SPEAK GERMAN! 28

Zhou, M., & Brown, D. (2015). Educational Learning Theories: 2nd Edition.

https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-

textbooks

Appendix A

Planning Pyramid

Some students will know

•many German-speaking people live in America

•someone of German heritage

•where Germany is on the globe, and that natives speak German

•the connection between learning about another culture and a new language and relationships

with others

Most students will know

•how to communicate all presented beginner-level German materials in written form via text,

emails, and postcards

•how to verbalize learned sentences with their classmates and via video chats with German-

speaking children.

All students will know

•languages can be learned, understood, and spoken by native English speakers

I CAN SPEAK GERMAN! 29

•cognates between English and German words that name parts of the body, e.g., the hand/der

Hand, the arm/ der Arm, the knee/ der Knee.

•English articles and words of the body parts to be learned in German

•introductory conversational sentences in written and spoken form in English to be learned in

German, e.g., Hello, my name is, How are you doing? Where are you from? What do you like to

do?

•practicing the new language will reap proficiency in the language

Appendix B

Student Rubric for G.R.A.S.P.S. Tasks

CRITERIA Points 4 Points 3 Points 2 Points 1 Points 0

Written The writer has The writer has The writer The writer has The writer's
Expression no errors in one to two has three to five to six postcard and
(Postcards, grammar or errors in four errors in errors in tests have
comics, and spelling on grammar and grammar and grammar and more than
Tests) the postcard spelling on spelling on spelling on seven errors
and tests. the postcard the postcard the postcard in grammar
and tests. and tests. and tests. and spelling.
Ideas The ideas are The ideas are The ideas are The postcard The writer
expressed in a clear, somewhat seemed to be did not
clear and addressing all organized, a collection of express the
organized requirements, addressing unrelated requested
fashion but the some or most sentences information
addressing all organization requirements, fulfilling a or did not
requirements. and flow but are not few submit a
It is easy to could have very clear. It requirements. postcard or
figure out the been better. took more It was very hand in tests.
postcard and than one difficult to
test content. reading to figure out the
figure out the message.
message.
I CAN SPEAK GERMAN! 30

Neatness The postcard The postcard The postcard The postcard The student
and other other creative other creative other creative showed no
creative work work is neatly work is work is effort to
is neatly handwritten, somewhat sloppily fulfill
handwritten, clean, and neatly handwritten neatness
clean, and somewhat handwritten and is very requirements
easy to read. easy to read. and is crumpled or .
It was done It was done crumpled or stained. A few
with great with care and slightly requirements
care and great pride. stained. It were met and
pride. was done was done with
with some little care.
care.
Content The postcard The postcard The postcard The postcard The postcard
Accuracy contains an contains five contains four contains three contains no
accurate to six accurate to five facts or less pertinent
written facts about the about the accurate facts content.
description of topic: topic: about the
seven items: student's student's topic:
the student's name, age, name, age, student's
name, age, interests, interest, name, age,
interests, and residence and residence and interests,
residence and asks Pen Pal's asks Pen Pal's residence,
asks Pen Pal's name, age, name, age, asks Pen Pal's
name, age, and interests. and interests. name, age,
and interests. and interests.
Drawn The picture is The picture is The picture is The picture is No picture or
Picture, drawn and drawn and drawn and drawn and photo is
photo, or colored with colored with colored colored submitted.
photographe great pride some pride showing showing little
d sculpture of and creativity, showing a some resemblance
student showing the good resemblance to the student
student's clear resemblance to the student or the student
resemblance, to the student, or the student submitted a
or the student or the student submitted a poor photo of
submitted an submitted a somewhat their likeness.
excellent good photo of good photo
photo of their their likeness. of their
likeness. likeness.
Oral The student is The student is The student The student The student
expression proficient in proficient in is good at expresses a shows no
expressing all expressing expressing couple of retainment of
learned most learned some learned learned learned
sentences and sentences and sentences and sentences and German.
phrases in phrases in phrases in phrases with
conversation conversation conversation minimal
I CAN SPEAK GERMAN! 31

with with with some conversation

understanding understanding understandin and
, not just rote , not just rote g and some understanding
responses. responses. rote .
responses.
Total Points /20

Appendix C

Jethrow’s Learner Profile

Appendix D

Learner’s Goals
I CAN SPEAK GERMAN! 32

Goal 1. Written What is your What do you Final Next Step(s):

Expression expectation need to Assessment:

level for achieve your Praiseworthy

writing goal? Aspects and

German? Shortcomings

Goal 2. Oral What is your What do you Praiseworthy Next Step(s):

Expression expectation need to Aspects and

level for achieve your Shortcomings

speaking goal?

German?

Goal 3. Understanding/ What is your What do you Praiseworthy Next Step(s):

Aural expectation need to Aspects and

Comprehension level for achieve your Shortcomings

understanding goal?

German?

Goal 4. Personal What do What do you Final Next Step(s):

Aspiration(s) expect to gain need to fulfill Assessment:

from the these Advantages

course? expectations? and

Drawbacks

Extra comments: concerns, critiques, problems, notable hurdles overcome, exceptional

milestones, etc.
I CAN SPEAK GERMAN! 33

Appendix E

Critique for Curriculum Development

Criteria for Unsatisfactory Needs Work Good Very Good

Self- Points 0 Points 1 Points 2 Points 3
Assessment
Stage 1: The The The The
Identifying understandings understandings understanding understandings
Desired -fail to show -are partly s -are mostly -are essential
Results relevance to essential to the essential to the to the
the disciple discipline being discipline being discipline being
-no apparent studied studied studied
transfer of -enable little -enables some -enable
knowledge to transfer of transfer of transfer of
other disciples knowledge to knowledge to knowledge to
other other other
disciplines disciplines disciplines

Stage 1 Standards and Standards and Standards and Standards and

Standards expectations expectations expectations expectations
and are are are are
Expectations - unrealistic -partly realistic - mostly - realistic and
and are above and minimally realistic and match grade
or below grade match grade match grade level
level level level - aligned with
- not aligned - minimally - partly aligned essential
with essential aligned with with essential questions
questions essential questions
questions
Stage 2: The lesson The lesson is The lesson is The lesson is
Determining offered offered offered offered
Acceptable students students students students
Evidence -no varying -few varying -some varying -multiple ways
utilizing UDL ways to ways to ways to to
demonstrate demonstrate demonstrate demonstrate
their their their their
understanding understanding understanding understanding
- no - considered - considered - considered
consideration the variability the variability the variability
of the among the among the among the
variability learners learners learners
I CAN SPEAK GERMAN! 34

among the
learners

Stage 3 The students The students The students The students

Planning and -are unaware -know few -partly know -know the
Learning of goals and most of the goals and
Experiences requirements requirements goals and requirements
and throughout the throughout the requirements throughout the
Instruction unit unit throughout the unit
-get no real- -get little real- unit -get real world
world world -get some real- experiences
experiences experiences world -have been
-have been -have been experiences given essential
given no tools given few tools -have been tools for self-
for self- for self- given some assessment
assessment assessment tools for self- and reflection
and reflection and reflection assessment
and reflection

Stage 3 Learners Learners Learners Learners

Authentic -engage in no -engage in few -engage in -engage in
and Real-life authentic authentic some authentic
Engagement, performance performance authentic performance
Self- tasks tasks performance tasks
assessment, -are not -are exposed tasks -are exposed to
and exposed to to few real- -are exposed real-world
Reflection real-world world to some real- experiences
experiences experiences world -have regular
-have no -have few experiences opportunities
regular opportunities -have some to self-assess
opportunities to self-assess regular and reflect
to self-assess and reflect opportunities - are exhibiting
and reflect - are exhibiting to self-assess a high level of
- are exhibiting a medium to and reflect understanding
no level of low level of - are exhibiting of the *big
understanding understanding a good level of ideas* within
of the *big of the *big understanding this unit
ideas* within ideas* within of the *big
this unit this unit ideas* within
this unit
Total points /15
I CAN SPEAK GERMAN! 35