Knox

 County  Schools  
C  &  I  Department  
   

TEAM  Lesson  Plan  Template  

LESSON  OVERVIEW   Summary  of  the  task,  challenge,  investigation,  career-­‐related  scenario,  problem,  or  
community  link.  
Students  will  describe  technological  devices,  read  and  listen  to  some  advertisements  for  technology,  and  create  their  own  ad  for  their  favorite  
technological  gadget.  
 
Essential  Questions:  How  do  developments  in  technology  affect  our  lives?  
                                                         What  factors  have  driven  innovations  and  discoveries  in  the  fields  of  technology?  
What  role  do  ethics  play  in  technological  advancement?  
 
 
 
STANDARDS   Identify  what  you  want  to  teach.    Reference  State,  Common  Core,  ACT  College  
Readiness  Standards  and/or  State  Competencies.  
1.1 In  the  target  language,  engage  in  conversations,  provide  and  obtain  information,  express  feelings  and  emotions,  and  exchange  opinions.  
 
1.2 Understand  and  interpret  both  written  and  spoken  forms  of  the  target  language  on  a  variety  of  topics.    

2.2      Demonstrate  an  understanding  of  the  relationship  between  the  products  and  perspectives  of    the  culture  studied.    

3.1      Reinforce  and  further  knowledge  of  other  disciplines  through  the  foreign  language.  

3.2      Acquire  information  and  recognize  the  distinctive  viewpoints  that  are  only  available  through  the  foreign  language  and  its  cultures.    

4.1      Demonstrate  understanding  of  the  nature  of  language  through  comparisons  of  the  language  studied  and  their  own.  

4.2      Recognize  that  cultures  use  different  patterns  of  interaction  and  can  apply  this  knowledge  to  their  own  culture.    

5.1      Use  the  language  both  within  and  beyond  the  school  setting.  

5.2      Show  evidence  of  becoming  lifelong  learners  by  using  the  language  for  personal  enjoyment  and  enrichment.

OBJECTIVE   Clear,  Specific,  and  Measurable  –  NOT  ACTIVITIES  

Student-­‐Friendly  
 
I  can  describe  technological  devices.  
 
I  can  explain  the  function  of  technological  devices.  
 
I  can  interpret  level-­‐appropriate  authentic  texts  related  to  technology  such  as  advertisements.  
 
I  can  describe  some  cultural  perspectives  on  the  use  of  technology  in  German-­‐speaking  countries.  
 
I  can  compare  some  cultural  perspectives  on  the  use  of  technology  in  German-­‐speaking  countries  and  in  the  United  States.  
 
I  can  talk  about  new  vocabulary  related  to  technology  through  the  recognition  of  cognates  and  building  vocabulary  through  the  use  of  root  words.  
 
I  can  interpret  texts  related  to  technology  (ex:  advertisements)  and  create  my  own.  
 
I  can  identify  rhetorical  devices  used  in  German  advertisements.  
 
 
 
 
 
 
 Knox  County  Schools  
C  &  I  Department  
 
ASSESSMENT/EVALUATION   Students  show  evidence  of  proficiency  through  a  variety  of  assessments.  
  Aligned  with  the  Lesson  Objective  
Formative/Summative  
Performance-­‐Based/Rubric  
Formal/Informal  
The  teacher  will  assess  students’  understanding  and  grasp  of  the  vocabulary  during  the  introduction  through  guiding  
questions  and  a  formative  assessment  activity.  The  teacher  may  also  assess  student  mastery  by  viewing  the  finished  
advertisements.  Additionally,  an  exit  ticket  will  be  given.  
 

MATERIALS   Aligned  with  the  Lesson  Objective  

Rigorous  &  Relevant  
Video  clip:    1956  CBS  commercial  for  a  Remington  Rand  UNIVAC  computer    
http://www.youtube.com/watch?v=FMXT4f8C63A  
PowerPoint  or  other  presentation  program  to  show  pictures  of  different  technological  devices  
Module  5  vocabulary  sheet  
3  written  advertisements  for  technological  devices  in  German  
3  television  commercials  for  technological  devices  from  the  German-­‐speaking  world  
Comprehension  questions  for  advertisements  
Paper  and  art  supplies  (markers,  crayons,  colored  pencils)  
Cameras  on  students’  cell  phones  to  tape  student  produced  commercials  
ACTIVATING  STRATEGY   Motivator/Hook  
An  Essential  Question  encourages  students  to  put  forth  more  effort  when  faced  with  
a  complex,  open-­‐ended,  challenging,  meaningful  and  authentic  questions.  
Students  will  see  a  video  clip  of  a  1956  CBS  commercial  introducing  the  Remington  Rand  UNIVAC  computer.    Students  
will  be  instructed  to  write  down  at  least  three  benefits  of  the  use  of  technology  that  were  discussed  in  the  ad.  Then  the  
students  will  discuss  in  German  how  the  use  of  technology  has  changed  over  time.    The  teacher  might  ask  leading  
questions,  such  as  “Wie  sehen  Computer  jetzt  anders  aus?    Wer  hat  heute  einen  Computer?    Was  machen  wir  heute  alles  
mit  unseren  Computern?    Welche  Nachteile  hat  Technologie?“    (“How  do  computers  look  differently  today?    Who  owns  a  
computer  today?    What  kind  of  things  do  we  do  today  with  our  computers?    What  disadvantages  does  technology  have?”    
The  essential  questions  for  this  lesson  are  the  following:  “How  do  developments  in  technology  affect  our  lives?    What  
factors  have  driven  innovations  and  discoveries  in  the  fields  of  technology?    What  role  do  ethics  play  in  technological  
advancement?”  
INSTRUCTION   Step-­‐by-­‐Step  Procedures-­‐Sequence  
Discover/Explain  –  Direct  Instruction  
Modeling  Expectations  –  “I  Do”    
Questioning/Encourages  Higher  Order  Thinking    
Grouping  Strategies  
Differentiated  Instructional  Strategies  to  Provide  Intervention  &  Extension    
Introduction  
The  teacher  will  introduce  the  day’s  objective  and  preview  the  lesson  for  students.  The  teacher  will  review  the  module’s  
vocabulary  with  a  formative  assessment  activity.    All  students  are  standing  up.    The  teacher  shows  the  PowerPoint  of  
different  technological  devices.    One  student  at  a  time  has  to  recall  the  vocabulary  item  the  teacher  points  to  on  the  
visuals.    If  a  student  cannot  remember  the  requested  vocabulary  word  in  3  seconds,  the  student  has  to  sit  down.    The  
game  ends  when  the  teacher  has  gone  through  the  entire  class  2  or  3  times  (skipping  the  students  who  had  to  sit  down).    
By  the  amount  of  students  who  remain  standing  the  teacher  can  quickly  assess  mastery  of  the  vocabulary  of  this  
module.      
 
 
 
 Knox  County  Schools  
C  &  I  Department  
 
GUIDED  &  INDEPENDENT  PRACTICE   “We  Do”-­‐“You  Do”  
Encourage  Higher  Order  Thinking  &  Problem  Solving  
Relevance  
Differentiated  Strategies  for  Practice  to  Provide  Intervention  &  Extension  
Vocabulary  and  Reading  Comprehension  Practice  
• The  teacher  will  hand  out  several  authentic  German  advertisements  for  a  technological  device  and  a  worksheet  
with  comprehension  questions.  The  teacher  will  explain  the  instructions  for  the  reading  activity.  Students  will  
highlight  every  technological  vocabulary  word  in  the  text.    Then  they  will  find  the  key  information  (author,  
source,  intended  audience,  etc.)  as  asked  for  by  the  worksheet.    Finally,  the  students  will  identify  at  least  2  
rhetorical  devices.    The  teacher  should  model  the  first  ad  and  then  complete  the  second  as  a  class  before  
allowing  students  to  work  in  small  groups  to  interpret  the  remaining  advertisements.  
o For  students  that  need  an  extra  challenge:  Advanced  students  should  write  a  short  description  of  the  
advertisement.      
 
Vocabulary  and  Listening  Comprehension  Practice  
• The  teacher  will  explain  the  instructions  for  the  listening  activity  –  German  television  commercials  for  
technological  devices.    The  first  viewing  of  each  commercial  is  for  general  understanding  only.    During  the  
second  viewing  students  will  make  a  list  of  every  technological  vocabulary  word  they  heard  or  read  in  the  
commercial.    During  the  third  and  final  viewing  students  will  make  a  bulleted  list  of  the  storyline.    The  teacher  
will  then  ask  to  share  the  vocabulary  with  the  whole  class.    Finally,  the  students  will  orally  give  a  summary  of  the  
commercial  where  each  student  is  expected  to  add  one  sentence  to  the  summary.      
o For  students  that  need  an  extra  challenge:  Advanced  students  should  write  their  bulleted  list  of  the  
storyline  in  German.      
 
Creative  Writing  and  Speaking  Practice  
• The  teacher  will  remind  students  of  their  objective  and  show  that  they  have  completed  the  Introduction  and  
basic  practice  sections  of  the  day’s  lesson  on  the  day’s  schedule.  The  teacher  will  then  ask  each  group  to  write  
(and  produce)  their  own  commercial  for  their  favorite  technological  gadget.      
 
• Advanced  Learner:  
Come  up  with  an  idea  for  the  coolest  new  technological  device.    Create  your  own  television  commercial  for  your  
new  innovative  gadget  in  German  praising  how  it  will  drastically  improve  our  lives.    Film  it  with  your  cell  phones  
and  upload  your  commercial  on  the  teacher´s  computer.      
 
• Grade-­‐Level  Learner:  
Create  your  own  television  commercial  for  your  favorite  technological  gadget  in  German.    Film  it  with  your  cell  
phones  and  upload  your  commercial  on  the  teacher´s  computer.      
 
• Emergent  Learner:  
Create  your  own  magazine  commercial  for  your  favorite  technological  gadget  in  German.    Include  both  a  visual  
and  text  in  your  commercial.                
 
 

 
 Knox  County  Schools  
C  &  I  Department  
 
CLOSURE   Reflection/Wrap-­‐Up  
  Summarizing,  Reminding,  Reflecting,  Restating,  Connecting  
The  teacher  will  lead  a  discussion  of  the  summary  of  the  day.  The  teacher  will  also  show  German  and  American  
headlines  on  cyber  bullying.    Finally,  the  teacher  will  ask  students  to  reflect  on  the  day.  
 
The  teacher  will  give  an  exit  ticket  to  assess  mastery  of  the  day’s  objective.  The  students  will  be  given  a  German  
advertisement  for  a  technological  device  and  some  questions  that  they  should  answer  in  full  sentences.