My school year is off and running! Over the weekend I was compiling a list of online resources for German 1 introductory topics like the alphabet and beginning conversation. Here are some of the highlights: The Alphabet Song
The Alphabet Song with ß, ä, ö, and ü
Sesame Street Disco Alphabet with Grover from 1978
I'm a big fan of the podcast It's been a Minute from Sam Sanders. On Fridays he and his guests describe their week in three words. It's a fun challenge to think back over the week and summarize it with only three words.
School started on Wednesday, and on Friday I asked my homeroom students to summarize their first week of school in three words. It was interesting to hear what they came up with, and it helped me to get to know them a little better.
My three words, which I shared with my homeroom first as an example, are So Many Names. I am teaching full time for the first time this year, which means I have six classes and a homeroom. My three sections of German 1 are all full at 32 students, my three sections of German 2 have 30, 30 and 21 students, and I have 23 students in homeroom. That's 200 students. I know about 25 of my German 2 students from last year, but the rest of them had my colleague for German 1, so they are new to me. So, that's about 175 names to learn.
School starts on Wednesday, and we have teacher days Monday and Tuesday. Just a quick post today with a little thing that makes me smile - new erasers for my white boards!
I was inspired to make these out of leftover flannel fabric after I finished making some flannel baby burp cloths for friends who just had a baby. They're super simple - just two rectangles of flannel sewn together. Hopefully they'll hold up well and I can start throwing out the old eraser socks I've had since I inherited them from a former colleague four years ago!
The series follows a 9 year old girl, Tiba, and her family, who have fled the Syrian civil war for Germany. Each episode is 7 or 8 minutes long and shows the next step in the family's journey from Syria to a temporary refugee camp to a permanent apartment in Germany. It's great for discussing the topic of refugees in Germany and bringing it to a more personal, individual level. Die Sendung mit der Maus is designed for elementary age children, so the language is fairly simple and straightforward and deals with familiar topics like family, school, hobbies, and food. Last school year I watched the series with my German 4 class, and they really enjoyed it. Both the hardships experienced by Tiba's family and the services provided in Germany made a big impression on my students.
Next year I will only be teaching German 1 and 2, but I still really want to use the series with my students. I've taken the first episode, which is also available on YouTube, and inserted comprehension questions using EDpuzzle:
I think my German 2 students should be able to handle these questions, and now I'm thinking of making a family tree activity with Tiba's family for my German 1 students to use in our second semester unit on family.
I highly recommend that you take a look at this great series!
One of the best parts of the German Instructor Summer Program that I attended last week was talking with and sharing ideas with other German teachers. One of the other teachers said that she sings classic German children's songs with her students every Monday. One of the songs she mentioned was "Backe, backe Kuchen," which would fit in really well with our foods unit.
There are lots of videos of the song on YouTube. One of my favorites is this one
I created notes to go along with it. Before students watch the video and hear the song, they will work with the text, finding words they know and hunting for particular grammar forms.
Next, students will watch the video and sing the song.
Finally, they will label the numbered items in the picture from the video.
For enrichment or bonus, I might have students watch another version of the song and figure out which of the ingredients has been changed:
I hope to do something similar with other children's songs. Here's the file if you'd like a copy: Backe, backe Kuchen
Last week I had the opportunity to attend the German Instructor Summer Program at Indiana University Bloomington. It was a week-long workshop for high school German teachers, with professional development activities and the chance to connect with other German teachers around the state (and two from out of state!).
The workshop was super convenient for me, since it was right here in Bloomington and we live very close to campus. I will need to renew my teaching license next summer, and the workshop gave me enough professional development hours to be all set with that.
The best parts of the week for me were the chance to hear and speak German and to get to know other German teachers who I'd never met before. I got some good teaching ideas from them and from the workshop sessions. I'll be sharing some of them here on my blog once I get them ready to use in my classroom.
I like to incorporate culture and geography into our units as much as possible, rather than making it a separate stand-alone topic. In German 1, we begin with an overview of German-speaking countries, then look at Berlin in more detail and finish the year studying Austria. In German 2, we start the year looking at Bayern (Bavaria), which fits in well with the topics of Feste and Feiertage (Festivals and Holidays) and Kleidung (Clothing). I've been working on some introductory activities for students using EDPuzzle and Learning Apps. First, I have a Discover Germany video in English with German conversation questions about Bavaria:
and another video about Munich, without questions:
After watching this video, students are ready to complete two activities on Learning Apps:
I'm working to update my guided notes to go along with these activities. Hopefully they'll be ready soon!
I've been enjoying a relaxed summer schedule to work on things for next year at a comfortable pace. One of the things I'm working on is moving our assessments from paper to our learning management system, Canvas. I was hesitant to test on Canvas when we first started using it two years ago because it was all so new and there was so much for both me and the students to learn. This past year we gave our semester exams on Canvas successfully, and I've been using it more for assignments as well, so I think I'm ready to put regular quizzes and tests on Canvas as well. It takes some time to input the quizzes, but then the grading is quick and there's no paper to deal with. I only have German 1 and 2 next year, so it seems like a good time to switch those classes over. Here's what a vocabulary quiz will look like:
Nouns have two boxes, one for the article and one for the noun, so that students can get partial credit if they miss the article. Verbs have just one box. These questions are graded automatically by the computer. Other questions are teacher graded:
I am requiring that students type ß and umlauts correctly. It's something that we practice in class, and I include the special characters in the instructions for students to copy and paste if they have difficulty with the character codes. On the first quiz of the year, students still receive full credit even without the umlaut but get a reminder that they need to use umlauts correctly on all future assessments.
All of the vocabulary questions are in question banks, so students' questions will not be in the same order as their neighbors, and it makes generating a parallel quiz for a retake a snap.
Friday was the last day of school for students. Teachers go back for one final day after Memorial Day, but basically, it's summer!
The last week of school was pretty much all exams and study periods (and one painfully long 3 hour homeroom period for computer collection), so I had quite a bit of time to clean up my room, sort through old files, and look ahead to next year.
I'm scheduled to teach three sections of German 1 and three sections of German 2 next year, which if you're doing the math, you'll notice is full time. I started at 1/3 time, then was 2/3 time, and the last two years I've been at 5/6 time. I specifically applied for this position four years ago because I only wanted to teach part time. But enrollment has increased, so my teaching load has increased too. To be honest, I'm still trying to get used to the idea of being full time, but that's where things stand now.
I am excited about teaching only two preps which I have taught before from this textbook, which means I can change and improve things and start to implement some of the ideas I've had along the way but haven't been able to implement because I was just trying to keep my head above the water.
I modified my guided notes for German 1 on German Nouns and Gender to make them clearer and more visually appealing. I changed the day and date heading a bit and also added a student understanding self-evaluation element:
I am a bit skeptical about how much of an impact having students evaluate their understanding really has on learning, but it's part of the Marzano rubric we're evaluated by, so here it is.
I LOVE Learning Apps! I've blogged about it several times before, and if you haven't checked it out yet, now is the time - it's fantastic and free!
One of the small disadvantages of Learning Apps is that it doesn't have a way for me to easily check students' progress/completion of activities.
But, a short while ago, my wonderful colleague Molly, who teaches Japanese and ENL, mentioned to me that of you create an "App Matrix" with several activities, it does show when students have completed an activity.
And, the check marks remain, even if students close the page and go back to it. Game-changer!
We're into final exam review season now, and I've been doing a lot of paperless review, with online activities. It gives students instant, personalized feedback, which, as I learned in my May professional development activities, has a significant impact on student learning:
Along with Quizlet in multiple choice Test mode, which is how the final is set up, German 1 has done
I used it to create a PowerPoint worksheet with clips from the video and questions for the students to answer:
Normally, I would just print out the worksheet and students would complete it on paper. But since we are 1-1 with laptops, I made an assignment in our Learning Management System where students downloaded the file to their computers, typed their answers in the boxes, and submitted it to me digitally in the LMS.
I was a little nervous about how my students would do with this since I haven't given this type of download-write-save-upload assignment before, but it went very smoothly!
When students submitted their work, I could view it easily in the LMS:
Students got to see clear color pictures from the video and had a link right at their fingertips to watch it again if they needed to. It was a great way for me to assess how they were doing with their comprehension, vocabulary, and ability to form complete sentence answers in German. It also held them accountable for completing the assignment. I could even make corrections and leave comments quickly and easily on the students' work:
I'm definitely not a technology for technology's sake person, and I don't think I'll have a paperless classroom anytime soon. (Probably not ever - there's really nothing like a good foldable for pronouns!)
But there are times when technology really is a useful tool to enhance learning, and I feel like this was one of those times.
I tried playing Löffel (Spoons) for the first time this week with my German 2 students, and it was a big hit. Every student was actively involved, and I had several requests to play again. That definitely counts as a win!
Only a few students were familiar with the card game Spoons, so it took a few rounds and explanations until everyone was clear on how to play, but after that they were off, practicing German vocabulary, and having fun.
I had made sets of 4 cards for each vocabulary word. For example, there might be the German noun, the gender (der/die/das), a picture, and a sentence describing the word in German. Students tried to get all 4 cards for one vocabulary word in their hand. Our current topic is technology vocabulary, and you can access my cards here.
We had prepped for the game by working with the cards the previous class, just trying to sort them into sets of 4 so that they would have some familiarity with them before trying to collect them in a game situation. I think this helped a lot, especially since this was their first time playing Löffel.
The student without a spoon at the end of a round wrote a letter in the word "Löffel" on his or her desk with a dry erase marker. The goal was to be the person with the fewest letters at the end of the game.
You'll need to dedicate a good chunk of time to playing, especially the first time. Probably because it was new to students, we spent 25-30 minutes playing and none of the players collected all of the letters in Löffel. Still, I think it was time well spent because it really got everyone engaged with German to German vocabulary from the unit. Not bad for the last month of school!
Last Tuesday was my favorite day of the school year.... Cupcake Wars!
The advanced food and nutrition classes have a competition every spring to create the best cupcake, and teachers are asked to volunteer to judge the entries. I have been doing this since my first year at Bloomington North, and I really look forward to it.
This year I was a judge for first period, which was a small class with only three groups. The Cupcakes were The Better Red Velvet, Oreo Red Velvet, and Pink Lemonade.
All three were delicious, but my personal favorite was Pink Lemonade. There are several judges, so I am not sure which cupcake was the final winner, but it was a delicious morning!
One of the big topics for German 1 this unit is separable prefix verbs. I started out by giving each student a small piece of paper with the 5 prefix verbs from this unit on it:
Their first job was to write the meaning on the back and cut them apart. Then, when we got to the part of the notes that talked about separable prefix verbs, I had students cut the prefix off of the verb stem and move it to the end of the sentence.