Teacher:

 Brittany  Boyle     Number  of  Students:     Date:    

Topic:  Slow  German  Episode  #99:   German  4:  8  students     Tuesday,  January  28    
Migration  to  Germany   German  3:  22  students  
 
Course:  German  3  and  4  Honors  (Combined)    
Students  range  in  age  from  sophomores  to  seniors.  
 
Lesson  objectives/goals:    
 
o Students  will  be  able  to  identify  the  largest  minority  group  in  Germany    
o Students  will  be  able  to  compare  and  contrast  the  diversity  of  Germany  and  the  
United  States  
 
Rationale:    
 
In  the  coming  weeks,  all  of  my  mentor  teacher’s  students  will  be  attending  the  
University  of  Michigan’s  annual  German  Day,  in  which  high  school  German  students  
participate  in  various  creative  competitions  that  require  them  to  showcase  their  
written  and  spoken  German.  The  theme  of  this  year’s  competition  is  “Vielfalt  gewinnt,”  
which  means  “diversity  wins.”  In  the  pursuit  of  preparing  students  to  create  entries  for  
this  competition,  I  have  decided  to  give  this  lesson  to  the  highest-­‐level  German  classes,  
which  are  German  3  and  4  Honors  students,  in  order  to  equip  them  with  information  
about  diversity  in  Germany  for  their  competition  entries.    
 
Standards  addressed:    
 
o ACTFL  Standard  1.1:  Students  engage  in  conversations,  provide  and  obtain  
information,  express  feelings  and  emotions,  and  exchange  opinions  
o ACTFL  Standard  1.2:  Students  understand  and  interpret  written  and  spoken  
language  on  a  variety  of  topics    
o ACTFL  Standard  4.2:  Students  demonstrate  understanding  of  the  concept  of  
culture  through  comparisons  of  the  cultures  studied  and  their  own    
 
Agenda:  The  lesson  will  last  50  minutes  in  total.    
 
1. Hallo!  Wie  geht’s  euch?  How  are  you  all?  (5  minutes)    
2. Pre-­‐reading  explanation  and  work  time  (10  minutes)    
3. Listening  to  the  text/podcast  (10  minutes)    
4. Post-­‐reading  work  time  (10  minutes)  
5. Class  discussion  and  conclusion  (15  minutes)  
 
 
 
 
 
Assessment:    
After  listening  to  the  text  “Migration”  (the  students  will  also  have  a  hard  copy  of  the  text  
to  follow  along  with),  students  will  complete  short  answers  to  three  post-­‐reading  
questions  that  prompt  them  to  elaborate  on  the  learning  shown  in  their  anticipation  
guide.  These  questions  will  have  students  identify  aspects  of  their  own  learning,  
illustrating  how  this  text  confirmed,  changed,  or  extended  their  thinking  about  
migration  to  Germany.    
 
Materials:    
 
o Anticipation  Guide  for  German  4  (Written  in  German)    
o Anticipation  Guide  for  German  3  (Written  in  English)  
o “Migration”  Text  by  Annik  Rubens  
o Link  to  “Migration,”  voiced  by  Annik  Rubens:    
https://slowgerman.com/2015/03/31/sg-­‐099-­‐migration/  
 
Back  Pocket  Activity:  With  excess  time,  I  will  ask  students  to  get  into  pairs.  Each  pair  
will  then  highlight  10  unfamiliar  words  in  the  text,  which  they  will  also  look  up  the  
definition  of  using  dict.leo.org.  After  10  minutes  of  researching  these  words,  the  entire  
class  will  come  together  again  and  “pool”  our  new  vocabulary  on  the  SmartBoard  for  
the  entire  class  to  copy  down  and  use  in  later  work.    
 
Pre-­‐Lesson  Analysis:    
 
I  can  reasonably  expect  my  students  to  complete  the  pre-­‐reading  anticipation  guide.  I  
may  be  able  to  expect  all  students  to  complete  the  post-­‐reading  anticipation  guide,  
though  this  may  depend  on  how  engaged  or  interested  students  are,  as  the  text  
“Migration”  is  slightly  more  challenging  than  German  3  generally  works  with.  (For  this  
reason,  I  differentiated  between  the  anticipation  guide  that  German  3  and  German  4  
would  get).    
 
I  am  especially  aware  that  the  vocabulary  of  this  text  is  largely  unfamiliar,  and  as  such,  I  
included  three  questions  about  vocabulary  in  my  anticipation  guide  to  help  students  
discern  meaning.  I  decided  to  challenge  students  with  a  thought-­‐provoking  final  
statement  (which  is  addressed  in  the  text):  Overall  Germans  have  learned  from  their  
history.    
 
I  think  students’  willingness  to  dive  into  the  topic  of  diversity,  especially  when  framed  
in  the  concept  of  a  foreign  country,  will  surprise  me.  Generally  conversations  of  
diversity  and  race  in  the  US  are  stifled  and  awkward  at  times,  (in  my  opinion),  but  in  
this  foreign  context,  I  think  students  might  be  surprisingly  excited  to  give  their  
thoughts  and  impressions  of  the  diversification  of  Germany  and  the  world  at  large.    
 
 
 
Instructional Sequence: Script and teacher thinking

Time Part One: Hallo! Wie geht’s euch? How Teacher Thinking
are you all?

5 o Wie geht’s euch? How are you At the start of class, I

minutes all? ask the students
o Wie ist das Wetter heute? How is introductory questions
the weather today? in German. This is an
o Was habt ihr am Wochenende important relationship-
gemacht? What did you do over building exercise,
the weekend? which also encourages
students to practice
their spoken German.

Time Part Two: Pre-reading explanation and Teacher Thinking

work time

10 o Pass out the anticipation guides. Ample work time to

minutes German 4 students will receive
the guide in German, while
German 3 students will receive
the guide in English for purposes
of differentiation
o Have a student read the
directions aloud for the class
o Remind students that it is okay
if their pre-reading responses are
inaccurate
o Give the students quiet work-
time to read and respond to the
statements in the anticipation
guide
complete the pre-
reading responses will
be critical for students
to really consider the
topics at hand. The
classroom must also
be quiet for this
exercise to have
maximum impact.

Time Part Three: Listening to the Teacher Thinking

text/podcast

10 o Hand out copies of “Migration” I decided to give the

minutes text for students to follow along students two forms of
with while they listen to the text the text – a typed
read aloud via podcast version and the audio
o Reiterate that students should version,
 be listening for answers to the
statements in the anticipation
guide
o Play the podcast for the students
to listen to
Time Part Four: Post-reading work time
10 o Instruct students to fill out the
minutes post-reading section of their
anticipation guide
o Direct them to the post-reading
questions on the backside of
their anticipation guide once
they are done
Time Part Four: Class discussion and
conclusion
15 o Review the correct answers to
minutes the anticipation guide as found
in the text (students will cite the
part of the text that gave them
the answer)
o Ask students to share their
responses to the three post-
reading short answer questions
o Lead a class discussion about
our collective learning on the
topic of migration to Germany
simultaneously – so
that they could have
the maximum
comprehension by
hearing and reading
the text at the same
time.
ACTFL Standard 1.2
Teacher Thinking
Again, this work time
should be quiet in
order to have students
properly reflect on
what they understood,
how their thinking
changed, and what the
implications of the text
are.
ACTFL Standard 4.2
Teacher Thinking
This time will give
students a chance to
express their thoughts
and impressions.
Giving time for student
voice is critical for
keeping them engaged
and feeling “heard.”
ACTFL Standard 1.1
ACTFL Standard 4.2
Migration to Germany
Frau Boyle Ÿ January 2020

Name: _________________________________________ Date: _________________

Pre- and Post-Reading Anticipation Guide

Slow German Episode #99: Migration

In the left-hand column, mark whether each statement is true or false, based on
your current knowledge. We will then read the text “Migration” together. After
reading the text, mark in the right-hand column whether each statement is true or
false, based on your understanding of the text.

True False True False

# Statement
Pre-Reading Post-Reading

1 Das Wort “Ausländer” hat einen guten Ruf in

Deutschland.
2
Es gibt viele Türkische in Deutschland.

3 “Staatsangehörigkeit” bedeutet “citizenship” auf

Englisch.

4 Es gibt ungefähr 20 Millionen Menschen in

Deutschland mit einem Migrationshintergrund.
5
München ist nicht sehr gemischt.

6 Man sieht keine türkische oder arabische

Frauen mit Kopftücher in Deutschland.

7 Man findet ethnischen Stadtviertel in

Deutschland.
8
“Ausländerfeindlichkeit” heißt “xenophobia” auf
Englisch.
9
Es gibt keine türkische Geschäfte für
Lebensmittel in Deutschland.
10
Im Großen und Ganzen haben die Deuschen
aus der Vergangenheit gelernt.
Migration to Germany
Frau Boyle Ÿ January 2020

Name: _________________________________________ Date: _________________

Pre- and Post-Reading Anticipation Guide

Slow German Episode #99: Migration

In the left-hand column, mark whether each statement is true or false, based on
your current knowledge. We will then read the text “Migration” together. After
reading the text, mark in the right-hand column whether each statement is true or
false, based on your understanding of the text.

True False True False

# Statement
Pre-Reading Post-Reading

The word “Ausländer” has a good reputation in

1
Germany.

2
There are many Turkish people in Germany.

3 “Staatsangehörigkeit” means “citizenship” in

English.

4 There are roughly 20 million people in Germany

with a background of migration.
5
Munich is not very mixed.

6 You don’t see many Turkish or Arabic women

with headscarves in Germany.
7
There are ethnic city sections in Germany.
8
“Ausländerfeindlichkeit” means “xenophobia” in
English.
9
There are no Turkish shops for groceries in
Germany.
10
Overall the Germans have learned from the
past.
 Migration to Germany
Frau Boyle Ÿ January 2020

Post-reading questions:

1. Referencing your anticipation guide, how did your thinking change from
pre-reading to post-reading?

2. Did any of the information in the text surprise you?

3. Did your impression of Germany, as a country, change by reading this

text?

____________________________________________________________________________________

Migration to Germany
Frau Boyle Ÿ January 2020

Post-reading questions:

4. Referencing your anticipation guide, how did your thinking change from
pre-reading to post-reading?

5. Did any of the information in the text surprise you?

6. Did your impression of Germany, as a country, change by reading this

text?