Orman-Scalise, Judith

Name: Judith Orman-Scalise
Hazleton Area School District
Hazleton Area High School
1601 W. 23 rd St.
Hazleton, PA 18202
(570) 459-3221
Date: 16 August 2002
Portfolio Entry Slip/Section Markers
Institute: Governor’s Institute for World Language Educators
Name of the Piece: Let Me Entertain You: Organizing Free Time Plans
The Standard/s addressed: 1.1 Interpersonal Communication
1.2 Interpretive Communication
1.3 Presentational Communication
2.1 Practices of Culture
2.2 Products of Culture
3.1 Making Connections
4.1 Language Comparisons
5.1 School and Community
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Judith Orman-Scalise
Hazleton Area School District

Lesson Plan Template
Topic: Let Me Entertain You: Organizing Free Time Plans
Level: Level I German: four block/s of 86 minutes and homework assignment/s
Standard/s: 1.2, 1.2, 1.3, 2.1, 2.2, 3.1, 4.1, 5.1
Overview: When young visitors come from a German-speaking country, they want to know
about the area they are visiting. This unit enables students to communicate in the target language
to set up an itinerary for their German-speaking guests. Students will learn to organize and plan a
day of activities. They will review formal and informal time expressions, identify and use
vocabulary about places people typically visit in cities, and make plans for entertaining a guest in
the city.
Agenda/action plan/schedule:
Lesson 1- 2: Students will review time, then be introduced to and practice new vocabulary
about places in a typical city.
Lesson 3: A. After students have become familiar with selected vocabulary, they will be
divided into groups of three to plan activities for a German-speaking “guest.”
Their goal is to prepare and present an enticing package, so that a guest will
choose their tour.
For the itinerary groups must
a) list an appropriate time schedule for the day’s activities
b) list at least five places they will take their guests, noting why places are
highlighted
c) make appropriate rejoinder comments, such as “great,” “wonderful”
d) prepare a poster display to accompany auditory presentation
B. One group of students will be the “guests.” They will choose from pictures of
famous Germans, then prepare a short introduction of themselves as that
person. This group will formulate questions and rubric for groups to determine
which group has the most enticing tour. Rubrics should be distributed to groups
as soon as criteria have been compiled.
Lesson 4: Students present itinerary agendas for guests. Guests will be asked to circulate to
different groups listening to presentations. In this way, presentations can be
heard/said several times, before a final evaluation is made. If exchange students
are available, they should become part of the “guest list.”
Hook/Prior Knowledge: The lesson will begin with a review of formal (24-hour) and informal
time expressions, using two short activities.
1. What time is it? Students review numbers and time expressions
A. Order in the Classroom. Each student gets a card upon which is written a sentence
containing a time expression, either formal or informal. They line up in order by
time of day, then read aloud the information on their cards. If class is large, cards
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Judith Orman-Scalise
Hazleton Area School District

can be color coded, so two teams can play against each other.
B. Beat the Clock. Two clocks with movable hands are placed on wall. Stack of
cards containing time expressions is placed face-down. Two teams compete. One
student says time expression as shown on card. Two students at clock, move hands
to proper position. Student who completes activity first wins a point for the team.
2. Where do you go in your free time? Students practice places to visit.
Zoo
Park
Eisdiele
Kino
Konzert
Theater
Museum
Schwimmbad
Sportplatz
Disco
Oper
Geschenkladen
Haus(e)
Restaurant
Bibliothek
Imbissstube
Marktplatz
Zirkus
Automuseum
Universität
Naturpark
Kunstmuseum
Flughafen
Laden
Gaststätte
Kirche
Philharmonie
Einkaufszentrum
Schule
Berg
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Judith Orman-Scalise
Hazleton Area School District

A. Students receive vocabulary list above and review meanings of words with
partner.
They then see ads for selected places to visit in typical cities. These can be
on overheads, as power point display, or as visuals. Students organize words
accordingly.
B. Students hear mini-stories describing places and organize words
accordingly.
C. Bingo game matching vocabulary with pictures can also be played. Students
hear vocabulary in sentences and creative mini-stories in German.
3. Let’s talk! Students
A. Students are given two lines of a dialog. They then read aloud to find their
dialog match. Dialog stories will follow dialog plan telling where, when,
and suitable rejoinders.
B. Numbered heads. Teacher may tell mini-story about selected places, then
have a student in each group of four write identify location of mini-story.
C. Based on ads from selected places German teens visit in their free time,
dialog partners present simulated phone conversations, making plans based
on times/activities listed.
Engagement/learning experiences/progress indicators:
1.1. Students will ask and answer questions to obtain information about an itinerary
pertinent to teen interests.
Students will exchange information to learn about places of interest.
Students will express opinions about selected places of interest.
1.2 Students comprehend main ideas in developmentally appropriate oral narratives
such as mini-stories based on time expressions and places of interest.
Students use knowledge acquired about their home country to comprehend spoken
and written ideas in German.
Students will identify German terms for selected places in a city.
1.3 Students present short “sales” pitch to classmates to highlight places of interest.
2.1 Students use appropriate verbal (du/Sie) and nonverbal behavior for presentations
2.2 Students identify and speak appropriately with famous Germans.
3.1 Students demonstrate an understanding of time, both in formal (24-hour) and
informal expressions in German.
4.1 Students identify and use cognates in conversation.
5.1 Students communicate with native speakers about local places of interest.
Materials:
1. Text resource: “Verabredungen,” Ch. 11, Sowieso, 1995 Langenscheidt KG
2. Ads showing places people visit, listing opening and closing times
3. Index cards with time expressions
4. Index cards with mini-dialogs
5. Pictures of young, famous Germans (ex. Tom Tykwer, Oli Kahn, Heidi Klum)
6. Worksheet based on Wechselspiel concept: Each partner must ask questions to fill in
information missing on worksheet. Ex. Partner A has selected information needed by
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Judith Orman-Scalise
Hazleton Area School District

Partner B. Each must ask questions to fill in missing information.
Technology connections
1. http://www.hschwab.com/sws/html This site contains practical exercises for grammar
and vocabulary.
2. http://www.germany-tourism.d/e/1575.html This German City experience displays a
prominent selection of German cities to explore. Site contains an excellent map of
Germany for students to reference selected cities in different Bundesländer, overview
of “magic” cities with tourist attractions, and selected highlights and tour possibilities
3. http://grow.aatg.org/vol_2-1/web_resources/resources_pages/verkehr.html This
reference site enables students to continue work to learn about cities, customs, culture
in German-speaking countries.
4. http://www.officialcitysites.org/germany.php3.htm. Cities in Germany. The German
Embassy and the German Information Center give a host of information concerning
Germany.
Integration/Extensions-
A. Students can develop mini-quizzes for each other, based on the concept listed below:
Jetzt kannst du sagen, in welcher Stadt der Zoo liegt, in dem die folgenden neuen Tiere
zu sehen sind: jeweils ein Uhu, Gepard, Ren, Adler, eine Boa, Hyäne und Meerkatze.
Kleiner Tipp: Bring die Anfangsbuchstaben der neuen Tiere in die richtige Reihenfolge.
So findest du ganz leicht die Stadt,d ie wir meinen.
Die Tiere findest du im Zoo von
Hyäne – Adler – Meerkatze – Boa – Uhu – Ren – Gepard
- HAMBURG -
B. Based on story reading “Wo ist Susi,? Students can role-play situations which happen
at a selected place. Students can also begin a unit of study about the zoo, identifying
zoo animals, locating zoos in Germany, and planning an itinerary for a day at the zoo.
Realia:
+ Ads for current free time events in German-speaking countries.
+ Pictures of famous Germans
Supplemental:
To extend the activity, students will then be “entertained” by their German-speaking
guests. By doing research about selected cities in a German-speaking country, students
can create a poster display to “sell” an entertainment package for young people wanting
to travel to Europe.
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Judith Orman-Scalise
Hazleton Area School District

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Judith Orman-Scalise
Hazleton Area School District