Stage 5 (Year 10) German
Language: German
Target group: Stage 5 (Year 10)
What are the key ideas or concepts you want the students to learn?
(I want my students to know that…)

Different cultures have their own celebrations and festivals.

Festivals are an integral part of German-speaking communities.

There is a range of language that can be used when discussing and
participating in celebrations in German-speaking communities.
Targeted outcomes
5.UL.1
5.UL.2
5.UL.3
5.UL.4
5.MLC.1
5.MLC.2
5.MBC.3 (Extension)
Unit of work: Special occasions
Duration: 12-15 hours
Why does that learning matter?
(It is important for students to know this because…)

Students develop a better understanding of the values and beliefs of
other cultures within their class.

Students develop a better understanding of a major focus in German
society.

Students will be able to participate more meaningfully in celebrations
when they travel to German-speaking countries.
A student selects, summarises and analyses information and ideas in spoken texts and responds appropriately.
A student selects, summarises and analyses information and ideas in written texts and responds appropriately.
A student uses German by incorporating diverse structures and features to express own ideas.
A student experiments with linguistic patterns and structures in German to convey information and express own ideas.
A student demonstrates understanding of the nature of languages as systems by describing and comparing linguistic features across
languages.
A student uses linguistic resources to support the study and production of texts in German.
A student evaluates the importance of being able to move between cultures.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Students learn about:
(5.UL.1 and 5.UL.2)

ways in which texts are formatted for particular purposes and effects

ways of identifying relevant details when listening/reading for specific information.
(5.UL.3 and 5.UL.4)

the manipulation of structure, format and choice of vocabulary to achieve specific purposes


application of known linguistic structures in new contexts
collaborative and inclusive ways to achieve communication goals


resources available to enhance or promote independent learning
the use of technology to express ideas and create own text.
Students learn to:
(5.UL.1 and 5.UL.2)

identify purpose and explore the way text content is developed and how ideas and information
are sequenced

make judgments about the relevance of detail in understanding/analysing text.
(5.UL.3 and 5.UL.4)

select, manipulate and incorporate particular structures to achieve specific purposes, e.g.
inviting someone to a party

reconstruct information from a range of sources, e.g. summarising information, mind mapping

develop skills in accessing appropriate additional information to expand and enhance
communication

access websites to transfer and manipulate data to produce a specific text

interact with reference to purpose, audience or participants, e.g. making arrangements.
(5.MLC.1)

ways to analyse and explain features of language in use, and their relationship to the system

the need for consistent application of grammatical rules and conventions to achieve
communication
(5.MLC.1)

analyse aspects of language in order to identify and explain structures and patterns in text

use metalanguage to explain linguistic structures and textual features encountered in text.
(5.MLC.2)

the importance of being aware of the choices that are made to convey precise meaning

the effect of linguistic choices on intended meaning.
(5.MLC.2)

evaluate the accuracy and appropriateness of structures when constructing and editing text

make linguistic choices to enhance their intended meaning. Drawing on a range of linguistic
structures.
(5.MBC.3)

the advantages of cross-cultural awareness and understanding

acceptance of diverse attitudes and practices through reflection and discussion.
(5.MBC.3)

analyse values, attitudes and beliefs of diverse cultures

reflect on and discuss attitudes and practices that differ from their own.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Structures:
 Es gibt…
 adjectives – after indefinite/definite articles, including comparative and
superlative forms
 man (impersonal form)
 weil clauses
 past tense with haben (reinforced)
Socio-cultural content:
 Cultural beliefs
 Festivals
 Celebrations
Resources:
 Resource sheets 1-6 from DET available from
http://www.curriculumsupport.education.nsw.gov.au/primary/languages/ge
rman/syllabus/spocindex.htm
 Katzensprung 3, Kapitel 8
 General books/images on German culture and festivals, e.g. “Fiesta!
Germany”
 Various websites (see T&L activities)
Cross-curriculum content and policies:
 ICT
 Civics and citizenship
 Difference and diversity
 Multiculturalism
Building the field: (e.g. the connections to background knowledge and cultural knowledge)
 Resource sheet 1: Wichtige Feste und Feiertage in meiner Familie – students fill in worksheet, using as much German as possible (W).
 Using Resource sheet 1 as a stimulus, class discussion/vocabulary building: Mind mapping (on the board or using bubbl.us on IWB) of Wichtige Feste
und Feiertage in unserer Klasse. Key questions: Wie heißt das Fest? Wann feiert man es? Warum feiert man es? Wie feiert man es? (S, LR).
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Teaching and learning activities
(What do you want them to do? How well do you expect them to do it?)
Celebrations
1. Introduction to Es gibt… construction. Students write 2-3 sentences on Australian celebrations using
mind map from Building the field, e.g. Wir feiern Silvester am 31 Dezember. Es gibt Feuerwerke in der
Stadt. (W)
Photo album: Celebrations 2 – TLF resource from
http://tlf.dlr.det.nsw.edu.au/learningobjects/Content/L5958/object/index.html (RR).
3. Resource sheet 2: Wie feiert man was in Deutschland? OR Katzensprung 3, Kapitel 8, Übung A (RR).
2.
4.
5.
6.
7.
8.
Students choose three German celebrations (from Photo album and/or Resource sheet 2) to mind
map the following: Wie heißt das Fest? Wann feiert man es? Warum feiert man es? Wie feiert man es?
(W).
Resource sheet 3: Revision of adjectives after indefinite articles (W).
Introduction to/revision of comparative/superlative adjectives, then Resource sheet 4: Gut-besser-am
besten (W).
Listening comprehension on presents: Katzensprung 3, Kapitel 8, Übung C (LR).
Introduction and practice of the use of man – Resource sheet 5: Was macht man zum Fasching? (W).
9. Introduction to/revision of weil clauses – Resource sheet 6: ‘weil’ Sätze (W), then online practice
http://www.languagesonline.org.uk/ Deutsch>Grammar>Weil Clauses .
10.
Evidence of learning and ongoing feedback for
students:
Building the field: Students draw on their own
background knowledge and use dictionaries, where
appropriate, to answer questions using as much
German as possible. This is followed by class
discussion and sharing of new information via mind
mapping, with oral feedback from the teacher where
appropriate.
General listening: Students understand specific
information and provide self-evaluation.
General speaking: Students respond to questions
from their classmates or teacher using complete
sentences. Teacher provides informal feedback
through observation, focusing on pronunciation,
intonation and word order. For T&L activity 10
under ‘Celebrations’, teacher feedback will be
written.
Oral PowerPoint presentation (Familienfeste: In Australien und in Deutschland/der
Schweiz/Österreich). Students give an oral presentation in class on an important celebration in their
own family and one from a German-speaking community, including a worksheet for classmates to
complete (LR, S, W). *
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Teaching and learning activities (continued):
A class party
1. Reading comprehension (introducing invitations): Katzensprung 3, Kapitel 8, Übung E (RR).
2. Listening comprehension on invitations: Katzensprung 3, Kapitel 8, Übung F (LR).
3. Speaking: Katzensprung 3, Kapitel 8, p. 103 – Gehst du zur Party? (S).
4. Online reading comprehension: Deutsche Partys: Gemeinsam einsam (Comparison of German
parties to those in other cultures) from http://www.goethe.de/z/jetzt/dejart38/dejclaud.htm (RR).
5. Class chooses a German celebration as a focus for a class party, delegating tasks, arranging time,
etc.
Students design their own invitations using Microsoft Publisher templates (W).
6. Class party in groups (S and LR).
7.
General reading: Students understand the main
points and supporting details in a written text.
Students peer-correct, with oral feedback from the
teacher where appropriate. T&L activity 2 is selfcorrecting.
General writing: Teacher provides oral feedback,
focusing on adjective endings, word order, verb
conjugation and range of structures/vocabulary,
relevance of language to text type. For T&L activity
7 under ‘A class party’, teacher feedback will be
written.
Writing task: Write a report of the class party for the school website (W). *
Note: Activities marked * could be used for assessment.
Evaluation and variation
(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources;
suitability of ICT/laptop activities; literacy/numeracy links)
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Name:
_________________________
Signature:
_________________________
Date:
_________________________
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative