Why use challenging or literary texts?• broaden vocab• reactivate existing knowledge of vocab and structures• emotional engagement• cultural knowledge• thinking skills• enjoyment (not ‘my pencil case’)• cognitive level• creativity• cross-curricular• developing comprehension strategies

Principle 5 READING AND LISTENING

Learners need to be taught how to access a greater range of more challenging spoken and written texts, throughexplicit instruction in comprehension strategies and in the relationship between the written and spoken forms.

Aims• Aims• Develop phonological decoding • Engaging with and appreciating ‘authentic’ sources • Learn about German speaking cultures – broadening horizons • Developing strategic reading for comprehending challenging material • Expanding vocab and grammatical knowledge – lower frequency items • Reflect on the nature of translation; develop skill in translating • Develop English literacy? • Liaise with English department? History? Music??

Choosing texts• Short Extracts? Songs? Poems?

• Topics Interest and accessibility.

• Media Wanted to make use of a variety of media to give students a way in. Youtube was crucial.

• Hard but engaging text vs easy but boring text.Personal preference and choice quite important.

Interpretationen

Series of about 6 lessons• Classwork where we explored Rilke’s der Panther in a variety of ways.

• Pre-activating knowledge of text forms (letter, poem etc)• Pre-activating vocabulary and topic knowledge by watching performance of poem with music. • Target language discussion. Wie ist die Atmosphäre? Wie ist der Rhythmus?

If this poem were about an animal, what kind of animal could it be? Why?• Focussing on decoding of key sounds in the poem. The poem form fitted really well with this for

example the assonance used in the poem, really focussed on the tricky ä sound and listening to the performance really highlighted that sound.

• Reading with reading strategies and using the knowledge they have already gained to pick out key words / phrases they understand.

• Supporting with google translate, or rough translations. • Showing the difficulties of using google, but also the skills needed to work with google

effectively (and the art of translation).

Instrumente Rhythmus Ton / Atmosphäre

Farben Licht Sonstiges (other)

ÄKäse

Atmosphäre

St/spStopsport

ZZoo

EiKeinmein

ieSpielen

wie

Vvier

Hausaufgaben für Mittwoch 26. NovemberWähle eine Aufgabe:

Choose a task and complete for homework.

1) Research the poet Rainer Maria Rilke and find out what he was famous for. Bring in your notes (no copying and pasteting). Can be in English.

2) Record yourself saying the poem paying attention to tone and pronunciation. Use the sound banks to help you.Email it to:cwil0109@bartholomew.oxon.sch.uk

3) Write out a neat version of Der Panther by hand (for display) and illustrate it to match the mood and message of the poem.

4) Create your own German poem about an animal of your choice. German words rhyme quite easily but you could use http://www.d-rhyme.de/ to help.

2) Find a poem about an animal (can be any language) and compare it to ‘der Panther’. Which do you prefer (in German)?

Ich finde der Panther besser/nicht so gut, weil…..

Der Panther ist… während (name of other poem) …… ist. Der Panther is …. whereas….. is….

His view is from the going past of barsso tired become, that it nothing more holds.it is, as if there were thousand barsand behind thousand bars no world.The soft pace smooth strong stepswhich itself in smallest circle turns,is like a dance of strength around a middle,

in which numbed a big will stands.Only sometimes pushes the curtain of the pupilitself silently open – then goes a picture in

goes through the limbs tense stillness

and stops to be in the heart.

Ich finde das Gedicht….I find the poem….

Das Gedicht handelt von….The poem is about….

Die Stimmung/Atmosphäre ist….The mood/atmosphere of the poem is….

Ein wichtiges Wort im Gedicht ist…. weil…..An important word in the poem is….because…

Ein wichtiger Satz im Gedicht ist…. weil…An important line in the poem is….because…

Ich denke der Dichter möchte sagen, dass…..I think the poet would like to say that….

Meine Lieblingsinterpretation ist….weilMy favourite interpretation of the poem is… because….

stimmungsvoll traurig stolz frustriert effektiv der Käfig

einsam er langweilt sich verschwendetes Potential

eingeschränkt die Kraft müde rhythmisch langsam

Beindruckend der Ton

Finde die Gegensätze:Zum Beispiel: Warm – Kalt

trauriglautlangsamromantischmodernnachdenklich

frohkühlruhigschnellaltmodischkrass

Instrumente?Ton?Atmosphäre?Alter?

Exploring Lili Marlen song in similar ways but also applying a historical context.

Ich verstehe nicht ‘…’ I don’t understand ‘…’

Was für..? What kind of…

Wie sagt man…? How do you say ….?

Was heisst….? What does …. mean?

Was für ein Text ist das?Wie ist die Atmosphäre?Wie fühlt sich der Sänger / die Sängerin?Wie alt ist das Lied? Warum denkst du das?Was für ein Lied ist das? Warum existiert es?

For this reading exercise I….

1. looked at any pictures, read any titles or instructions, identified type of text e.g. email/poem etc.

2. thought of any words or phrases I might read3. looked for words I already know4. tried to pick out cognates or near cognates5. tried to work out a word by using the words around it i.e. using the context6. asked myself if the meaning of the word ‘fits’ in the context.7. Looked for words which have something in common with the point of the text.8. looked at longer words to see if I could break them down to work out their meaning9. used my general knowledge to think about what the unknown word might logically mean10.used what I know about sentence structure to work out what kind of a word it is

(noun/adjective/verb)

Lili MarleenVor der Kaserne

Vor dem großen TorStand eine LaterneUnd steht sie noch davorSo woll'n wir uns da wieder seh'nBei der Laterne wollen wir steh'nWie einst Lili Marleen.

Unsere beide SchattenSah'n wie einer ausDaß wir so lieb uns hattenDas sah man gleich darausUnd alle Leute soll'n es seh'nWenn wir bei der Laterne steh'nWie einst Lili Marleen.

Deine Schritte kennt sie,Deinen zieren GangAlle Abend brennt sie,Doch mich vergaß sie langUnd sollte mir ein Leid gescheh'nWer wird bei der Laterne stehenMit dir Lili Marleen?

https://www.youtube.com/watch?v=bUsePoATbrUt

https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k6mlATGr211OAiZahSNXquDwI7HrdT

https://www.youtube.com/watch?v=j47THUNGuIY https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k6mlATGr211OAiZahSNXquDwI7HrdT

1. das Gedicht2. der Brief3. das Lied4. die Farben5. traurig6. laut7. der Ton8. langsam9. altmodisch10. Ich verstehe nicht11. Wie sagt man…?12. Was heiβt..?13. die Laterne14. der Krieg15. die Soldaten

14. das Tier15. das Schlagzeug16. die Geige17. die Strophe18. einsam19. unwohl20. müde21. die Angst

Examples of the kind of vocabulary students were noting down and coming across repeatedly during the course of the lessons. Not particularly obscure.

Finally students had an ‘assessment’ lesson where they applied the skills independently to a third poem, der Pflaumenbaum, by Berthold Brecht.

Some student responses:• I’m really pleased with my translation actually. I think it’s quite good! I really

enjoyed that!• When can we go back to doing real German?• Really depends on the student. Some students seem to prefer the creativity of it.

They like the ‘arty-ness’ of it. They can engage with the feelings and the topics. • There were about 7 students in the class that responded particularly well, almost as

if this was the first real challenge they were having (despite being in a top set class).• Some students clearly felt out of their comfort zone. First lesson was a novelty,

second lesson was a slog and then by the end they were more comfortable with and eager to show what they knew, or at least test themselves and get some feedback.

Decoding focus1) Looking at der Panther we talked through some key

sounds, using well known words as a starting point. 2) Students looked at der Panther and in pairs identified

where these key sounds appeared in the text. They then practised reading these in pairs.

3) Students had already heard the performance, which at this stage proved really useful as they heard the assonance and rhymes and ‘noticed’ these more than in a normal text.

4) We did some group reading and peer assessment.5) Students worked individually to practise reading der

Plaumenbaum and I recorded them. The only help they had was the previous lesson input and a reminder of the key sounds on the board.

6) Evaluation: Students still made mistakes in pronunciation, but on sounds we hadn’t focussed on. Students were very accurate on the sounds we have practised and which they were told to focus on. Listen to examples.

ÄKäse

Atmosphäre

St/spStopsport

ZZoo

EiKeinmein

ieSpielen

wie

Vvier

Ehgehe

O/orTor!

AhJahre

Chich

Wwie