Introduction

INTRODUCTION:

“THE ART OF CHARGING”

The sum of my experiences and the philosophy and expertise that has resulted from them have prepared me well for a successful career in teaching. After graduating from high school, my relevant experiences have included: An exchange year in Germany, work and successes with the physically and developmentally disabled, four years as an active member of the special education department at the Bethlehem High and Middle Schools, participation in a choir that traveled to The Czech Republic and Russia in 1990, and hands on experiences as both a pre-service teacher and a faculty member at Guilderland Middle and High Schools. Additionally, I have had numerous work and academic successes while working as part of a team through employment at Living Resources, Residential Opportunities Inc., Bethlehem Central and Guilderland Central School Districts. Also, I am currently living abroad and studying at the Johannes Gutenberg Universität in Mainz, Germany where I will complete my Master's Degree through the Middlebury College German Language School.

Through these experiences I have gained expertise in communicating with and respecting all kinds of people. Also I have obtained an awareness of the physical, social, and emotional needs and concerns of secondary aged children and their parents. My patience and hard-won problem solving abilities have served me well as I have embarked on my education career. My ability in and passion for the German Language and culture have undoubtedly helped me effectively transfer the skills that my students need.

The foundation of my teaching philosophy is rooted in my life experience thus far resulting in three beliefs which are especially important to me: first, that all children can learn; second, that understanding foreign language and culture is important; and third, that in order to become an expert teacher one must always remain a learner her or himself. My goals are to set a good example for students, provide a comfortable atmosphere in which my students can learn, provide students with academic/life coping skills, and to be an actively involved and supportive member of the faculty at the school in which I become employed. Also, I do everything in my power to aid my students as they pursue new learning and ensure that all students have access to the tools for success.

Above is a photo of me with the German Embassador to the U.S., Wolfgang Ischinger. (2005)

Here I am in the ARD Berlin Radio Studios doing voiceover work for a news story in German.
BE SURE TO CLICK ON THE "MY TRAVELS"
LINK TO SEE MORE PICTURES AND STORIES ABOUT MY EXPERIENCES ABROAD

Since starting my teaching career I have discovered some key elements that keep my classroom running smoothly on a day-to-day basis. That list or my "Philosophy in a Nutshell" is what follows:

1. Keep it real (be yourself)
2. Keep it fair and be firm (consistent)
3. Keep it positive
4. Keep it simple (clear directions)
5. Repetition is the mother of all skill.
6. Keep it fresh (switch it up)
7. Be realistic but expect great things.
8. We can learn from one another.
9. Respect one another "There is no such thing as "I was just joking" in our classroom. 10.Teachers make mistakes too
11. Keep charging after all your goals and dreams.

Resume

SUMMARY: Over 10 years of experience, previous to teaching, assisting physically, developmentally and emotionally disabled youth and adults in a variety of capacities and settings. Ten years of experience teaching foreign language at all levels.  Built German programs at two schools using TPRS (Teaching Proficiency through Reading & Storytelling) Method and helped over 1,600 achieve success learning to speak, write and understand German.  Enabled Special Education students, in particular, to excel.  

CAPABILITIES: ●  Plan, organize, and deliver effective group presentations using many forms of technology
●  Manage student caseload of up to 130 individuals at one time
●  Provide empathetic, supportive counsel to individuals
●  Facilitate effective collaboration among individuals and provide a positive, productive, learning environment
●  Establish and maintain harmonious working relationships with others
●  Prepare & modify lesson plans, maintain accurate grading & attendance records and  manage vigorous schedule
●  Linguistics: German-fluent, Spanish-intermediate, Russian & Czech-basic

ACHIEVEMENTS: ●  Built German Program from 49 students to 130 students in 2 year timespan.
●  Facilitated GAPP Exchange for high school students with Tuttlingen, Germany
●  Utilized TPRS skills to compile outstanding record of reaching students across the learning spectrum

EXPERIENCE: SHENENDEHOWA CENTRAL SCHOOLS, Clifton Park, NY, 09/11 - 06/12
GERMAN LANGUAGE TEACHER: Grades 9, and 12
CORTLAND ENLARGED CITY SCHOOL DISTRICT, Cortland, NY, 8/09 – 6/11
GERMAN / SPANISH LANGUAGE TEACHER: Grades 7, 8, 9, 10, and 11

SPARTANBURG COMMUNITY COLLEGE, Spartanburg, SC, 8/08 – 8/09
GERMAN LANGUAGE INSTRUCTOR: German 101 and 102

SPARTANBURG SCHOOL DISTRICT 6, Spartanburg, SC, 8/07 – 6/09
GERMAN LANGUAGE TEACHER: Grades 6, 7, and 8

DEUTSCHE SCHULE SPARTANBURG / SATURDAY SCHOOL, Spartanburg, SC, 10/07 – 10/08
GERMAN LANGUAGE TEACHER: 4 – 6 year olds

GUILDERLAND CENTRAL SCHOOLS, Guilderland, NY, 9/02 – 6/07
GERMAN LANGUAGE TEACHER: Grades 6,7,9, and 10

SUBSTITUTE TEACHER – Guilderland, NY; Bethlehem, NY; and Colonie, NY, 4/02 - 6/02

PRE-SERVICE GERMAN LANGUAGE TEACHER, Guilderland, NY, 12/01 – 3/02
GUILDERLAND HIGH SCHOOL (1/02 - 3/02)
FARNSWORTH MIDDLE SCHOOL (9/01 - 12/01)

BETHLEHEM CENTRAL SCHOOLS , Delmar, NY, 9/97 – 6/01
AIDE TO STUDENT WITH DISABILITIES (9/99 - 6/01)
TEACHERS'ASSISTANT, Emotionally Disabled Classroom (9/97 - 6/99)

LIVING RESOURCES CORP. , Schenectady, NY, 1995 – 1999
IN HOME RESIDENTIAL HABILITATOR (2/95-8/99)
RESIDENCE COUNSELOR.  (11/97 - 8/99)
TEAM COORDINATOR.  (11/97-10/98)

RESIDENTIAL OPPORTUNITIES INC., Cohoes, NY, 1991 – 1995
RESIDENCE COUNSELOR ( 3/91 – 12/95)
DAY TREATMENT INSTRUCTOR (12/93 - 12/94)
IN HOME RESIDENTIAL HABILITATOR (10/93 - 12/95)

EDUCATION: Johannes Gutenberg Universität – Mainz, Germany
M.A. German Language & Cultural Studies, 2007

Middlebury College Language School – Middlebury, VT, Summer 2005

University at Albany (S.U.N.Y.) – Albany, NY
B.A. German, Minors: English, Education, May 2002

Additional Workshops/Coursework: Sweet Briar TPRS Summer Works

Transcripts & Teacher Certifications

HERE IS A COPY OF MY NEW YORK STATE PERMANENT CERTIFICATION/PERMANENT CERTIFICATION

Teaching Philosophy/ In a Nutshell & In an Essay

Since starting my teaching career I have discovered some key elements that keep my classroom running smoothly on a day-to-day basis. That list or my "Philosophy in a Nutshell" is what follows:

1. Keep it real (be yourself)
2. Keep it fair and be firm (consistent)
3. Keep it positive
4. Keep it simple (clear directions)
5. Repetition is the mother of all skill.
6. Keep it fresh (switch it up)
7. Be realistic but expect great things.
8. We can learn from one another.
9. Respect one another "There is no such thing as "I was just joking" in our classroom. 10.Teachers make mistakes too
11. Keep charging after all your goals and dreams.

Teaching Philosophy (Essay form)

Peering through the window of my foreign language classroom one will see a fun, lively and expressive scene. The observer will be witness to children laughing, singing and conversing in a second language, both with me and with one another. At every opportunity I will model tolerance for others and a positive, can do attitude. Also, I will do everything in my power to aid my students as they pursue new learning and ensure that all students have access to the tools for success.

The foundation of my teaching philosophy is rooted in my life experience thus far. Three beliefs are especially important to me: first, that all children can learn, second that understanding foreign language and culture is important; and third that in order to become an expert teacher one must always remain a learner her or himself. My goals are to set a good example for students, provide a comfortable atmosphere in which my students can learn, provide students with academic/life coping skills, and to be an actively involved and supportive member of the faculty at the school in which I become employed.

Setting a good example for students is an important and sometimes overlooked aspect of education. By dressing well, maintaining a fair and even demeanor, and modeling appropriate body language and acceptable behavior, I will provide the best example I can. At the same time I realize that both my students and I are human. So together with my students, their parents and faculty, I will seek to correct problems in a timely and professional manner.

Essential to being effective in the classroom is providing a comfortable atmosphere in which to learn. Learners must be motivated, self-confident and have a low level of anxiety. I feel that comprehensible input is essential in language acquisition so I will check for understanding frequently with all students so as to avoid frustrating my students. At the same time with varied instruction I hope to meet all my students learning styles while at the same time giving students opportunities to go beyond their comfort zones and learn.

My belief that all children can learn was won on the front lines. While working with the developmentally disabled in both school and home environments, I gained invaluable experience about teaching and dealing effectively with learning and behavioral challenges. I saw, first hand children facing what seemed to be monumental disabilities make progress and learn. Also, for two years I assisted with the development and implementation of a program for emotionally challenged children at a middle school. Altogether, I bring ten years of such one on one experience with me to my teaching. Can all children learn? Suffice it to say one would have a difficult time trying to convince me otherwise.

Another element I have recognized as important to teaching is staying informed about the societal pressures and the individual circumstances that effect students' lives. Keeping in touch with parents, counselors, and other faculty I have found is essential in understanding where your students are at and helping them to continue learning. My experience as a peer counselor in high school and a one on one aide with emotionally challenged and developmentally disabled students have educated me as to when to direct students to professional help.

As the last paragraph indicated, communication is key in education. It is also very important to make students aware of academic and behavioral expectations and objectives in the classroom. By periodically discussing objectives on the students level I hope to help them focus and progress in their proficiency in German. As potential problems arise for students again I will strive to leave the lines of communication between parents, teacher and administration open so as to serve the students in the best way possible.

Lifetime learning is the third mainstay in my teaching philosophy. The importance of continued learning has also evidenced itself in my life. My experiences as an exchange student, a student senator in community college, working in special education and my re-entry into formal education as an adult have all spawned a great love and respect for the art of learning. Additionally, over time I developed better strategies for learning and have been able to improve my academic performance. In fact, both on the job and in school I find myself excited about seminars and special learning opportunities. I feel it is important to be a life long learner so that one can be aware of the best methods and latest research supporting them. This knowledge allows a teacher to constantly evaluate practice and tweak and adjust technique where necessary. Not to mention being a life long learner sets a good example for one's students.

Overall I will do my best to keep instruction exciting and interesting for both my students and myself. Certainly at this stage in my teaching career I don't know everything but I will continue to learn. Ultimately, I want students to come away from my classroom with positive thoughts about the class, and foreign languages and cultures. Above all I hope they become proficient in the language and have pride in themselves because of it.

How I implement the New York State Standards

Implementing the NYS Standards

Shortly after emerging from our mothers’ wombs one can be confident that few of us were presented simultaneously with an English dictionary and grammar book and told to memorize both within a week. It seems so obvious and perhaps even ludicrous that anyone would believe that a language could be acquired this way, however all too frequently that is how second languages have been presented to students in the classroom. Is it any wonder that many adults recall negative experiences in learning a foreign language in a classroom setting? Frequently adults repeat the phrase “oh yeah I took that language in school, but I can’t remember a word!” New York State sets forth only two standards for teachers to meet when teaching a foreign language; Standard #1: Students will be able to use a language other than English for communication, Standard #2 Students will develop cross-cultural skills and understandings. Although these standards sound simple and straight forward, implementing them within the confines of the traditional classroom environment can present many challenges. In the process of integrating the New York State Standards into my teaching I hope to provide students with ample opportunities to acquire a second language in a sane, natural, and efficient manner. Also I hope to impart to my students some of the cross-cultural skills and understandings I have learned through relatable stories about linguistic and cultural differences between America and Germany.

In order to achieve the Standard of communication in a language other than English, emphasis in my classroom will be on comprehensible input. While the empirical evidence is neither conclusive nor overwhelming, my personal experience of learning a language albeit in a less formal setting than the classroom, convinces me that Krashen’s input hypothesis carry much weight. I learned German through emersion. It is my opinion that without comprehensible input and focus on acquisition activities monumental and unnecessary obstacles to learning a language are created. Obviously, acquisition activities alone will not complete the job. It has long been recognized that four key components should be present in any foreign language classroom; reading, writing, speaking, and listening. While I feel a greater emphasis should be put on listening and reading activities in order to hasten and reinforce true acquisition of a language, obviously speaking and writing components must also be addressed. I feel that as in the acquisition of one’s first language, speaking and writing activities should be emphasized only when the student is first prepared through a solid foundation provided by acquisition activities full of comprehensible input. Total Physical Response (TPR) and Total Physical Response Storytelling (TPRS) are two methods that can provide the needed comprehensible input and a basis for further target language exploration by the student (i.e. speaking and writing). TPR is a method that uses motions coupled with words to help convey the meaning and build students vocabulary. TPRS is a method that uses storytelling to keep the language learning interesting and engaging and to expand on the vocabulary presenting grammar in a more natural way than a textbook and drills traditionally do. Indeed Krashen himself concluded that the primary function of the classroom is to provide comprehensible input in a low-anxiety environment in which learners are not required to speak until they are ready to do so, and optimal input is comprehensible, interesting, relevant, and not grammatically sequenced; error correction should be minimal in the classroom since it is not useful when the goal is acquisition (Krashen,1982). Therefore TPR and TPRS will be integral parts of my foreign language teaching.

Fulfilling the cultural understanding standard in my classroom will consist of a two-pronged approach. First during class time I will weave in stories, anecdotes and activities that are demonstrative of cultural differences. I will point out things such as German students having thirteen years of primary school as opposed to our twelve. Also I will prepare a meal typical of the target culture and serve it to the class. Time for students to reflect on analyze and appreciate cultural differences will also be provided during lesson time and in homework assignments. In this effort insights gained through the years of my living and visiting Germany will be an invaluable teaching aide. In 1987 I spent a year as an exchange student in Rotenburg an der Fulda, a small German city. While the narrative approach is certainly useful and effective, because of my own understandings, I feel that first hand experience in language and culture is priceless.

Therefore my second focus will be, maintaining current event and cultural exchange components both inside and outside of my classroom. Periodically I will encourage students in class to bring attention to events that effect people in the countries where the target language is spoken. Both through authentic materials in the target language and news reports in the domestic press I will fulfill this goal. These efforts coupled with fostering a student exchange program and letter or e-mail writing opportunities will afford my students some first hand cultural and linguistic experience. For example I will try to establish a “sister-school” relationship in a city where the target language is spoken and set up regular opportunities for e-mail exchange and possibly teleconferencing. In conjunction with such efforts hopefully a chance to start both short and long term exchange relationships with target language countries will present itself. Undoubtedly collaboration with my colleagues and with parents will be required to monitor and sustain such efforts. However the rewards such endeavors can bring are well worth it. First hand experience in cross-cultural relations will provide our students with the tools they will need to function effectively in the global economy in which we now find ourselves.

As I gather the resources and knowledge I need to implement the New York State Foreign Language Standards in my classroom I am excited and confident the professionals I surround myself with now and when I become employed will help provide me with moral and logistical support as I work to meet the challenges in my classroom. With out a doubt it will be necessary for me to keep myself well informed of the current research and successful methods being employed by others in the foreign language teaching profession. Joining and being active in professional organizations and subscribing to professional publications will be two of the strategies I utilize to this end. While the techniques and style of my efforts will certainly be ongoing and ever changing the goal of providing my students with the ability to use a language other than English and better understand the cultures associated with those languages will remain steadfast.

SECTION TWO: ACTIVITIES AND LESSON PLANS

During my 1 year as a student teacher and my 6 years of teaching German as a foreign language I have taught using a variety of methods and to a wide range of levels. Before beginning my student teaching I taught an Adult continuing education class. As I mentioned earlier in my portfolio I have also regularly taught 6th, 7th, 8th, 9th and 10th graders encompassing beginning to intermediate levels. In 2007 and 2008 I also taught 4-6 year old students at the Deutsche Schule and College Level Students at the Spartanburg Community College in Spartanburg, SC. In the sections that follow I have included some examples of lessons I have created and employed while teaching.

TPRS High School Activity

What follows is a summary of the main vocabulary words and a TPRS (Total Physical Response Storytelling) story I created to help the students learn new vocabulary they needed for a unit out of the Textbook in a fun creative and interactive way. This is one of a series of small stories I tell almost everyday untill we have engaged ourselves with all the vocabulary in the unit. I used this particular story with ninth graders (They love slapstick).

sucht hand as visor over eyebrows(to look or search for)

trifft shake one hand w/ the other (meets/to meet)

die Erbsen picking peas out of pod (the peas)

die Gurke cut the cukecumber (the cukecumber/pickle)

lädt sie ein come hither hand/(to invite her)

winkt wave (waves)

erbricht sich grab stomach & puke (to vomit)

das Pech frown thumb down/(bad luck missfortune.)

J-Lo im Obstladen

Heiko ist zu Hause. Er geht in den Gemüseladen für seine Mutter. Er sucht eine Gurke. Bei den Erbsen trifft er J-lo. Er lädt sie zur Geburtstagfete ein. J-lo geht weg und winkt auf ihn zu. Dann erbricht Heiko sich über die grünen Bohnen. Der Obstbauer schreit! >>Sie müssen für alle grüne Bohnen bezahlen! Dann schlägt er Heiko über den Kopf mit einem Stock. Heiko hat Pech gehabt!

TPRS Middle School Activity

With my 6th and 7th Grade Classes I have been using the Sabine und Michael Series of TPRS Books and Lessons from Michael Miller. In sixth grade I begin with 6 weeks of traditional TPR and then introduce stories, discovery reading, and journal writing. Also for every unit the students are required to to an oral project of some sort. Students have made and presented posters skits and even DVD and video presentations in the past.

Grade School Weather Activity

Kindergarten Lesson Plan

	Objective	Procedures		Evaluation/ Assignment	Materials
		Teacher Behavior	Student Behavior
	Given the visual input of a marker board calendar students will be able to recite in unison and recall individually, the month , the days of the week and the current date. Given weather data from previous days and new information obtained by the students. Students will able to discuss collectively the results of their observations and maintain a graphic depiction of that weather information. Given a verbal command to throw a beanbag on a specific letter, number, or concept the student will be able to throw it on the correct place on the floor or rug showing their understanding of the verbal command and the said concept.	Giving verbal queues, posing questions and providing feedback. Provide verbal input, direction, guidance and facilitating the collective negotiation of the class about the information indicated by the graph. Gather students to game area and explain rules encourage students to complement one another when getting one right. Give feedback.	Students will be expected to share their answers verbally while the others listen attentively. Also individual students will be asked to come forward and mark off the current date on the calendar. Student will collectively verbally negotiate and decide if the student picking and placing the weather icon correctly. Then the class will decide democratically how many days of each weather element have occurred in the current month. Students stand on either side of game board surface and take turns at throwing beanbags as instructed by teachers. Their answers will indicated by the placement of their beanbags.	Successful student interpretation assessed by appropriate verbal responses Individual will select the correct weather icon for that day and place it in the right column on the graph. Class will establish how many sunny, rainy, cloudy days have occurred during current month Correct responses and encouragement of others in the class	Markerboard calendar and marker. Velcro weather board graph and Velcro weather icons (i.e. Cloud, rain, sun) Rug or floor with target numbers letters and or concepts depicted on them.

VIDEO OF MY KINDERGARTEN CLASS

Play the video below and see my preferred method of instruction. First the version for this site. Then below the version from You Tube.




The Two Videos below are portions of a song the Kindergarten Students did for their parents at the end of the year.

Reading/ Listening/Singing Activity

In my High School classes periodically(no pun intended) as a warm up or bell ringer Reading activity at the beginning of class I have a short article that I have printed out from the internet with highlighted words on it. Then I give them 5-8 minutes to quietly read it to themselves and guess or match up the highlighted words with their English equivalents. They also have to be prepared to give me a verbal summary of what they think the article was about. Below is an example of one such article I got from the internet. (DPA) Deutsche Presse Agenteur the equivalent of our AP Associated Press.

Please match the English words found below with the German words in this article and then write an English summary of this article on the back of this sheet.

Ausgewachsenes Hauskrokodil Amy muß ins Heim

London (dpa) - Fast 13 Jahre lang hat ein englisches Ehepaar ein Krokodil als Haustier gehalten. Das anderthalb Meter lange Reptil schlich schnell und ungehindert durch das Wohnzimmer. Die Besitzer, hatten jetzt eine Tierpflege-Firma gerufen, weil "Amy" langsam zu gross wuchs, berichtete ein Tierpfleger im BBC-Rundfunk. Doch "Amy" habe ihm fast die Hand abgebissen, als sie ihr vertrautes Heim nicht verlassen wollte. Ein wenig Klebeband habe geholfen. Gefüttert wurde das Haus-Krokoodil mit Steaks.

bit off /reported /owner/ home /the couple /almost /fed/ kept /adhesive tape/ slithered /animal caretaker /without opposition/ to leave /grew

The Song activity I do frequently with all levels involves reading, listening and active singing (speaking). What follows is and example of a song worksheet that I hand out to students. I use these songs as a break from but a supplement to my usual teaching activities I use songs that pass into a unit thematically. Usually I have students listen to the song once through and then the second time follow along with the worksheet and try to fill in the missing words. After that we read through the song together as a class and try to help one another understand everything. Then I play the song one last time and have the students get up and sing the song themselves at least the refrain!

LASSIE SINGERS
“REGEN”

Regen fällt auf die Welt. _________ ist das Himmelszelt.

Sieh, wie die __________glänzt. Wie sie uns spiegelt. (Whoah Whoah Whoah Whoah)

Regen Regen auf allen Wegen. Wir haben nichts dagegen,

Regen, macht uns Spaß er macht uns alle nass.

Auffallen Regen Regen. Wir haben nichts dagegen.

Regen, macht uns Spaß er macht uns alle nass.

Wer erfrischt die bunten Wiesen? Wer lässt die Blumen trinken?

Wer ___________an die Fensterscheiben? Und lässt uns in Träume versinken?

Regen fällt auf die Welt. Grau ist das Himmelszelt.

Sieh, wie die Straße glänzt. Wie sie uns spiegelt.

Regen fällt auf die Welt. Regen er fällt und fällt.

Er fällt auf dich und mich.

Aus allen Wolken. Regen, Regen.

Auf alle Wege Regen. Regen. Wir haben nichts dagegen.

Regen, macht uns Spaß er macht uns alle nass.

Auf alle Wege Regen. Regen. Wir haben nichts dagegen.

Regen, macht uns Spaß er macht uns alle nass.

Wer macht die schmutzigen Autos sauber? Wer __________ mit dem Wind?

Wer küsst die großen Flüsse, wenn sie todmüde sind.

Auf alle Wege Regen. Regen. Wir haben nichts dagegen.

Regen, macht uns Spaß er macht uns alle nass.

Auf alle Wege Regen. Regen. Wir haben nichts dagegen.

Regen, macht uns Spaß er macht uns alle nass.

Regen, Regen, Regen, nichts dagegen.

Er macht uns alle nass.

nass-_________________ schmutzigen-________________ glänzen-

todmüde- Himmelszelt- dagegen-

Block Plan and Lessons

The following was a block plan created for seventh grade students in their second year of German language instruction. Students range in age from 11 to 13. It is a coeducational public suburban middle school and the children are heterogeneously grouped. The Chapter I am going to teach is a chapter entitled "Pläne Machen" (Making Plans). Broadly the chapter addresses the following; strategies to open up a cconversation how to tell time/ 24 hour clock; How to talk about when you do things; making plans; ordering food and beverages; talking about how something tastes; paying a check. In my block plan I will focus on telling time using time phrases. Besides the free time activities introduced in the chapter I will provide the students additional vocabulary so that they can better express their own interest in the target language.


Objectives for the week:
Objective #1 Content: Students will be able to start a conversation by asking how someone is and then responding appropriately ( i.e. with a positive, neutral or negative response).
Behavior Every morning during the warm-up students will greet one another one at a time using various conversation openers and appropriate responses.
Objective #2 Content: Students will be able to recognize and express informal means of telling time in the target language.
Behavior: Using paper plate clocks, the students will indicate that they understand the times being orally said. In homework, tests and group activities they will show their abilities to express and comprehend the time both in written and oral form.
Objective # 3 Content: Students will be able to recognize a minimum of 6 places German students like to go during their free time and what activities they engage in when they get there.
Behavior: Students will demonstrate through TPR their comprehension of the new vocabulary Also, in matching games and exercises they will be able to match up the destinations with some activities that correspond.
MONDAY

*Objectives: seeing if students can still express formal time. Brief introduction of time expressions Reviewing positive negative and neutral conversation openers.
*Warm Up: (10 min) Introduce and discuss word of the day. Reviewing appropriate greetings/ conversation openers. Have three students volunteer to record the possible responses in three separate lists; positive neutral and negative. At the end of the activity, have students get the examples in their notebooks.
*Modeling: (12 min) With large clock at the front of the classroom demonstrate times and students to say the formal times aloud in German. Pass out paper plate clocks and check for understanding by verbally giving times and checking their responses. Remind students of the use of the 24-hour clock for official time telling in Germany.
*Introduce: (5 min) New informal ways of expressing time. Using before, after and half till.
*Practice: (8 min.) Say times using the informal expressions and see if the students can indicate the times correctly on their paper plate clocks.
*Closure: (5 min.) Game: Time Tic Tac Toe. Divide class into two teams (in lines ) X's and O's. Put a tick tac toe board on the board with various times written digitally in the boxes of the tic tac toe board. Take turns and with a student say the time correctly either formally or informally they get the space. Have a student summarize the main points of the lesson for the class and be sure that all understand the homework.
*Homework: Copy new vocabulary alphabetically into notebook.
TUESDAY
*Objectives: To continue working on informal expressions of time and conversation openers.
*Before class: As students filter into classroom informally survey them about their favorite T.V. shows and what time they are on.
*Warm up: (5 min) Introduce and discuss word of the day. More practice of conversation openers with review of other recent vocabulary interspersed. Wrapping it up with asking "Wie viel Uhr ist es?" (What time is it?)
*Introduce: (10 min.) Ways of asking the time in German. Wie viel Uhr ist es? Wie spät ist es? (both what time is it?) And "Um wieviel Uhr?"(At what time?) Show them also the construction to answer these questions ("Es is..."It is... "and "Um...Uhr" "At ... O'clock"). Also introduce Mittag and Mitternacht (noon and midnight) Have students write all these expressions in their notebooks. Also practice some exchanges using these expressions.
*Practice: (8 min.) With the paper plate clocks. Ask questions of the students such as "What time does school start? What time do you have German? What time do you have Lunch? What time does school end?" Have the students respond both verbally in German and with the clocks.
*Housekeeping: (5 min.) Check for homework and go over it.
*Write: (4 min.) The names of the TV shows on the board. And ask in German what time that particular show comes on T.V.
*Closure: (8 min.) To practice writing numbers for the homework assignment break class into teams and have them stand in rows in front of the board show them a number from 1-24 on a card and a member from each team has to write out the number in German (with correct spelling). The first team member to finish writing it correctly wins a point for their team. After the game, have a student veverbally recount for the class what they learned today and what activities took place.
*Homework: Pg. 46+47 from Komm Mit I grammar book.
WEDNESDAY
*Warm Up: (8min.) Introduce and discuss word of the day. Have students greet one another and throw beanie baby to each person they greet and then that person must respond appropriately and ask someone else how they are today. Then follow up with the Stimmt(right) Stimmt nicht(wrong) Game. This is a listening activity. I will go through the typical school day verbally in German and list off true and false times for when they start school, have lunch, German etc.. Students indicate whether my statements are true or false by indicating thumbs up for true and thumbs down for false. Ask a student "wie viel Uhr ist es?" (What time is it?)
*Practice: (8 min.) Pass out paper plate clocks and review different times using both formal and informal ways of saying time. Verbally say the time, then check to see if students have indicated correct time. Show your clock to the class after all have shown theirs to you.
*Buddy Clock: (5 min.) Have students take out their "Buddy Clocks" (A sheet of paper they keep in their notebooks with a clock with names of other students on the different hours.) Ask the students to pair up with their 8 o'clock partners. Have one partner ask the other how they are ( in target language) Have the second partner respond. Then have the firs partner ask the other what time it is. Then have them ask teir buddy what time they have English. In between each exchange, stop the groups and ask a student how thier partner responded during the exchange (correct and provide further modeling where necessary).
*Housekeeping: (3 min) Check that previous night's homework is complete.
*Ordering game: (15 min.) split up some of the pairs and create groups of three. Explain that now they will have to look at the 3x5 cards I give them and figure out what order they go in going by the times indicated on them. Each set of cards tells the story of a fictional or not so fictional student's day. Some of the names are the"German" names of students in the class. After they have successfully put the cards in order each group will individually present the day of the person whose cards they received. Each student will read at least one card and the others will "act out" the activities described on the cards.
*Homework: Packets with written exercises for practice of writing the time and time expressions. Packet also has practice of writing the time formally and informally. Homework for tonight is the first three pages of the packet. Announce Quiz for Friday on time.
*Closure: (1 min.) Ask a student volunteer to summarize the lesson.
THURSDAY
*Warm up: (5 min.) Introduce and discuss the word of the day. Have students greet on another and throw beanie baby to each person they greet and then the person must respond appropriately and ask someone else how they are today.
*Modeling: (8 min.) Through classical Total Physical Response introduce six new expressions for going to the movies, cafe, downtown, swimming and to a rock concert. Check for understanding by having all students close their eyes and repeat the motions after I say each of the expressions out loud.
*Check previous night's homework: (3 min.)
*Story: (20 min.) I will read aloud from a children's book in the target language about time. The story tells about events in a young German child's life thoughout a typical day. Again I will hand out the paper plate clocks. After each page I will ask everyone to show the time they heard mentioned on their clocks. Also I will ask for a student to summarize what they believe happened on the page before I show the class the accompanying illustration.
*Homework: Studying for quiz and finishing the 4th page to the time packet. Copy new vocabulary into notebook.
*Closure: (4 min.) At the end of the class I will have the students stand up and do the TPR motions I taught them earlier in the class. I will recite the accompanying phrases and they must produce the TPR motion. Then I will ask for a volunteer to summarize the lesson for the other students.
FRIDAY
*Warm up: (5 min.) Introduce and discuss word of the day(manchmal, sometimes). Have students greet on another in target language. Show students your model clock and have them tell you what the times you put o the clock. ( As a quick review before quiz)
*Quiz: (10-15 min.) Give out quiz and recite oral portion for students.
*Check for Homework: while students are taking the quiz. Have them pass it in before passing out the quiz.
*Survey: (10-15 min) Hand out survey worksheet to students and have them get with thier 3 o'clock buddies and complete the survey. The survey asks about what time they do different things during the day. Collect surveys and tell students that on Monday they will be asked about some of the answers their partner gave.
*Game (Flyswatter): (5 min.) Have the vocabulary phrases from the week written on the board. Have the students break into tow teams standing in single file rows in front of the board. Teacher recites vocabulary (in English) and the first team member to swat the appropriate word (in German) gets a point for their team.
*Closure: (1 min.) Have each student tell you one thing they learned this week before you allow them to leave the classroom.

MATERIALS FOR THE WEEK LIST
1. Situation cards for Wednesday's "Ordering Game"
2. Homework packet (Time): Wednesday and Thursday nights' homework.
3. Quiz and Key: for Friday.
4. Survey (Umfrage): for Friday's activity.
5. Paper plate clocks: Enough for entire class for modeling throughout the week.

Student Biographical Essay written About Me (click to read)