A lesson plan designed to get students to research German products and use their knowledge of German to create an add campaign to sell the product.

1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th and 9th Grade German Designed by Chris Howe [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Everyone in the classroom is the Marketing Director of a progressive corporation in Germany. Your goal is to create an advertisement for the product(s), which your company wishes to sell. You, and a small group, will be responsible for developing a creative, insightful and appealing poster to sell your product. So, how will this be accomplished..?? Introduction continued

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Quality of Work Provides work of the highest quality. Provides high quality work. Provides work with average quality. Provides work with little quality. Creativity Provides work of the highest creativity. Provides work that is highly. Provides work with average creativity. Provides work with little creativity. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). German Practice Practices and exercises an exceptional amount of German Practices and exersices a good amount of German Practices and exercises an average amount of German Practices and exercises a minimal amount of German Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Lets others do the work. Pride Work reflects this student's best efforts. Work reflects a strong effort from this student. Work reflects some effort from this student. Work reflects very little effort on the part of this student. Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hopefully, many of you will have learned new vocabulary terms for the food and grocery section of this class. Once completed, you will have also learned how to use the German verbs, nouns, and adjectives so that you can begin to formulate your own sentences and understand German sentence structure. This will help, to begin constructing conversations in German. Furthermore, many of you should have learned about at least one German product. German products, like in any country, reflect part of the German culture and society. How do you wish to represent the German culture?

8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. to acquire the latest version of this template and training materials, please refer to The WebQuest Page and The WebQuest Slideshare Group Pictures adapted from: http://www.uvamagazine.org/atf/cf/%7B8A7B03C1-B900-49F1-B435-B2B4777BFF0E%7D/knapp.jpg http://www.schleswig-holstein.de/MLUR/DE/Behoerden/Landeslabor/Bilder/Lebensmittel,property=poster.jpg

9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th and 9 th Grade (German) Designed by Put Your Chris Howe [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed to advocate students to begin using their acquired knowledge of the German language and apply it in a contextual setting. This lesson is designed for students to quickly research about the various grocery products that are sold in Germany. Students will learn about several German products their uniqueness. Then they will use their German knowledge to formulate a slogan to try to sell the product they have researched. Essentially, each student in the class is a Marketing Director of a progressive German company and will try to appeal to the ‘German population.’ Evaluation Teacher Script Conclusion

11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed to cover the food content in the German II course for 8 th and 9 th graders. Learners will need to know verbs and their conjugations, adjectives and nouns that pertain to food or other grocery products, prior to this lesson. Evaluation Teacher Script Conclusion

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The last step in the Teacher script will be very helpful in determining how effective the lesson truly was. When students give the teacher some feedback about what they learned during the lesson, it shows how effective the lesson was, and possible suggestions for next time. The students will show their knowledge of the German language with the slogans and/or dialogues they generate. If students decide to use some of the new words that are supplied to them, or if they research for new words and their meanings, this will be demonstrated in their presentations. Additionally, the students will be constantly absorbing new information in order to create their advertisement. Many of the slogans will include words and/or phrases they have not yet learned. The students should be graded fairly and the rubric clearly explains how that will be achieved. Evaluation Teacher Script Conclusion

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to teach students several skills. The students must research about a German food product and understand what makes it unique from the others. This helps them gain a greater respect for the German culture. Students will need to use their problem solving skills to create an advertisement in German. The kids will then have to use their knowledge of German, and any new verbs or adjectives that are supplied by the teacher to formulate sentences and/or a dialogue in German. Finally, the students must present their advertisement to the class and share what knowledge they have learned. Essentially, the students are reading, writing, seeing, speaking and hearing the German language all in one lesson. Evaluation Teacher Script Conclusion

18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion Pictures adapted from: http://www.uvamagazine.org/atf/cf/%7B8A7B03C1-B900-49F1-B435-B2B4777BFF0E%7D/knapp.jpg http://www.schleswig-holstein.de/MLUR/DE/Behoerden/Landeslabor/Bilder/Lebensmittel,property = poster.jpg