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Backward planning:

Entwicklung und Erprobung von Aufgaben zu Beginn der Gymnasialen Oberstufe auf der Grundlage von Toronto at Dreamer’s Rock. Backward planning:. Ziel:

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Backward planning:

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  1. Entwicklung und Erprobung von Aufgaben zu Beginn der Gymnasialen Oberstufe auf der Grundlage vonToronto at Dreamer’s Rock

  2. Backward planning: Ziel: • eigene Szene oder Stück in Gruppenarbeit, (scene, short play – depending on the group), inhaltlich transferiert in die Erfahrungswelt der Schülerinnen und Schüler. • Form der Präsentation der Gruppenarbeitsergebnisse frei wählbar (z. B. Aufführung, radio play, film …)Gerüst/Struktur der eigenen Produktion ist durch die Lektüre vorgegeben

  3. Arbeitsauftrag: Imagine you meet someone of your past and your future. Create a scene or a short play. Possible forms of presentation: theatre performance, radio play, video clip etc.

  4. pre-reading activity: • time travelling with a time machine (fantasy trip) into the future, into the year 2095. Relaxation, Star Wars music • Close your eyes, enter the time machine, let’s travel into the year 2095, look around, what do you see? • Nach der Rückkehr in die Realität (slowly, preventing a cultural shock!) note-taking, pair sharing, group sharing, select the most important aspect and write it down (wall posters)

  5. text approach: • Zitat aus dem Stück Where I come from, today is the first of May, 2095 (p. 23, l. 13) What do they say in this time, it ain’t all peachy keen. We’ve lost our culture. It really isn’t there. It’s all been explained away or forgotten or just walked away from. Even our cheekbones are going. The poverty that once plagued us is gone, but at what cost? The language only exists on digital discs, the sweatlodge is gone, andDreamer’s Rock is a tourist attraction. (p. 38, ll. 17-22):

  6. Unter Berücksichtigung der Kategorie “Interkulturelle Kompetenz, Erwartungs-haltung aufbauen und erhalten” (Burwitz-Melzer)Speculate what the play could be about. (Assoziationsstern oder rein mündl. brainstorming)

  7. Einstieg ins Stück: • Read pp. 11 – 13, l. 11 individually • Work with a partner and create a freeze frame of the scene • Present and discuss • Hausaufgabe: Read up to p. 22, l. 17. Describe Rusty and Keesic.

  8. Bausteine while-reading activities • outward appearance of Rusty and Keesic(Tafelbild: Rusty – Keesic: buckskin breech vs. Levi‘s, …) • behaviour (study more closely up to p. 16, l. 5 and act out the scene, work with a partner.)

  9. Bausteine Fortsetzung • Find information about the Ojibway in the text • p. 16, . 5: Keesic seems to be thinking. Write his interior monologue. • Research on Ojibway

  10. Michael, a boy from the future(What does he tell us about the Ojibway?) • Research on the author, Drew Hayden Taylor • Research on Dreamer‘s Rock (possibly wall display)

  11. Role of religion, write Rusty‘s prayer at the end • Rusty‘s problem - finding his identity; the importance of education for him • structure of the play: function of time and role of protagonists

  12. Similarities • to our past • to our present situation • to our visions of the future

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