Enhancing Language Skills Through Challenging Literary Texts

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, through
explicit 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).
 
Ä
Käse
Atmosphäre
St/sp
Stop
sport
Z
Zoo
Ei
Kein
mein
ie
Spielen
wie
V
vier
H
a
u
s
a
u
f
g
a
b
e
n
 
f
ü
r
 
M
i
t
t
w
o
c
h
 
2
6
.
 
N
o
v
e
m
b
e
r
W
ä
h
l
e
 
e
i
n
e
 
A
u
f
g
a
b
e
:
 
His view is from the going past of bars
so tired become, that it nothing more holds.
it is, as if there were thousand bars
and behind thousand bars no world.
The soft pace smooth strong steps
which 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 pupil
itself 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….weil
My 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
traurig
laut
langsam
romantisch
modern
nachdenklich
froh
kühl
ruhig
schnell
altmodisch
krass
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 read
3.
looked for words I already know
4.
tried to pick out cognates or near cognates
5.
tried to work out a word by using the words around it i.e. using the context
6.
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 meaning
9.
used my general knowledge to think about what the unknown word might logically mean
10.
used what I know about sentence structure to work out what kind of a word it is
(noun/adjective/verb)
Lili Marleen
Vor der Kaserne
Vor dem großen Tor
Stand eine Laterne
Und steht sie noch davor
So woll'n wir uns da wieder seh'n
Bei der Laterne wollen wir steh'n
Wie einst Lili Marleen.
Unsere beide Schatten
Sah'n wie einer aus
Daß wir so lieb uns hatten
Das sah man gleich daraus
Und alle Leute soll'n es seh'n
Wenn wir bei der Laterne steh'n
Wie einst Lili Marleen.
Deine Schritte kennt sie,
Deinen zieren Gang
Alle Abend brennt sie,
Doch mich vergaß sie lang
Und sollte mir ein Leid gescheh'n
Wer wird bei der Laterne stehen
Mit dir Lili Marleen?
https://www.youtube.com/watch?v=bUsePoATbrUt
https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k
6mlATGr211OAiZahSNXquDwI7HrdT
https://www.youtube.com/watch?v=j47THUNGuIY
https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k
6mlATGr211OAiZahSNXquDwI7HrdT
1.
das Gedicht
2.
der Brief
3.
das Lied
4.
die Farben
5.
traurig
6.
laut
7.
der Ton
8.
langsam
9.
altmodisch
10.
Ich verstehe nicht
11.
Wie sagt man…?
12.
Was hei
β
t..?
13.
die Laterne
14.
der Krieg
15.
die Soldaten
14.
das Tier
15.
das Schlagzeug
16.
die Geige
17.
die Strophe
18.
einsam
19.
unwohl
20.
müde
21.
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 focus
 
1)
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.
 
Ä
Käse
Atmosphäre
St/sp
Stop
sport
Z
Zoo
Ei
Kein
mein
ie
Spielen
wie
V
vier
 
Eh
gehe
O/or
Tor!
 
Ah
Jahre
Ch
ich
W
wie
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Broaden vocabulary, reactivate knowledge, and engage emotionally with challenging literary texts to develop comprehension strategies, cultural awareness, and cognitive skills. Utilize various media sources and explicit instruction to access more complex texts, fostering creativity and cross-curricular connections.


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  1. 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

  2. Principle 5 READING AND LISTENING Learners need to be taught how to access a greater range of more challenging spoken and written texts, through explicit instruction in comprehension strategies and in the relationship between the written and spoken forms.

  3. 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??

  4. 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.

  5. Interpretationen

  6. 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 Atmosph re? 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 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).

  7. Instrumente Rhythmus Ton / Atmosph re Farben Licht Sonstiges (other)

  8. K se St/sp Stop sport Z Zoo Atmosph re Ei Kein mein ie V vier Spielen wie

  9. Hausaufgaben fr Mittwoch 26. November W hle eine eine Aufgabe: 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 Choose a task and complete for homework. 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 w hrend (name of other poem) ist. Der Panther is . whereas .. is .

  10. and stops to be in the heart. in which numbed a big will stands. Only sometimes pushes the curtain of the pupil itself silently open then goes a picture in His view is from the going past of bars so tired become, that it nothing more holds. it is, as if there were thousand bars and behind thousand bars no world. The soft pace smooth strong steps which itself in smallest circle turns, is like a dance of strength around a middle, goes through the limbs tense stillness

  11. Die Stimmung/Atmosphre ist. The mood/atmosphere of the poem is . Ich finde das Gedicht . I find the poem . Ich denke der Dichter m chte sagen, dass .. I think the poet would like to say that . Das Gedicht handelt von . The poem is about . Ein wichtiges Wort im Gedicht ist . weil .. An important word in the poem is .because Meine Lieblingsinterpretation ist .weil My favourite interpretation of the poem is because . Ein wichtiger Satz im Gedicht ist . weil An important line in the poem is .because stimmungsvoll traurig stolz frustriert effektiv der K fig einsam er langweilt sich verschwendetes Potential eingeschr nkt die Kraft m de rhythmisch langsam Beindruckend der Ton

  12. Finde die Gegenstze: Zum Beispiel: Warm Kalt traurig laut langsam romantisch modern nachdenklich froh k hl ruhig schnell altmodisch krass

  13. Exploring Lili Marlen song in similar ways but also applying a historical context. Instrumente? Ton? Atmosph re? Alter?

  14. Ich verstehe nicht I dont understand Was f r..? What kind of Was heisst .? What does . mean? Wie sagt man ? How do you say .? Was f r ein Text ist das? Wie ist die Atmosph re? Wie f hlt sich der S nger / die S ngerin? Wie alt ist das Lied? Warum denkst du das? Was f r ein Lied ist das? Warum existiert es?

  15. 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 read 3. looked for words I already know 4. tried to pick out cognates or near cognates 5. tried to work out a word by using the words around it i.e. using the context 6. 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 meaning 9. used my general knowledge to think about what the unknown word might logically mean 10.used what I know about sentence structure to work out what kind of a word it is (noun/adjective/verb)

  16. https://www.youtube.com/watch?v=j47THUNGuIY https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k https://www.youtube.com/watch?v=XM0dseNtaVI&list=PLe5k 6mlATGr211OAiZahSNXquDwI7HrdT 6mlATGr211OAiZahSNXquDwI7HrdT Lili Marleen Vor der Kaserne Vor dem gro en Tor Stand eine Laterne Und steht sie noch davor So woll'n wir uns da wieder seh'n Bei der Laterne wollen wir steh'n Wie einst Lili Marleen. Deine Schritte kennt sie, Deinen zieren Gang Alle Abend brennt sie, Doch mich verga sie lang Und sollte mir ein Leid gescheh'n Wer wird bei der Laterne stehen Mit dir Lili Marleen? Unsere beide Schatten Sah'n wie einer aus Da wir so lieb uns hatten Das sah man gleich daraus Und alle Leute soll'n es seh'n Wenn wir bei der Laterne steh'n Wie einst Lili Marleen. https://www.youtube.com/watch?v=bUsePoATbrUt

  17. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Ich verstehe nicht 11. Wie sagt man ? 12. Was hei t..? 13. die Laterne 14. der Krieg 15. die Soldaten das Gedicht der Brief das Lied die Farben traurig laut der Ton langsam altmodisch 14. das Tier 15. das Schlagzeug 16. die Geige 17. die Strophe 18. einsam 19. unwohl 20. m de 21. 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.

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

  19. 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.

  20. Decoding focus 1) 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.

  21. K se St/sp Stop sport Z Zoo Atmosph re Ei Kein mein ie V vier Spielen wie

  22. O/or Tor! Eh gehe Ah Jahre Ch ich W wie

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