Backward Design Lesson Plan Template

Name Lyndsey Boggs

Subject German

Grade level German 1 (may be attended by all grades)

Lesson title A Different Way of Telling Time The 24 hour clock and Times of Day
Step 1Desired Results
Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know, understand, and be able
to do as a result of the lesson?
World Language Standard: Interpretive Communication: Learners understand, interpret, and analyze what

is heard, read, or viewed on a variety of topics.

World Language Standard: Making Connections: Learners build, reinforce, and expand their knowledge
of other disciplines while using the language to develop critical thinking and to solve problems
creatively.
ISTE Standard: 1.Creativity and innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
Objective 1: After reviewing part one of the powerpoint, Times of Day, students will be able to correctly
define the times of day in German in their groups with a 90 percent accuracy.
Objective 2: After reviewing part two of the powerpoint, Specific Times, students will be able to correctly
define specific times in German in their groups with a 90 percent accuracy.
Objective 3: After reviewing the lesson about Telling Time in German, students will be able to express at
least 10 things they do throughout the day and the times they do them in German.
Step 2Assessment Evidence
Performance taskWhat will students do to show what they have learned?
Performance criteriaHow good is good enough to meet standards?
Assessment 1: After reviewing the Times of Day portion of the powerpoint, students will come up in
groups of four and complete two slides of IWB activity. Students will take turns making matches in the IWB
matching game to define the German times of day with their English counterparts with at least a 90 percent
accuracy, and then move on to the second activity, where they will write the time of day beside a
corresponding image in German with 90 percent accuracy, and then use the eraser function of the IWB to
reveal the correct answer.
Assessment 2: After reviewing the Specific Times portion of the powerpoint, students will come up in
groups of four and complete two slides of IWB activity. Students will take turns making matches in the IWB
matching game to define the German written specific times with their clock-based counterparts with at least
a 90 percent accuracy, and then move on to the second activity, where they will write the specific time
beside a corresponding clock in German with 90 percent accuracy, and then use the eraser function of the
IWB to reveal the correct answer.
Assessment 3: Using a table comprised of clip art, an analog clock and text, students will create a computer
graphic detailing at least ten things they do throughout the day and at what times. The left column will
contain a clip art image found and chosen by the student, the central column will contain an analog clock
manipulated by the student to show the correct time, and in the right column students will write in
complete sentences using only words (no clock numbers) to describe what activities they do at what times.

The times must include whole hours, quarter hours and half hours, and must also include times both before
and after 12 oclock noon.
Step 3Learning Plan
Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
Materials
-Interactive White Board + Interactive Powerpoint
-Computers (laptops or computer lab)
-Printer
Time Span: 3 Days
Day 1
1. Greet and welcome students as they walk in the door and find their seats.
2. Take attendance using the class roster and calling out students by name.
3. Begin class warm-up by initiating a class brainstorm
a. Ask the class what phrases they may need in English to describe times of day (listen for
answers like morning, evening, noon, afternoon, night, dawn, dusketc.)
b. Write their answers on the IWB
c. Move on to the vocabulary slide so students can see the German and English equivalents and
take notes.
4. Leave the vocabulary screen on the IWB and pass out Go-Fish vocabulary game.
5. Have students break off into their groups of four (they have their groups already) and play two
rounds of Go-Fish.
6. Continue IWB presentation and have students come up in their groups to complete the two
interactive slides for Time of Day with a 90 percent accuracy. Groups who are waiting continue to
play Go-Fish, or may place their cards face down and use the cards as a matching game instead.
Day 2
1. Greet and welcome students as they walk in the door and find their seats.
2. Take attendance using the class roster and calling out students by name.
3. Open IWB presentation to the slide we left off on from Day 1, and begin class warm up by
initiating a class brainstorm.
a. Ask the class what phrases they may need in English to describe specific time (listen for
answers like oclock, quarter past, quarter to, ten to, half past , etc)
b. Write their answers on the IWB
c. Move on to the vocabulary slide so students can see the German and English equivalents and
take notes.
4. Leave the vocabulary screen on the IWB and pass out Go-Fish specific time vocab game.
5. Have students break off into their groups of four (they have their groups already) and play two
rounds of Go-Fish.
6. Continue IWB presentation and have students come up in their groups to complete the two
interactive slides for Specific Time with a 90 percent accuracy. Groups who are waiting continue to
play Go-Fish, or may place their cards face down and use the cards as a matching game.
7. Introduce homework, the last slide of the IWB. File is accessible via class page. Students may work
ahead to finish at as homework, or will be given class time tomorrow via one-to-one laptops or the
computer lab to complete the assignment. Students may then print the assignment out and turn it
in.
a. Students are asked to think of at least ten things they do throughout the day and what times
they do them. Then, they must finda clipart or Google image to place in the das Bild section
of the paper. In the die Zeit section, students will manipulate the clock to show the
appropriate time. In the der Satz section, students will write in complete sentences using only
words (no numbers) to describe what activities they accomplish at what times of day
(examples: waking up, eating breakfast, going to school, riding bicycles, playing video games,
doing homework, reading a book, etc.). The ten activities must include times before and after
noon, and must include the phrases viertel nach, viertel vor, halb, and Uhr.

Day 3
1. Greet and welcome students as they walk in the door and find their seats.
2. Take attendance using the class roster and calling out students by name.
3. Students receive time to work on their assignment with one-to-one laptops or the computer lab
(class stays together. One format or the other, depending on available technology)
4. Students who finish early may play either Go-Fish / Matching game from Days 1 and 2, and may
study for the quiz tomorrow.