Kushner, Deutsch A/B: Mid Second-Level

Der Stammtisch: Reading Lesson Plan

Objectives

By the end of class ... SWBAT Students will learn about …

Students will have analyzed a set of Make predictions about what Stammtisch is Der Stammtisch
Schwyzerdütsch lyrics to a song about our and what is „debattiert” und „diskutiert” am
new unit’s theme. Stammtisch.

Students will have identified a few basic Discuss with their peers what some important Gesellschaftlicher Diskurs
themes that belong to the realm of public social topics are for them
discourse

Students will have discussed the importance Interpret meaning from the lyrics to a Schwyzerdütsch
of “debate” amongst friends and colleagues in Swiss-German rap song.
civil society

Students will partake in pre-reading, reading, Think about the way that they look at and A strategy for approaching and interpreting
and post-reading activities. analyze a text lyrical texts.

Taking it beyond the classroom:​ What arenas for public discourse amongst friends, family, or colleagues exist in my home culture?

Rationale

By analyzing the refrain from the lyrics of a Swiss-German song about Stammtisch, students can make predictions and discuss amongst
themselves what they think Stammtisch and arenas for public discourse are about.

ACTFL Standards

ACTFL Standard 4.2 Comparing Cultures - Students demonstrate understanding of the concept of public
discourse through comparisons of the cultures studied and their own.

ACTFL Standard 1.1 Interpersonal Communication - ​Students ​engage​ in ​conversations​ about their interpretation
of a text with myself and with one another.
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

ACTFL Standard 1.2 Interpretive Communication​ ​- S ​ tudents interpret meaning from written and spoken language
about a variety of topics as they relate to a personal introduction.

NCSSFL-ACTFL CAN-DO Investigate - ​In my own and other cultures, I can identify important ways that public discourse
practices influence social perspectives.

NCSSFL-ACTFL CAN-DO Interact - ​I can discuss my interpretation of a text with my group using German-language
interpersonal skills.

Materials & Setup

❏ Projector
❏ Laptop
❏ Functional Youtube Video
❏ Printed copies of the lyrics to the chorus of “Stammtisch” by Bligg
❏ Whiteboard and Multi-colored Markers
❏ Document Camera
❏ Desks Set up in Pods

Agenda for the Day

As Students Walk In … Bell Work

2 Minutes Welcome, Quick Check-In, Daily News

3 Minutes Lernziele
❏ Zu Hause und im Ausland ​kann ich ​identifizieren, wie Gebräuche zum
gesellschaftlichen Diskurs kulturelle Meinungen beeinflussen
❏ Ich kann​ meine Gedanken mit einem Partner zum Text durch deutschsprachige
interpersonelle Kompetenz besprechen.

15 Minutes Pre-Reading Activity

❏ Watch ​Bligg Stammtisch Music Video​ [3.44 Minutes]
❏ Discuss key words that students may have heard or noticed in the music video [5
Minutes]
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

❏ Discuss assumptions about what the song -- and therefore the unit -- might be about [6
Minutes]

10 Minutes Reading Time

❏ Read through one of the Refrains - Assigned Per Group
❏ Highlight key words
❏ Write your thoughts and predictions

15 Minutes Post-Reading Activity

❏ Small-Group Discussion [7 Minutes]
❏ What do you think „wird debattiert” at Stammtisch?
❏ Is there a place in your life where you can debate these themes face-to-face
with friends, family, or colleagues?
❏ Class Debrief; Share-Out [8 Minutes]

5 Minutes Wrap-Up
❏ Assign Homework (Tagebuch Entry) [2 Minutes]
❏ Pass out the rubric for the end-of-the-unit Assessment [2 Minutes]
❏ Verabschiedung

Specific Activities and Teacher Thinking

Part of Lesson Script

Activity Transition
[Timing] [Translated Transition]
Dialogue
Purpose and Teacher Thinking [Translated Dialogue]
(„Expected Responses”)

Bell Work Bligg Stammtisch Music Video

[As students walk in] Unit ##: Der Stammtisch und Arenen zum gesellschaftlichen Diskurs
Habt ihr schon über „gesellschaftlichen Diskurs” gehört? Wie heißt das auf Englisch? Was
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan
Greet students at the door
Song playing as students walk in the room
Welcome, Quick Check-In, Daily News
[2 Minutes]
Build structure and learned phrases without
discrete instruction
Lernziele
[3 Minutes]
Gives students a chance to read potentially
complex German words and interpret
meaning from them for themselves.
Pre-Reading Activity
[15 Minutes]
Lets students hear the text first. Normally I
would not necessarily take this approach, but
given that this text is written in a dialect, it is
important that they hear what they will be
reading.
enthält diese Idee?
Woher kommt der Sänger?
[Unit ##: The Stammtisch and Arenas for Public Discourse
Have you already heard of this term? What is it called in English? What does this idea entail?
Where is the singer from?]
„Hallo zusammen, Klasse!”
(„Hallo, Fräulein!”)
„Zeigt mir bitte mit den Daumen, wie es euch geht.”
Heute ist …
Heute ist das Wetter …
Heute lernen wir über den Stammtisch. Wer liest heute die Lernziele?
Vielen Dank. Wir werden ja ein Liedtext zum Stammtisch lesen und auswerten.
[Thank you very much. Yeah we will be reading and analyzing the lyrics to a song about
the Stammtisch.]
Der Stammtisch ist das Thema der neuen Lektion. Wir werden lernen, was der Stammtisch ist
und warum dieses deutsche Ding uns wichtig ist.
[The Stammtisch is the theme of our new Unit. We will learn what Stammtisch is as well as
why this German-speaking-cultural practice is important for us.]
Als Vorentlastung werden wir diesen Video anschauen. Danach werden wir
Vermutungen zum Thema geben, bevor wir das Liedtext lesen und auswerten.
[As a Pre-Reading Plan, we will be watching this video. Afterwards we will make
guesses about the theme before we read and analyze the lyrics.]
Bligg Stammtisch Music Video
Welche Wörter und Phrasen habt ihr bemerkt? … Ja ______. Was noch?
[Which words and phrases did you write notice? … Yes, _____. What else?]
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Der Stammtisch: Reading Lesson Plan
Asking to see what they noticed and
understood is an important stepping stone,
especially when the plan is to foster further
discussion later in class. Also asking for
guesses as to what the song or the unit is
about is a good way to get the students
interested and engaged.
I wanted to make sure students had the
materials before the reading time started --
even if just for the visual of what „Liedtext”
meant, but I didn’t want them to read it yet
and miss instruction.
I want to guide students into what they are
looking for in the text -- they are trying to
figure out why the theme of this unit is
Stammtisch.
Always give students timing.
Reading Activity
[10 Minutes]
Sehr interessant. Hat jemand eine Vermutung zum Thema? Was meint ihr; was ist
Stammtisch?
[Very interesting. Does anyone have any guesses about the themes? What do you think?
What is Stammtisch?]
Gute Vermutungen. Ich werde euch ja sagen, das man geht mit Freunden, Familien, oder
Kommilitonen zum Stammtisch. Stammtisch findet sich am reservierten Tisch ins Restaurant
statt. Versteht ihr?
[I will tell you that you go to Stammtisch with friends, family, and colleagues. It takes place at a
reserved table at a restaurant. Do you understand?]
Also jetzt bekommt ihr das Liedtext, aber lest es noch nicht. Wer kann mir sagen, was ein
Liedtext ist? … Genau, das Stimmt.
[Great guesses. Alright, so now you’re receiving the lyrics, but don’t read them quite yet. Who
can tell me what lyrics are? … That’s exactly right.]
Beim Lesen markiert bitte die wichtigen Phrasen zum Thema. Notiert auf diese Seite, was
vielleicht am Stammtisch „debattiert wird” -- diese Seite gehört jetzt euch. Wer hat fragen zur
Aufgabe?
[While reading, highlight important words and phrases that you think have to do with the
theme. Take notes on the page about what might be debated at Stammtisch -- this page is
yours now.]
Ihr habt ja zehn Minuten -- bis _____. Los geht’s
[​You have ten minutes -- until _____. Let’s go.]
(See Attached for larger version)
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan
I have a hochdeutsch equivalent, so students
can more easily analyze the text in the 10
minutes they have. I did consider just doing
footnotes. We’ll see what I stick with.
Always give students warnings and timing
updates during long tasks. Help direct them in
time management.
Post-Reading Activity
[15 Minutes]
Students will explore their thoughts on what
kind of conversations happen at Stammtisch.
They are discussing their personal
interpretations.
The class will discuss the difference in cultural
perspectives surrounding general, low-stakes
discussions about politics between the US
and German-speaking countries. In the US,
politics are a lot more polarizing, and
therefore it is generally considered a taboo
topic in most informal gatherings.
Ihr habt jetzt fünf Minuten! Fangt mit der Notierung an. … Zwei Minuten noch! … Das
war’s Augen forne bitte!
[You have five minutes left; start taking notes! … two minutes left! … that’s it; eyes
front please.]
Ihr habt jetzt sieben Minuten am Tisch, um diese „Debatte” am Stammtisch zu
besprechen.
● Was „wird debattiert” am Stammtisch?
[What “is debated” at Stammtisch?]
○ Wo in eurem Leben könnt ihr mit Freunden, Familien, und Kommilitonen diese
Themen voreinander zu debattieren und ausgiebig diskutieren?
[Where in your lives can you debate and fully discuss these themes with friends
and with family?]
Stimmhöhe null bitte! Wer kann mit uns teilen, was am Tisch besprochen wurde? Ja. … Sehr
gut; sehr interessant. Wer noch? … Auch gut. Und was zum zweiten Thema? Gibt es ein Ort
in den USA oder in deiner Heimatskultur für solchen Debatten? … Im Internet, ja. Aber
voreinander? Angesicht zu Angesicht? … die Meisten sagen ja nicht so viel. Ist es höflich in
den USA über Politik mit Familien oder Kommilitonen zu reden? Nicht wirklich, genau. Aber in
Deutschland gibt es ein bestimmter Ort dafür. Ich finde das toll. Was meint ihr?
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

[Voice level Zero please. Who can share with us what they talked about at your tables? Yes …
very interesting. Who else? Also good. And what about the second question? Is there a place
for these debates in the US or in your home culture? … on the internet, sure. What about in
person? … most of you say not so much. Is it polite to talk about politics with your friends,
family, and colleagues? Not so much, right? But in Germany, there is actually a specific setting
for that. I think that’s super great. What about you?

Wrap-Up Ich möchte das ihr ins Tagebuch als Hausaufgabe darüber schreibt. Soll es in den USA
[5 Minutes] solch einem Ort geben? Was meint ihr?
[I would like for you to write more about that in your journals. Should there be that kind
I want students to reflect on each day in class of setting in the US? What do you think?]
in their journals as a way to test their writing in
a low-stakes way and as a way to get their Fragen zur Hausaufgabe? … Also jetzt bekommt ihr die Rubrik zum Ende der Lektion. Lest
thoughts on paper. das auch bitte zu Hause und schreibt mir mit euren Fragen dazu!
[Questions about the homework? … alright, now I am passing out the rubric for the end of the
I want students and parents to feel as unit. Read that at home please, and write me with any questions you might have.]
prepared for the end-of-the-unit assessment
as possible, so I am handing out their rubric Tschüss, alle!
right away. It helps them know that I already
have an assessment in mind -- they aren’t
learning this with no end point in mind. Stammtisch Bligg Music Video

Assessment

Students’ abilities to partake in class discussions moving forward in the unit and to tie themes back to Stammtisch will tell me
whether or not they understood the essence of Stammtisch.

Back Pocket Activities

Hir wird’s … „Hier wird’s (/nicht) …” → ([Don’t/]do the thing)

Students are learning passive tense (Irgendetwas in Präsens oder Imperativ) → (Disregard the statement/command)
tomorrow. They will need to know it to work
on their recipes, which are due on day 10 of
 Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

the Unit. This Simon Says-like game will help

them to use and understand passive.

Grades Check-In At the end of the last unit, all outstanding assignments ought to have been turned in. If they
are not, I will be calling students up to my desk while others take time to work on Duolingo or
language games in other stations of the room.

Critical Questions

1. This is Unit day 1. Is this a strong enough intro into the theme and the BHQ?
2. Did I incorporate the song in a reasonable way?
Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan
Der Stammtisch - Bligg (​Schwyzer​ Rapper)
Refrainsliedtext 
 

Schwyzerdütsch Hochdeutsch

Neulich am Stammtisch -   Neulich am Stammtisch -  

Isch​ d Stimmig irgendwie chli verchrampft g
​ si  Ist​ die Stimmung irgendwie ein bisschen1 verkrampft g
​ ewesen2 
Will dä Hampi und sini Bandi  Wo der Hampi und seine Bande 
Sind gigantisch zwüsche Pro und Anti  Sind gigantisch zwischen Pro und Anti 
S wird depattiert, depattiert, depattiert  Es wird debattiert debattiert debattiert 
Depattiert und uusgibig diskutiert  Debattiert und ausgiebig diskutiert 
[Lug] was passiert - was passiert - was passiert -  [Schau mal,] was passiert, was passiert, was passiert 
Es eskaliert rund ums Schild reserviert  Es eskaliert rund um das Schild „reserviert” 

Neulich am Stammtisch -   Neulich am Stammtisch -  

isch d'Stimmig irgendwie chli verchrampft gsi  Ist die Stimmung irgendwie ein bisschen verkrampft gewesen 
will dä Hampi und sini Bandi  Wo der Hampi und seine Bande 
sind gigantisch zwüsched pro und anti  Sind gigantisch zwischen Pro und Anti 
s’wird debattiert, debattiert, debattiert -   Es wird debattiert debattiert debattiert 
debattiert bis es eskaliert  Debattiert und ausgiebig diskutiert
lug, was passiert - was passiert - was passiert -   
s’wird diskutiert bis eim trümmlig wird  Schau mal, was passiert, was passiert, was passiert 
Es wird diskutiert, bis man schwindelig wird 

1
chli → bisschli →bisschen (auch „klein”)
2
Schwyzerdütsch benutzt den Perfekt nicht, aber so wurde man den Satz hochdeutsch schreiben.
Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

Neulich am Stammtisch -   Neulich am Stammtisch -  

isch d'Stimmig irgendwie chli verchrampft gsi  Ist die Stimmung irgendwie ein bisschen verkrampft gewesen 
will dä Hampi und sini Bandi   Wo der Hampi und seine Bande 
sind gigantisch zwüsched pro und anti  Sind gigantisch zwischen Pro und Anti 
s’wird debattiert, debattiert, debattiert - a  Es wird debattiert debattiert debattiert 
debatiert bis es eskaliert  Debattiert und ausgiebig diskutiert 
lug, was passiert - was passiert - was passiert -   Schau mal, was passiert, was passiert, was passiert 
es wird rebelliert bis d’Schmier reklamiert  Es wird rebelliert, bis die Schmier3 reklamiert 

Neulich am Stammtisch -   Neulich am Stammtisch -  

isch d'Stimmig irgendwie chli verchrampft gsi  Ist​ die Stimmung irgendwie ein bisschen verkrampft g
​ ewesen 
will dä Hampi und sini Bandi  Wo der Hampi und seine Bande 
sind gigantisch zwüsched pro und anti  Sind gigantisch zwischen Pro und Anti 
s’wird debattiert, debattiert, debattiert -   Es wird debattiert debattiert debattiert 
debattiert bis es eskaliert  Debattiert und ausgiebig diskutiert 
lug, was passiert - was passiert - was passiert -   Schau mal, was passiert, was passiert, was passiert 
es mutiert zum ne Bürgerchrieg  Es mutiert zum Bürgerkrieg 

   

3
Die Polizei
Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

Assessment Rubric

Rubrik 1. Ausgezeichnet 2. Gut 3. Geschafft 4. Teilnehmer 5. Nicht Geschafft

ÖV A student can say A student can A student can Can express in Cannot/Will not
comfortably which simply express in express using a mix their home express in home or
bus line they the target language of English and the language only target language
hypothetically took which bus they took target language which bus they which method of
to get to the to get to the what bus they took took, but cannot transportation they
Stammtisch and Stammtisch and and what kind of answer what kind of used to get to the
can explain what either​ what kind of ticket and ID they ticket they bought Stammtisch
kind of ticket they ticket and ID they used to get there. or what ID they
bought and what used to take that needed to buy it.
sort of ID they bus ​or​ how long the
needed to have trip took. No extra
with them. Can give details are given,
more detail when and nothing else is
prompted. discussed.

A student uses A student uses A student uses A student uses

interpersonal interpersonal interpersonal interpersonal
communicative communicative communicative communicative
skills that are in skills that are in skills that are much skills that are very
keeping with and keeping with or lower than their much lower than
which challenge slightly lower than current proficiency their current
their current their current levels -- Novice-Mid proficiency levels --
proficiency levels. proficiency levels. or Novice-High Novice Low -- if
they speak German
at all.

Rezepte Rezept completed Rezept completed Rezept uses Rezept written Missing Rezept -
by the end of day after the end of day primarily imperative mostly or entirely in Can be rectified by
Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

10. Student used 10 (barring or “man macht …” home language or Thursday after
passive tense pre-arranged instead of passive - using clearly using school
throughout. extension/extenuati Can be rectified by google translate -
ng circumstances), Thursday after Can be rectified by
but student used school Thursday after
passive tense school
throughout.

Tagebuch Student has Student has Tagebuch was Tagebuch written Missing Tagebuch -
completed each of completed each of written mostly in mostly or entirely in Can be rectified4
the Tagebuch the Tagebuch German, but may Home Language or
assignments and assignments and be missing a few clearly using google
have used the have challenged assignments. - Can translate as the
correct grammatical themselves to use be rectified by German source -
forms in relevant the new Thursday after can be rectified by
assignments. grammatical forms, school Thursday after
Assignment turned but Tagebuch was school
in on-time. not handed in
during the
Stammtisch.

Bestellen und A student can A student can A student can A student can Makes no attempt
Höflichkeit communicate communicate which communicate which communicate which to order food in the
politely which dishes they would dishes they would dishes they would target language or
dishes they would like in question like, but they use like, but they in their home
like for me to serve form, and they use “ich will … /bitte”. primarily use their language -- not
them using please/thank you, Primarily uses home language as even with the
Konjunktiv II but they do not German. opposed to caveat that they
attempt to use German. Pointing don’t actually want
Konjunktiv II. at which food they food.
want is included

4
Corrected assignments can be (re)submitted by the end of the school day on the Thursday after Stammtisch for a maximum re-score of 2.
Grading Scale and Criteria for all Assignments​.
Kushner, Deutsch A/B: Mid Second-Level
Der Stammtisch: Reading Lesson Plan

within this score.

Gespräch A student A student A student A student A student does not

participates in the participates in the participates in the participates, but take part in the
discussion in discussion using discussion, but they they almost/entirely Gespräch. A
German using appropriate or use German that use their home student does not
sentence structures slightly lower-level does not challenge language and/or respond to my
and speaking interpersonal or meet their English with very questions in their
strategies that are communication proficiency level. little German. What home or target
in keeping with their strategies for their They answer German they do language.
own proficiency own proficiency everything with use is at the
level -- pushing levels, but they do novice-mid/high-lev novice-low level.
themselves a little not discuss what el speaking
to experiment with their assigned party strategies and
Konjunktiv I when thinks about their sometimes do not
expressing the topic (or, answer the
views of their conversely, they question. They
assigned political don’t discuss their mostly state which
party -- especially own opinions). of the parties’
when they disagree policies (or
with their party’s classmates’
views. A student Time opinions) on the
expresses both not-permitting, I will topic align most
their party’s views give all participatory closely with their
and their own students the benefit own views („Ich
regarding their of the doubt and stimme mit
home-group topic, give them an extra ______”)
time-permitting. half point.