---
# System prepended metadata

title: ENGLISCH | 11 FO | SCHA | 2021-22

---

ENGLISCH | 11 FO | SCHA | 2021-22
===

![](https://i.imgur.com/3IwJV1M.gif)

:lips: talk :speaking_head_in_silhouette: present :thought_balloon::lightning::thinking_face: think :cinema::studio_microphone: record :eyes::eye: focus :tv: view :lower_left_crayon: correct, revise  :busts_in_silhouette: teamwork :bust_in_silhouette: singlework :books::book: read :headphones::sound::ear: listen :pencil2: take notes :writing_hand::memo: write :mag: analyse, proofread, compare :watch::hourglass_flowing_sand: timelimit :paperclip: link :warning::mega: attention :boom: difficult :key::bulb: answer key :dart: goal :pushpin: attachment :repeat: take turns, repeat :earth_americas::globe_with_meridians: online :mega: announcement :male-teacher: teacher's question

:iphone::keyboard: Your device :closed_book: [**OneNote**](https://fdsschule-my.sharepoint.com/personal/alexander_schneider_fdsschule_onmicrosoft_com/Documents/Kursnotizb%C3%BCcher/11Gi-Schneider-Sj2122) :package: [**GrammarBox**](https://grammarbox.de) :card_file_box: [**Quizlet**](https://quizlet.com/class/15979088/) :studio_microphone: [**Vocaroo**](https://vocaroo.com) :high_brightness: [**Loom**](https://www.loom.com/signup) :star: [**Padlet**](https://padlet.com/referrals/dreamtheater)  :chains: [**Flinga**](https://flinga.fi) :art: [**Canva**](https://www.canva.com/brand/join?token=gInFYysbTF3V4avouiUz1A&brandingVariant=edu&referrer=team-invite) :game_die: [**LearningApps**](https://learningapps.org)

:::success
:small_blue_diamond: Setze dir **jetzt sofort** :exclamation: ein **Lesezeichen** :bookmark: für diese Seite!
:small_blue_diamond: Registriere dich, überall wo notwendig, mit deiner :mailbox_with_mail:  [**IServ Mailadresse**](https://fds-limburg.schule) (vorname.nachname@fds-limburg.schule) und Klarnamen ("Max M.") **am PC/Tablet** auf den zuvor verlinkten Webseiten. Schreibe dir deine Passwörter per copy & paste digital (!) auf.
:small_blue_diamond: Nutze :pushpin: **[Linguee](https://www.linguee.de)** zum *Übersetzen einzelner Wörter* im Satzzusammenhang. 
:small_blue_diamond: Nutze :pushpin: **[Google Übersetzer](https://translate.google.com/?hl=de#view=home&op=translate&sl=de&tl=en)** als Feedbackinstrument zum *Überprüfen ganzer Sätze.*
:::

:::warning
*"Wir können gut miteinander auskommen - müssen aber nicht!"* :wink: 
**:warning: [Leistungskriterien und Verhaltenserwartungen in meinem Unterricht](https://cloud.fds-limburg.de/index.php/s/TttzJWefKzrqbnR)**
:::

:::danger
*"Aber Herr Schneider, davon wusste ich nichts..."* :laughing: 
:pushpin: [**Notenbedingungen für die Versetzung in Klasse 12 FOS**](https://cloud.fds-limburg.de/index.php/s/tKJnTi7gWXi647d)
:::


[toc]

---

#  ==**WDR Series - Flirt English**==

![](https://i.imgur.com/AL9TuUq.jpg)
The **main characters** of Flirt English: Holly, Hannes, Elz and Nino (from left to right)

---

## Lesson plan #1

:::danger
:male-teacher: **Today, you're going to...**
:one: ...get to know your class mates by talking English.
:two: ...start working with the **TV-series 'Flirt English'** and learn about the main characters by reading their social media news feeds. 
:three: ...visualize all the information in the characters' news feeds by drawing a concept map.
:four: ...present your concept map talking fluent English.
:::

**Detailed and further instructions with reference to...**

:one::busts_in_silhouette::lips: Get into contact with as many class mates as possible by :pushpin: [**finding someone who...**](https://cloud.fds-limburg.de/index.php/s/474TYFhSnZ2lTWY) Use the information in the boxes and ask English questions. Write down the person's name into the box whenever you've found someone who answers your questions with "yes". Then try to ask one spontaneous follow-up question. Keep talking English!

:two::bust_in_silhouette::book: Carefully study :pushpin: [**the main characters' news feeds**](https://cloud.fds-limburg.de/index.php/s/fVnBOjJjDQQeAmr). Translate unknown vocabulary by the help of :globe_with_meridians: [**Linguee**](https://www.linguee.de).

:male-teacher: What piece of information surprised you the most?

:three::busts_in_silhouette::iphone: Work in a team of two. One of you creates a "Whiteboard" on :chains: [**Flinga**](https://flinga.fi) (you should have already registered!) and shares the URL/link with the other. When you are on the same board, collaborate ~(zusammenarbeiten)~ in drawing some sort of **character map** that shows basic facts about the characters **and (!) their relationship to each other**. Look at :eye: this :chains: [**example**](https://flinga.fi/s/FNFMPMP).

You might want to (but needn't) use the **portraits** in your character map. Hold touch to download/copy the images.
![](https://i.imgur.com/chTEUBw.jpg =100x) ![](https://i.imgur.com/aB8BVAv.jpg =100x) ![](https://i.imgur.com/i0uesGW.jpg =100x) ![](https://i.imgur.com/bOfKS2G.jpg =100x) ![](https://i.imgur.com/NohD14n.jpg =100x) ![](https://i.imgur.com/wSvH8kk.jpg =100x)

:four::bust_in_silhouette: Present your Flinga character map in front of the class :speaking_head_in_silhouette: *or* (!) record your own :studio_microphone: [**Vocaroo**](https://vocaroo.com) in which you basically do the same. All of you need to speak!

---

## Lesson plan #2

:::danger
:male-teacher: **Today, you're going to...**
:one: ...listen to a very few of your recorded character map presentations.
:two: ...view and work with the **first episode** called ***'Welcome to Brighton'*** by ticking statements that are true to the course of events.
:three: ...talk about and recall the most important events and...
:four: ...write a summary of the episode.
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: Listen :ear: to your class mates' recordings. Has he/she left out anything important or done anything wrong?

:two::bust_in_silhouette: First of all, read :book: and understand all the given statements below. Translate unknown vocabulary by the help of :globe_with_meridians: [**Linguee**](https://www.linguee.de). When it comes to watching :tv: the episode, decide for each statement if it is true :heavy_check_mark: or false :x:.

<iframe src="https://learningapps.org/watch?v=p9jmo1sia21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

{%youtube xkQ547I5jAc %}

:three::busts_in_silhouette: In turns :repeat:, talk :lips: to your seatmate and use the following words and expressions to recall what happens in the first episode.

:white_medium_small_square: When Nino and Hannes / arrive / nobody / door
:white_medium_small_square: Lily's neighbor Phil / envelope / letter / key
:white_medium_small_square: Inside the house / the boys / Lily / talk / webcam
:white_medium_small_square: Later / arrive / Holly and Elz / surprised / word in private
:white_medium_small_square: Elz / worry / unknown guys / could be serial killers
:white_medium_small_square: Table / drinking tea / Nino suggests / tent
:white_medium_small_square: Girls / agree / share the house 
:white_medium_small_square: Eat / shepard's pie / talk / get to know each other

:four::bust_in_silhouette: Write :writing_hand: a summary of the first episode in simple present. You may use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/QaNUtNM6w7mhkfi) into :closed_book: OneNote.

:::success
:lower_left_crayon: Compare your summary with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/zftvGd9pAZ2AsX4) ==Password **2t4f**== when you are done. 
:::

---

## Lesson plan #3

:::danger
:male-teacher: **Today, you're going to...**
:one: ...predict today's episode by describing pictures taken from it.
:two: ...watch the **second episode** called ***'Pancakes & Karate'.***
:three: ...order pictures from the episode chronologically and retell the action.
:four: ...write a phone call with Lily about the episode's incidents.
:::

**Detailed and further instructions with reference to...**

:one: Look at :eye: the eight pictures taken from today's episode that you will find in the slides below. Next, orally :lips: describe them in as much detail as possible and tell what you think will happen trying to connect the pictures with each other. First, practise speaking with your :busts_in_silhouette: seatmate (take turns :repeat: after each picture!) and repeat in :male-teacher: class later on.

<div style="position: relative; width: 100%; height: 0; padding-top: 56.2500%;
 padding-bottom: 48px; box-shadow: 0 2px 8px 0 rgba(63,69,81,0.16); margin-top: 1.6em; margin-bottom: 0.9em; overflow: hidden;
 border-radius: 8px; will-change: transform;">
  <iframe loading="lazy" style="position: absolute; width: 100%; height: 100%; top: 0; left: 0; border: none; padding: 0;margin: 0;" src="https:&#x2F;&#x2F;www.canva.com&#x2F;design&#x2F;DAEpD2EqeWg&#x2F;view?embed">
  </iframe></div>

:two::tv: Enjoy today's episode finding out if your previous expectations come true.

{%youtube DxR5B3EdEfc %}

:three::bust_in_silhouette: Order the pictures chronologically from 1 in the upper left-hand to 20 in the lower right-hand corner. When you got it right, take a screenshot, paste it into :closed_book: OneNote and retell the action by describing :writing_hand: each picture in one or two sentences. Use present tenses.

<iframe src="https://learningapps.org/watch?v=pata2peyn21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>


:four::bust_in_silhouette: Use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/xEEz86L2EFGm3SA) to write :writing_hand::closed_book: a phone call with Lily about the episode's incidents from any of the character's point of view for homework.

---

## Lesson plan #4

:::danger
:male-teacher: **Today, you're going to...**
:one: ...talk about the last episode by using important quotes and key words. 
:two: ...predict today's episode by faking the characters' Whatsapp chats. 
:three: ...viewing the **third episode** called ***'Fitness and Flirting'*** going into detail with Nino's job interview scene.
:four: ...write a phone call with Lily about the episode's incidents.
:::

**Detailed and further instructions with reference to...**

:one:[:male-teacher:](https://cloud.fds-limburg.de/index.php/s/C7cbEmi2orRJR6n) What happens in the last episode and what do we learn about the characters?

![](https://i.imgur.com/3rfJBzg.png)

:two::busts_in_silhouette: Use this :globe_with_meridians: [**fake chat generator**](https://fakedetail.com/fake-whatsapp-chat-generator) and go on writing the following Whatsapp chats. Be as funny and creative as possible remembering what you have recently learned about the characters and their relationship to each other. Upload and share your fake chats on this :star:**[Padlet](https://padlet.com/dreamtheater/sp3cojmx9c3zq2r2)** groupwise.

![](https://i.imgur.com/5yleIAi.png)

:male-teacher: What incident or event might lead to this scene? What might have happened?

![](https://i.imgur.com/97C9Ums.gif =750x)

:three::tv: Start watching today's episode. Turn off :mute: the sound when Nino is having his job interview (from `3:52` to `4:50`) and completely stop the video when the scene is over. 
Copy and then complete this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/vAtrUL7S1bEs3rC) in which you predict Nino's and the interviewer's questions, answers and thoughts at the job interview scene. 

{%youtube 71mC-Dd_f4M %}

:four::bust_in_silhouette: Use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/dWIiPUPcDRq9QYo) to write :writing_hand::closed_book: a phone call with Lily about the episode's incidents from any of the character's point of view for homework.

---

## Lesson plan #5

:::danger
:male-teacher: **Today, you're going to...**
:one: ...revise your character map from lesson #1 with new information.
:two: ...predict the **fourth episode** called ***'Tantrums & Time-out'***.
:three: ...work with the episode by using the sound only technique to go into detail with two scenes.
:four: ...write a phone call with Lily about the episode's incidents.
:five: ...prepare for a live interview with Nino & Hannes and Holly & Elz. 
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: What (new information) have we learned about the characters and their relationships to each other? Based upon that talk, revise your character map on :chains: [**Flinga**](https://flinga.fi).

:two::bust_in_silhouette: Predict today's episode called *'Tantrums & Time-out'* in a very few sentences! Copy and answer :writing_hand: these questions.

**1.** Who will have a tantrum and why?
**2.** Who will have a time-out and why?

:three::bust_in_silhouette: We're going to start viewing the episode normally. However, the screen is going to be turned off at two scenes so that you can only listen to :ear: them.

{%youtube WDBDSVBCTWo %}

**1.** Stop at `2:24` and look at :eyes: the given pictures and descriptions below. What will probably happen here? :thinking_face: Try to bring the pictures in any logical order. Do :x: **not touch the check button** in the lower right corner yet.
**2.** Turn off the screen. Listen to :headphones: the scene and stop at `3:33`. Revise your order and check your outcome.
**3.** At last, turn on the screen and view :tv: the scene. Stop at `3:33`.

<iframe src="https://learningapps.org/watch?v=pwi1by3w221" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

**1.** Stop at `3:33` and look at :eyes: the given pictures from the scene that comes next. What will probably happen here? :thinking_face: Try to bring the pictures in any logical order. Do :x: **not touch the check button** in the lower right corner yet.
**2.** :male-teacher: Based upon the pictures, say what you think will happen in the scene.
**3.** Turn off your screen. Listen to :headphones: the scene and stop at `6:48`. Revise your order and check your outcome.
**4.** At last, turn on the screen and view :tv: the scene. Retell the action by writing :writing_hand: one or two sentences for each picture that is in the scene.

<iframe src="https://learningapps.org/watch?v=pvx345spn21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

:four::bust_in_silhouette: Use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/mbaTaTR99DLY93p) to write :writing_hand::closed_book: a phone call with Lily about the episode's incidents from any of the character's point of view for homework.

:five::bust_in_silhouette: Log in to your Padlet account. Prepare a live interview with the characters for the upcoming lesson. Find exciting and interesting, but also funny and creative questions on this :star: [**Padlet**](https://padlet.com/dreamtheater/ph0x3csws9tmai1q). Avoid :x: asking questions that can easily be answered with yes and no!

---

## Lesson plan #6

:::danger
:male-teacher: **Today, you're going to...**
:one: ...have the prepared live interview with Nino & Hannes and Holly & Elz.
:two: ...predict today's episode by describing pictures taken from it.
:three: ...view and work with the **fifth episode** called ***'Vintage Future'*** by ticking statements that are true to the course of events.
:four: ...write a phone call with Lily about the episode's incidents.
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: Who dares to be interviewed and jump into Holly's, Elz', Hannes' or Nino's shoes? You need to spontaneously answer the prepared questions from this :star: [**Padlet**](https://padlet.com/dreamtheater/ph0x3csws9tmai1q) your audience is going to ask you.

:two: Look at :eye: the eight pictures taken from today's episode that you will find in the slides below. Next, orally :lips: describe them in as much detail as possible and tell what you think will happen trying to connect the pictures with each other. First, practise speaking with your :busts_in_silhouette: seatmate (take turns :repeat: after each picture!) and repeat in :male-teacher: class later on.

<div style="position: relative; width: 100%; height: 0; padding-top: 56.2500%;
 padding-bottom: 48px; box-shadow: 0 2px 8px 0 rgba(63,69,81,0.16); margin-top: 1.6em; margin-bottom: 0.9em; overflow: hidden;
 border-radius: 8px; will-change: transform;">
  <iframe loading="lazy" style="position: absolute; width: 100%; height: 100%; top: 0; left: 0; border: none; padding: 0;margin: 0;"
    src="https:&#x2F;&#x2F;www.canva.com&#x2F;design&#x2F;DAEpgscogRE&#x2F;view?embed">
  </iframe>
</div></p>

:three::bust_in_silhouette: First of all, read :book: and understand all the given statements below. Translate unknown vocabulary by the help of :globe_with_meridians: [**Linguee**](https://www.linguee.de). When it comes to watching :tv: the episode, decide for each statement if it is true :heavy_check_mark: or false :x:.


<iframe src="https://learningapps.org/watch?v=pw1usbwe521" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

{%youtube _IBahCJenq0 %}

:four::bust_in_silhouette: Use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/nxDBuh6vOdjlZiD) to write :writing_hand::closed_book: a phone call with Lily about the episode's incidents from any of the character's point of view for homework.


---

## Lesson plan #7

:::danger
:male-teacher: **Today, you're going to...**
:one: ...recall the last episode by the help of key words.
:two: ...predict the final episode by the help of key words.
:three: ...watch and work with the **final episode** called ***'Fireworks & Farewells'*** by having soundless scene dictations.
:four: ...talk about the characters' exact plans for the future when the final episode ends.
:five: ...write a short film review of the series.
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: Recall what happens in episode five by the help of the key words below. Talk to :lips: your seatmate first. Repeat in class at last.

![](https://i.imgur.com/CIslY7U.jpg)

:two::bust_in_silhouette: Predict the final episode by preparing to give an oral summary by the help of key words from a :pushpin: [**word cloud**](https://cloud.fds-limburg.de/index.php/s/zGSXosG30s1Fy2F). Leave out the words that you think are irrelevant. Make use of the rest to come up with a short oral summary. You may take notes, only. No full sentences. Practice your summary mentally. You might be expected to talk in class. 

:three::busts_in_silhouette: The video below contains four soundless :mute: scenes from the final episode. Dictate/describe :speaking_head_in_silhouette: the scene to your seatmate that has his/her eyes shut and is only :ear: listening to you. The video includes language support, so don't worry. Talk :lips: as much English as you can. Take turns :repeat: after each scene.

{%youtube dEkcG9q3Y34 %}

:male-teacher: Enjoy the whole final episode when you have finished dictating.

{%youtube ZpUm8xuvBAE %}

:four::male-teacher: What are Holly's, Hannes', Elz' and Nino's exact plans for the future when the final episode ends? 

:five::bust_in_silhouette: Use and copy this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/QmBYcCMv01Z8oTM) to write :writing_hand::closed_book: a short **film review** of the series like you would find it in a TV guide. 

:soon:**Follow-up task:** Write your name on top of your film review and swop ~(tauschen)~ it with one class mate (via AirDrop) as soon as you both have finished writing. Read your class mate's film review and give feedback by completing the table on the second page. At last, hand back the film review to the class mate.


---

## Lesson plan #8

:::danger
:male-teacher: **Today, you're going to write a sequel to the series. For that reason, you're going to...**
:one: ...each choose one of the four characters 
:two: ...answer questions for your chosen character about how his/her life will go on
:three: ...join groups in which you write a creative and funny summary of the next episode
:four: ...give and receive feedback
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette: Holly (yellow), Elz (red), Nino (blue), Hannes (green)

:two::busts_in_silhouette: How will your chosen character's life go on? The questions for all the characters are as follows. You might want to cooperate with / join class mates working on the same character (of the same colour).

**1.** When the last episode ends, what are your chosen character's exact plans for the future?
**2.** In your opinion, what is most likely to happen with those plans?
**3.** What questions about your chosen character should be answered in the next episode?
**4.** What happens in the next episode?

:three::busts_in_silhouette: In your groups of four, collaborate in writing your summary. Click on the link that corresponds with your (group) number. Each group consists of someone having worked on Holly, Elz, Nino and Hannes. Remember: A summary is written in present tense.

:keyboard: [**Group #1**](https://yopad.eu/p/sequel-a-365days) | :keyboard: [**Group #2**](https://yopad.eu/p/sequel-b-365days) | :keyboard: [**Group #3**](https://yopad.eu/p/sequel-c-365days) | :keyboard: [**Group #4**](https://yopad.eu/p/sequel-d-365days) 

:four::bust_in_silhouette::book: Read all the groups' summaries and :pushpin: [**vote**](https://forms.office.com/r/Cj30fZDS7Z) for the most creative and funniest (that is *not* your own) when you are done. At last, give one group (your teacher tells you which) precise feedback on their sequel by :writing_hand: completing this :pushpin: [**worksheet**](https://cloud.fds-limburg.de/index.php/s/nlUr7fsYS1eQQ0r).
 

---

## Lesson plan #9

:::danger
:male-teacher: **Today, you're going to...**
:one: ...write a **class test** in which you have to answer a few questions about the series and the characters. Be prepared.
:::

---

# ==**Making a Difference**==

![](https://i.imgur.com/tx5w2Gf.gif)

:bust_in_silhouette::writing_hand: Explain the message of this proverb using your own words.

---

## Lesson plan #10

:::danger
:male-teacher: **Today, you're going to...**
:one: ...work with Michael Jackson's song **Man in the mirror**
:two: ...explain the message of the song 
:three: ...go into detail about the famous people and the world's problems that can both be seen in the corresponding music video
:::

**Detailed and further instructions with reference to...**

:one: **Pre-listening**: 
:a::male-teacher: What do you expect a song called like this to be all about?
:b::keyboard: Read through the lyrics and try to guess and fill in some of the missing words. 

<iframe src="https://learningapps.org/watch?v=pv1gsxrnj20" style="border:0px;width:100%;height:500px" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

**While-listening**: Listen to the song [:musical_note: **Man in the mirror**](https://cloud.fds-limburg.de/index.php/s/lT7YX9mw7lst0x2) and fill in the (remaining) gaps

:two::bust_in_silhouette::writing_hand: Explain the message of the song in a very few sentences. Then explain what *making a difference* means to YOU by giving an example that is put into practice easily.

:three::bust_in_silhouette:[:pencil2:](https://cloud.fds-limburg.de/index.php/s/fSw6U4L6sdcv4dS) **While-viewing** note down...
:a: ...the :man-raising-hand: **famous people's names** that made a difference *for the better*
:b: ...the :boom: **problems** the world faced in the late 80s

{%youtube PivWY9wn5ps %}

:bust_in_silhouette::keyboard: **Post-viewing**: 
:a: Pick a :man-raising-hand: [**famous person**](https://yopad.eu/p/mitm-people-365days) from the video that (has) made a difference. Describe who the person is/was what he/she is famous for and how he/she (has) made a difference.
:b: Pick a (global) :boom: [**problem**](https://yopad.eu/p/mitm-problems-365days) shown in the video. Describe it in some detail (w-questions) and assess if we've solved it after more than 30 years.


---

## Lesson plan #11

:::danger
:male-teacher: **Today, you're going to...**
:one: ...quickly repeat what making a difference means in general
:two: ...work with a first scene **The Assignment** that is taken from a movie about making a difference
:three: ...share your own ideas to make a difference in your everyday life (with small but effective things)
:four: ...react to your class mates' ideas
:::

**Detailed and further instructions with reference to...**

:one::male-teacher: Complete this sentence on a general level without giving precise examples:
**A person that makes a difference...**

:::spoiler **possible answers (click to open)**
:::success
...wants to do something good
...is acting responsibly
...finds solutions to (people's) problems
...invents something very useful
...helps others (people, animals, nature)
:::

</p>

:two::bust_in_silhouette: While watching the :tv: [**The Assignment**](https://web.microsoftstream.com/video/89170f3a-3a48-4a72-8603-ea5dca33c75c), note down :pencil2: general information on the w-questions **who, when, where, what** and **why**. 

:a::writing_hand: Use your notes to describe what the scene is about in a few coherent sentences.
:b::writing_hand: Explain if you think this is a typical assignment for a (social studies) class. Give reasons.

[![](https://i.imgur.com/Kn6NWUl.jpg)](https://web.microsoftstream.com/video/89170f3a-3a48-4a72-8603-ea5dca33c75c)

:three::bust_in_silhouette::thought_balloon: **Think!** Individually collect :bulb: [**different ideas**](https://i.imgur.com/0077NgI.png) by taking notes on how you can make a difference (*how you can be a mosquito!*) in your everyday life - even with small, but effective things.

:busts_in_silhouette::lips: **Pair!** Turnwise, compare your ideas in groups of three. Agree on the best three ideas and split them up among you three. 

:bust_in_silhouette::keyboard: **Share!** Record a :studio_microphone: [**Vocaroo**](https://www.vocaroo.com), in which you explain your idea in some detail (motivation, requirements, effects, example) in not less than 60sec. Prepare by :pencil2: noting down key words/phrases, only. Do *not* write full sentences! This task focuses on :speaking_head_in_silhouette: speaking, *not* :book: reading! Share your link on this :star: [**Padlet**](https://padlet.com/dreamtheater/z1ugtje5xo1hw2xt).

:::spoiler **Guiding questions (click to open)**
:::warning
+ How did you come up with this idea (=motivation)?
+ What do you promise yourself / expect from this idea (=effects)?
+ How could you put your idea into action? What do you need for it? (=requirements)
+ How do people (or how does nature) profit from it (=effects)?
+ What might the most difficult step/thing about your idea be (=problems)?
:::
</p>

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/z1ugtje5xo1hw2xt" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:500px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:four::bust_in_silhouette::headphones: **React!** Listen to (at least five of) your class mates' recordings that were not in your group and react to to them by leaving a comment or simply a like :hearts:

:::spoiler **Guiding questions that help you leave a comment (click to open)**
:::warning
+ Will this idea really work in practice or not?
+ Is the idea easily or hard to put into practice?
+ Does the idea need (too much) time, money and any special equipment?
+ Is the idea sustainable ~(nachhaltig)~ and therefore strong enough to exist or happen for a long time?
+ Is there any question you would like to ask or any query ~(Rückfrage)~ you have in response to your class mate's idea?
:::
:::spoiler **Questions to talk about in class later on (click to open)**
:::warning
+ What are the ideas about you listened to?
+ Why do you find whose idea most interesting?
+ Whose or which ideas do you think will (not) work?
:::

---

## Lesson plan #12

:::danger
:male-teacher: **Today, you're going to...**
:one: ...quickly repeat the most important information of the first scene **The Assignment**
:two: ...work with a new scene in which you learn about **Trevor's idea to make a difference** and what other characters (in the movie) think of / react to it
:three: ...find arguments why Trevor's idea will (not) work and finally...
:four: ...express your opinion on that question in a survey 
:five: ...write a text in which you explain your opinion: **Will Trevor's idea work or not?**
:::

**Detailed and further instructions with reference to...**

:two::male-teacher: In fact, Trevor not only has come up with an idea "to change our world" but ~(sondern)~ has already put his idea into action. In the scene you are about to see, Trevor is explaining his idea to his class while Jerry (the homeless guy) is explaining it to Trevor's mother (the blonde woman).

Answer :writing_hand: these questions after you've watched :tv: [**Trevor's idea**](https://web.microsoftstream.com/video/338be678-a913-460b-b2fa-732474d7b740):

**1.** What is Trevor's idea to make a difference?
**2.** How did Trevor put his idea into action?
**3.** How would you name Trevor's idea?

[![](https://i.imgur.com/n0sWCDn.jpg)](https://web.microsoftstream.com/video/338be678-a913-460b-b2fa-732474d7b740)

Now, watch :tv: [**Trevor's idea (with subtitles)**](https://web.microsoftstream.com/video/0a6c6afa-e34c-4522-977f-ea38c92d5a09) again and find out about the reactions of ... :arrow_down: by writing your answers first in :closed_book: OneNote and later on this :pencil: [**Zumpad**](https://zumpad.zum.de/p/peoples-reactions-to-trevors-idea)
+ **Trevor's mother** (Mrs McKinney) and **Jerry** and
+ **Trevor's class mates** and teacher **Mr. Simonet** when they hear/speak of his idea for the very first time.

:three::busts_in_silhouette::keyboard: Based upon the people's reactions, do you think Trevor's idea will be fully accepted by others and therefore work? Find arguments for (:heavy_plus_sign:) and against (:heavy_minus_sign:) it on this :star: [**Padlet**](https://padlet.com/dreamtheater/AfaaTi). 

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/96nen84tythvsa2u" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:608px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:four::bust_in_silhouette::keyboard: Express your final opinion in this :bar_chart: [**class survey**](https://www.menti.com/esgbm1u4wr) taking all the arguments into account that we collected.

<div style='position: relative; padding-bottom: 56.25%; padding-top: 35px; height: 0; overflow: hidden;'><iframe sandbox='allow-scripts allow-same-origin allow-presentation' allowfullscreen='true' allowtransparency='true' frameborder='0' height='315' src='https://www.mentimeter.com/embed/7777ec68cae5d66b3ea76c54118b51ef/23bc4c510aaf' style='position: absolute; top: 0; left: 0; width: 100%; height: 100%;' width='420'></iframe></div>

Take and :scissors: crop a screenshot of one :bar_chart: bar chart of your choice. Paste it into :closed_book: OneNote. **Describe** :writing_hand: your chosen bar chart by using the language support provided below.

:::spoiler **How to describe bar charts** (click to open)
> The questionees are (completely) divided on the question if/how...
> When asked if/how ... the questionees' answers are split into two/three/four groups. First, ...
> One third/quarter says...
> Three fifths/quarters say...
> Half the questionees say...
> Only a small fraction of ... says...
> The majority of questionees says...
> About half the questionees says that ... whereas one quarter says ... and ... and ...
> ...the most/least taken answer is...
> ... This is as much as all the other answers combined.
::: 
</p>

:five::bust_in_silhouette::writing_hand: **Discuss** if Trevor's idea will work or not by using as many arguments as possible. End up your discussion with your own opinion.

---

## Lesson plan #13

:::danger
:male-teacher: **Today, you're going to...**
:one: ...find out how much you make a difference in daily dilemma situations according to a class survey
:two: ...describe and comment on the overall answers
:three: ...search the web for any person of your choice that (has) made a difference and tell your class about him/her
:four: ...react to what you learned from your class mates
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::writing_hand: Before answering the :bar_chart: class survey:

**What is a dilemma situation in general** :question:

:warning: When doing the survey, don't forget to explain your choice of answer for each of the questions in one or two sentences!
<iframe src="https://www.surveymonkey.de/r/56QRK78" height="500" width="100%" style="border:0"></iframe></p>

:two::bust_in_silhouette::mag: Look at the :bar_chart: [**overall answers and individual explanations**](https://de.surveymonkey.com/results/SM-C2N9T7HC9/). Take and :scissors: crop screenshots of two bar charts of your choice.

:a::writing_hand: Paste these two bar charts as cropped images into :closed_book: OneNote and **describe** them by using the language support provided below.

:::spoiler **How to describe bar charts** (click to open)
> The questionees are (completely) divided on the question if/how...
> When asked if/how ... the questionees' answers are split into two/three/four groups. First, ...
> One third/quarter says...
> Three fifths/quarters say...
> Half the questionees say...
> Only a small fraction of ... says...
> The majority of questionees says...
> About half the questionees says that ... whereas one quarter says ... and ... and ...
> ...the most/least taken answer is...
> ... This is as much as all the other answers combined.
:::
</p>

:b::writing_hand: Based on the two bar charts you described, **explain** whether you think (the majority of) your class mates chose the right or wrong answers. Use at least a few of the phrases from the language support provided below.

:::spoiler **How to explain your reaction** (click to open)
> In my opinion, the right/wrong thing to do would be to...
> (to) treat others as you would want to be treated yourself
> (to) develop a sense of right and wrong
> This is really surprising/shocking to me, because...
> I didn't expect so few/many people to...
> I would have never thought that...
> I'm most concerned about...
> It should go without saying that...
> It's worth pointing out that...
> It's out of question that...
> It's hard to believe that...
> It's high time that...
:::
</p>

:three::bust_in_silhouette::keyboard: Search the web :globe_with_meridians: for any famous :person_with_pouting_face: person of your choice that (has) made a difference in her/his life.

:::spoiler **Guiding questions** (click to open)
:::warning
+ What should you know about your person in general? (date of birth, age, nationality, profession)
+ Where do you know your person from?
+ What is your person famous for?
+ How exactly did your person make a difference?
:::

</p>

Record a :studio_microphone: [**Vocaroo**](https://vocaroo.com) in not less than 45sec in which you tell about your chosen person and what you think of his/her idea to make a difference. Share your link on this :star: [**Padlet**](https://padlet.com/dreamtheater/b5nawfdqjitkymgy).

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/b5nawfdqjitkymgy" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:608px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:four::bust_in_silhouette::headphones: Listen to some of your class mates' recordings and ask for anything he/she told about. Write down your question in the comments. Prepare to answer the questions you were asked in class!

---

## Lesson plan #14

:::danger
:male-teacher: **Today, you're going to...**
:one: ...get familiar with some new words/phrases that you need to work on today's scenes
:two: ...have a look at whether/how Trevor's idea of *Pay it forward* is developing by watching further scenes
:three: ...continue (writing) a dialogue between Trevor and Mr. Simonet taken from one further scene
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette::keyboard: :exploding_head: Learn and memorize these words :point_down: as best as you can by matching pairs that belong together. Repeat as often as possible. You will have to use them later on.

<iframe src="https://quizlet.com/568445852/match/embed?i=32pews&x=1jj1" height="500" width="100%" style="border:0"></iframe>

</p>

:two::a::bust_in_silhouette: On :tv: [**Microsoft Stream**](https://web.microsoftstream.com/channel/d1f6c9a1-87ee-425e-a53e-31ecc78c7c7d), watch and then :writing_hand: **summarize scenes 3, 4, 5 and 6 one after another** in a very few sentences by using the new :point_up: vocabulary.


[![](https://i.imgur.com/VUUxplD.jpg)](https://web.microsoftstream.com/channel/d1f6c9a1-87ee-425e-a53e-31ecc78c7c7d)

:bust_in_silhouette::keyboard: While watching the scenes, copy and complete this :pushpin: [**flowchart**](https://flinga.fi/s/FGLTTSK). To do so, you have to register / log on to :chains: [**Flinga**](https://flinga.fi) and create your own *Flinga Whiteboard*. Each of you!

![](https://i.imgur.com/PWY2ekB.png)

:warning: Make sure you have started your own Flinga Whiteboard. You are going to go on working on it in large parts of the next lesson.

![](https://i.imgur.com/9Y6bAkf.png)

:b::bust_in_silhouette::writing_hand: Having watched the scenes, **what do you think how Trevor might feel now** after all? Compare his emotional situation to his feelings and expectations from the beginning by writing a short text of about 100 words. Use at least five adjectives from the word cloud :point_up: above.

:::spoiler **What Trevor does not know!**
Trevor does not know that Jerry has already paid it forward (to his mom). In fact, he believes that there is no way a drug addict who is having a relapse (see scene 3) can ever pay it forward.
:::
</p>

:three::busts_in_silhouette::writing_hand: Watch :tv: [**scene 7a (with subtitles)**](https://web.microsoftstream.com/video/2f47b960-3390-4dfa-ab5d-d87bf9982ba7) and predict how the dialogue between Trevor and Mr. Simonet will continue. Work in groups of two by sharing the link to one :pencil: [**ZumPad**](https://zumpad.zum.de) or :pencil: [**YoPad**](https://yopad.eu) with each other where you can work on.

[![](https://i.imgur.com/zxTmDok.jpg)](https://web.microsoftstream.com/video/2f47b960-3390-4dfa-ab5d-d87bf9982ba7)

Copy and start your dialogue as follows:
> **Mr.Simonet**: *Hey, what's the matter?*
> **Trevor**: *Pay it forward didn't work. I couldn't even do it.*
> **Mr.Simonet**: ...
> **Trevor**: ...

:::spoiler **These questions might help you** (click to open)
:::warning
+ What will Mr.Simonet say to Trevor? Will he encourage or discourage him?
+ How will Trevor try to make his concept work again? Will he try at all? Or will Trevor give up? Why?
+ Why does Trevor want to hook up his mother with Mr.Simonet?
+ How did Trevor try to help Jerry and Adam and why did it fail? :warning: Mr.Simonet doesn't know what exactly Trevor did and why
:::


---

## Lesson plan #15

:::danger
:male-teacher: **Today, you're going to...**
:one: ...read your predicted dialogues between Trevor and Mr. Simonet in class and then compare it to their real conversation
:two: ...get familiar with new words from today's scenes by completing a crossword puzzle
:three: ...watch further scenes in which you find out that Trevor's idea of *Pay it forward* has not failed but but is still working after all
:four: ...present your revised and updated *Pay it forward* flowchart on Flinga in class
:::

**Detailed and further instructions with reference to...**

:one::speaking_head_in_silhouette: Read/act :book: your predicted dialogues in which Trevor believes his idea of *Pay it forward* has failed. 

:soon: Then watch their real conversation in :tv: [**scene 7b**](https://web.microsoftstream.com/video/43c54e4c-af23-4f20-ae26-aa0c051cf863) and afterwards point out the differences to your dialogues.

:two::bust_in_silhouette::iphone: As pre-viewing activity, complete this :game_die: [**crossword puzzle**](https://learningapps.org/watch?v=pj0h6nstv21) which only consists of words that appear in today's scenes.

<iframe src="https://learningapps.org/watch?v=pj0h6nstv21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe>

:point_up: Whenever you think a question is too difficult, click on the :bulb:-icon in the upper left-hand corner of the crossword to get help in form of the unsorted answers.

:three::male-teacher: Although Trevor believes that his idea of *Pay it forward* was not successful, the movement is still developing. In **scenes 8, 9, 10 & 11** on :tv: [**Microsoft Stream**](https://web.microsoftstream.com/channel/d1f6c9a1-87ee-425e-a53e-31ecc78c7c7d) you will see that Trevor's idea of *Pay it forward* has not failed at all but is still working after all.

[![](https://i.imgur.com/Gsx90Tg.jpg)](https://web.microsoftstream.com/channel/d1f6c9a1-87ee-425e-a53e-31ecc78c7c7d)

:bust_in_silhouette::keyboard: Find out how this could happen. Scene by scene, update *your own* :pushpin: [**flowchart**](https://flinga.fi/s/FADDCEM) (:point_left: this is mine!) on :chains: [**Flinga**](https://flinga.fi) and gradually ~(schrittweise)~ reconstruct the *Pay it forward* :chains: chain as it is shown in the scenes. Focus on the (unknown) characters in these scenes and always add the information: ==**who helps whom by doing what?**== 

:point_up: Carefully listen for the (unknown) people's names. If you don't know a person's name, use a word that describes him/her instead. Maybe you will learn about that person's name in one of the next scenes.

:four::a::speaking_head_in_silhouette::mag: Compare your own *Pay it forward* flowchart with one class mate's short live presentation that you are listening to. Afterwards revise your own flowchart if neccessary or say what your class mate can improve/add.

:warning: In the very end, paste either a screenshot of / link to your flowchart into :closed_book: OneNote.

:soon::b: At last, present your own flowchat by recording :cinema: your screen/flowchart and :studio_microphone: voice in which you do not only say who helps whom by doing what but also **add the reason why each of the people needed help**.

---

## Lesson plan #16

:::danger
:male-teacher: **Today, you're going to...**
:one: ...learn what is going on at Trevor's birthday party
:two: ...predict and write the interview that the reporter is having with Trevor about his success with *Pay it forward*
:three: ...compare the real interview with yours 
:four: ...watch the ending of the film finding out whether Trevor's personal *Pay it forward* comes true in the end or not
:five: ...write a comment on the (ending of the) film
:::

**Detailed and further instructions with reference to...**

:one::a::bust_in_silhouette::pencil2: **Pre-viewing:** It's **Trevor's birthday party**. Who do you expect to be his guests? Note down the names and give reasons for your predictions.

:b::bust_in_silhouette::writing_hand: View :tv: [**scene 12**](https://web.microsoftstream.com/video/25c9b4ad-79c2-4669-8989-52d16264e33b) and answer these :arrow_down: ... by writing full English sentences.

:::spoiler **questions** (click to open)
:::info
**1.** What is the reporter's, Chris Chandler's, intention?
**2.** How does Trevor's mom, Mrs. McKinney, react on the reporter's intention?
**3.** What is the reporter's reaction when he learns that 'Pay it forward' has been started by a seventh grader?
**4.** What does the reporter say about the spread of 'Pay it forward'?
:::
</p>

:two::busts_in_silhouette::keyboard: Now, that the reporter has finally found Trevor, he wants to interview him about his success with his idea of *Pay it forward*.

![](https://i.imgur.com/Gw0utGf.jpg)

Watch :tv: [**scene 13a**](https://web.microsoftstream.com/video/88aee1e1-f3da-4695-b000-7df18e4e4e60) and predict how the interview between the reporter and Trevor will continue. Be creative. Work in pairs by sharing the link to one :pencil: [**ZumPad**](https://zumpad.zum.de) or :pencil: [**YoPad**](https://yopad.eu) with each other where you can work on.

Copy and start your dialogue as follows:
> **Reporter**: *Hi, I'm Chris Chandler and I'm joined today by a very unusual seventh grader - Trevor McKinney. Trevor, you must be pretty proud of yourself.*
> **Trevor**: *No.*
> **Reporter**: *So you are not proud at all?*
> **Trevor**: *I don't know. I guess.*
> **Reporter**: *Come on, you start a movement like 'Pay it forward'. You're not proud?*
> **Trevor**: *I guess. I mean... I got an A in social studies. But that was just for the effort. I mean, the stuff I did, it didn't work out.*
> **Reporter**: *You're here...*

:::spoiler **These questions might help you (click to open)**
:::warning
+ Do you think Trevor is finally proud of his idea? How does he really feel after all that has happened?
+ Does Trevor see any difficulties in his idea? Are there any requirements to participate?
+ What role do his teacher, mother and friends play in the interview? Does he mention them somehow and why?
+ How does Trevor evaluate the fact that he neither could pay it forward to Mr. Simonet nor to his friend Adam? Does he want to give it a new try?
+ Now that *Pay it forward* has already reached Los Angeles, which role does Trevor want to play in his own movement?
:::
</p>

:three::male-teacher::mag: Compare the real interview in :tv: [**scene 13b**](https://web.microsoftstream.com/video/e45f37a0-c6a8-47ab-880d-34e383c1d80b) with yours. 

**1.** What is different? What is similar or even the same?
**2.** How does Trevor describe the success and the failure of his concept (:bulb: think both of his mom and Mr. Simonet)
**3.** What might Mr. Simonet and Mrs. McKinney be thinking in this situation while Trevor is being interviewed? 

![](https://i.imgur.com/Xe04C0a.jpg)

:four::male-teacher: The interview goes on in :tv: [**scene13c**](https://web.microsoftstream.com/video/83e8b47c-08bc-4419-9380-e7dc3454b67b).

**1.** :mute: Turn off the sound. What has changed and is different to the scene13b?
**2.** :thinking_face: What might have happened between scene13b and 13c?
**3.** :sound: Turn on the sound and watch again. What advice does Trevor give his audience to ensure his idea to work?

In the final :tv: [**scene14**](https://web.microsoftstream.com/video/e503aef2-d882-4870-87c5-05534ba2245a), see what really happened in between scene13b and 13c.

:five::bust_in_silhouette::writing_hand: In not less than 200 words, comment on the film's ending and explain how Trevor's personal *Pay it forward* (in terms of: Mr. Simonet and Jerry) comes true in end.

---

# ==**Coming of Age**==

## Lesson plan #17

:::danger
:male-teacher: **Today, you're going to...**
:one: ...brainstorm issues that are relevant to young people at your age
:two: ...talk about your ideas in a little detail
:three: ...listen to and work with both a song and its video
:four: ...explain which issues of **Coming of Age** can be found in the video
:five: ...write the girl's farewell letter who can be seen in the video
:::

**Detailed and further instructions with reference to...**

:one::a::busts_in_silhouette::keyboard: Brainstorm a :pushpin: [**list**](www.wooclap.com/DHOHJK
) of as many topics, aspects and/or problems that are relevant to young people coming of age as possible. Like :heart: a few of your classmates' ideas.

</p><iframe src="https://app.wooclap.com/DHOHJK" height="600" width="100%" style="border:0"></iframe></p>

:::spoiler **These pictures help you**
![](https://i.imgur.com/UxZJQsc.jpg)
:::
</p>

:one::b::mag: Search the web for a picture (might be GIF, too) that illustrates one idea of your choice and upload it on this :star: [**Padlet**](https://padlet.com/dreamtheater/2wcux37qs51i6gid) after having logged on into your account.

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/2wcux37qs51i6gid" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:608px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:two::male-teacher::speaking_head_in_silhouette: Let's talk  about the pictures in class. Describe somebody else's picture, say what aspect of coming of age it illustrates and comment on it in a little detail.

:::spoiler **These questions help you talk**
:::success
**1.** What can you see in the picture?
**2.** What are the people / is the person doing?
**3.** What can you say about these people?
**4.** What might they be thinking/saying?
**5.** How might they feel?
**6.** What has just happened?
**7.** What do you think will happen next?
:::
</p>

:three::a: **Before listening** to the song, look at the :game_die: [**songtext**](https://learningapps.org/watch?v=p7noh42bj21) and try to fill in the gaps.

<iframe src="https://learningapps.org/watch?v=p7noh42bj21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

**While listening** to the :sound: [**song**](https://cloud.fds-limburg.de/index.php/s/IiIwjkFsja1cQB5), check your answers and fill in the remaining gaps. 

**After having listened** to the song and read its songtext, say :speaking_head_in_silhouette: what the song named *Second Chance* is about.

:three::b: **Before viewing** the video, try to mentally tell a story (w-questions) by logically ordering these :game_die: [**pictures**](https://learningapps.org/watch?v=pjx4nfxtj21) all of which are taken from the corresponding music video. What are the people doing, thinking and saying? How might they feel? 

:x:==**Don't touch the check button in the lower right-hand corner yet!**==:x: 

<iframe src="https://learningapps.org/watch?v=pjx4nfxtj21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

**While viewing** the :tv: [**video**](https://youtu.be/WbsDPbr8qoM), check your chronological order. Did you do it right? Take and crop a screenshot of the correct order and paste it into :closed_book: OneNote.

{%youtube WbsDPbr8qoM%}

**After having viewed** the video, retell the story that is taking place in it. Record :studio_microphone: a [**Vocaroo**](https://www.vocaroo.com) or write :writing_hand: a text. Either way, describe each picture in a very few sentences. Start at picture 1 and then go on with 2, 3, ... and 12.

:four::speaking_head_in_silhouette: Explain which aspects of *Coming of Age* can be found in the video by recording a :studio_microphone: [**Vocaroo**](https://www.vocaroo.com). Do not speak less than 1 minute. Speak as freely as possible. Paste the link to your Vocaroo into :closed_book: OneNote.

:five::bust_in_silhouette::keyboard: Type (keyboard!) the girl’s farewell letter ~(Abschiedsbrief)~ to her family in :closed_book: OneNote. Explain why she is going to leave, how she feels and what her problems and dreams are. Address all the family members, her mother, father and little brother. Use as many adjectives from the word cloud as possible. Do not write less than 150 words.

At last, copy the text of your typed farewell letter and paste it on this :star: [**Padlet**](https://padlet.com/dreamtheater/2ndchance).

<div class="padlet-embed" style="border:1px solid rgba(0,0,0,0.1);border-radius:2px;box-sizing:border-box;overflow:hidden;position:relative;width:100%;background:#F4F4F4"><p style="padding:0;margin:0"><iframe src="https://padlet.com/embed/tujs61y6zyk5" frameborder="0" allow="camera;microphone;geolocation" style="width:100%;height:620px;display:block;padding:0;margin:0"></iframe></p><div style="padding:8px;text-align:right;margin:0;"><a href="https://padlet.com?ref=embed" style="padding:0;margin:0;border:none;display:block;line-height:1;height:16px" target="_blank"><img src="https://padlet.net/embeds/made_with_padlet.png" width="86" height="16" style="padding:0;margin:0;background:none;border:none;display:inline;box-shadow:none" alt="Mit Padlet erstellt"></a></div></div></p>

:book::writing_hand: **Follow-up-task**: Read that class mate's farewell letter which is subsequent to yours. 
Add a comment by writing the girl's parents' answer to her daughter's letter. Again, use at least three adjectives from the word cloud. Don't forget to be logged on into your own account so that your name is shown.

---

## Lesson plan #18

:::danger
:male-teacher: **Today, you're going to...**
:one: ...get familiar with **words and phrases** that are part of...
:two: ...the text ***The Trouble with Mother*** we read and work with in groups of two
:three: ...collaborate on listing all the problems the narrator has with her mother
:four: ...get familiar with even more vocabulary and use it to work on a **confrontative dialogue** between a teenager and his parent(s)
:::

**Detailed and further instructions with reference to...**

:one::bust_in_silhouette: **Pre-reading**: Make yourselves familiar with the meaning of these :game_die: [**words and phrases**](https://learningapps.org/watch?v=pq9vd3cqj21) all of which are part of the text you are going to work with soon. It is not as easy as you think. Take the time.

<iframe src="https://learningapps.org/watch?v=pq9vd3cqj21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>

:two: The text ***The Trouble with Mother*** is split into [**part :a:**](https://cloud.fds-limburg.de/index.php/s/Tmt5VinPrSNB1lw) and [**part :b:**](https://cloud.fds-limburg.de/index.php/s/QCHC7A8Kgfx0A3T). Your :male-teacher: teacher tells you which part you will have to work on.

:book: **While-reading:** First, read your part once without doing anything else. Clarify unknown words by writing the German translation on top of it.

:writing_hand: Then sum up each paragraph in one or two German sentences. Use the space the worksheet provides.

:busts_in_silhouette::lips: **Post-reading**: Get together with your partner  and share your German summary with each other. Partner :a: starts talking.

:three::busts_in_silhouette::writing_hand: According to the text, what problems does the narrator (=the girl) have with her mother? Collaborate on writing a list of answers in English. Both of you must write. Give line reference ~(Zeilenangabe)~ for each of your bullet points ~(Aufzählungspunkte)~.

:::success
:lower_left_crayon: Compare your answers with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/xt0506jZLitwxq8) ==Password ****== when you are done. 
:::

:four::a::bust_in_silhouette: Make yourselves familiar with the meaning of these :game_die: [**words and phrases**](https://learningapps.org/watch?v=pdaga35gt21) all of which are part of the vocabulary set *Having trouble at home*.

<iframe src="https://learningapps.org/watch?v=pdaga35gt21" style="border:0px;width:100%;height:500px" allowfullscreen="true" webkitallowfullscreen="true" mozallowfullscreen="true"></iframe></p>


Prepare for a competitive live quiz against your class mates: Keep memorizing and learning the :pushpin: [**vocabulary set**](https://quizlet.com/_b0jst3?x=1jqt&i=32pews) *Having Trouble with Parents at Home* by using the *Karteikarten* mode (mit den englischen Begriffen auf der Vorderseite!) or *Zuordnen* mode in the **Quizlet app** on your device. You can find the vocabulary set in the :file_folder: [**FOS 11 Lessons**](https://quizlet.com/teachscha/folders/fos-11-lessons?x=1xqt&i=32pews) folder. 


:four::b::busts_in_silhouette::writing_hand: In groups of two, use as much new vocabulary as possible and write a **confrontative dialogue** :boom: between a teenager and his/her parent(s) in which there is discussion about any **problem** of your choice that is finally found a **solution** or **compromise** for. Both of you must write. 

Here are a few problems you may choose from:
![](https://i.imgur.com/48HoxfR.jpg)

---

## Lesson plan #19

:::danger
:male-teacher: **Today, you're going to...**
:one: ...have a competetive vocabulary quiz in the field of **teenage drinking** (as another aspect of growing up)
:two: ...orally describe and comment on a photo 
:three: ...brainstorm and talk about problems, reasons, effects and solutions related to teenage drinking
:four: ...make use of what you have learned so far and analyse a cartoon
:::

**Detailed and further instructions with reference to...**

:one: Prepare for a live competition against your class mates in the :pushpin: [**vocabulary set**](https://quizlet.com/_9r6zzi?x=1jqt&i=32pews) *Teenage drinking* on Quizlet.

:two: Describe the given photo and comment on the shown problem by recording :studio_microphone: a voice message on this :star: [**Padlet**](https://padlet.com/dreamtheater/teenagedrinking). Use at least a few vocabulary you've just made yourself familiar with. Do not speak less than :watch: 45 seconds.

:::spoiler These questions may help you (click)
:::success
**-** What do you see in the picture? (who? how many? where are we?)
**-** What are these people doing? (:bulb: *to pour liquor into a funnel that is put into a child's mouth*)
**-** What are these people thinking? How do they feel?
**-** What will happen next?
**-** What do you think about the situation? Is teenage drinking a serious problem today?
:::
</p>

![](https://i.imgur.com/nKFWm9u.jpg)

:three: On this :chains: [**Flinga Wall**](https://flinga.fi/s/FR7PJJM), collaborate :busts_in_silhouette: on brainstorming answers for each of the three categories below. Post your answers in the corresponding colours (red, yellow or green).

:warning: Read your class mates' answers first to avoid posting answers multiple times.

:bulb: The :pushpin: [**vocabulary set**](https://quizlet.com/_9r6zzi?x=1jqt&i=32pews) *Teenage drinking* can help you find answers.

[![](https://i.imgur.com/Fj7a5y4.png)](https://flinga.fi/s/FR7PJJM)

When you're done, *like* :heart: a few answers which you think are the most important in each category.

Record :studio_microphone: a voice message on this :star: [**Padlet**](https://padlet.com/dreamtheater/teenagedrinking) again. Connect a few answers of the three categories with each other. Start talking about a **problem** and find a **reason** for it. Then talk about a possible **consequence** and finally offer a meaningful **solution** for the problem you mentioned. Do not speak less than :watch: 45 seconds.

:four: In not less than 200 words, describe :writing_hand: the cartoon below and comment on the problem the cartoonist draws attention to.

![](https://i.imgur.com/4Hb5PLn.png)

:::spoiler Basically you need to answer these questions (click)
:::success
**1.** What do you see in the cartoon and what is its caption ~(Bildtext)~?
**2.** What problem does the cartoonist wants to draw attention to? 
**3.** What do you think of that problem and the shown situation in general?
:::
</p>

Use the following words in your **description**: 
:::success
liquor store - adolescents - counter - shelves - (to) check sb.'s age - salesman - cash register - beer - age
:::

:bulb: The :pushpin: [**vocabulary set**](https://quizlet.com/_9r6zzi?x=1jqt&i=32pews) and our :chains: [**Flinga Wall**](https://flinga.fi/s/FR7PJJM) on *Teenage drinking* can help you write your **comment**. Make smart use of both!

---

## Lesson plan #20

:::danger
:male-teacher: **Today, you're going to...**
:one: ...read a few of your cartoon descriptions and receive feedback
:two: ...compete against your class mates in another vocabulary quiz
:three: ...work with a newspaper article named *Government plans to fight teenage drinking*
:four: ...discuss the right drinking age by writing a role play
:::

**Detailed and further instructions with reference to...**

:one: :lower_left_crayon: Compare your cartoon description (see lesson plan #19.4) with this possible :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/C14z7tEjFyYbtrr) ==Password ****== when you are done. 

:two: Prepare for another live quiz against your class mates in the :pushpin: [**vocabulary set**](https://quizlet.com/_9r6zzi?x=1jqt&i=32pews) *Teenage drinking* on Quizlet.

:three: Read :book: the :pushpin: [**newspaper article**](https://cloud.fds-limburg.de/index.php/s/Ii2spGC5T8BlL4L) *Government plans to fight teenage drinking*. While reading, color all the problems & reasons in red, effects & consequences in yellow and solutions & measures in green. 

:::success
:lower_left_crayon: Compare your markings with this :key: [**answer key**](https://cloud.fds-limburg.de/index.php/s/iHKVWHabPVlN5CY) ==Password ****== when you are done. 
:::

At last, shorten :pencil2: your markings to key words/phrases and post them to this :chains: [**Flinga Whiteboard**](https://flinga.fi/s/FP2MSAW).

:four: In the :us: USA young people become adults on their 18th birthday. From then on they are allowed to vote, to serve on a jury, to sign a contract, and even to join the army, but in most states they are not allowed to buy or drink alcohol until they are 21. 

Using the :pushpin: [**arguments**](https://cloud.fds-limburg.de/index.php/s/KRGJlGQ3qW5eBEa) below, work on a role play in which two people of opposing opinions are discussing if the drinking age should be lowered from 21 to 18. 

Write on :pencil: [**ZumPad**](https://zumpad.zum.de) or :pencil: [**YoPad**](https://yopad.eu) sharing one link with each other.

![](https://i.imgur.com/cmkwVgq.png)

---

## Lesson plan #21

:::danger
:male-teacher: **Today, you're going to...**
:one: ...find out how (ir)responsible you are according to a selftest
:two: ...think about examples that make an (ir)responsible person and find a general definition
:three: ...work on a short story that is about irresponsibilty
:four: ...write an inner monologue from the narrator's point of view
:five: ...create an interactive story
:::

**Detailed and further instructions with reference to...**

:one: Find out how (ir)responsible you are according to this :pushpin: [**selftest**](https://favelio.com/test-story/Ez99peU-3TTKX1A61uWu9ZdBx3eN).

:speaking_head_in_silhouette: Prepare to answer orally:
**-** What result did you get? Do you agree with it?
**-** Which examples of (ir)responsible behaviour does the selftest contain?
**-** Have you ever done something risky for fun? What was it?

:two: Find further examples of an (ir)responsible behaviour on this :chains: [**Flinga Whiteboard**](https://flinga.fi/s/FWPPFG9).

What do all these examples have in common? Find :writing_hand: a short general definition for both: being irresponsible and responsible that are true for almost all examples you have came up with.

Start like this:
> *Being responsible means...
> Being **ir**responsible means...*

:::spoiler This bunch of words can help you!
:::success
decide/decision, duty, morally right, socially wrong, careless, reasonable, sensible, consequences, effects, results, (without) thinking/worrying, harm, trouble, behave/ behaviour, good/bad consciousness, values, rules & laws, act/action, expect/expectation, outcome, choose/choice
:::
</p>

:three: **Pre-reading**: Carefully study the word cloud below. Say :speaking_head_in_silhouette: what you think the short story is about (w-questions!) by connecting different words with each other meaningfully.

![](https://i.imgur.com/sOZIVSs.jpg)

**While-reading**: Wait for your :male-teacher: teacher to give you one of altogether six parts of the story. Read :book: and translate the most important information (of your part) freely into German (:bulb:w-questions). If necessary, look up unknown words, underline key information or take notes on the piece of paper itself.

:soon: In groups of six, collaborate ~(zusammenarbeiten)~ to put all parts in order from 1 to 6. Retell :speaking_head_in_silhouette: your part in :de: German. Take :repeat: turns. Answer all **w**-questions (**w**ho, **w**here, **w**hen, **w**hat, **w**hy, ho**w**) and finally agree on a :uk: English headline for the short story.

:::success
Here you can download :key: [**the whole short story**](https://cloud.fds-limburg.de/index.php/s/Vlcv165BK5uvvz0) ==Password **21to3t**== in the correct order. Check whether you have got it right.
:::

**Post-reading**: Have you fully understood the story in detail? Compete against your class mates in this :game_die: [**Kahoot!**](https://create.kahoot.it/details/e53d2123-3302-4cef-be31-4bb91d231c92) Wait for your :male-teacher: teacher to start the game.

:four: In not less than 150 words, write :writing_hand: an **inner monologue** in which the narrator reflects :thought_balloon: ~(nachdenken)~ on the incident ~(Vorfall)~ at the end of section 6 before he makes his final decision how to deal with it. Include at least two :tv: [**if-clauses**](https://youtu.be/s7-EigEQmN8) (If.. then..) that show his inner moral conflicts and two adjectives from the word cloud feelings (see lesson plan #17.5)

:::spoiler You can also include and write about...
:::success
**-** a description of the situation at the beginning of the story
**-** the narrator's first thoughts on Phil's idea
**-** how (fast) the incident happened
**-** the narrator's opinion on his friends behavior (before and after the incident)
**-** the narrator's options, inner conflict and how he wants to solve it
:::
</p>

Bonus question: 
:speaking_head_in_silhouette: What **would** you **do** ==if== you **were** the narrator:question:

> ==If== the narrator and his friends **wanted** to act (ir)responsibly in the end, they...

:::spoiler Click here to read how the story really ends
> ***(Part 7)** He could see I was getting mad. I could have killed him. The others stood up and came over. I didn't say a thing. I just walked out the door, got in the car, and left. It took me a while to find Ken's house. It was a gray brick, and the lights were on. Maybe it wasn't gray. I don't know. Everything looked gray. I walked up and rang the doorbell.*
:::
</p>

:five: In groups of three, create an **interactive story** using *your own* :chains: [**Flinga Whiteboard**](https://flinga.fi/s/FVU564D). Agree on a setting and theme, e.g. at a party (alcohol, drugs, accident, love story), at school (bullying, cheating, lying, skipping lessons), at work (...) or at home (parents have gone on vacation, having the house all to yourself) where you can make different responsible or irresponsible choices that all result into different consequences.

![](https://i.imgur.com/8eL73tj.png)

---

## Lesson plan #

:::danger
:male-teacher: **Today, you're going to...**
:one: 
:two: 
:three: 
:four: 
:five:
:::

**Detailed and further instructions with reference to...**


---