Grade 5 Acquiring Information

It is expected that students will:

• extract specific information from German-language resources to complete authentic tasks
• convey acquired information in oral and visual forms

To view the prescribed learning outcomes for Acquiring Information in other grades click on an icon below.

Students at this level already use many strategies for accessing information in their own languages. When they are made aware of these strategies, they will also be able to use them with German and will become more confident working with German-language materials.

• Using a German calendar, ask students questions such as:
  • Welcher Monat ist es?
  • Welcher Tag ist es?
  • Was ist das Datum?

  Have each student create a one-month calendar using German for the names of the month, days of the week, and holidays.

• Show students currency from a German-speaking country and introduce the corresponding vocabulary (e.g., ein Zweimarkstück, ein F¨nfschillingstück, ein Fünffrankstück). With the class, make a chart to compare and contrast the appearance and relative values of German and Canadian currencies. Set up a classroom "store" and have students use German to role-play buying and selling items (e.g., classroom objects, food, clothing).
• Review with students how menus are generally organized and relate this specifically to German menus. Provide students with a restaurant menu in German. Ask them to examine it and draw and label the foods associated with the various dishes listed. Give students a budget (expressed in a currency from a German-speaking country) and ask them to create lunch menus. To help reinforce new vocabulary related to food, provide students with crossword or word-search puzzles to complete.

At this level, most of the information that students acquire will involve simple words and phrases. Tasks should be designed to allow students to represent and use the information they have acquired without relying on spoken or written language.

• When assessing students' calendars in German, consider the following criteria:
  • reproduces key German vocabulary (e.g., months, days of the week, major civic and religious holidays) accurately
  • uses the correct sequence
  • includes supporting detail in the form of illustrations, graphics, or symbols
• Have students create visual representations; use these to assess their abilities to acquire information. For example:
  • Students could record weather observations on their German calendars, using symbols and sketches.
  • After examining a menu, students could draw the meal each would like to order.
  • After using German money to buy and sell items, students could create sales flyers for their store.

  Criteria might focus on the extent to which students:

  • accurately identify key information
  • include relevant details
  • use the information appropriately (for the assigned purpose)
  • persist when they have trouble finding or understanding the information they need
• Encourage students to reflect on and assess their strategies for extracting specific information. Ask them questions such as:
  • Did you find more or less information in German than you expected?
  • Which parts were easy for you?
  • What kinds of problems did you have? How did you solve them?
  • What did you learn about working in German that you want to remember?

Print Materials

• Zauberei auf dem Eis

Note: Additional information will be provided as soon as resources to support learning outcomes are identified.

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