TEACHER • CYBERGUIDE • by Heidemarie Floerke (©2003)
by Erich Kästner
Overall Introduction :
This supplemental unit was developed as part of the Secondary Technology Camp 2003 course at Lexington High School
Disclaimer: The links have been scrutinized for their grade and age appropriateness; however, contents of links on the World Wide Web change continuously. It is advised that teachers review all links before introducing CyberGuides to students.
This CyberGuide, designed to supplement the teaching of Emil und die Detektive by Erich Kästner consist of four (4) activities that explore Kästner's life, Berlin in the 1920's and now, the novella in its original form and artists of the 1920's.
Students will : Produce a creative timeline, highlighting five (5 ) of what they believe are the most interesting aspects of Kästner's life, as well as be able to answer questions about Kästner's life at the end of their research; create a travel pamphlet comparing Berlin of the 1920's to the Berlin of the 21st century; read excerpts of the original Emil und die Detektive after which they are asked to list five (5) differences in comparison to the version read in class and in the end create a slide show highlighting an artist of the Bauhaus movement (the 1920's was a very important time in Berlin for writers and all other artists).
In their study of Emil und die Detektive by Erich Kästner and their exploration of the Internet for Information about Erich Kästner and his time, students focus on the following questions:
1. Who was Erich Kästner?
2. What was it like to live in Berlin in the 1920's and what is it like now?
3. What do students read in Germany when they read Emil und die Detektive ?
4. What was it like to be an artist in Berlin in the 1920's ?
Implementation Overview
This supplemental unit is organized on the assumption that students are studying Emil und die Detektive as a core novella. It also assumes that students have access to the Internet at school. This may consist of at least one computer in the classroom or library or student access at home. The biography component (Activity 1) of the STUDENT CYBERGUIDE may be completed as an "introduction" assignment before students read the novella. The accompanying question sheet may be given as a quiz. The pamphlet assignment of Activity 2 can be completed while reading the novella. The slide show and writing piece should be assigned after students have read the novella.
Students may work individually, in pairs, or in small groups. The Student Activities are designed so that they do not have to be done in sequence, but they are organized so they may be. Teachers may require students to do all of the activities, or each activity may be considered as a single extension activity. Students will need approximately two ( 2 ) fifty (50) minute blocks/periods to complete each activity. Activity 4 may take more time.
Description of Materials