Using Yildiz heißt Stern
Heyne Isolde
LANGENSCHEIDT ISBN: 3468496958
Yildiz ist ein
junges türkisches Madchen, das in Deutschland geboren und aufgewachsen ist. Sie besucht das Gymnasium und möchte spßter studieren. Sie spricht nur wenig Türkisch und empfindet Deutschland
als ihre Heimat. Ihre Familie hat einen Gemüseladen in einer Kleinstadt, und ihr Leben ist
ganz normal - bis Yildiz eines Tages von Skinheads angegriffen
wird.
I. Background Information- Pre-Reading
A. Introduce concept of prejudice
and hate groups with references from current news reports from here and
abroad.
B. Brainstorm important concepts
and make a vocabulary list. This can be done in
groups which then report to the class.
(Handout)
C. Provide students with
information concerning the history of and
current statistics regarding immigrants in
Germany. The Tufts site http://www.tufts.edu/as/ger_rus_asian/auslaender/ausl.html
provides an excellent overview and the Statisches
Bundesamt Deutschland http://www.destatis.de/basis/d/bevoe/bevoetab4.htm contains the most current numbers.
D. Use the
many web and textbook resources to focus on
Turkish immigrants, Neo-Nazi extremists, and efforts to find peaceful
resolutions. http://www.usafa.af.mil/dff/goethe/index.htm has
a wealth of information which ties into Yildiz heißt Stern.
(Handout)
E. Introduce students to popular
music on the topic. (Handout) http://www.umass.edu/neh
E. Have students read Haus ohne Hoffnung for an easy
introduction to a longer text.
Access vocabulary list and comprehension
questions at http://ml.hss.cmu.edu/FacPages/amgreen/projects/level3.htm (Handouts)
II. Reading
A.
Access vocabulary and
comprehension questions from http://ml.hss.cmu.edu/FacPages/amgreen/projects/level3.htm (Handouts)
B. Use
the supplementary
materials from Literatur im Unterricht : Yildiz heißt Stern. Dehmel, Elke et al.
C. Have
students summarize individual chapters or scenes with the Kurzfassung summary
sheet.
(Handout)
D. Make
scripts of scenes so that small groups of students can
easily
dramatize for the class.
(Handout)
E.
Check reading comprehension with a readers’ response exercise in which students
copy an
excerpt of the reading assignment (short paragraph) on one side of a piece of
folded paper, then write either their response to it or questions about it on
the other half. Teacher collects
papers, directs the class to the excerpt, reads the response, then asks for discussion.
F. Have
students make a table of important themes in the book and note chapters or
scenes and characters for which these themes play a
role: ie.
Gewalt, Multikulturelle
Gesellschaft, Zwischen zwei Kulturen leben, Stolz und Ehre, Angst, Rache, Ausseiter sein, die Role der Frau, Schweigen
III. Writing
A. Have
students use a journal to record all assignments from Yildiz heißt
Stern.
They can
personalize their journals by
decorating the cover and/or individual pages with illustrations of important
symbols,
people and themes. A star motif on
the cover provides an introduction to Yildiz, the main
character.
B.
Start student assignments with a word bank taken from the vocabulary, then have
students compose their own word banks before they start
their compositions.
C. Use
significant phrases from a chapter and have students write about their meaning
and significance.
(Handout)
D. Set
up a dialog journal situation in which one student writes a reaction to a
quotation and a second student in turn reacts to that.
E.
Create a first person poem in which Yildiz reveals who
she is. Begin with the following
concept: Ich bin aus. . . This can include
such information as heritage, parents, family,
neighborhood, home, cherished objects, favorite books or music, friends, school,
interests, values, strengths and weaknesses, future plans, goals,dreams.
IV. Culminating Activities and
Projects
A. Create a persona and write an epitaph or
obituary of the
murdered Skinhead.
B. Create a travel brochure on
Turkey and include information about Amasya.
C. Add a character (i.e. Murat’s girlfriend)
and describe reactions to events.
D.
Choose an artifact (i.e. barrette, masking tape) and describe its
significance.
E. Draw
Graffiti expressing pro-diversity
sentiments.
F. Use
construction paper to make a mosaic of a small aspect of the
story and
describe the contents of the mosaic on the back. When students share their mosaics
they ask
class members to identify, then
read their interpretations.
G. Use
crayons to
make a tapestry
representing a story
theme. The
tapestry must
be completely
colored with a repeated symbol as
the border.
H. Use
a web to illustrate the characters and their relationships with one
another. Indicate the nature of the
relationships and assign each character a meaningful
symbol. Provide
explanation in a key.
V. Evaluation
A.
Project the future and have two characters correspond with one another. (Handout)
B. Make
a series of drawings or representations of the five most important scenes in the
book and write summaries of the action.
C.
Possible essay
topics: Reassimilation in Turkey – Pros
and Cons, Yildiz must choose between
boyfriend
and family, How
does it feel to be Turkish in Germany – use
an example from your own
life where you felt
you were not a part of the group, “Angst provoziert Gewalt genauso wie Schweigen provoziert Gewalt” – Reaktionen (Ken Joling, AATG Listserv)
Adapting assignments to writing
types:
Narrative – Write a
letter from Yildiz to Markus in which she describes
her life in Turkey, write a dialog between Serdal
and Murat in which the father tries to explain his
regret for bringing his family to
Germany
Exposititory – Explain why Yildiz does not go to the
police with her story earlier, explain how students can work in school
and social settings to eliminate prejudice and violence
Persuasive – Write a conversation in which
Yildiz convinces her parents the
family shouldn’t move to
Turkey, persuade Mehmet that he
really doesn’t want to live in
Germany, convince your classmates that they have to speak out against hatred and division
Useful Sites on the topic of Auslaenderfeindlichkeit
http://www.usafa.af.mil/dff/goethe/index.htm Learning scenarios based on the Deutschstunde videos viewed in Quicktime. The
transcript and comprehension questions are included for each scene. The unit Multikulturelle Gesellschaft
contains 12 segments, providing a short history of
German/Turkish relations and interviews with young
people whose stories closely
parallel story lines
in Yildiz heißt
Stern.
See http://ml.hss.cmu.edu/FacPages/amgreen/projects/lyon/ausland.html
for an internet exercise based on the transcripts.
http://www.umass.edu/neh
“Musik gegen Hass”, “Deutsche Identität”
and “Ich bin aus Deutschland”are standards-based thematic units produced in a
NEH Summer Institute led by
Donna Van
Handle. These units provide tons of information,
teaching tips and links.
http://www.basta-net.de/ The motto of this site for
young people is “Nein zur Gewalt”. The
site offers reports on attacks against foreigners, current initiatives to
prevent further violence, practical tips, a chat room and instructional
materials for teachers.
http://www.tufts.edu/as/ger_rus_asian/auslaender/ausl.html Great site for an introduction to the topic with definitions,
tables, laws and more.
http://www.serve.com/shea/gerks.htm Robert Shea’s
compilation of articles, links, and resources. A real goldmine for
teaching the topic.
http://www.heimat-in-deutschland.de/top.html Great source for texts
concerning foreigners and diversity in German culture. Original
texts are easily
adaptable for classroom use and there’s even a multi-kulti game with question cards and a game board to
print.
http://www.uq.net.au/~zzkmunr1/german/exercises/a-ausla.htm Katherine Munro comes through again with
links to exercises.
http://www.destatis.de/basis/d/bevoe/bevoetab4.htm Statistisches
Bundesamt Deutschland provides all the statistics
you’ll ever need.
http://www.uncg.edu/~lixlpurc/GIP/german_units/Foreigner.html A collection of interesting sites and
internet exercises for beginners, intermediate and advanced
learners.
Diversity
and Multiculturalism in the German Classroom: Strategies and
Resources. AATG Minorities Steering
Committee, AATG, Item #4-64412DP.
Funk, Hermann et al. Sowieso 3 A German Course for Young
People.
New
York,
Langenscheidt, 1997. (3-468-47690-6)
Heyne, Isolde. Yildiz heißt Stern.
Berlin: Langenscheidt, 1996. (ISBN:
3-468-49695-8)
Leblans, Anne, et
al. Was ist deutsch?
Boston: Houghton
Mifflin Company,
2000.
(0-395-88534-5)
Literatur
im Unterricht : Yildiz heißt Stern. Dehmel, Elke et al.
Berlin: Goethe-Institut and
Langenscheidt, 2001.
(3-468-49696-6)
Moeller, Jack, et al. Kaleidoskop: Kultur,
Literatur und Grammatik. 6th ed.
Boston: Houghton
Mifflin Co., 2002. (ISBN
0-618-10312-0)
Wells,
Larry D.
Mitlesen – Mitteilen: Literary
Texts for Reading, Speaking, Writing, and Listening. 2nd ed. Florida: Holt,
Rinehart and Winston, 1995. (ISBN
0-03-72471-6)
Films
Der Schwarzfahrer
Yasemin
Song
Lyrics
http://www.songfire.de/
http://www.golyr.de
Making Cloze Exercises
http://www.Goethe.de/z/50/uebungen/
Useful Resources on
Reading and
Writing
Blaz,
Deborah. A Collection of
Performance Tasks and Rubrics: Foreign Languages.
New
York,
Eye on
Education, Inc., 2001.
(1-930556-06-3)
Blaz,
Deborah. Foreign Language Teacher's Guide to Active
Learning.
New
York,
Eye on
Education, Inc., 1999.
(1-883001-75-7)
Moffit, Gisela. “Oya? – O, ja! Reading Jugendliteratur in the German Classroom.” Die Unterrichtspraxis 31 (1998):
116-124.
Shrum, Judith L. and Eileen W. Glisan. Teacher's Handbook: Contextualized
Language Instruction. NY, Heinle & Heinle, 2000.
(0-8384-0879-6)
More Rubrics for Grading
Written Work
Advanced Placement German Composition Rubric
(Handout)
http://rubistar.4teachers.org/index.php