what is asked	what results or is produced	standards goals achieved
students scan first ¶s of first 2 sections to identify an unfamiliar practice with regard to Easter	contrast holiday practices in the US and Germany to determine what perspectives are implied by these practices (Museums, Ostereistedt)	connections -- identifying concept of "Volkskunde" as distinguished from the practices of popular culture in the US (cartoons, Disneyland)
students locate all terms for "Hase" in the text	small groups identify redundant references and nuances	culture -- working together to pool and check each others' understanding
¶s 5-7 are read to contrast global and German references to rabbits	establish two categories: popular and literary references	connections -- literary references crossover, colloquial references tend to reflect cultural contexts
read Peter Rabbit or a US book like The Velveteen Rabbit and a German children's book about rabbits and Easter	contrast expressions -- are rabbits in both versions polite? silly? like humans or having special capabilities?	culture -- analyzing animal stereotypes, discuss connections between cultural perspectives
groups play at epithets, accusing others of rabbit characteristics ("Du bist ein Angsthase"). Others deny the accusation	students use negation + "sondern" to defend themselves ("ich bin kein Angsthase, sondern ein tapferer Mensch")	community -- interpersonal communication moving from cultural comparison to self expression within an L2 community

     These tasks move most explicitly toward filling all of the sets of Standards by requiring age-appropriate language and cultural behaviors that grow out of the activity of reading. They build on the earlier tasks, in terms of language and cultural knowledge, but engage in a larger variety of tasks of self-expression and require more conscious control of cultural context and knowledge.

     The exercises which follow ask you to correlate the Standards with particular reading activities and outcomes. In doing them, you will get practice in identifying what sets of Standards are filled by what kinds of student activities, and in crafting and evaluating reading activities that realize goals set by the Standards.