what is asked	what results or is produced	standards goals achieved
draw a picture of the Easter Bunny engaged in various activities (hopping, sitting, painting & bringing eggs etc.) and visualized	learning new concepts on the recognition level and translating that understanding nonverbally	connections -- linking German vocabulary to concepts ("Hase mit langen Ohren, weißes Fell, bringt Eier, usw.")
children list typical Easter Bunny objects, connecting them to words already known	by extending the Osterhase concept to familiar household items, practice sentences with compounds	communication -- expressing compounds ("Osterhasetisch,-zettel, -eier, -korb, usw.")
children see sentences from the text and "find the Hase"	demonstrate implicit understanding of how compounds work	comparisons -- recognizing that German puts words together than English separates
small groups write a note to Hanni with a list of Easter wishes	appropriate address ("Du") and politeness markers ("bitte")	culture -- knowing about practice of writing to bunny
each group presents its wish list	ability to lexate -- use words in German to express wishes	community -- exchanging ideas in German and / or in a German context

     These tasks are clearly designed for students who do not yet read a newspaper in their first languages. Yet these students can begin to look at and skim parts of such a text; the tasks that ask them to do so will, over the long term, facilitate their explicit development of their abilities to make connections. Moreover, using a text that has an age-appropriate topic, but not necessarily age-appropriate vocabulary and syntax, is crucial to opening students eventual sensitivity for what kinds of reading exist in the L2 culture.