For the next two weekends, there shall be no German school. By a fluke of this year's calendar, Spring Break and Easter are back to back, so we'll be seeing you in April.
Saturday's summary:
To begin with, we presented the fashion catalogues from last class and then briefly re-introduced the concept of possessives (my/mine, your/yours...) before adding more to the list: mein(e), dein(e), and just added were eu(e)r(e), ihr(e) and sein(e).
Our class mascot, Hans die Katze, held reign over the class period and decided how the day would proceed. According to the Will of Hans, and his partner Gretel (yes, they are a pair of cat dolls), the kids engaged in a number of conversational exercises to have them practice what I managed to instruct them over, including arguing amongst themselves about who owned Hans, whose shoes were whose, and similar. Most noteworthy was a roleplay in which one student was a mom, and two others were siblings, both of whom tried to convince "Mom" that it was their turn to play with Hans.
Later, Gretel wanted to play hide and seek, and so we played "Wer hat Gretel?" wherein one child closed his/her eyes while the rest of the class hid Gretel somewhere, the location of which had to be guessed.
After lunch, Frau Wiegert and Frau Großkopf gave a talk and Q&A session for the classes 5-8 over the post-war experience of the Volksdeutsch.
the homework is as follows:
Hausaufgabe:
P. 83, Ex. 8
P. 85, Ex. 12
P. 101, Ex. 10
-------And ----
Using the vocabulary on pages 90 and 93 (breakfast words and morning routine verbs), describe in at least 5 sentences an ideal morning for Hans. The most appealing essay to Hans will be rewarded with that student getting to ke
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