what is asked	what results or is produced	standards goals achieved
children compare American and German newspaper ads for Easter events	comparing holiday products in the US and Germany to determine what practices are implied by these products and their marketing	comparisons -- identifying the gift giving in Germany as a second children's Christmas, emphasis on clothing, appearance in US
teacher gives characteristic Easter practices in Germany and US -- e.g., "Der Osterhase bringt Spielzeug"	students identify most probably country based on description, then create their own sentences about what we do in the US	culture -- ability to recognize different practices communication -- self expression
scan 1st 2 ¶s of "Sein Name" for language indicating whether text is about German ideas about Easter Bunnies or Easter Bunnies worldwide	identifying the framing of information in this article	connections -- recognizing (primarily noun) phrases to establish the limits of their reference
read ¶3 for text language that reveals what Hanni Hase does, what Ostereistedt is	distinguishing references to unfamiliar cultural practices, geographical places	culture -- analyzing content and comparing to information available in own language to assess linguistic and cultural differences
read rest of text for idioms about rabbits in German expressed in other ways in other languages. Find 2-3 examples each, they recognize from popular culture in the US	students hypothesize about what cultural expressions tend to become global	community -- interpersonal communication about metaphors we live by, influence of US television and movies, appeal of animals as icons for human behavior

     These tasks set higher goals for the learner with respect to communication, cultural knowledge, and connections than do the ones set for Grade 4 --the Grade 8 learner is expected to interact with the text directly, and to understand it in something more like its own voice (instead of simply appropriating parts of it for the learners own uses, as the Grade 4 tasks require). These tasks would also be appropriate for students in high school or college-level classes, as these students begin their instruction. These simple acts of communication, comparisons, and acquisition of cultural knowledge are carefully isolated, so that students with less familiarity with the L2 can use their greater intellectual maturity to find their ways into this text.

     The greatest differences between these Grade 8 tasks and those set for Grade 4 lie in that fact of intellectual maturity: the comparisons and communities standards are explictly targeted, not just implicitly. Where a Grade 4 student can be content to recognize that German Easter bunnies bring toys (a piece of cultural knowledge), a Grade 8 student must be able to draw explicit comparisons between the two cultures, and to begin to realize what is necessary to move into different cultural communities.