OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Content Area: World Language
Course Title: German III
Grade Level: 9-12
Unit Plan 1
Wo warst du in den Ferien? Traveling to
various Places in Europe
4-5 Weeks
Unit Plan 2
Staying fir and eating healthy
4-5 Weeks
Unit Plan 3
4-5 Weeks
Healthy Eating Habits
Unit Plan 4
Your Health
4-5 Weeks
Unit Plan 5
Where to live-City or Suburbs
4-5 Weeks
Date Created:5/17/12
Board Approved on:
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: World Language
Unit Title: Unit 1Tarveling to various places in Europe
Target Course/Grade Level: 9-12
Unit Summary
Report past events, talk about past, present and future activities and place you would like to
travel to.
Primary interdisciplinary connections:
Mathematics, Geography, Social Studies, Physical Education, Life Skills and Music
21st century themes:
Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal
communication
Learning Targets
Content Standards
7.1 World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands,
and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and
level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes to be shared virtually with a
target language audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
Unit Essential Questions


Can you tell someone from Germany the
places you have visited?
How would you be able to express
enthusiasm or disappointment over a place
you have visited?
Unit Enduring Understandings
Students will understand that…


Unit Objectives
Students will know…






Verb forms into present and past tenses.
Vocabulary for sightseeing destinations in a
city.
Vocabulary for places to stay and eat while
on vacation.
Functional expressions and vocabulary to
answer questions and complete sentences
about vacation.
Present perfect tense – regular verbs
(conversational past) 1.
Present perfect tense –irregular verbs (past
participle) 1.
And appreciate cultural
differences between Germany
and the United States in
reference to vacation time and
how vacation is spent.
Various cultural cities such as
Munich, Berlin, Potsdam and
various sightseeing places.
Unit Objectives
Students will be able to…



Reporting about past events,
talking about activities and places
they visited.
Asking how someone liked
something, expressing
enthusiasm or disappointment,
and responding enthusiastically
or sympathetically.
Reading and understanding
reports about places such as
Frankfurt, Dresden, and St.
Ulrich, Austria.











The past tense – irregular verbs (narrative
past) hatte, war, ging…2.
Past tense – modal auxiliaries durfte,
konnte…2
Personal pronouns ich, mich, mir
(nominative, accusative, dative) 1.
Possessives adjectives mein, meinen,
meinem (nominative, accusative, dative) 1.
Dative preposition in and an (indicate
location).
Comparison of adjectives (schnell,
schneller, schnellsten).
Comparison of adverbs (gut, besser, am
besten).
Gern and lieber.
Vacation time
Sightseeing of Munich, Potsdam and
Lubeck.
Youth hostel


Writing about their own weekend
and vacation activities.
Finding and reporting about how
Germans spend their vacation
time.
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments




Entrance Tasks
Observation
Homework
Class Participation
Summative Assessments
 Two cumulative assessments
 Weekly quizzes
 Presentations
 First Quarterly Exam
Modifications (ELLs, Special Education, Gifted and Talented)
 Teacher Tutoring
 Peer Tutoring
 Discussions
 Cooperative Learning Groups
 Modified Assignments
 Differentiated Instruction
 Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com
 Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Computer projector
 Komm mit 1 Textbook and Ancillaries











Realia
Teacher-created thematic stories
Power Point, Prezi, storyboard,
Proficiency-Based Rubrics
Computer labs for technology based lessons (Vokis, PPT and Glogster)
Flashcards
German SRHS website http://vmatthew.edublogs.org/
www.edmodo.com
www.testmoz.com
www.youtube.com
www.quizlet.com
Teacher Notes:
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: World Language
Unit Title: Unit 2 Gesund Leben. Staying Fit. Keeping a healthy life style.
Target Course/Grade Level: 9-12
Unit Summary
Using Vocabulary and appropriate expressions to talk about Germans eating habits and how they stay fit
Using Vocabulary and appropriate expressions to express approval and disapproval of someone’s health
habits.
Primary interdisciplinary connections:
Mathematics, Geography, Social Studies, Physical Education, Life Skills and Music
21st century themes:
Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal
communication
Learning Targets
Content Standards
7.1 World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands,
and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and
level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes to be shared virtually with a
target language audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
Unit Essential Questions



What do Germans like to eat?
Can you describe some differences between
German and American eating and health
habits?
How do Germans stay fit? Can you recall
some health tips?
Unit Objectives
Students will know…

Vocabulary talking about health and
fitness.
 Vocabulary talking about healthy food.
 Identify food items in a grocery store.
 Functional expressions used to convey
regret, say something doesn’t matter, make
certain, call someone’s attention to
something, and ask what’s happening.
 Functional expressions and vocabulary to
complete sentences and conversations about
maintaining a healthy lifestyle.
 The sequence words in sentences containing
dass-clauses
 The der-words in the nominative,
accusative, dative case (dieser, jeder,
welcher)
 The present tense of durfen.
 Word order of Dative and Accusative case.
 Question Words - Accusative (wer? was?)
 Question Words - Dative (wen? wem?)
 Genitive Case (possible)
 German foods
 Various hotels
 Where do Germans eat?
 Where do Germans shop for groceries?
 What do German students eat on their
school break?
 Kaffeezeit
 Open-faced sandwiches and varieties of
bread
 What do Germans do to keep fit (Trim-
Unit Enduring Understandings
Students will understand that…



A healthy lifestyle can of great to
you and your family.
Healthy eating habits can keep
you active and make you feel
better.
The use of Bioladen and
Reformhauser becoming a trend
in the U.S.
Unit Objectives
Students will be able to…



Converse spontaneously on how
to eat healthy and how to stay
active.
Create a health plan program
advertising of how to eat healthy
and stay fit.
Complete tests, quizzes and
collaborative work.

dich-pfad)?
Health food stores (Reformhauser,
Bioladen)
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments




Entrance Tasks
Observation
 Discussions
Homework
Class Participation
Summative Assessments
 Two cumulative assessments
 Weekly quizzes
 Presentations
 First Quarterly Exam
Modifications (ELLs, Special Education, Gifted and Talented)
 Teacher Tutoring
 Peer Tutoring
 Cooperative Learning Groups
 Modified Assignments
 Differentiated Instruction
 Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com
 Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Computer projector
 Komm mit 1 Textbook and Ancillaries







Realia
Teacher-created thematic stories
Power Point, Prezi, storyboard,
Proficiency-Based Rubrics
Computer labs for technology based lessons (Vokis, PPT and Glogster)
Flashcards
German SRHS website http://vmatthew.edublogs.org/




www.edmodo.com
www.testmoz.com
www.youtube.com
www.quizlet.com
Teacher Notes:
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: World Language
Unit Title: Unit 5 Healthy Eating Habits
Target Course/Grade Level: 9-12
Unit Summary




The Eating habits of German teenagers.
Expressing regrets and downplaying situations
Calling someone’s attention to something and responding
Expressing preferences in regards to food
Primary interdisciplinary connections:
Mathematics, Geography, Social Studies, Physical Education, Life Skills and Music
21st century themes:
Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal
communication
Learning Targets
Content Standards
7.1 World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands,
and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and
level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes to be shared virtually with a
target language audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
Unit Essential Questions



What kind of food do people in German
speaking countries eat?
What do German teenager like to eat and
why?
What kind of healthcare system do
Germans have and who developed it?
Unit Objectives
Students will know…


Vocabulary on expressing skepticism and
regrets
Vocabulary calling someone’s attention to
Unit Enduring Understandings
Students will understand that…


Europeans eating habits and life
style promote a better way of live.
The European healthcare system
is similar to a Universal health
care system taking care of all of
his citizens.
Unit Objectives
Students will be able to…
 Develop a conscious
understanding about German
food and lifestyle.










something and responding
Vocabulary on food items
Vocabulary on what you eat at meals.
Dieser, jeder and welcher words in the
accusative and dative case
The possessives (summary)
Verbs used with dative case
Comparatives and superlatives
The interrogative was fur
Was isst du, was nicht?
Nutritious snacks for Gymansiasten
German meals and eating habits.
 Have students use German when
reporting about healthy eating
habits and how to stay fit.
 Understand simple spoken
German.
 Express regrets, skepticism and
bring someone’s attention to
something in reference to food,
as well as, to express approval or
disapproval and respond
emphatically or agree with
reservation.
 Express, using German, their
eating habits, food preferences
and lifestyles to be fit.
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments




Entrance Tasks
Observation
 Discussions
Homework
Class Participation
Summative Assessments
 Two cumulative assessments
 Weekly quizzes
 Presentations
 First Quarterly Exam
Modifications (ELLs, Special Education, Gifted and Talented)
 Teacher Tutoring
 Peer Tutoring
 Cooperative Learning Groups
 Modified Assignments
 Differentiated Instruction
 Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com
 Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Computer projector
 Komm mit 1 Textbook and Ancillaries











Realia
Teacher-created thematic stories
Power Point, Prezi, storyboard,
Proficiency-Based Rubrics
Computer labs for technology based lessons (Vokis, PPT and Glogster)
Flashcards
German SRHS website http://vmatthew.edublogs.org/
www.edmodo.com
www.testmoz.com
www.youtube.com
www.quizlet.com
Teacher Notes:
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: World Language
Unit Title: Unit Deine Gesunheit Your Health
Target Course/Grade Level: 9-12
Unit Summary






Inquiring about someone’s health and responding
Asking about and expressing pain, giving advice and expressing hope
Expressing the last time they were sick and what they did to get better
Reading and understanding the difference between an Apotheke and a Drogerie
Preparing and presenting an advice column for a health magazine
Identifying occupations
Primary interdisciplinary connections:
Mathematics, Geography, Social Studies, Physical Education, Life Skills and Music
21st century themes:
Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal
communication
Learning Targets
Content Standards
7.1 World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands,
and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and
level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes to be shared virtually with a
target language audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
Unit Essential Questions
Unit Enduring Understandings
Students will understand that…

Developing a conscious
understanding about the cultural
differences between Germany
and the United States is
important.

Unit Objectives
Students will know…















The use of German when
inquiring about someone’s
health, give advice and express
hope for recovery can be
beneficial when applying to a
German/American company
based in the U.S.
Unit Objectives
Students will be able to…

Vocabulary for various ailments
Vocabulary for aches and pains
Expressions used to talk about health and to
ask for and give advice
Vocabulary dealing with good health
Vocabulary on occupations
Command form
Reflexive verbs used with dative case
Verbs wehtun, brechen, waschen
Verbs Fieber messen ( to measure fever)
The dative to express the idea of something
toexpensive too large too small.
Past Perfect Tense (ich hatte gelesen)
Da/dahin and dort/dorthin
Apotheke and Drogerie
Entschuldigungszettel
Major health care related occupations




Develop and present dialogues
expressing pains and aches,
talking about health and asking
and giving advice when someone
is sick. (Interpretive,
Interpersonal, and
Presentational)
Inquire about someone’s health,
respond, ask for, give advice and
express hope. (Interpersonal and
Presentational)
Discuss their favorite occupation
and what kind of job they would
like to have one day.
(Interpersonal and
Presentational)
Prepare, write and present an
advice column for a health
magazine.
(Interpretive, Interpersonal, and
Presentational)
Complete tests, quizzes and
collaborative work.
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
 Entrance Tasks
 Observation
 Homework
 Discussions
 Class Participation
Summative Assessments
 Two cumulative assessments
 Weekly quizzes
 Presentations
 First Quarterly Exam
Modifications (ELLs, Special Education, Gifted and Talented)
 Teacher Tutoring
 Peer Tutoring
 Cooperative Learning Groups
 Modified Assignments
 Differentiated Instruction
 Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com
 Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Computer projector
 Komm mit 1 Textbook and Ancillaries











Realia
Teacher-created thematic stories
Power Point, Prezi, storyboard,
Proficiency-Based Rubrics
Computer labs for technology based lessons (Vokis, PPT and Glogster)
Flashcards
German SRHS website http://vmatthew.edublogs.org/
www.edmodo.com
www.testmoz.com
www.youtube.com
www.quizlet.com
Teacher Notes:
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Unit Overview
Content Area: World Language
Unit Title: Unit 7 Stadt oder Land Where to live. City or suburbs?
Target Course/Grade Level: 9-12
Unit Summary


Expressing advantages and disadvantages of living in a community
Expressing wishes and dreams for the future





Describing their surroundings
Discussing environmental issues
Talking about future challenges
Identifying problems in the society
Proposing solutions
Primary interdisciplinary connections:
Mathematics, Geography, Social Studies, Physical Education, Life Skills and Music
21st century themes:
Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,
creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal
communication
Learning Targets
Content Standards
7.1 World Languages All students will be able to use a world language in addition to English to
engage in meaningful conversation, to understand and interpret spoken and written language, and to
present information, concepts, and ideas, while also gaining an understanding of the perspectives of
other cultures. Through language study, they will make connections with other content areas,
compare the language and culture studied with their own, and participate in home and global
communities.
CPI #
Cumulative Progress Indicator (CPI)
7.1.NM.A.1
Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted
themes.
7.1.NM.A.2
Demonstrate comprehension of simple, oral and written directions, commands,
and requests through appropriate physical response.
7.1.NM.A.3
Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4
Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5
Demonstrate comprehension of brief oral and written messages using age- and
level-appropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1
Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2
Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3
Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4
Ask and respond to simple questions, make requests, and express preferences
using memorized words and phrases.
7.1.NM.B.5
Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.1
Use basic information at the word and memorized-phrase level to create a
multimedia-rich presentation on targeted themes to be shared virtually with a
target language audience.
7.1.NM.C.2
Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3
Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4
Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5
Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
Unit Essential Questions
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To develop a conscious understanding
about environmental problems in European
countries.
To have students use German when
describing their communities and
environmental issues.
To enable students to understand simple
spoken German.
To provide students with opportunities for
usage when talking about wishes and
dreams for their future and identifying
problems in our society.
To get acquainted with various sightseeing
of the city of Stuttgart.
Unit Objectives
Students will know…
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Unit Enduring Understandings
Students will understand that…
The differences of
German and American
city life styles when
residing in a city verses
the suburbs.
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German cities and
suburbs provide different
opportunities for the
living life styles.
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The Environment and the
overall ecosystem is one
of Germany’s major
concerns.
Unit Objectives
Students will be able to…
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Phrases for expressing advantages and
disadvantages of city and country life
Words and phrases for sources of noise
pollution.
Functional expressions to answer questions
about wishes and places to live.
Comparative forms of adjectives.
Adjectives following der-words. (Der alte
Film)
Adjectives following ein-words. (Ein alter
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Expressing advantages and
disadvantages of living in a
community
Expressing wishes and dreams
for the future
Describing their surroundings
Discussing environmental issues
Talking about future challenges
Identifying problems in the
society
Proposing solutions
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Film)
Adjectives not preceded by articles.
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Owning a house in Germany
Schrebergarten
Stuttgart
OCEAN COUNTY CURRICULUM
SOUTHERN REGIONAL SCHOOL DISTRICT
Evidence of Learning
Formative Assessments
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Entrance Tasks
Observation
 Discussions
Homework
Class Participation
Summative Assessments
 Two cumulative assessments
 Weekly quizzes
 Presentations
 First Quarterly Exam
Modifications (ELLs, Special Education, Gifted and Talented)
 Teacher Tutoring
 Peer Tutoring
 Cooperative Learning Groups
 Modified Assignments
 Differentiated Instruction
 Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com
 Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
 Computer projector
 Komm mit 1 Textbook and Ancillaries
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Realia
Teacher-created thematic stories
Power Point, Prezi, storyboard,
Proficiency-Based Rubrics
Computer labs for technology based lessons (Vokis, PPT and Glogster)
Flashcards
German SRHS website http://vmatthew.edublogs.org/
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www.edmodo.com
www.testmoz.com
www.youtube.com
www.quizlet.com
Teacher Notes: