German I - AP Curriculum
World Languages and Cultures
LCPS
2014-2015
German Level I – SY 2014 - 2015
LCPS
German I Curriculum
World Languages and Cultures
LCPS
2014-2015
German Level I – SY 2014 - 2015
THEME 1: Vorstellung (Alles über mich)
AP SUBTHEME : Personal and Public Identities
Recommended pacing: 6-8 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Maintain a discussion related to describing oneself.
• Discuss personal facts and exchange information with
peers.
• Express and explain geographical information.
• Express opinions and react to personal information
given by others.
CULTURES:
COMPARISONS:
• Explore attitudes when reacting to formal and
informal exchanges and German traditions.
• Compare and contrast definite and
indefinite articles and verb endings in
German and English.
INTERPRETIVE MODE:
CONNECTIONS:
• Demonstrates comprehension of content from
authentic audio visual texts relating to geographical
regions and personal information.
• Evaluates and interprets written texts and materials
on personal information and verb conjugations.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Pronouns
• Regular verb endings
• Definite/Indefinite Articles
• haben
• sein
• Interrogatives
COMMUNITIES:
• Make connections between historical contexts
and current attitudes towards public
transportation.
.
PRESENTATIONAL MODE:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
• Produce oral and written reports on themselves.
• Produce an activity in which students ask/provide
information.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Individual students’ previous knowledge and cognates.
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Greetings/goodbyes, introductions, numbers 0-100, how are
you, to have, to be, modes of transportation, where you live,
German geography, question words, alphabet.
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
about themselves. Students can
“interview” one another.
German Level I – SY 2014 - 2015
THEME 2: in der Schule
AP SUBTHEME : Contemporary Life/Families and Communities
Recommended pacing: 4 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:
• Maintain a discussion related to describing class
schedules, school supplies, and subjects.
• Discuss and/or debate personal opinions on school
subjects and favorites.
• Express and explain grades and report cards
• Express opinions and react to personal opinions,
favorites, and how others are doing academically
• Explore attitudes when reacting to the German
school system.
• Compare and contrast report cards and
tracking in the public schools.
• Compare and contrast German and
English word order
• Compare and contrast telling time (12
hour/24 hour)
• Compare and contrast singular and
plural forms
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to school life.
• Evaluates and interprets written texts and materials
on school life.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards public education.
.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Negation
• Expressing opinions
• Definite/Indefinite Articles
• gern haben
• sein (focus on plural forms)
• Word order
• Sequencing
COMMUNITIES:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
PRESENTATIONAL MODE:
• Produce oral and written reports through a personal
narrative.
• Produce an activity in which students provide
information about their school.
• Identify local German speaking
communities and cultural events.
School supplies, Subjects, Adjectives, Telling time,
Likes/Dislikes/Favorites, Reactions to news (pos. and neg.)
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Haben/sein, Pronouns, Reg. verb conjugation, Modes of Transportation
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics.
Reading and answering questions/TPRS
Story/Listening activity
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students interview a partner on the theme
topic
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
German Level I – SY 2014 - 2015
THEME 3: die Freizeit
AP SUBTHEME : Personal and Public Identities/Contemporary Life
Recommended pacing: 4 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
• Maintain a discussion related to free-time activities.
• Discuss and/or debate personal opinions on after
school activities.
• Express and explain what your family does for fun.
• Express opinions and react to personal information
given by others.
CULTURES:
COMPARISONS:
• Explore attitudes when reacting to what German
students do in their free time.
• Compare and contrast word order
• Compare and contrast vowel changing
verbs
•Compare and contrast modal verbs
INTERPRETIVE MODE:
CONNECTIONS:
COMMUNITIES:
• Demonstrates comprehension of content from
authentic audio visual texts relating to when/where
activities take place.
• Evaluates and interprets written texts and materials
on free time activities.
COMPARISONS/ COMMUNITIES
• Make connections between historical contexts
and current attitudes towards leisure/vacation time
in Germany.
.
PRESENTATIONAL MODE:
• Produce oral and written reports on free time
activities.
• Produce an activity in which students ask/provide
information.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• modal verbs (möchten, wollen)
• stem-vowel changing verbs
(e →ie ): lesen, sehen, legen
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Likes/Dislikes, Word Order, Times, Pronouns, Regular verb endings
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Activities, Interests, When/How Often, Basic family members,
Declining/Accepting invitations, Weather, Places to go
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
about themselves. Students can
“interview” one another.
German Level I – SY 2014 - 2015
THEME 4: die Familie/zu Hause
AP SUBTHEME : Personal and Public Identities/Families and Communities
Recommended pacing: 3-4 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
COMPARISONS:
• Maintain a discussion related to describing family
members and home life.
• Discuss and/or debate personal opinions on what you
like/dislike about your family and room.
• Express and explain descriptions.
• Express opinions and react to personal information
given by others.
CULTURES:
• Explore attitudes when reacting to how German
families are organized and where/how Germans
live.
• Compare and contrast possessive
pronouns
•Compare and contrast pronoun
replacement in the
nominative/accusative
•Compare and contrast separable verbs
INTERPRETIVE MODE:
CONNECTIONS:
COMMUNITIES:
• Demonstrates comprehension of content from
authentic audio visual texts relating to family.
• Evaluates and interprets written texts and materials
on family and home life.
PRESENTATIONAL MODE:
• Make connections between historical contexts
and current attitudes towards family life in
Germany.
.
• Produce oral and written reports on family members.
• Produce an activity in which students ask/provide
information.
• separable prefix verbs
(aussehen)
• possessive pronouns
• pronoun replacement
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
Adjectives, colors, family members, pets, body parts, furniture,
rooms in the house
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Likes/dislikes, sein, wohnen, pronouns, basic family members
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
German Level I – SY 2014 - 2015
THEME 5: Essen und Getränke
AP SUBTHEME : Families and Communities/Contemporary Life
Recommended pacing: 5-6 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to describing shopping
for and ordering food.
• Discuss and/or debate personal opinions on favorite
foods and drinks
• Express and explain cultural differences.
• Express opinions and react to personal information
given by others.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to food and drink.
• Evaluates and interprets written texts and materials
on restaurants and shopping.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Commands
• Modal Verbs
• Stem-vowel changing verbs
(e→i)
COMPARISONS:
• Explore attitudes when reacting to how Germans
shop for food and order out
• Compare and contrast modal verbs
•Compare and contrast commands
•Compare and contrast stem-vowel
changing verbs
CONNECTIONS:
COMMUNITIES:
CULTURES:
• Make connections between historical contexts
and current attitudes towards food culture in
Germany.
.
PRESENTATIONAL MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
• Produce oral and written reports on food cultures.
• Produce an activity in which students ask/provide
information.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Möchten, du/Sie, indefinite/definite articles, plurals, cognates
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Food, drinks, restaurant phrases, taste, metric units, cooking at
home
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
German Level I – SY 2014 - 2015
THEME 6: Mode/Einkaufen
AP SUBTHEME : Contemporary Life/Beauty and Aesthetics
Recommended pacing: 4-5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
COMPARISONS:
• Maintain a discussion related to describing clothing
• Discuss and/or debate personal opinions on uniforms
in school and personal expression through fashion
• Express and explain cultural differences.
• Express opinions and react to personal information
given by others.
CULTURES:
INTERPRETIVE MODE:
• Make connections between historical contexts
and current attitudes towards fashion in Germany
and in America.
.
• Demonstrates comprehension of content from
authentic audio visual texts relating to shopping and
fashion.
• Evaluates and interprets written texts and materials
on fashion and shopping.
• Explore attitudes when reacting to how Germans
shop for clothing and the role of fashion in Europe
CONNECTIONS:
PRESENTATIONAL MODE:
• Produce oral and written reports on fashion.
• Produce an activity in which students ask/provide
information.
• Compare and contrast modal verbs
•Compare and contrast the accusative
and nominative cases
•Compare and contrast stem-vowel
changing verbs
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Accusative case
Direct object pronouns
Definite and indefinite articles
• Modal Verbs
• Stem-vowel changing verbs
(a→ä)
COMMUNITIES:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Modal verbs, definite/indefinite articles in nominative, colors, adjectives, expressing opinions, pronouns, separable prefix verbs
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Clothing, adjectives (size and fit), colors, shopping vocabulary
(shopping mall, department store), gefallen
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
German Level I – SY 2014 - 2015
THEME 7: die Hausarbeit
AP SUBTHEME : Families and Communities/Contemporary Life
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level I:
GI.1 The student will exchange simple spoken and written information in German.
GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.
GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.
GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.
GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.
GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.
GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.
GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.
GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.
GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.
GI.11 The student will compare basic elements of the German language to those of the English language.
GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to describing chores
around the house
• Discuss and/or debate personal opinions on chores
• Express and explain cultural differences relating to
the environment.
• Express opinions and react to personal information
given by others.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to chores.
• Evaluates and interprets written texts and materials
on helping around the house.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Commands
• Modal Verbs*
• Separable prefix verbs
• accusative pronouns
• accusative prepositions
• denn, weil, daß
COMPARISONS:
• Explore attitudes when reacting to how Germans
preserve the environment
• Compare and contrast modal verbs
•Compare and contrast commands
•Compare and contrast stem-vowel
changing verbs
CONNECTIONS:
COMMUNITIES:
CULTURES:
• Make connections between historical contexts
and current attitudes towards ecology in
Germany.
PRESENTATIONAL MODE:
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
• Produce oral and written reports on personal
responsibilities.
• Produce an activity in which students ask/provide
information.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Modal verbs, commands, How often, family, word order, possessive pronouns, separable prefix verbs, the accusative
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Chores, How often, Rooms/Furniture, Family and pets, modal
verbs
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
Student presents information on their
interview partner to the class.
German Level I – SY 2014 - 2015
about themselves. Students can
“interview” one another.
LCPS
German II Curriculum
World Languages and Cultures
LCPS
2014-2015
German Level II – SY 2014 - 2015
THEME 1: Alles über mich !
AP SUBTHEME : Contemporary Life/Personal and Public Identities
Recommended pacing: 3 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level Il:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Describe themselves to others
• Discuss their free-time activities
• Discuss every day life(chores/clothing/etc…)
• Express opinions and react to personal information
given by others.
CULTURES:
COMPARISONS:
• Explore differences and similarities between
Germans and Americans
• Compare and contrast German verbs
• Compare German and English word
order
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to navigation.
• Evaluates and interprets written texts and materials
on navigation.
PRESENTATIONAL MODE:
• Produce oral and written reports on every day life.
• Produce an activity in which students ask/provide
information.
• Pointing things out
• Subordinating conjunctions
COMMUNITIES:
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards family life in
Germany
.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
weil, daß, wo/wann
• haben
• sein
• kein (negation)
•es gibt
• commands/giving directions
(formal and informal)
• kennen vs. wissen
• Dative prepositions
• Identify local German speaking
communities and cultural events.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Regular verb conjugation, modal verbs, definite and indefinite articles, free time activities, clothing, chores, opinions, favorites,
personal information, food/drink, house/furniture
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Describe yourself and others, Describe your house, Describe
chores you complete, Talk about what you do in your free time
Describe what you wear, Review present tense of all verbs
Suggested Interpersonal Task
Suggested Presentational Task
German Level II – SY 2014 - 2015
NOTE: Teachers should use the appropriate CPA
rubrics.
Reading and answering questions/TPRS
Story
Students ask peers for personal
information and give personal information
about themselves. Students can
THEME 2: in der Stadt/Reisen
AP SUBTHEME : Contemporary Life/Personal and Public Identities
Student presents information on their
interview partner to the class.
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational
purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Maintain a discussion related to giving directions to a
location or activity
• Discuss and/or debate personal opinions on street
food.
• Express and explain geographical info and directions.
• Express opinions and react to personal information
given by others.
CULTURES:
COMPARISONS:
• Explore structures and historical districts of a
German city
• Compare and contrast German usage
of the verb “to know”
• Compare German and English word
order
INTERPRETIVE MODE:
CONNECTIONS:
COMMUNITIES:
• Make connections between historical contexts
and current attitudes towards public
transportation, food culture, and travel.
.
• Demonstrates comprehension of content from
authentic audio visual texts relating to navigation.
• Evaluates and interprets written texts and materials
on navigation.
PRESENTATIONAL MODE:
• Produce oral and written reports on modern city life.
• Produce an activity in which students ask/provide
information.
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Pointing things out
• Subordinating conjunctions
weil, daß, wo/wann
• haben
• sein
• kein (negation)
•es gibt
• commands/giving directions
(formal and informal)
• kennen vs. wissen
• Dative prepositions
• Identify local German speaking
communities and cultural events.
Giving directions, Sehenswürdigkeiten (the “sights”),
Downtown/historical districts, Asking for more or less,
Imbissessen (fast food)
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Regular verb conjugation, haben/sein, essen, commands (informal)
German Level II – SY 2014 - 2015
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
THEME 3: Kunst und Medien
AP SUBTHEME : Beauty and Aesthetics/Global Challenges
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
purposes.
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:
• Maintain a discussion related to personal hobbies and
interests.
• Discuss and/or debate personal opinions on music
and film.
• Express and explain preferences
• Express opinions and react to others’ opinions
• Explore attitudes when reacting to German film,
art and literature.
• Compare and contrast cinema and
literature
• Compare and contrast mögen/gefällen
INTERPRETIVE MODE:
• Make connections between historical contexts
and current attitudes towards art and media.
.
• Demonstrates comprehension of content from
authentic audio visual texts relating to media.
• Evaluates and interprets written texts and materials
on media.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
•Superlatives
• Adjektiven
• Expressing opinions
• mögen/gefallen
• preferences
COMMUNITIES:
CONNECTIONS:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
PRESENTATIONAL MODE:
• Produce oral and written reports through a personal
narrative.
• Produce an activity in which students provide
information about personal interests (media).
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Express likes/dislikes, basic adjectives, favorites, free-time activities, stem-vowel changing verbs (lesen/sehen), kennen
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
Suggested Interpretive Task
Adjectives, genres (Literatur, Film und Musik),
superlatives/preferences
Suggested Interpersonal Task
Suggested Presentational Task
German Level II – SY 2014 - 2015
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story/Listening activity
Students interview a partner on the theme
topic
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
THEME 4: die Fete/der Geburtstag
AP SUBTHEME : Personal and Public Identities/Contemporary Life/Families and Communities
Recommended pacing: 5 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
• Maintain a discussion related to celebrations/party
planning.
• Discuss and/or debate personal opinions on gift ideas
and holidays.
• Express and explain appropriate gifts for various
friends/family members.
• Express opinions and react to personal information
given by others.
CULTURES:
COMPARISONS:
• Explore attitudes when reacting to German
holidays, traditions, and symbols of luck.
• Compare and contrast word order
• Compare and contrast subjects, direct
objects, and indirect objects
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to when/where
celebrations take place.
• Evaluates and interprets written texts and materials
on celebrations.
COMPARISONS/ COMMUNITIES
• Make connections between historical contexts
and current attitudes towards
celebrations/holidays in Germany.
.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• modal verbs (möchten, wollen)
• stem-vowel changing separable
prefix verbs
(a →ä): einladen
• dative endings
• dative pronouns
• ordinal numbers
• word order
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
PRESENTATIONAL MODE:
• Produce oral and written reports on party planning
• Produce an activity in which students ask/provide
information.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Word order, stem-vowel changing/separable prefix verbs, modal verbs, free-time, clothing/shopping, possessive pronouns
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Symbols of luck, gift ideas, names of holidays, telephone
etiquette, invitations, declining/accepting invitations, ingredients,
making plans, clothing, furniture
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
about themselves. Students can
“interview” one another.
German Level II – SY 2014 - 2015
THEME 5: Präsens Perfekt/Wiederholung und Ferien/Urlaub
AP SUBTHEME : Personal and Public Identities/Families and Communities/Contemporary LIfe
Recommended pacing: 8-9 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
COMPARISONS:
• Maintain a discussion related to describing family
members and home life.
• Discuss and/or debate personal opinions on what you
like/dislike about free-time/responsibilities at home
• Express and explain events in the past tense.
• Express opinions and react to personal information
given by others.
CULTURES:
• Explore attitudes when reacting to how German
families are organized and where/how Germans
live.
• Compare and contrast the present
perfect tense in German and English
•Compare and contrast present and past
tense of “sein”
•Compare and contrast preposition
meaning and usage
INTERPRETIVE MODE:
CONNECTIONS:
COMMUNITIES:
• Demonstrates comprehension of content from
authentic audio visual texts relating to daily life.
• Evaluates and interprets written texts and materials
on family and home life.
PRESENTATIONAL MODE:
• Make connections between historical contexts
and current attitudes towards family life in
Germany.
.
• Produce oral and written reports on past activities.
• Produce an activity in which students ask/provide
information.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• waren
• haben/sein as helping verbs
• Wechselpräpositionen
• Present Perfect: haben + weak
verbs
• Present Perfect: haben + strong
verbs (no vowel change)
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
Chores, personal adjectives, hobbies, verbs in the past tense
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Free-time activities, Chores, Personal information/Family, When/How often, dative, weil (because), locations, haben/sein, personal
pronouns
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
German Level II – SY 2014 - 2015
THEME 5: Präsens Perfekt/Wiederholung und Ferien/Urlaub - CONTINUED
AP SUBTHEME : Families and Communities/Contemporary Life
Recommended pacing: 8-9 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to describing a previous
trip
• Discuss and/or debate personal opinions on favorite
locations and activities
• Express and explain events in the past tense .
• Express opinions and react to personal information
given by others.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to past events.
• Evaluates and interprets written texts and materials
on vacationing/travel.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
COMPARISONS:
CULTURES:
• Explore attitudes when reacting to how Germans
vacation.
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards travel and vacation
time in Germany.
.
PRESENTATIONAL MODE:
• Produce oral and written reports on a past vacation.
• Produce an activity in which students ask/provide
information.
• Compare and contrast the present
perfect tense in German and English
• Compare and contrast vowel changes
in the past tense
•Compare and contrast present and past
tense of “sein”
•Compare and contrast preposition
meaning and usage
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• waren
• haben/sein as helping verbs
• Wechselpräpositionen
• Present Perfect: haben + weak
verbs
• Present Perfect: haben + strong
verbs (no vowel change)
• Present Perfect:
sein + weak/strong
sein + strong (w/vowel changes)
COMMUNITIES:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
Beach/camping vocabulary, places to stay, places to eat, places
to see/visit, expressing likes/dislikes
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Haben + strong/weak in present perfect, gefallen, dative pronouns, wechsel/dative prepositions, accusative case, haben/sein,
waren, travel vocabulary, wann/wie oft
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
Teachers should use the appropriate CPA
rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
about themselves. Students can
“interview” one another.
German Level II – SY 2014 - 2015
THEME 6: Gesundheit und Gute Besserung
AP SUBTHEME : Global Challenges/Personal and Public Identities
Recommended pacing: 8-9 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
Virginia State Foreign Language Standards of Learning for Level lI:
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
• Maintain a discussion related to staying fit/giving
advice
• Discuss and/or debate personal opinions on good/bad
habits
• Express and explain cultural differences.
• Express opinions and react to personal information
given by others.
INTERPRETIVE MODE:
• Demonstrates comprehension of content from
authentic audio visual texts relating to healthy living
• Evaluates and interprets written texts and materials
on fitness.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Reflexive verbs/pronouns
• Word order
• Present tense verbs
• Accusative prepositions
• Modal Verbs
• Stem-vowel changing verbs
(a→ä)
• “der” words
COMPARISONS:
CULTURES:
• Explore attitudes when reacting to how Germans
stay fit
CONNECTIONS:
• Make connections between historical contexts
and current attitudes towards health and exercise
in Germany and in America.
.
PRESENTATIONAL MODE:
• Produce oral and written reports on personal health.
• Produce an activity in which students ask/provide
information.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
• Compare and contrast modal verbs
•Compare and contrast word order
• Compare and contrast the reflexive
•Compare and contrast stem-vowel
changing verbs
COMMUNITIES:
• Explore daily life in your own
community or your school and compare
them to issues in German speaking
communities.
• Identify local German speaking
communities and cultural events.
USEFUL VOCABULARY
See vocabulary list on Vision
RECYCLED/ONGOING TOPICS/STRUCTURES
Modal verbs, definite/indefinite articles in nominative/accusative/dative, stem-vowel changing verbs, daß/weil, expressing opinions,
foods, wann/wie oft, kein
RESOURCES/ ACTIVITIES
See Vision
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate
CPA rubrics.
Reading and answering questions/TPRS
Story
Suggested Interpretive Task
Allergies, exercise, healthy vs. unhealthy activities, giving
advice, expressing approval/disapproval, feelings, reflexive
pronouns
Suggested Interpersonal Task
Suggested Presentational Task
Students ask peers for personal
information and give personal information
about themselves. Students can
“interview” one another.
Student presents information on their
interview partner to the class.
German Level II – SY 2014 - 2015
THEME 6: Gesundheit und Gute Besserung - CONTINUED
AP SUBTHEME : Global Challenges/Personal and Public Identities
GII.1
GII.2
GII.3
GII.4
GII.5
GII.6
GII.7
GII.8
GII.9
GII.10
GII.11
Recommended pacing: 8-9 weeks Teachers need to appropriate the
number of lessons to the caliber of students in the class so long as they are being
given opportunities to meet the objectives of the unit.
The student will exchange spoken and written information and ideas in German.
The student will initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.
The student will understand basic spoken and written German presented through a variety of media and in familiar contexts.
The student will use verbal and nonverbal cues to interpret spoken and written texts in German.
The student will present information orally and in writing in German, combining learned and original language in connected sentences and paragraphs on familiar topics.
The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of Germanspeaking regions or countries.
The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects
are interrelated.
The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.
The student will develop a deeper understanding of the English and other languages through study of German.
The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.
The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:

Maintain a discussion relative to personal

Drogerie vs Apotheke - practices

Compare and contrast the exercise
health. Compare and contrast American
habits of Germans and Americans
health habits with German health habits.

Krankenstand
INTERPRETIVE MODE:

Compare and contrast health care

German health care system

Use authentic documents to analyze how Germansystems
speaking people deal with health concerns

Compare health remedies

Continue to interpret information presented
CONNECTIONS:
visually.
COMMUNITIES:

Explore health, nutrition and physical fitness
issues of adolescents in the German culture.
PRESENTATIONAL MODE:

Express remedies for specific

How to maintain a healthy lifestyle

Asking for and giving advice with regards to health
illnesses



issues.
Write a simple narrative or description on a given
topic (e.g., an account of an event, a problem, etc.).
Write an email using proper format (Sehr
geehrte(r)_____) to inquire about a health concern.

.
Express what students do when
they get sick
ESSENTIAL KNOWLEDGE
(Facts & Skills)








Inquiring about
someone’s health and
responding
Making suggestions
Asking about and
expressing pain
Asking for and giving
advice
Expressing hope
Reflexive pronouns in
the dativ
The inclusive command
Dative verbs
Doctor’s visit
USEFUL VOCABULARY
See Vocabulary list on Vision

RECYCLED/ONGOING TOPICS/STRUCTURES
Sich fühlen, accusative relexive nouns, expressing obligations, the conversational past, dass clauses
German Level II – SY 2014 - 2015

See Vision
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics.


Suggested Interpretive Task
Sportverletzungen
http://www.netdoktor.de/GesundLeben/Sport+Fitness/Verletzungen/
Suggested Interpersonal Task

Doctor’s visit

Give an excuse to a parent about
not being able to come to school
Suggested Presentational Task


Doctor’s visit
Emergency room scene
LCPS
German III Curriculum
World Languages and Cultures
LCPS
2014-2015
German Level III– SY 2014 - 2015
THEME: Alltag
TOPIC : German 3 – Daily Routine
Recommended pacing: 5- 6 weeks
Virginia State Foreign Language Standards of Learning
GIII.1 The student will engage in original and spontaneous oral and written communications in German.
GIII.2 The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new situations.
GIII.3 The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4 The student will present information orally and in writing in German, recombining familiar elements to create original sentences in paragraphs that
are increasingly complex.
GIII.5 The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6 The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7 The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of German.
GIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10 The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:
 Talk about what you did during the
summer
 Discuss a typical day, a good day and a
bad day
INTERPRETIVE MODE:


Put daily events in order based on
reading/listening.
Read a text about daily life in
Germany.
PRESENTATIONAL MODE:


Act out your morning routine for the
class.
Write about activites during summer
break.

Write about a good or bad day.
USEFUL VOCABULARY
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:

Demonstrate an understanding of
 Compare and contrast the
typical teen activites in German
typical daily routines of
culture.
teens in German and
American cultures.
 Identify cultural differences in a
typical day (ie. bike riding, school
COMMUNITIES:
buses, public transportation)
 Create a video/film that reflects
 How do students get
the cultural practices and/or
around their community
perspectives of the German
on a daily basis?
culture.
 Where do German and
CONNECTIONS:
American teens travel and
 Travel among teens in Germany
how does that differ?
vs. US.

Explore the differences in level of
independence.
See LCPS German Teacher Exchange Page
Misc.: Was für ein Pech,
ESSENTIAL KNOWLEDGE
(Facts & Skills)





Discuss summer
events
Perfekt
Discuss daily
routine
Reflexive verbs
both accusative and
dative cases
Review Dative Case
German Level III– SY 2014 - 2015
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES









ASSESSMENTS/ RUBRICS
NOTE: The lower level world
language levels
1-3 scoring rubric. One should utilize the
proper lower-level rubric for the task given.
Past tense forms
haben vs. sein
haben and sein in the present and imperfect
Role play/Skits/Dialogues
Daily planner project
Journaling
Foldables
White board acivities
Listening quizzes
Suggested Interpretive Task

Read a story about
someone’s terrible
morning and make it
positive by changing the
terrible events to great
events.
(See LCPS German Exchange
page for Geschichte)
Suggested Interpersonal Task

Respond to an e-mail from
your pen pal talking about
your daily life or your
summer trip.
Suggested Presentational Task


Create a comic strip about
a typical, good or bad day
focusing on past tense
verbs or reflexive verbs.
Create a short silent video
about your daily routine
or a trip you took. Play it
for a partner and narrate it
on the spot.
German Level III– SY 2014 - 2015
THEME: Stadt oder Land?
TOPIC: German 3 – City or Country?
Recommended pacing: 5- 6 weeks
Virginia State Foreign Language Standards of Learning
GIII.1
GIII.2
The student will engage in original and spontaneous oral and written communications in German.
The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new
situations.
GIII.3
The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4
The student will present information orally and in writing in German, recombining familiar elements to create original sentences in
paragraphs that are increasingly complex.
GIII.5
The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6
The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7
The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8
The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of
German.
GIII.9
The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10
The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive -Presentational
INTERPERSONAL MODE:

Maintain a discussion relative to city
life vs. country life in Germanspeaking Europe, expressing the
advantages and disadvantages of both.
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:



INTERPRETIVE MODE:


Compare media sources from the
countryside and from the cities
Read and comprehend real-estate
advertisements

Present where you would like to live
in the German-speaking world and
why
Discuss your home and compare with
a typical German residence


Advantages and
disadvantages of country
living
What are differences
between suburbs, cities,
and country life in Europe
vs. the USA
CONNECTIONS:

PRESENTATIONAL MODE:

Explore public transportation in
both Germany and US
Examine the real estate culture
Analyze the population density
and the effects on German daily
life including environment

Contact real-estate agencies to
gather information about certain
areas
Identify parts of the house, the
home environment, life in the
home, neighborhood and
relationships
COMMUNITIES:

Discuss where you live in
the United States
ESSENTIAL KNOWLEDGE
(Facts & Skills)





Express preferences
and giving a reason
Express wishes
justify your
answers.
Comparative and
superlative forms of
adjectives
Adjective endings
ein-words
German Level III– SY 2014 - 2015
USEFUL VOCABULARY
RECYCLED/ONGOING TOPICS/STRUCTURES

See LCPS German Teacher Exchange




Talking about where something in located
Reflexive dative verbs
Expressing opinions
gefallen

http://www.mobilien-berlin.de/
Misc.:mir gefällt besser als, da ist einfach mehr los,
schlechter als, älter, grösser, jünger, in einem Vorort,
in einer Kleinstadt, in einem Dorf, in den Bergen, an
einem See, an einem Fluss, mehr Menschen, weniger
Geschäfte, öffentliche Verkehrsmittel, sauber,
schmutzig, ruhig, Ich wünche mir, friedlich
gemütlich, hell, sicher, eigen, langsam, zwar zu,
todlangweilig
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: The lower level world
language levels
1-3 scoring rubric. One should utilize the
proper lower-level rubric for the task given.
Suggested Interpretive Task


Online real-estate listings
from both Germany and
America
Interpret a German home
floor plan
Suggested Interpersonal Task


Real-estate role play
Debate – country life vs.
city life
Suggested Presentational Task
 Take a video tour of your
home where you describe
each room with adjectives
and what you do in each
room.
German Level III– SY 2014 - 2015
Recommended pacing: 5- 6 weeks
THEME: Mode
TOPIC: German 3 – Fashion
Virginia State Foreign Language Standards of Learning
GIII.1
GIII.2
The student will engage in original and spontaneous oral and written communications in German.
The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new
situations.
GIII.3
The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4
The student will present information orally and in writing in German, recombining familiar elements to create original sentences in
paragraphs that are increasingly complex.
GIII.5
The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6
The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7
The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8
The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of
German.
GIII.9
The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10
The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:

Maintain a discussion relative to
clothing and personal fashion choices
Interview someone about fashion

INTERPRETIVE MODE:
 Read and comprehend texts about

clothing and fashion
Listen and comprehend conversations,
podcasts and advertisements about
clothing and fashion
PRESENTATIONAL MODE:


Describe a variety of clothing styles
Present a particular clothing style and
persuade or dissuade someone to buy
it
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:




Explore Shopping culture
Examine styles among GermanSpeaking teenagers
Analyze the culture of politeness
in the German-speaking world
Discuss appropriate fashion for
appropriate occasions
CONNECTIONS:


Understand fashion in the US and
Germany
Accept differing viewpoints
related to clothing, fashion, style



Compare differences in
fashion, prices
Discuss the popularity of
American brands
Compare Sales –
Schlussverkauf
COMMUNITIES:


Identify german brands
and stores
Examine German clothing
habits – how long to wear
it, when to where it, how
to where it
ESSENTIAL KNOWLEDGE
(Facts & Skills)






Describe clothes
Express interest,
disinterest, and
indifference
Make and accepting
compliments
Persuade and
dissuade
Adj endings
following der and
dieser words
Wenn subordinating
conjunction
German Level III– SY 2014 - 2015
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: The lower level world language levels 1-3
scoring rubric. One should utilize the proper
lower-level rubric for the task given.
See LCPS German Teacher Exchange
Page






Verbs: s. Interessieren für, passen, stehen, tragen
Adjective endings
Dative verbs
Reflexive verbs
Subordinating conjunctions
Dative personal pronouns

Mitteilen Mitlesen Seite 19




Fashion magazines
Clothing advertisements
Online retail resources
www.ebay.de
H&M website

Suggested Interpretive Task
 Read a text and answer
questions, give an opinion,
describe
 Fashion magazines
 Clothing advertisements
 Online retail resources
 www.ebay.de
 H&M website
Suggested Interpersonal Task
 Wechselspiele Seite 43-48



Discuss fashion
Fashion show
Fashion interviews
Suggested Presentational Task
 Rollenspiel Komm Mit II
Seite 235
 Magazine activities
 Persuasive fashion
presentation Seite 39
“Alternative Assessment
Guide”
German Level III– SY 2014 - 2015
Recommended pacing: 5- 6 weeks
THEME: Reisen
TOPIC: German 3 – Travel
Virginia State Foreign Language Standards of Learning
GIII.1
GIII.2
The student will engage in original and spontaneous oral and written communications in German.
The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new
situations.
GIII.3
The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4
The student will present information orally and in writing in German, recombining familiar elements to create original sentences in
paragraphs that are increasingly complex.
GIII.5
The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6
The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7
The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8
The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of
German.
GIII.9
The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10
The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
 Express indecision and ask for and make
suggestions
 Ask for and give directions
INTERPRETIVE MODE:


Read a map and follow oral directions
Listen and comprehend conversations
about vacation and travel destinations
PRESENTATIONAL MODE:
 Talk about where you go on vacation
 Give someone directions around your
home town/school/etc
 Explain how you get around a train
station, airport, etc.
 Vacation activities
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:



Where do the Germans go and
how do they get there?
How do Germans perceive
American tourists?
Discuss the staggered German
holidays / school vacations



How do German teens
travel? (School, friends,
parents)
Discuss youth hostels
Compare amount of
vacation offered in
Germany vs USA
CONNECTIONS:


COMMUNITIES:
Organized Urlaub – How do
Germans travel abroad?
 Hotel amenities
Identify popular vacation
 Gastfreundlichkeit in the
destinations in German speaking
USA and Germany
countries and discuss why one
 Identify German states
would want to travel there
and their capitals
ESSENTIAL KNOWLEDGE
(Facts & Skills)








Expressing indecision
Asking for and
making suggestions
Asking for and giving
directions
Express wishes using
würde
Discuss cultural events
Ob clauses
Expressing direction
and location – Wo ?
Wohin ?
Accusative, Dative
and Two way
prepositions
German Level III– SY 2014 - 2015
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: The lower level world language levels 1-3
scoring rubric. One should utilize the proper
lower-level rubric for the task given.
See LCPS German Teacher Exchange Page
Giving directions
Inclusive command ‘’Gehen wir…!”
Können
Wissen
Fahren
Inviting someone and responding to an invitation
 Travel guides
 City websites: http://www.berlin.de/, http://www.salzburg.at/, http://www.basel.ch/index.htm, etc
 Metro maps
 City maps / google maps – street views
Suggested Interpretive Task
Suggested Interpersonal Task
Suggested Presentational Task

Planning a trip together
 Read a map and follow oral
 City presentation – was

Assisting a lost tourist
directions
gibt’s zu tun?

Give your blindfolded partner
 Read a travel book/guide
 Make a youth hostel
directions to a particular location
and plan an itinerary
brochure
 Komm mit! 252-253
 Sell your home town
German Level III– SY 2014 - 2015
Recommended pacing: 5- 6 weeks
THEME: Essen und Kochen
TOPIC: German 3 – Food and cooking
Virginia State Foreign Language Standards of Learning
GIII.1
GIII.2
The student will engage in original and spontaneous oral and written communications in German.
The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new
situations.
GIII.3
The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4
The student will present information orally and in writing in German, recombining familiar elements to create original sentences in
paragraphs that are increasingly complex.
GIII.5
The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6
The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7
The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8
The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of
German.
GIII.9
The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10
The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:


Ask for, make, and respond to
suggestions about what food to
prepare
Discuss various international cuisine
in Germany
INTERPRETIVE MODE:


Interpret food-related realia
Interpret a recipe in German using the
metric system
PRESENTATIONAL MODE:
 Demonstrate how to prepare a dish using
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
COMPARISONS:

Identify common cooking
ingredients

CONNECTIONS:

Identify popular international
cuisine

Discuss cuisine
differences Germany vs
USA – Mexican/American
Mexican/German
International offerings,
popularity of Turkish food
COMMUNITIES:
 Discuss where one can buy
German food locally
 Discuss German influences
in our food culture
ESSENTIAL KNOWLEDGE
(Facts & Skills)






Discuss various
countries and their
cuisine
Express what you
would like/prefer
using hätte
+gern/lieber
Make suggestions
using wäre forms
Recall certain verbs
+prepostions
Unpreceded adj
endings
Use of infintives in
recipes
German Level III– SY 2014 - 2015
USEFUL VOCABULARY
RECYCLED/ONGOING
TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: The lower level world language levels 1-3
scoring rubric. One should utilize the proper
lower-level rubric for the task given.
See LCPS German Exchange Page
Words to describe food
Ich hätte gern…
Ich würde gern…
Impersonal pronoun man
LieblingsSollen
Es gibt…




Online menus (http://webster-brauhaus.de/startseite.html), (http://www.hasir.de/de/index.html)
German international cuisine menu
German cooking show/demonstration – Youtube
Chocolate Chip Cookies Video – Wise Guys
Suggested Interpretive Task
 See LCPS German Teacher
Exchange Page for
Apfelstrudel activity
Suggested Interpersonal Task
Suggested Presentational Task
 Make a video of you and a partner discussing what you will make and
how you make the dish. After the discussion about what to make,
each person presents a different part of the cooking demonstration.
German Level III– SY 2014 - 2015
Recommended pacing: 5- 6 weeks
THEME: Märchen
TOPIC: German 3 – Fairy Tales
Virginia State Foreign Language Standards of Learning
GIII.1
GIII.2
The student will engage in original and spontaneous oral and written communications in German.
The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new
situations.
GIII.3
The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.
GIII.4
The student will present information orally and in writing in German, recombining familiar elements to create original sentences in
paragraphs that are increasingly complex.
GIII.5
The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.
GIII.6
The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.
GIII.7
The student will use German to reinforce and broaden understanding of connections between German and other subject areas.
GIII.8
The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of
German.
GIII.9
The student will investigate and discuss why similarities and differences exist within and among cultures.
GIII.10
The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for
recreational, educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
 Discuss the various themes and
characteristics of fairy tales
INTERPRETIVE MODE:
 Read and comprehend several
German fairy tales
 Identify various fairy tales by their
characters, quotes and basic plot
PRESENTATIONAL MODE:
 Present information gleaned from fairy
tale reading (summary, setting,
characters, themes)
 Write a fairy tale using the Imperfekt
and the common themes found in
German fairy tales
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
CULTURES:
 Discuss the importance of the
Grimm Brothers and their fairy
tales on both German and
American cultures.
COMPARISONS:
 Compare German fairy
tales with their American
counterparts.
 Compare the German
Struwelpeter with Mother
Goose.
ESSENTIAL KNOWLEDGE
(Facts & Skills)

CONNECTIONS:

Identify the common themes
found in each of the fairy tales
and have students apply these
themes to their own fairy tale.
COMMUNITIES:
 Identify influences of
German fairy tales on
American culture.




Narrative past Imperfect
-diminutives (chen,
lein)
Es war einmal...
Es gab einmal...
Common themes
used in fairy tales
German Level III– SY 2014 - 2015
USEFUL VOCABULARY
REVIEW and RECYCLE VOCABULARY FROM
PREVIOUS SECTIONS
RECYCLED/ONGOING
TOPICS/STRUCTURES



sollen ‘ and ‘würde‘ forms
adjective endings
Review of entire year
RESOURCES/ ACTIVITIES



http://www.clubmed.de/cm/home.do?PAYS=5&LANG=DE
http://www.mallorcazeitung.es/
Die Wise Guys – Jetzt ist Sommer http://www.youtube.com/watch?v=QhjQarC9a18&safety_mode=true&persist_safety_mode=1&safe=active
ASSESSMENTS/ RUBRICS
NOTE: The lower level world language levels 1-3
scoring rubric. One should utilize the proper
lower-level rubric for the task given.
Suggested Interpretive Task
 Märchen group reading
assignment. See LCPS
Teacher Exchange Page.
Suggested Interpersonal Task

Write a modern script for a fairy
tale that you read. Act out this
fairy tale or make a short film.
See LCPS Teacher Exchange
Page.
Suggested Presentational Task
 Write your own Märchen
based on the guidelines
provided on the LCPS
Teacher Exchange Page.
LCPS
German IVH/VH/AP Year C
Curriculum
World Languages and Cultures
LCPS
2014-2015
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Contemporary Life
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
TOPIC C: Travel/Leisure
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
• Maintain a discussion about vacation destinations
• Explore different types of vacations: volunteering
vs. pure leisure activities
• Compare and contrast the amount of
vacation time a typical worker has in the
US and in Europe
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrate comprehension of German-language
advertisements from travel agencies
• Evaluate and interpret written and audio texts about
vacation destinations
PRESENTATIONAL MODE:
• Make connections between knowledge of
architecture/art and attractions in various vacation
destinations
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on travel and
vacationing
“Da-“ and “wo-“ compounds
Verbs with prepositional
complements
• Identify favorite vacation destinations
among various age groups in your
community
• Produce oral and written reports on your most recent
vacation
USEFUL VOCABULARY
abreisen – to depart
aufgeschlossen – open, accepting of new or different
things
auswandern – to emigrate
buchen – to book
das Reiseziel – travel destination
der Ruf – reputation
die Speise – dish (food)
übernachten – to stay overnight
die Herkunft – origin, descent
German Level IV/V/AP– SY 2014 – 2015 (Year C)
einwandern – to immigrate
etwas erleben – to experience something
die Fahrkarte – ticket
der Feiertag – holiday
die Ferien – vacation from school
fremd – foreign
der Fremdenverkehr – tourism
die Gelegenheit – opportunity
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
der Pass – passport
das Reisebüro – travel agency reisen – to travel
die Umfrage – questionnaire
der Urlaub – vacation (from work/trip)
verreisen – to travel
die Vorfahren – ancestors
spazieren – to stroll, walk
Prepositions; vacation terms (Ferien vs. Urlaub); present perfect tense
Stationen, „Die Deutschen im Ausland“ (Station 12) pp. 349-382
German in Review pp. 358-367
Handbuch zur deutschen Grammatik, pp. 432-445
Stationen Arbeitsbuch, pp. 133-134
Stationen Videoblog 12, „Die Deutschen im Ausland“
Slow German (www.slowgerman.com) #039, „Urlaub“
„New York isst deutsch“, PDF with vocabulary and questions, VISION > LCPS German Teacher Exchange >
Resources > Deutsch IV, V, VI Materialen > Thema 3 Alltag > C-Travel.Leisure
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Read “Jeder sechste Amerikaner hat
deutschen Vorfahren” and talk or
write about the country of your
ancestors.
Suggested Interpersonal Task
Read and respond to an email in
which an employee requests time off
to go on vacation.
Suggested Presentational Task
Describe your dream vacation.
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Families and Communities
TOPIC C: Rights
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
and Responsibilities
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
• Discuss and/or debate the pros and cons of
compulsory military and civilian service
• Explore attitudes toward compulsory national
service in German-speaking Europe
• Compare and contrast the rights and
responsibilities of 18-year-olds in the US
and Germany
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrate understanding of women’s role in the
military of German-speaking countries.
PRESENTATIONAL MODE:
• Produce a promotional campaign for or against
compulsory military/civilian service
USEFUL VOCABULARY
• Make connections between changing attitudes
towards compulsory service through history, in the
US and Europe
.
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on military and
civilian service and family
responsibilities
Adjective endings, comparison of
adjectives and adverbs
• Invite a former student who is now in
the military to talk about military service
die Pflicht – duty
das Recht – right
schaffen – to achieve, make
sich ändern – to change
heiraten – to marry
unabhängig sein – to be independent
die Bundeswehr – German Federal Defense Force
die Gleichberechtigung – equality
die Entscheidung – decision
freiwillig – voluntary
das Wahlrecht – the right to vote
volljährig – of legal age
abschaffen – to eliminate
erlauben – to allow
German Level IV/V/AP– SY 2014 – 2015 (Year C)
der Wehrdienst – armed service
die Wehrpflicht – compulsory service
der Zivildienst – non-military service
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
dauern – to endure/last
wählen – to vote
s. engagieren (in) – to become involved (in)
s. verlassen (auf + acc) – to rely on
Vocabulary for personal characteristics; modal verbs
Stationen, “Zürich” (Station 11) pp. 309-348
Komm mit! Level 3, pp. 122-147
German in Review, pp. 60-87
Handbuch zur deutschen Grammatik, pp. 186-203
Stationen Arbeitsbuch, pp. 117-118
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Listen to students talking about their
future plans. Summarize what these
students plan to do.
Suggested Interpersonal Task
Discuss with classmate (as in a
Socratic Seminar) whether the USA
should have compulsory military
service and whether women should
serve in combat
Suggested Presentational Task
Produce a promotional campaign for
or against compulsory
military/civilian service
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Science and Technology
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
TOPIC C: Media
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
• Maintain a discussion related to ways that students
receive news of current events
• Compare and contrast radio and TV
consumption in the US and in Germany
INTERPRETIVE MODE:
• Research a news article that is presented in both
the US and Europe; compare and contrast the
different approaches
• Demonstrate comprehension of an authentic German
newspaper article or broadcast news report
CONNECTIONS:
PRESENTATIONAL MODE:
• Produce oral and written reports on news reports
and/or entertainment programs in the German media
USEFUL VOCABULARY
COMMUNITIES:
• Explore the kinds of media classes offered at
German-speaking schools
der Abschied – good-bye, parting
anbieten – to offer
die Anrede – form of address
bestehen aus – to consist of
die Branche – business sector
duzen – to address (s.o.) with du
• Invite a student from the morning
announcement crew to explain the
process
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on broadcast and
print media and business
Subjunctive II used in
conditional sentences and for
contrary-to-fact situations
öffentlich – public, publicly
der Rundfunk – radio (the medium)
die Sendung – show (on radio or tv)
der Verlag – publishing house/company
verlegen – to publish
der/die Vorgesetzte – superior, person in authority
German Level IV/V/AP– SY 2014 – 2015 (Year C)
siezen – to address (s.o.) with Sie
erfolgreich – successful
die Gemeinschaft – association/community
der Hafen – harbor/port
die Hanse – Hanseatic League
der Kollege/die Kollegin – colleague/coworker
die Marke – brand
die Medien – media
der Moderator/die Moderatorin – moderator,
anchorperson, TV host
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
die Werbung, der Werbespot, die Werbeanzeige –
advertising, marketing, advertisement
die Reklame – commercial, advertisement
die Wirtschaft – economy
die Zeitschrift – magazine
die Zeitung – newspaper
der Zuschauer/die Zuschauerin – viewer/audience
Lust haben (auf) – to feel like (doing or having) s.th.
vergleichen – to compare
Simple past tense; past perfect tense; genres of television programs, books, movies, and music
Stationen, „Hamburg“ (Station #4), pp. 103-132
German in Review, pp. 228-254
Handbuch zur deutschen Grammatik, pp. 282-300
Slow German (www.slowgerman.com), „Fernsehen“, #055, and „Radiosender“, #067
„Deutschland sieht fern“,„Frauen spielen anders“—texts with vocabulary and questions: VISION > LCPS German
Teacher Exchange > Resources > Deutsch IV, V, VI Materialen > Thema 2 Wissenschaft und Technologie > CMedia
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Watch an episode of Tagesschau
and give a summary of one of the
reports
Suggested Interpersonal Task
Interview another student about the
kinds of programs they enjoy or do not
enjoy
Suggested Presentational Task
Talk about your favorite news
sources and discuss the differences
between news sources in the USA
and in Europe.
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Personal and Public Identities
TOPIC C: Nationalism
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
and Patriotism
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
INTERPERSONAL MODE:
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
• Discuss and/or debate the positive and negative
values of patriotism in a nation
CULTURES:
COMPARISONS:
• Explore important national holidays in European
countries
• Compare and contrast German,
Austrian, Swiss, and American attitudes
towards their various national flags
CONNECTIONS:
COMMUNITIES:
INTERPRETIVE MODE:
• Demonstrate comprehension of media reports on
immigrants in Germany
PRESENTATIONAL MODE:
• Produce oral and written reports on the changing face
of Germany, reflecting post-war immigrant generations
in Germany
USEFUL VOCABULARY
• Make connections between European history
and German/Swiss/Austrian self-identity
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on patriotism and
assimilating to society
Futur II (future perfect tense)
• Explore German cultural celebrations
and national commemorations in your
community
die Einstellung – attitude
der Europäer/die Europäerin – European (m/f)
die Leistung – accomplishment
(etwas) locker sehen – to take something lightly/make
light of
selbstbewusst – confident/self-assured
das Sozialsystem – social system
verschmelzen (mit) – to melt together (with)
der Nationalstolz – nationalism
patriotisch – patriotic
der Patriotismus – patriotism
stolz – proud/proudly (auf—to be proud of)
unterstützen – to support
der Vertreter – representative
zurückhaltend –reserved/cautious
bescheiden – modest
German Level IV/V/AP– SY 2014 – 2015 (Year C)
(auf etwas) Wert legen – to consider something
worthwhile
sich wohl fühlen – to feel good/be comfortable
bedeutend – important/meaningful
der Bundestag – German parliament
der Erfolg – success
die Heimat – homeland
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
beleidigen – to insult
verteidigen – to defend
einen empfindlichen Nerv treffen – to touch on a sensitive
subject
entstehen – to develop/to come into existence
Future tense; general understanding of German political structure
Stationen, „Köln“ (Station 7), pp. 189-218
German in Review, pp. 329-322
Handbuch zur deutschen Grammatik, pp. 102-110
Stationen Videoblog „Köln“
Slow German www.slowgerman.com „Tag der deutschen Einheit“ #072
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Listen to the videoblog on Köln, in
which the speaker discusses
Germany as a land of immigrants.
Discuss how simple or complicated it
might be to become a naturalized
German citizen.
Suggested Interpersonal Task
Discuss with a partner the positive
and negative aspects of patriotism.
Suggested Presentational Task
Write an account of your family’s
history and geneology
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Global Challenges
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
TOPIC C: Environment
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
• Discuss and/or debate the merits of recycling
• Explore ways that German history and
geography influence attitudes towards
conservation of natural resources
• Compare and contrast German and
American attitudes toward recycling and
energy conservation
PRESENTATIONAL MODE:
CONNECTIONS:
COMMUNITIES:
• Produce oral and written reports on solutions for
urgent environmental problems
• Make connections between earth- and
environmental-science topics and
German/European conservation practices
• Explore recycling and conservation
programs in your community
• Identify examples of European-style
conservation practices in your
community
USEFUL VOCABULARY
das Abgas – exhaust
die Fabrik – factory
die Fahrgemeinschaft – carpool
die Luftverschmutzung – air pollution
das Ozonloch – hole in the ozone layer
der saure Regen – acid rain
INTERPRETIVE MODE:
• Demonstrate comprehension of news articles on
environmental topics
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on environmental
issues
Subjunctive II with modal
helping verbs
verschmutzen – to pollute
biologisch abbaubar – biogradable
umweltfreundlich – environmentally safe
giftig – poisonous
der Umweltschutz – environmental protection
der Sauerstoff – oxygen
German Level IV/V/AP– SY 2014 – 2015 (Year C)
der Schadstoff – pollutant
das Waldsterben – the dying of the forest
die Einwegflasche – non-returnable bottle
die Pfandflasche – bottle with a deposit
die Mehrwegflasche – reusable bottle
die Plastiktüte – plastic bag
sich (dative) Sorgen machen (um) – to worry about
ersetzen – to replace
herstellen – to produce (as a product)
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
der Schaden – damage
der Abfall – trash, waste
das Abwasser – waste water (runoff)
verbessern – to improve
verschwenden – to waste
verzichten auf (akk) – to do without
wieder verwenden/wieder verwerten – to use again, to
recycle
radeln – to ride a bicycle
gefährlich - dangerous
Simple past tense; subjunctive II in non-modal verbs; German/European geography and topography
Komm mit! Level 3, chapter 9 (pp. 237-263)
German in Review, pp. 232, 246-249
Handbuch zur deutschen Grammatik, pp. 232, 246-249
Slow German www.slowgerman.com „Recycling“ #012
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Listen to various students talk about
environmental problems in Germany;
summarize their different approaches
to solving environmental problems.
Suggested Interpersonal Task
Conduct a Socratic Seminar on the
merits and necessity of recycling and
energy conservation
Suggested Presentational Task
Write an essay about what you
would do to solve environmental
problems if you were the Federal
Chancellor of Germany
German Level IV/V/AP– SY 2014 – 2015 (Year C)
THEME : Beauty and Aesthetics
TOPIC C: Art
Recommended pacing: 5 - 6 weeks Teachers need to
appropriate the number of lessons to the caliber of students in the
class so long as they are being given opportunities to meet the
objectives of the unit.
and Architecture
National/State Standards:
GIV.1 The student will exchange information orally and in writing in German on a variety of topics related to contemporary and historical events and issues.
GIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in German.
GIV.3 The student will comprehend spoken and written German found in a variety of authentic sources.
GIV.4 The student will relate information in German, combining learned and original language in oral and written presentations of extended length and
complexity.
GIV.5 The student will present in German student-created and culturally authentic essays, poetry, plays, and/or stories.
GIV.6 The student will analyze in German how various perspectives reflect the practices and products of German-speaking cultures.
GIV.7 The student will demonstrate increased understanding of the connections between content studied in German class and content studied in other
subject areas.
GIV.8 The student will discuss in level-appropriate German the effects of cultural similarities and differences on social, economic, and political relationships
in the global community.
GIV.9 The student will expand understanding of the English language through study and analysis of increasingly complex elements of the German
language.
GIV.10 The student will apply German language skills and cultural understanding in opportunities beyond the classroom setting for recreational,
educational, and occupational purposes.
Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards.
http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/
COMMUNICATION
-Interpersonal -Interpretive
-Presentational
CULTURES/ CONNECTIONS
COMPARISONS/ COMMUNITIES
INTERPERSONAL MODE:
CULTURES:
COMPARISONS:
• Maintain a discussion related to one’s favorite works
of art
• Express opinions about a particular art movement
• Explore attitudes of German students toward
historical buildings
• Compare and contrast styles of
architecture in German and American
cities.
CONNECTIONS:
COMMUNITIES:
• Make connections between
engineering/technology and architecture
• Explore European art in local museums
ESSENTIAL KNOWLEDGE
(Facts & Skills)
Vocabulary on visual art and
architecture
Passive voice
INTERPRETIVE MODE:
• Demonstrate comprehension
• Evaluate and interpret
PRESENTATIONAL MODE:
• Produce an oral or written presentation on a Germanspeaking artist
USEFUL VOCABULARY
architektonisch – architectural
aufbauen – to construct
wieder aufbauen – to reconstruct
der Ausdruck – expression
die Ausstellung – exhibition/art show
das Baudenkmal – architectural monument
das Bild – picture
bildhauern – to sculpt
das Geistige – intellectual work
das Gemälde – painting
der Künstler/die Küstlerin – artist
künstlerisch – artistic/artistically
der Kunsthandwerker/die Kunsthandwerkerin –
artisan/craftsman
leuchtend – bright, vibrant
der Liebhaber – enthusiast
German Level IV/V/AP– SY 2014 – 2015 (Year C)
die Burg – castle
der Dom – cathedral
das Denkmal – monument
entwerfen – to draft, design something
das Ereignis – event/occurrence
die Farbe – color
die Festung – fortress
das Gebäude – building
RECYCLED/ONGOING TOPICS/STRUCTURES
RESOURCES/ ACTIVITIES
ASSESSMENTS/ RUBRICS
NOTE: Teachers should use the appropriate CPA
rubrics for speaking and writing IPAs.
malen – to paint
das Meisterwerk – masterpiece
das Porträt/das Selbstporträt – portrait/self-portrait
das Schloss – castle/palace
skizzieren – to sketch
die Skulptur – sculpture
zeichnen – to draw
Use of attributive adjectives (with endings) to describe examples of art and architecture
Stationen „Dresden“ (Station 8), pp. 219-248
German in Review, pp. 176-195
Handbuch zur deutschen Grammatik, pp. 397-413
Slow German www.slowgerman.com „Deutsche Kunst“ #046
(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)
Suggested Interpretive Task
Students read a critique of a piece of
art and respond to it with a critique of
their own.
Suggested Interpersonal Task
Discuss with classmates (as in a
Socratic Seminar) the relationship
between art and politics, particularly
with respect to German art
movements such as “Die Brücke”
Suggested Presentational Task
Research a central-European artist
and make a presentation to the
class on his/her work and career