German I - AP Curriculum World Languages and Cultures LCPS

German I - AP Curriculum

World Languages and Cultures

LCPS

2013-2014

German Level I

– SY 2012 - 2013

LCPS

German I Curriculum


LCPS

2013-2014

German Level I

– SY 2012 - 2013

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.

COMMUNICATION

-Interpersonal -Interpretive -Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES

INTERPERSONAL MODE:

• 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:

•

Explore attitudes when reacting to formal and informal exchanges and German traditions.

ESSENTIAL KNOWLEDGE

(Facts & Skills)

• Pronouns

• Regular verb endings

• Definite/Indefinite Articles

• haben

• sein

• Interrogatives

INTERPRETIVE MODE:

• 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.

PRESENTATIONAL MODE:

• Produce oral and written reports on themselves.

• Produce an activity in which students ask/provide information.

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards public transportation.

.

COMPARISONS:

•

Compare and contrast definite and indefinite articles and verb endings in

German and English.

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

Individual students’ previous knowledge and cognates.

Greetings/goodbyes, introductions, numbers 0-100, how are you, to have, to be, modes of transportation, where you live,

German geography, question words, alphabet.

RESOURCES/ ACTIVITIES

ASSESSMENTS/ RUBRICS

NOTE: Teachers should use the appropriate CPA rubrics.

See Vision

Suggested Interpretive Task

Reading and answering questions/TPRS

Story

Suggested Interpersonal Task

Students ask peers for personal information and give personal information about themselves. Students can

“interview” one another.

Suggested Presentational Task

Student presents information on their interview partner to the class.

German Level I

– SY 2012 - 2013

German Level I

– SY 2012 - 2013

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.














COMMUNICATION



• 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


• Demonstrates comprehension of content from authentic audio visual texts relating to school life.

• Evaluates and interprets written texts and materials on school life.

CULTURES/ CONNECTIONS

CULTURES:

•

Explore attitudes when reacting to the German school system.

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards public education.

.

COMPARISONS/ COMMUNITIES

COMPARISONS:

•

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

COMMUNITIES:

• Explore daily life in your own community or your school and compare



• Negation

• Expressing opinions

• Definite/Indefinite Articles

• gern haben

• sein (focus on plural forms)

• Word order

• Sequencing


• Produce oral and written reports through a personal narrative.

• Produce an activity in which students provide information about their school.

USEFUL VOCABULARY See vocabulary list on Vision them to issues in German speaking communities.


School supplies, Subjects, Adjectives, Telling time,

Likes/Dislikes/Favorites, Reactions to news (pos. and neg.)

RECYCLED/ONGOING TOPICS/STRUCTURES Haben/sein, Pronouns, Reg. verb conjugation, Modes of Transportation




See Vision



Story/Listening activity


Students interview a partner on the theme topic



German Level I

– SY 2012 - 2013

THEME 3: die Freizeit

AP SUBTHEME : Personal and Public Identities/Contemporary Life















COMMUNICATION



• 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.



• 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.


• Produce oral and written reports on free time activities.



CULTURES:

•

Explore attitudes when reacting to what German students do in their free time.

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards leisure/vacation time in Germany.

.


COMPARISONS:

•

Compare and contrast word order

• Compare and contrast vowel changing verbs

•Compare and contrast modal verbs

COMMUNITIES:

•

Explore daily life in your own community or your school and compare them to issues in German speaking communities.




• modal verbs (möchten, wollen)

• stem-vowel changing verbs

(e →ie ): lesen, sehen, legen

USEFUL VOCABULARY See vocabulary list on Vision Activities, Interests, When/How Often, Basic family members,

Declining/Accepting invitations, Weather, Places to go

RECYCLED/ONGOING TOPICS/STRUCTURES Likes/Dislikes, Word Order, Times, Pronouns, Regular verb endings



NOTE: Teachers should use the appropriate

CPA rubrics.

See Vision



Story






German Level I

– SY 2012 - 2013

THEME 4: die Familie/zu Hause

AP SUBTHEME : Personal and Public Identities/Families and Communities















CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES COMMUNICATION



• 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.



• Demonstrates comprehension of content from authentic audio visual texts relating to family.

• Evaluates and interprets written texts and materials on family and home life.


• Produce oral and written reports on family members.


CULTURES:

•

Explore attitudes when reacting to how German families are organized and where/how Germans live.

CONNECTIONS:

•

Make connections between historical contexts and current attitudes towards family life in

Germany.

.

COMPARISONS:

•

Compare and contrast possessive pronouns

•Compare and contrast pronoun replacement in the nominative/accusative

•Compare and contrast separable verbs

COMMUNITIES:

•





• separable prefix verbs

(aussehen)

• possessive pronouns

• pronoun replacement


RECYCLED/ONGOING TOPICS/STRUCTURES Likes/dislikes, sein, wohnen, pronouns, basic family members

Adjectives, colors, family members, pets, body parts, furniture, rooms in the house




CPA rubrics.

See Vision



Story






German Level I

– SY 2012 - 2013

THEME 5: Essen und Getränke

AP SUBTHEME : Families and Communities/Contemporary Life


















• 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.



• 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.


• Produce oral and written reports on food cultures.


CULTURES:

•

Explore attitudes when reacting to how Germans shop for food and order out

CONNECTIONS:

•

Make connections between historical contexts and current attitudes towards food culture in

Germany.

.

COMPARISONS:

•

Compare and contrast modal verbs

•Compare and contrast commands

•Compare and contrast stem-vowel changing verbs

COMMUNITIES:

•





• Commands

• Modal Verbs

• Stem-vowel changing verbs

(e→i)


RECYCLED/ONGOING TOPICS/STRUCTURES Möchten, du/Sie, indefinite/definite articles, plurals, cognates

Food, drinks, restaurant phrases, taste, metric units, cooking at home




CPA rubrics.

See Vision



Story






German Level I

– SY 2012 - 2013

THEME 6: Mode/Einkaufen

AP SUBTHEME : Contemporary Life/Beauty and Aesthetics















COMMUNICATION



• Maintain a discussion related to describing clothing

• Discuss and/or debate personal opinions on uniforms in school and personal expression through fashion




• 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.


• Produce oral and written reports on fashion.



CULTURES:

•

Explore attitudes when reacting to how Germans shop for clothing and the role of fashion in Europe

CONNECTIONS:

•

Make connections between historical contexts and current attitudes towards fashion in Germany and in America.

.


COMPARISONS:

•


•Compare and contrast the accusative and nominative cases


COMMUNITIES:


• Identify local

German speaking communities and cultural events.



• Accusative case

Direct object pronouns

Definite and indefinite articles

• Modal Verbs


(a→ä)

USEFUL VOCABULARY See vocabulary list on Vision Clothing, adjectives (size and fit), colors, shopping vocabulary

(shopping mall, department store), gefallen

RECYCLED/ONGOING TOPICS/STRUCTURES Modal verbs, definite/indefinite articles in nominative, colors, adjectives, expressing opinions, pronouns, separable prefix verbs




CPA rubrics.

See Vision



Story






German Level I

– SY 2012 - 2013

THEME 7: die Hausarbeit



















• 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.



• Demonstrates comprehension of content from authentic audio visual texts relating to chores.

• Evaluates and interprets written texts and materials on helping around the house.


• Produce oral and written reports on personal responsibilities.


CULTURES:

•

Explore attitudes when reacting to how Germans preserve the environment

CONNECTIONS:

•

Make connections between historical contexts and current attitudes towards ecology in

Germany.

COMPARISONS:

•


•Compare and contrast commands


COMMUNITIES:

•





• Commands

• Modal Verbs*

• Separable prefix verbs

• accusative pronouns

• accusative prepositions

• denn, weil, daß

USEFUL VOCABULARY See vocabulary list on Vision Chores, How often, Rooms/Furniture, Family and pets, modal verbs

RECYCLED/ONGOING TOPICS/STRUCTURES Modal verbs, commands, How often, family, word order, possessive pronouns, separable prefix verbs, the accusative




CPA rubrics.

See Vision



Story






LCPS

German II Curriculum


LCPS

2013-2014

German Level II

– SY 2012 - 2013

THEME 1: Alles über mich !

AP SUBTHEME : Contemporary Life/Personal and Public Identities



GII.1 The student will exchange spoken and written information and ideas in German.

GII.2 The student will demonstrate skills necessary to initiate, sustain, and close brief oral and written exchanges in German, using familiar and recombined phrases and sentences.

GII.3 The student will understand basic spoken and written German presented through a variety of media and based on new topics in familiar contexts.

GII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in German.

GII.5 The student will present information orally and in writing in German, combining learned and original language in simple sentences and paragraphs.

GII.6 The student will present in German rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and/or songs.

GII.7 The student will demonstrate understanding of the perspectives, practices, and products of German-speaking cultures and the ways these cultural aspects are interrelated.

GII.8 The student will use information acquired in the study of German and information acquired in other subject areas to reinforce one another.

GII.9 The student will demonstrate understanding of cultural similarities and differences between the German-speaking world and the United States.

GII.10 The student will develop a deeper understanding of the English language through study of German.

GII.11 The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.

COMMUNICATION



• Describe themselves to others

• Discuss their free-time activities

• Discuss every day life(chores/clothing/etc…)



• Demonstrates comprehension of content from authentic audio visual texts relating to navigation.

• Evaluates and interprets written texts and materials on navigation.


• Produce oral and written reports on every day life.



CULTURES:

• Explore differences and similarities between

Germans and Americans

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards family life in

Germany

.

COMPARISONS/ COMMUNITIES order

COMMUNITIES:

•

Explore daily life in your own them to issues in German speaking communities.


COMPARISONS:

• Compare and contrast German verbs

• Compare German and English word community or your school and compare



• 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

USEFUL VOCABULARY See vocabulary list on Vision 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

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




See Vision



Story





German Level II

– SY 2012 - 2013

THEME 2: in der Stadt/Reisen

AP SUBTHEME : Contemporary Life/Personal and Public Identities














COMMUNICATION



• 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.



CULTURES:

• Explore structures and historical districts of a

German city

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards public


COMPARISONS:

• Compare and contrast German usage of the verb “to know”

• Compare German and English word order

COMMUNITIES:

• Explore daily life in your own community or your school and compare them to issues in German speaking



• 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


• Demonstrates comprehension of content from authentic audio visual texts relating to navigation.

• Evaluates and interprets written texts and materials on navigation. transportation, food culture, and travel.

.


• Produce oral and written reports on modern city life.

• Produce an activity in which students ask/provide information. communities.


USEFUL VOCABULARY See vocabulary list on Vision Giving directions, Sehenswürdigkeiten (the “sights”),

Downtown/historical districts, Asking for more or less,

Imbissessen (fast food)

RECYCLED/ONGOING TOPICS/STRUCTURES Regular verb conjugation, haben/sein, essen, commands (informal)




See Vision



Story






German Level II

– SY 2012 - 2013

THEME 3: Kunst und Medien

AP SUBTHEME : Beauty and Aesthetics/Global Challenges














COMMUNICATION



• 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


• Demonstrates comprehension of content from authentic audio visual texts relating to media.

• Evaluates and interprets written texts and materials on media.


•

Produce oral and written reports through a personal narrative.

• Produce an activity in which students provide information about personal interests (media).


CULTURES:

• Explore attitudes when reacting to German film, art and literature.

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards art and media.

.


COMPARISONS:

• Compare and contrast cinema and literature

• Compare and contrast mögen/gefällen

COMMUNITIES:


• Identify local




•Superlatives

• Adjektiven

• Expressing opinions

• mögen/gefallen

• preferences

USEFUL VOCABULARY See vocabulary list on Vision Adjectives, genres (Literatur, Film und Musik), superlatives/preferences

RECYCLED/ONGOING TOPICS/STRUCTURES Express likes/dislikes, basic adjectives, favorites, free-time activities, stem-vowel changing verbs (lesen/sehen), kennen




CPA rubrics.

See Vision



Story/Listening activity


Students interview a partner on the theme topic



German Level II

– SY 2012 - 2013

THEME 4: die Fete/der Geburtstag

AP SUBTHEME : Personal and Public Identities/Contemporary Life/Families and Communities














COMMUNICATION



• 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.



• 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.


•

Produce oral and written reports on party planning



CULTURES:

• Explore attitudes when reacting to German holidays, traditions, and symbols of luck.

CONNECTIONS:

•

Make connections between historical contexts and current attitudes towards celebrations/holidays in Germany.

.


COMPARISONS:

• Compare and contrast word order

• Compare and contrast subjects, direct objects, and indirect objects

COMMUNITIES:


• Identify local




• modal verbs (möchten, wollen)

• stem-vowel changing separable prefix verbs

(a →ä): einladen

• dative endings

• dative pronouns

• ordinal numbers

• word order

USEFUL VOCABULARY See vocabulary list on Vision Symbols of luck, gift ideas, names of holidays, telephone etiquette, invitations, declining/accepting invitations, ingredients, making plans, clothing, furniture

RECYCLED/ONGOING TOPICS/STRUCTURES Word order, stem-vowel changing/separable prefix verbs, modal verbs, free-time, clothing/shopping, possessive pronouns




CPA rubrics.

See Vision



Story






German Level II

– SY 2012 - 2013

THEME 5: Präsens Perfekt/Wiederholung und Ferien/Urlaub

AP SUBTHEME : Personal and Public Identities/Families and Communities/Contemporary LIfe













COMMUNICATION



• 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.



• 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.


• Produce oral and written reports on past activities.



CULTURES:

• Explore attitudes when reacting to how German families are organized and where/how Germans live.

CONNECTIONS:

• Make connections between historical contexts and current attitudes towards family life in

Germany.

.



COMPARISONS:

• 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

COMMUNITIES:


• Identify local




• waren

• haben/sein as helping verbs

• Wechselpräpositionen

• Present Perfect: haben + weak verbs

• Present Perfect: haben + strong verbs (no vowel change)

USEFUL VOCABULARY See vocabulary list on Vision Chores, personal adjectives, hobbies, verbs in the past tense

RECYCLED/ONGOING TOPICS/STRUCTURES Free-time activities, Chores, Personal information/Family, When/How often, dative, weil (because), locations, haben/sein, personal pronouns




CPA rubrics.

See Vision



Story






German Level II

– SY 2012 - 2013

THEME 5: Präsens Perfekt/Wiederholung und Ferien/Urlaub - CONTINUED















COMMUNICATION



• 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 .



• Demonstrates comprehension of content from authentic audio visual texts relating to past events.

• Evaluates and interprets written texts and materials on vacationing/travel.


• Produce oral and written reports on a past vacation.



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.

.

See vocabulary list on Vision


COMPARISONS:

• 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



• 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

COMMUNITIES:

•

Explore daily life in your own community or your school and compare sein + strong (w/vowel changes) them to issues in German speaking communities.

• Identify local


Beach/camping vocabulary, places to stay, places to eat, places USEFUL VOCABULARY to see/visit, expressing likes/dislikes

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



Teachers should use the appropriate CPA rubrics.

See Vision



Story






German Level II

– SY 2012 - 2013

THEME 6: Gesundheit und Gute Besserung

AP SUBTHEME : Global Challenges/Personal and Public Identities













COMMUNICATION



• Maintain a discussion related to staying fit/giving advice

• Discuss and/or debate personal opinions on good/bad habits




• Demonstrates comprehension of content from authentic audio visual texts relating to healthy living

• Evaluates and interprets written texts and materials on fitness.


• Produce oral and written reports on personal health.



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.

.



COMPARISONS:

• Compare and contrast modal verbs

•Compare and contrast word order

• Compare and contrast the reflexive


COMMUNITIES:

•





• Reflexive verbs/pronouns

• Word order

• Present tense verbs

• Accusative prepositions

• Modal Verbs


(a→ä)

• “der” words

USEFUL VOCABULARY See vocabulary list on Vision Allergies, exercise, healthy vs. unhealthy activities, giving advice, expressing approval/disapproval, feelings, reflexive pronouns

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




CPA rubrics.

See Vision



Story






German Level II

– SY 2012 - 2013

THEME 6: Gesundheit und Gute Besserung - CONTINUED

AP SUBTHEME : Global Challenges/Personal and Public Identities













COMMUNICATION

-Interpersonal -Interpretive

-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE





Maintain a discussion relative to personal health. Compare and contrast American health habits with German health habits.






Use authentic documents to analyze how Germanspeaking people deal with health concerns

Continue to interpret information presented visually.




Asking for and giving advice with regards to health

 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.

CULTURES:



Drogerie vs Apotheke - practices

CONNECTIONS:



Explore health, nutrition and physical fitness

.







Krankenstand

German health care system issues of adolescents in the German culture.

How to maintain a healthy lifestyle

COMPARISONS:



Compare and contrast the exercise habits of Germans and Americans







Compare and contrast health care systems

Compare health remedies

COMMUNITIES:

Express remedies for specific illnesses



Express what students do when they get sick



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

 Sich fühlen, accusative relexive nouns, expressing obligations, the conversational past, dass clauses



See Vision




Sportverletzungen

 http://www.netdoktor.de/Gesund-

Leben/Sport+Fitness/Verletzungen/





Give an excuse to a parent about not being able to come to school





Emergency room scene

LCPS

German III Curriculum


LCPS

2013-2014

German Level III

– SY 2013 - 2014

THEME: Alltag

TOPIC : German 3 – Daily Routine

Recommended pacing: 5- 6 weeks

Virginia State Foreign Language Standards of Learning for Level: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1 3.2, 4.1, 4.2, 5.1

Person-to-Person Communication

GIII.1 The student will engage in original and spontaneous oral and written communications in German.

Listening and Reading for Understanding

GIII.3 The student will comprehend spoken and written German presented through a variety of media and based on new topics in familiar and unfamiliar

Oral and Written Presentation

GIII.4 The student will present information orally and in writing in German, combining learned and original language in increasingly complex sentences and

GIII.5 The student will present in German student-created and culturally authentic stories, poems, and/or skits.

Cultural Perspectives, Practices, and Products

GIII.6 The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.

Making Connections through Language

GIII.7 The student will use German to reinforce and broaden knowledge of connections between German and other subject areas.

Cultural and Linguistic Comparisons

GIII.8 The student will discuss in German why similarities and differences exist within and among cultures.

GIII.9 The student will strengthen knowledge of the English language through study and analysis of increasingly complex elements of the German language.

Communication across Communities

GIII.10 The student will improve German language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.

COMMUNICATION



CULTURES:



Demonstrate an understanding of


COMPARISONS:



Compare and contrast the





Discuss summer INTERPERSONAL MODE:



Talk about what you did during the summer



Discuss a typical day, a good day and a bad day




Put daily events in order based on

 reading/listening.

Read a text about daily life in

Germany.




Act out your morning routine for the

 typical teen activites in German culture.

Identify cultural differences in a typical day (ie. bike riding, school buses, public transportation)



Create a video/film that reflects the cultural practices and/or perspectives of the German culture.

COMMUNITIES:



How do students get

 typical daily routines of teens in German and

American cultures. around their community on a daily basis?

Where do German and events



Perfekt



Discuss daily

 routine

Reflexive verbs both accusative and dative cases



Review Dative Case class.



Write about activites during summer

CONNECTIONS:



Travel among teens in Germany

American teens travel and how does that differ?

 break.

Write about a good or bad day. vs. US .



Explore the differences in level of independence.

USEFUL VOCABULARY See LCPS German Teacher Exchange Page

Misc.: Was für ein Pech,


– SY 2013 - 2014





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


NOTE: The lower level world language levels

1-3 scoring rubric. One should utilize the proper lower-level rubric for the task given.




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)




Respond to an e-mail from your pen pal talking about your daily life or your summer trip.




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.


– SY 2013 - 2014

THEME: Stadt oder Land?

TOPIC: German 3 – City or Country?



















COMMUNICATION





Maintain a discussion relative to city


CULTURES:



Explore public transportation in


COMPARISONS:



Advantages and





Express preferences life vs. country life in Germanspeaking Europe, expressing the advantages and disadvantages of both.




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



 both Germany and US



Examine the real estate culture

Analyze the population density and the effects on German daily life including environment

CONNECTIONS:



Contact real-estate agencies to gather information about certain areas

Identify parts of the house, the home environment, life in the disadvantages of country living



What are differences between suburbs, cities, and country life in Europe vs. the USA

COMMUNITIES:



Discuss where you live in the United States and giving a reason



Express wishes

 justify your answers.



Comparative and superlative forms of adjectives



Adjective endings ein-words

 Discuss your home and compare with home, neighborhood and a typical German residence relationships


– SY 2013 - 2014





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



NOTE: The lower level world language levels

1-3 scoring rubric. One should utilize the proper lower-level rubric for the task given.




Online real-estate listings from both Germany and

America



Interpret a German home floor plan




Real-estate role play

 Debate – country life vs. city life


 Take a video tour of your home where you describe each room with adjectives and what you do in each room.


– SY 2013 - 2014

THEME: Mode

TOPIC: German 3 – Fashion



















COMMUNICATION


-Presentational






Maintain a discussion relative to clothing and personal fashion choices

 Interview someone about fashion




Read and comprehend texts about clothing and fashion



Listen and comprehend conversations, podcasts and advertisements about clothing and fashion




Describe a variety of clothing styles

 Present a particular clothing style and persuade or dissuade someone to buy

CULTURES:



Explore Shopping culture



Examine styles among German-



Speaking 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

COMPARISONS:



Compare differences in



American brands



Compare Sales –

Schlussverkauf fashion, prices

Discuss the popularity of

COMMUNITIES:



Identify german brands and stores



Examine German clothing habits – how long to wear



Describe clothes



Express interest, disinterest, and indifference



Make and accepting compliments



Persuade and dissuade



Adj endings following der and dieser words



Wenn subordinating conjunction it related to clothing, fashion, style it, when to where it, how to where it


– SY 2013 - 2014


RECYCLED/ONGOING

TOPICS/STRUCTURES



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




Read a text and answer questions, give an opinion, describe



Fashion magazines



Clothing advertisements



Online retail resources

 www.ebay.de



H&M website




Wechselspiele Seite 43-48



Discuss fashion



Fashion show



Fashion interviews




Rollenspiel Komm Mit II

Seite 235



Magazine activities



Persuasive fashion presentation Seite 39

“Alternative Assessment

Guide”


– SY 2013 - 2014

THEME: Reisen

TOPIC: German 3 – Travel



















COMMUNICATION


-Presentational






Express indecision and ask for and make suggestions



Ask for and give directions




Read a map and follow oral directions



Listen and comprehend conversations about vacation and travel destinations






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:



Where do the Germans go and





 how do they get there?

How do Germans perceive

American tourists?

Discuss the staggered German holidays / school vacations

CONNECTIONS:



Organized Urlaub – How do

Germans travel abroad?

Identify popular vacation destinations in German speaking countries and discuss why one would want to travel there

COMPARISONS:



How do German teens



Discuss youth hostels



COMMUNITIES:



Hotel amenities

 Gastfreundlichkeit in the

 travel? (School, friends, parents)

Compare amount of vacation offered in

Germany vs USA

USA and Germany

Identify German states and their capitals



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


– SY 2013 - 2014







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




Read a map and follow oral

 directions

Read a travel book/guide and plan an itinerary



Komm mit! 252-253




Planning a trip together



Assisting a lost tourist



Give your blindfolded partner directions to a particular location




City presentation – was gibt’s zu tun?



Make a youth hostel brochure



Sell your home town


– SY 2013 - 2014

THEME: Essen und Kochen

TOPIC: German 3 – Food and cooking



















COMMUNICATION


-Presentational






Ask for, make, and respond to suggestions about what food to prepare



Discuss various international cuisine in Germany




Interpret food-related realia



Interpret a recipe in German using the metric system




Demonstrate how to prepare a dish using

CULTURES:



Identify common cooking ingredients

CONNECTIONS:



Identify popular international cuisine

COMPARISONS:



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



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


– SY 2013 - 2014







See LCPS German Exchange Page Words to describe food

Ich hätte gern…

Ich würde gern…

Impersonal pronoun man

Lieblings-

Sollen

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




See LCPS German Teacher

Exchange Page for

Apfelstrudel activity





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.


– SY 2013 - 2014

THEME: Märchen

TOPIC: German 3 – Fairy Tales



















COMMUNICATION


-Presentational




Discuss the various themes and characteristics of fairy tales




Read and comprehend several

German fairy tales



Identify various fairy tales by their characters, quotes and basic plot




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:



Discuss the importance of the

Grimm Brothers and their fairy tales on both German and

American cultures.

CONNECTIONS:

 Identify the common themes found in each of the fairy tales and have students apply these themes to their own fairy tale.


COMPARISONS:



Compare German fairy tales with their American counterparts.



Compare the German

Struwelpeter with Mother

Goose.

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


– SY 2013 - 2014







REVIEW and RECYCLE VOCABULARY FROM

PREVIOUS SECTIONS





 sollen ‘ and ‘würde‘ forms adjective endings

Review of entire year

 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


 Märchen group reading assignment. See LCPS

Teacher Exchange Page.




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.


 Write your own Märchen based on the guidelines provided on the LCPS

Teacher Exchange Page.

LCPS

German IVH/VH/AP Year C

Curriculum


LCPS

2013-2014

German Level IV/V/AP

– SY 2013 – 2014 (Year C)

THEME : Contemporary Life

TOPIC C:

Travel/Leisure

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.

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.

COMMUNICATION


-Presentational


• Maintain a discussion about vacation destinations


• Demonstrate comprehension of German-language advertisements from travel agencies

• Evaluate and interpret written and audio texts about vacation destinations


• Produce oral and written reports on your most recent vacation



CULTURES:

•

Explore different types of vacations: volunteering vs. pure leisure activities

CONNECTIONS:

• Make connections between knowledge of architecture/art and attractions in various vacation destinations


COMPARISONS:

• Compare and contrast the amount of vacation time a typical worker has in the

US and in Europe

COMMUNITIES:

• Identify favorite vacation destinations among various age groups in your community abreisen – to depart aufgeschlossen – open, accepting of new or different things auswandern – to emigrate buchen – to book einwandern – to immigrate



Vocabulary on travel and vacationing

“Da-“ and “wo-“ compounds

Verbs with prepositional complements das Reiseziel – travel destination der Ruf – reputation die Speise – dish (food)

übernachten – to stay overnight die Herkunft – origin, descent der Pass – passport


– SY 2013 – 2014 (Year C) etwas erleben – to experience something die Fahrkarte – ticket der Feiertag – holiday die Ferien – vacation from school fremd – foreign der Fremdenverkehr – tourism die Gelegenheit – opportunity 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 RECYCLED/ONGOING TOPICS/STRUCTURES



NOTE: Teachers should use the appropriate CPA rubrics for speaking and writing IPAs.

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 Interpersonal Task Suggested Interpretive Task

Read “Jeder sechste Amerikaner hat deutschen Vorfahren” and talk or write about the country of your

Read and respond to an email in which an employee requests time off to go on vacation.


Describe your dream vacation. ancestors.


– SY 2013 – 2014 (Year C)

THEME : Families and Communities

TOPIC C:

Rights and Responsibilities














COMMUNICATION


-Presentational


• Discuss and/or debate the pros and cons of compulsory military and civilian service


• Demonstrate understanding of women’s role in the military of German-speaking countries.


• Produce a promotional campaign for or against compulsory military/civilian service



CULTURES:

• Explore attitudes toward compulsory national service in German-speaking Europe

CONNECTIONS:

• Make connections between changing attitudes towards compulsory service through history, in the

US and Europe

.

COMPARISONS/ COMMUNITIES 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 der Wehrdienst – armed service

COMPARISONS:

• Compare and contrast the rights and responsibilities of 18-year-olds in the US and Germany

COMMUNITIES:

• Invite a former student who is now in the military to talk about military service



Vocabulary on military and civilian service and family responsibilities

Adjective endings, comparison of adjectives and adverbs die Gleichberechtigung – equality die Entscheidung – decision freiwillig – voluntary das Wahlrecht – the right to vote volljährig – of legal age abschaffen – to eliminate erlauben – to allow dauern – to endure/last


– SY 2013 – 2014 (Year C) die Wehrpflicht der Zivildienst

– compulsory service

– non-military service 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


Stationen Arbeitsbuch, pp. 117-118



Listen to students talking about their future plans. Summarize what these students plan to do.


Discuss with classmate (as in a

Socratic Seminar) whether the USA should have compulsory military service and whether women should serve in combat


Produce a promotional campaign for or against compulsory military/civilian service


– SY 2013 – 2014 (Year C)

THEME : Science and Technology

TOPIC C:

Media














COMMUNICATION


-Presentational


• Maintain a discussion related to ways that students receive news of current events


• Demonstrate comprehension of an authentic German newspaper article or broadcast news report


• Produce oral and written reports on news reports and/or entertainment programs in the German media


CULTURES:

• Research a news article that is presented in both the US and Europe; compare and contrast the different approaches

CONNECTIONS:

• Explore the kinds of media classes offered at

German-speaking schools


COMPARISONS:

• Compare and contrast radio and TV consumption in the US and in Germany

COMMUNITIES:

• Invite a student from the morning announcement crew to explain the process



Vocabulary on broadcast and print media and business

Subjunctive II used in conditional sentences and for contrary-to-fact situations

USEFUL VOCABULARY 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 siezen – to address (s.o.) with Sie erfolgreich – successful

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 die Werbung, der Werbespot, die Werbeanzeige – advertising, marketing, advertisement


– SY 2013 – 2014 (Year C) 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 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 RECYCLED/ONGOING TOPICS/STRUCTURES




Stationen , „Hamburg“ (Station #4), pp. 103-132



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 > C-

Media


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Watch an episode of Tagesschau and give a summary of one of the reports

Interview another student about the kinds of programs they enjoy or do not enjoy

Talk about your favorite news sources and discuss the differences between news sources in the USA and in Europe.


– SY 2013 – 2014 (Year C)

THEME : Personal and Public Identities

TOPIC C:

Nationalism and Patriotism














COMMUNICATION


-Presentational


• Discuss and/or debate the positive and negative values of patriotism in a nation


• Demonstrate comprehension of media reports on immigrants in Germany


• Produce oral and written reports on the changing face of Germany, reflecting post-war immigrant generations in Germany




CULTURES:

• Explore important national holidays in European countries

CONNECTIONS:

• Make connections between European history and German/Swiss/Austrian self-identity 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)

(auf etwas) Wert legen – to consider something

COMPARISONS:

• Compare and contrast German,

Austrian, Swiss, and American attitudes towards their various national flags

COMMUNITIES:

• Explore German cultural celebrations and national commemorations in your community der Nationalstolz patriotisch der Patriotismus beleidigen

Vocabulary on patriotism and assimilating to society

Futur II (future perfect tense)

– nationalism

– patriotic

– patriotism stolz – proud/proudly (auf—to be proud of) unterstützen – to support der Vertreter – representative zurückhaltend –reserved/cautious bescheiden – modest

– to insult


– SY 2013 – 2014 (Year C)




NOTE: Teachers should use the appropriate CPA rubrics for speaking and writing IPAs. worthwhile sich wohl fühlen – to feel good/be comfortable bedeutend – important/meaningful der Bundestag – German parliament der Erfolg – success die Heimat – homeland 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



Stationen Videoblog „Köln“

Slow German www.slowgerman.com

„Tag der deutschen Einheit“ #072



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.


Discuss with a partner the positive and negative aspects of patriotism.


Write an account of your family’s history and geneology


– SY 2013 – 2014 (Year C)

THEME : Global Challenges

TOPIC C:

Environment














COMMUNICATION


-Presentational


• Discuss and/or debate the merits of recycling


• Demonstrate comprehension of news articles on environmental topics


• Produce oral and written reports on solutions for urgent environmental problems



CULTURES:

• Explore ways that German history and geography influence attitudes towards conservation of natural resources

CONNECTIONS:

• Make connections between earth- and environmental-science topics and

German/European conservation practices 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 der Schadstoff – pollutant das Waldsterben – the dying of the forest


COMPARISONS:

• Compare and contrast German and

American attitudes toward recycling and energy conservation

COMMUNITIES:

• Explore recycling and conservation programs in your community

• Identify examples of European-style conservation practices in your community

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 der Schaden – damage der Abfall – trash, waste




– SY 2013 – 2014 (Year C) 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) 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 RECYCLED/ONGOING TOPICS/STRUCTURES




Komm mit! Level 3 , chapter 9 (pp. 237-263)

German in Review , pp. 232, 246-249

Handbuch zur deutschen Grammatik , pp. 232, 246-249


„Recycling“ #012



Listen to various students talk about environmental problems in Germany; summarize their different approaches to solving environmental problems.


Conduct a Socratic Seminar on the merits and necessity of recycling and energy conservation


Write an essay about what you would do to solve environmental problems if you were the Federal

Chancellor of Germany


– SY 2013 – 2014 (Year C)

THEME : Beauty and Aesthetics

TOPIC C:

Art and Architecture














COMMUNICATION


-Presentational


• Maintain a discussion related to one’s favorite works of art

• Express opinions about a particular art movement


• Demonstrate comprehension

• Evaluate and interpret


• Produce an oral or written presentation on a Germanspeaking artist



CULTURES:

• Explore attitudes of German students toward historical buildings

CONNECTIONS:

• Make connections between engineering/technology and architecture 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 die Burg – castle


COMPARISONS:

• Compare and contrast styles of architecture in German and American cities.

COMMUNITIES:

• Explore European art in local museums



Vocabulary on visual art and architecture

Passive voice 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 malen – to paint


– SY 2013 – 2014 (Year C) der Dom – cathedral das Denkmal – monument entwerfen – to draft, design something das Ereignis – event/occurrence die Farbe – color die Festung – fortress das Gebäude – building das Meisterwerk das Porträt/das Selbstporträt – portrait/self-portrait das Schloss skizzieren die Skulptur zeichnen

– masterpiece

– castle/palace

– to sketch

– sculpture

– to draw

Use of attributive adjectives (with endings) to describe examples of art and architecture RECYCLED/ONGOING TOPICS/STRUCTURES




Stationen „Dresden“ (Station 8), pp. 219-248




„Deutsche Kunst“ #046



Students read a critique of a piece of art and respond to it with a critique of their own.


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”


Research a central-European artist and make a presentation to the class on his/her work and career

German I - AP Curriculum World Languages and Cultures LCPS

German I - AP Curriculum

German I Curriculum

German II Curriculum

German III Curriculum

German IVH/VH/AP Year C

Curriculum

Travel/Leisure

Rights and Responsibilities

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Nationalism and Patriotism

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German I - AP Curriculum World Languages and Cultures LCPS