Palm Springs Unified School District
High School Course Description Template
Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of
Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School
District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course
will be submitted to the University of California (UC) for placement on your school’s a-g list.
For yes/no or check box questions, mark the appropriate blank with an X.
District Office Use Only
German II
Transcript Title(s)/Abbreviation:
Cabinet/
BOE Approval Date: June 11, 2013
4160
Transcript Course Code(s)/Number(s):
Section 1: Course Content
1. Course Title:
German II
April 23, 2013
Date this course was first submitted to the Curriculum Steering Committee:
Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the
established guidelines and timelines. Incomplete or missing information will delay the approval process.
2. Is this a re-write of an existing course?
X
No
Yes
If “Yes,” what is the Zangle Course Code:
3. CALPADS Code :
2200
4. PSUSD graduation requirement subject area:
Foreign Language
Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics;
Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science.
ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject
or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.
5. Unit Value for
complete course:
6. Grade Level:
2.5 PSUSD credits (one
quarter)
5 PSUSD credits (half
year/one semester)
9
X
10
X
10 PSUSD credits (one
year/two semesters)
X
Other (indicate value)
11
X
12
Note: Grade level pertains to which grades the course has been designed.
Note: For UC, 9th grade cannot be selected for Advanced Visual/Performing Arts courses. 9 th and 10th grades cannot be
selected for honors courses.
7. PSUSD Department:
Foreign Language
Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational
and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.
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8. PSUSD weighted GPA?
X
No
Yes
9. Is this an “online” learning course?
X
No
Yes
If “Yes,” list the online provider:
Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.
10. Will this course be offered only through the Alternative
Education Program?
X
No
11. Is this course an NCLB core subject course?
If “Yes,” list the NCLB subject area:
Yes
No
X
Yes
Foreign Language
Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign
Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts;
Science.
12. Career Pathway Relationship
Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38
Is this course an Industry and Career Pathway-related Course?
X
No
Yes
If “Yes,” which Industry?
Which Pathway?
What sequence level?
Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)
13. Is this course an Academy-related Course?
X
No
Yes
If “Yes,” which Academy?
14. California Content Standards Taught in This Course:
Content
1.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of
other disciplines
1.1 Students address discrete elements of daily life
Communication
1.0 Students use formulaic language
1.1 Engage in oral and written communications
1.2 Interpret written and spoken language
1.3 Present to an audience of listeners and readers
1.4 List, name, identify and enumerate
1.5 Identify learned words and phrases in authentic texts
1.6 Reproduce and present a written or oral product in a culturally authentic way
Cultures
1.0 Students use appropriate responses to rehearsed cultural situations
1.1 Associate products, practices, and perspectives with the target culture
1.2 Recognize similarities and differences in the target cultures and between students’ own
cultures
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1.3 Identify cultural borrowings
Structures
1.0 Students use orthography and phonology to understand words and phrases in context
1.1 Use orthography and phonology to produce word or phrases in context
1.2 Identify similarities and differences in the orthography and phonology of the languages the
students know
Settings
1.0 Students use language in highly predictable common daily settings
1.1 Recognize age-appropriate cultural or language-use opportunities outside the classroom
15. California Standards Test Relationship - Name of the CST taken at the end of this course:
None
16. Course Outline:
Unit 1: Bei den Baumanns (At the Baumanns)
In Unit 1 students will learn to:
• Describe human traits, such as “curious” and “friendly”
• Talk about athletic events, such as skiing and archery
• Talk about accessories, such as hats and jewelry
• Correctly use and conjugate verbs like machen, essen and wissen (review from German 1)
• Use personal pronouns and identify the correct accusative case for each
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 2: Bastis Plan (Basti’s Plan)
In Unit 2 students will learn to:
• Talk about household chores, including a review of those learned in German 1
• Correctly use and conjugate the verb können (review from German 1)
• Talk about fruits and vegetables, including a review of those learned in German 1
• Describe the cost of food items, including the German pricing format (2,99 €)
• Correctly use possessive and dative pronouns
• Order food items using words like “another” and “more”
• Talk about likes and dislikes of certain food items using the verb magen
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 3: Wo warst du in den Ferien? (Where did you go on Vacation?)
In Unit 3 students will learn to:
• Talk about past events using the past tense with a variety of verbs (regular and irregular)
• Identify important sights around Frankfurt
• Talk about different accommodation facilities (e.g. hotel, youth hostel, bed and breakfast, etc.)
• Use the imperfect of haben and sein to discuss past events
• Correctly use the prepositions an and in
• Use personal pronouns in the dative case
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Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 4: Gesund leben (Healthy Living)
In Unit 4 students will learn to:
• Talk about habits that lead to a healthy lifestyle (e.g. avoiding too much sun, getting enough
sleep, etc.)
• Correctly use and conjugate reflexive verbs, such as sich fühlen and sich ernähren
• Use the determiner “every”
• Talk about additional fruits and vegetables not covered in German 1
• Discuss ways in which foods are healthy/unhealthy (e.g. too many calories, too much sugar,
etc.)
• Correctly use and conjugate the verb dürfen
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 5: Gesund essen (Healthy Eating)
In Unit 5 students will learn to:
• Use the demonstrative pronoun dieser
• Talk about bread accompaniments in Germany (e.g. jam, cheese, chives, bean sprouts)
• Use the possessive pronouns mein, dein and sein (review from German 1), including the
corresponding case (nominative/dative/accusative)
• Talk about additional foods (mostly meats) not covered in German 1
• Use the question word welcher
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 6: Gute Besserung! (Get Well!)
In Unit 6 students will learn to:
• Talk about ailments, such as headache and fever
• Talk about parts of the body
• Identify and conjugate verbs that are used with the dative case
• Use reflexive pronouns to talk about injured body parts
• Talk about remedies to common ailments, such as “use sunscreen” and “call a doctor”
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 7: Stadt oder Land? (City or Countryside?)
In Unit 7 students will learn to:
• Talk about the location of something (e.g. in the suburbs, by a lake, etc.)
• Talk about things they would like in their house (e.g. a big yard, a modern kitchen, etc.)
• Talk about wishes for the future (e.g. a stable income, a great job, no war, etc.)
• Use correct adjective agreement after ein and mein
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• Talk about things that cause noise (e.g. radios, planes, fast cars, etc.)
• Identify correct adjective endings with comparative sentences
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 8: Mode? Ja oder nein? (Fashion? Yes or No?)
In Unit 8 students will learn to:
• Talk about additional clothing not covered in German 1
• Use correct adjective agreement after der and dieser
• Use the dative case to talk about how clothing looks and fits
• Use reflexive pronouns to talk about buying items of clothing
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 9: Wohin in die Ferien? (Where to on Vacation?)
In Unit 9 students will learn to:
• Identify important rivers and forests in Germany
• Talk about directions using the pronouns nach, an, in and auf
• Talk about amenities found at a hotel (e.g. pool, sauna, etc.)
• Talk about where they are and where they are going using different directional phrases
• Use the dative prepositions aus, bei, mit, nach, seit, von, and zu
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 10: Viele Interessen! (Lots of Interests!)
In Unit 10 students will learn to:
• Talk about different programs on TV (e.g. news, sports, nature show, etc.)
• Use verbs that require a preposition or the prefix wo- or da• Talk about things related to watching TV (e.g. remote control, TV stand, etc.)
• Talk about parts of a car (e.g. brakes, windshield wipers, etc.)
• Use the future tense with warden
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 11: Mit Oma ins Restaurant (Going to the Restaurant with Grandma)
In Unit 11 students will learn to:
• Talk about things to do and see in Berlin
• Correctly use and conjugate the verb würden to talk about what they would do
• Talk about German specialties and foreign dishes popular in Germany
• Use correct noun-adjective agreement
• Correctly use and conjugate the verb hätte to talk about what they and others would like to
order
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Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
Unit 12: Die Reinickendorfer Clique (The Reinickendorf Clique)
In Unit 12 students will learn to:
• Correctly use and conjugate verbs in the past tense
• Talk about dishes from around the world (e.g. paella, couscous, moussaka, etc.)
• Talk about and describe clothing in more detail
Assessments: Formative and summative assessments, including daily warm-ups, daily partner
activities, classwork, projects, oral presentations, quizzes, and unit test.
17. Key Assignments:
Unit 1: Prepare and present a skit with a partner utilizing Unit 1 vocabulary and grammar
Unit 2: Create a grocery store advertisement using student’s choice of Glogster or Microsoft
Word
Unit 3: Create and present a presentation board highlighting travel destinations in Frankfurt
Unit 4: Prepare and present a Public Service Announcement (PSA) on healthy and unhealthy
foods
Unit 5: Create a commercial about healthy eating and living
Unit 6: Create an infomercial advertising a remedy to a common ailment
Unit 7: Create a housing ad using student’s choice of Glogster or Microsoft Word
Unit 8: Research current fashion trends in Germany and present findings to whole class
Unit 9: Create a travel guide using student’s choice of Glogster or Microsoft Word
Unit 10: Create a commercial that showcases a television show, news or entertainment program
Unit 11: Prepare and present a skit highlighting things to do and see in Berlin
Unit 12: Whole-class presentation about an international dish
18. Instructional Methods and Strategies:
As with German 1, developing students’ communication skills is the primary goal of this course;
students will therefore use the target language daily – both orally and in writing. Through a
variety of exercises (warm-ups, role-play, think-pair-share, listening activities, skits, interactive
projects, etc.), students will further their knowledge of German language and culture based on
Stephen Krashen’s Theory of Second Language Acquisition and Howard Gardner’s Theory of
Multiple Intelligences.
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19. Assessment Methods:
Student achievement will be assessed regularly through formative and summative assessments,
including daily warm-ups, daily partner activities, classwork, homework, projects, oral
presentations, quizzes, and unit tests.
20. Target Audience and Outcomes:
This is a course for students who have completed year 1 and wish to continue their German
studies. This course will fulfill the University of California a-g requirement.
Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention
(strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in
the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will
possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this
course is uniquely different from similar Board/Cabinet approved courses in our district.
21. Brief Course Description (to be used in your school’s Course Description Booklet):
This course explores the German language and culture through speaking, listening, reading,
writing, and raising cultural awareness. This class will build on the vocabulary and grammar
covered in year 1, with an emphasis on communication and the use of the language in
everyday situations. Students will deepen their understanding of verb conjugations and
grammatical concepts, such as the accusative case and the past tense. Grammar concepts
introduced in year 2 include the dative case, noun-adjective agreement, the future tense, and
reflexive verbs. Interactive exercises, technology, and authentic cultural realia further
enhance the curriculum for an engaging and academically-rigorous experience.
22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the
responsibility of individual schools to purchase.)
Texts:
TEXTBOOK 24643
Title: KOMM MIT! Level II
Edition: 2006
Publication Date: 2006
Publisher: Holt, Rinehart and Winston
Author(s): George Winkler
URL Resource:
Usage:
Primary Text
Read in entirety or near entirety
Supplemental Materials:
Auf Deutsch, text - McDougal Littell
Deutsch Aktuell, text, workbook, and communicative activities
book - EMC Publishing
Komm Mit! video and audio with guide, TPR storytelling book
Websites/technology resources include Discovery Education,
YouTube, Glogster.edu, and other websites with culturally
relevant information pertaining to German language and culture.
23. Will this course be submitted for approval by UC?
No
X
Yes
If “Yes,” complete sections 3, 4 and 5
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Section 2: School and District Information
School Information
24. School Name:
Cathedral City High School
School District:
Palm Springs Unified School District
City and State:
Palm Springs, California
District Web Site:
http://www.psusd.us
School Course List Contact Information (Name of AP of Curriculum or Principal)
25. First Name:
Ryan
Last Name:
Woll
Position/Title:
Assistant Principal
Email:
rwoll@psusd.us
Phone #:
760-770-0139
Ext:
Teacher Contact Information (Name of teacher/administrator who authored this course)
26. First Name:
Emily
Last Name:
Cox
Position/Title:
Teacher
Email:
ecox@psusd.us
Phone #:
760-770-0139
Ext.
Section 3: Course Information
27. Was this course “Previously Approved” by UC?
X
Yes
No
Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously
approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that
are defined as “previously approved” are courses from the following programs (Advanced Placement, International
Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a
three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after
courses from outside the school district are also defined as “previously approved” but a complete course description will be
required for submission to UC. Each section below represents an individual page on the UC electronic submission site.
If “No,” proceed to the Course Description Section (Section 4).
If “Yes,” indicate which category applies: Category “e”: Language other than English
28. Is this course modeled after a UC-approved course from another high school outside of
our district?
X
Yes
No
Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is
available, to assist them in their review process.
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If “Yes,” list which school and the school’s ATP code:
Exact Course Title:
East Nicolaus High School 050795
German 2
29. Is this course modeled after an identical course approved by UC for the current year at
another high school in PSUSD:
Yes
X
No
If “Yes,” what school?
Exact Course Title:
30. Is this course being reinstated after removal within 3 years:
Yes
X
No
If “Yes,” what year was the course removed from the list?
Exact Course Title:
31. Has this course been provided program status, is not an online course, and is it listed
below?
Yes
X
No
If “Yes,” select an option from the Program Status list:
AVID Program
Advanced Placement (AP)
CDE Agricultural Education
CSU Early Assessment Program (EAP)
Center for Advancement Research and Technology (CART)
International Baccalaureate (IB) Program
Project Lead the Way
ROP/C Organization
Name of ROP/C:
32. If “Advanced Placement,” has it been authorized by the College Board through the AP
audit process?
X
No
Yes
In Progress
Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP
courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will
run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.
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If “In Progress,” date submitted to AP:
MM/DD/YYYY
Exact Program Course Title:
33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #33?
Yes
X
No
33(b). Have you signed the appropriate partnership agreement with the provider regarding
methods of delivery and instruction?
Yes
X
No
Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.
34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both
33(a) and (b), then select the appropriate option from the Online Provider List below:
Apex Learning Virtual School
Brigham Young University Independent Study
Connections Academy
Education Program for Gifted Youth Online High School at Stanford University (EGPY)
K12, Inc.
Laurel Springs School (LSO)
National University Virtual High School
PASS Program/Cyber High
UC College Prep Online (UCCP)
Section 4: Course Description
35. Seeking “Honors” Distinction
Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For
information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For
“Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC
submission template.
X
No
Yes, AP
Yes, IB (Higher Level)
Yes, IB (Standard Level)
Yes, Other Honors
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Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from
regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload
and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11th and
12th grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB
higher level courses, high schools may certify not more than one honors level course per grade level in each of the
following subject areas only: history, English, advanced mathematics, each laboratory science course, each
language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a
given subject area, the high school may certify up to, but not more than two honors level courses in that area.
36. Subject Area and Category
“a”- History/Social Science
American Government/Civics
U.S. History
World History/ Geography/ Cultures
“b”- English
English
English ESL/ ELD
“c”- Mathematics
Algebra 1: Yr 1 of 2
Algebra 1: Yr 2 of 2
Algebra 1
Geometry: Yr 2 of 2
Geometry
Algebra 2: Yr 2 of 2
Algebra 2
Advanced Math
Statistics
Integrated Math 1
Geometry: Yr 1 of 2
Integrated Math 2
Algebra 2: Yr 1 of 2
Integrated Math 3
Algebra 2 and Trig
“d”- Laboratory Science
Biological Science
Chemistry
Physics
Integrated Science
Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire
three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective
requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement.
Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of
Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.
Interdisciplinary Science
Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such
as AP Environmental Science or Biochemistry
“e”- Language Other than English
LOTE Year 1
X LOTE Year 2
LOTE Year 3
LOTE Year 4+
Language
ASL
Chinese
French
Hebrew
Italian
Japanese
Russian
Spanish
Other- List:
X German
Latin
“f”- Visual and Performing Arts
Dance (Advanced)
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Dance (Intro)
Music (Intro)
Music (Advanced)
Theater Arts (Intro)
Theater Arts (Advanced)
Visual Arts (Intro)
Visual Arts (Advanced)
“g”- Elective
History/Social Science
English
English- ESL/ELD
Math
Statistics
Science- Biological
Science- Integrated
Science- Physical
LOTE
VPA
Interdisciplinary
Other
Section 5: Course Attributes
37. Is this course classified as a Career Technical Education Course?
Yes
X
No
If no, skip to item #39
38. If “Yes,” select the name of the industry and Career Pathway:
Agriculture and Natural Resources
Agricultural Business
Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural Resources
Ornamental Horticulture
Plant and Soil Science
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial Construction
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Education, Child Development and Family Services
Child Development
Consumer Services
Education
Family and Human Services
Energy and Utilities
Electromechanical Installation and Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy and Utilities
Engineering Design
Architectural and Structural Design
Computer Hardware, Electrical, and Networking Engineering
Engineering Design
Engineering Technology
Environment and Natural Science Maintenance
Fashion and Interior Design
Fashion Design, Manufacturing, and Merchandising
Interior Design, Furnishings, and Maintenance
Finance and Business
Accounting Services
Banking and Related Services
Business Financial Management
Health Science and Medical Technology
Biotechnology Research and Development
Diagnostic Services
Health Information
Support Services
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Service and Hospitality
Food, Science, Dietetics, and Nutrition
Hospitality, Tourism, and Recreation
Information Technology
Information Support and Services
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Media Support and Services
Network Communications
Programming and Systems Development
Manufacturing and Product Development
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Marketing, Sales, and Service
E-Commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
Transportation
Aviation and Aerospace Transportation Services
Collision Repair and Refinishing
Vehicle Maintenance, Service, and Repair
Catalog Description
39. Brief Course Description
Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies,
assessments, or rationale. This description should be identical to the description in your school’s course catalogue.
This course explores the German language and culture through speaking, listening, reading,
writing, and raising cultural awareness. This class will build on the vocabulary and grammar
covered in year 1, with an emphasis on communication and the use of the language in
everyday situations. Students will deepen their understanding of verb conjugations and
grammatical concepts, such as the accusative case and the past tense. Grammar concepts
introduced in year 2 include the dative case, noun-adjective agreement, the future tense, and
reflexive verbs. Interactive exercises, technology, and authentic cultural realia further
enhance the curriculum for an engaging and academically-rigorous experience.
40. Pre-Requisite:
German I
Required:
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X
Recommended:
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Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included.
Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation,
refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.
Background Information
Note: Do not include information that could identify your school or PSUSD.
41. Context for Course (Required for CTE Courses)
Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program
and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or
pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a
core or supplemental course as well as the student, school, and community needs met by this course.
42. History of Course Development (Required for CTE Courses)
Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In
the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the
nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how
the course being submitted differs from the course which it was modeled, and include if the course (or very similar course)
has received any special recognitions, designations or awards, and if it has been articulated to a local community college
(COD) or university.
Textbooks
Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be
as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or
an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.
43. Textbook
Title:
KOMM MIT! Level II
Edition:
2006
Publication
Date:
2006
Publisher:
Holt, Rinehart and Winston
Author(s):
George Winkler
URL
Resource(s): http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?keyword=wl%20german%20II1
Usage:
X
Primary Text
Read in entirety or near entirety
44. In the space below, list any additional textbooks that are used for this class.
Auf Deutsch, text - McDougal Littell
Deutsch Aktuell, text, workbook, and communicative activities book - EMC Publishing
Komm Mit! video and audio with guide, TPR storytelling book
PSUSD High School Course Template– Updated March 22, 2011
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Websites/technology resources include Discovery Education, YouTube, Glogster.edu, and
other websites with culturally relevant information pertaining to German language and
culture.
45. In the space below, list and describe additional supplemental materials that will be used
for this class. If using online texts or non-standard material, provide the title of the material
or webpage and the URL link.
http://www.dw-world.de - radio station for students to access news reports and listening
activities
http://gutenberg.spiegel.de/ - homepage with information about German authors and daily
poems
PSUSD High School Course Template– Updated March 22, 2011
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