Scott County High School
AP German – Syllabus – Full Version
Teacher: Lucas M. Gravitt
Classroom: #102
Phone: 502.863.4131 Ext. 1102
Blog: http://kentuckyclassroom.org/herrgravitt
Email: lucas@herrgravitt.com or
lucas.gravitt@scott.kyschools.us
Website: www.herrgravitt.com or
www.wix.com/herrgravitt/german-website
Assigned Text:
Kraft, Wolfgang. Deutsch Aktuell 3. ECM Paradigm, 2005. 5th Edition.
Teichert, Herman U.; Lovette Teichert. Allerlei zum Lesen. Houghton Mifflin Company, 1992. Pap/Cas Edition.
Moeller, Jack; Winnifred R. Adolph; Barbara Mabee; Helmut Liedloff. Kaleidoskop, Kultur, Literatur und Grammatik.
Houghton Mifflin Company, 1998. Fifth Edition.
Rankin, Jamie; Larry D. Wells. Handbuch zur Deutschen Grammatik. Houghton Mifflin Company, 2004. Fourth Edition.
Clay, Gundrun. 1000 Jahr deutsche Literatur, von den Anfängen bis zum Aufklärung. Focus Publishing/R. Pullins
Company, 2002.
Hager, Michael. Deutsch im Berufsalltag. Thomas Corporation/Heinle, 2002.
Other books and materials will be added as needed to support the current curriculum
Course Description:
This course is designed to reflect a third-year college course in German. The course is considered “upper level” and
should challenge the students. Students must be prepared to speak exclusively in German – as the teacher will do the
same. All directions, instructions, and activities are written in German and should be completed in German. Shall a
question arise, please be prepared to work around the word you do not understand – using the technique of
circumlocution. Each instructional unit will be infused with grammatical support from one or more of the more advanced
textbooks. This will come on an as needed basis as determined by the teacher as it relates to the content we are covering in
the Deutsch Aktuell 3 text. In this course, we will work on four language skills independently and collectively:
Speaking – In addition to normal class discussion (conducted exclusively in German as previously indicated), students
can expect oral presentations, oral examinations, and general conversations. Students will be able to describe in detail
graphic representations – both authentic and non-authentic.
Listening – In addition to normal class discussion (conducted exclusively in German as previously indicated), students
can expect listening exercises that range from native speakers telling a story, giving directions, and/or asking questions to
the teacher giving directions or asking questions. Foreign Exchange Students will be utilized to help conduct bi-monthly
Kaffeeklatsch in which you, the student, will discuss a variety of topics as they arise with the exchange student. Students
can expect to hear a variety of spoken German language through (from the grammatical side) the text book Deutsch
Aktuell 3, 5th Edition series of listening activities, radio broadcasts, video clips, films, German TV broadcasts, and news
outlets
Speaking/Listening – Students will be expected to conduct mock interview for a position with a German firm as well as
be able to successfully interact in a presentational setting while being asked questions (and be expected to answer
correctly) about a specific area of interest (business, engineering, finances, bio-medical – in conjunction with our school’s
Project Lead the Way courses). This will enable to students to have a real world experience with the German language
while also reinforcing content from other areas of the curriculum.
Reading – Students will be expected to read material from Allerlei zum Lesen by Teichert and Teichert including authors
Helga Novak, Gabriele Wohmann, Wolfgang Borchert, Erich Kästner, Peter Bichsel, Heinrich Böll, Günter Grass, Ilse
Aichinger, Franz Kafka, and naturally die Gebrüder Grimm. We will explore short stores, fairy tales, and also an epic
L. Gravitt, Scott County High School – Duplication Prohibited
(Niebelungenlied) story. Through the Niebelungenlied, we will explore the unpublished version by Dr. Sigrid Suesse and
continue to read parts of the Mittelhochdeutsch version. Students will also read from selected authentic German
newspapers and magazines (Frankfurter Allgemeine Zeitung, Süd Deutsche Zeitung, Der Spiegel, and Stern) for a general
understanding of “everyday German”.
Writing – Students should expect to write a weekly journal in German. Students will also be expected to answer various
questions in writing about each short story or fairy tale we read. Students will also be expected to write weekly reaction
pieces after reading a hot-topic article from one of the authentic German news sources. For grammatical assistance, we
will use the assigned text (Deutsch Aktuell) and also excerpts from Handbuch zur Deutsche Grammatik – Rankin and
Wells (as needed). In addition to previous writing assignment – students will complete a bi-term timed writing piece. The
first timed-writing has a set goal of 100 words in 15 minutes – once the students master that goal – they may change their
goal to 200 and so on. The time restraint never changes. This is to aid the students in thinking more quickly in a foreign
language.
Reading/Writing – Students will be asked to combine the reading/writing skills (and ultimately their speaking/listening
skills) through completing on demand writing and open response writing. The students will be given a text selection from
the 1000 Jahre deutsche Literatur book and asked to read and the write about this topic. This will be based on general
opinion writing, feature article writing, to personal reflections. Also, students will read from the great authors of Goethe
and Nietzsche (selected texts) and reflect on more in-depth topics.
Reading/Listening – Students will be expected to successfully complete activities deemed appropriate by the teacher that
combine the skills of reading and listening. This would include (but not be limited to), listening to the World News in
German from Deutsche Welle while reading the broadcast. This enables the students to underline words they may not
know, and also make side notes based on context and inflection in the speakers voice as to what the word or term might
mean.
Fall Semester, 1st Nine Weeks Term
Unit One [Weeks 1-4]:
I begin the first week explaining the AP Course to the students, normal school protocol for first week of classes, and begin
in the required text Chapter 1 (pg. 1-31, Deutsch Aktuell 3). Throughout this chapter, the students will learn about Europe
and the World from a Geographical standpoint. They will learn specifics about discussing locations, directions, and
traveling. Part 2 of the chapter focuses on the train station and all vocabulary associated with a train station. This will help
those students who plan to study abroad – and travel via train. There is one mini historical stories imbedded in this chapter
on Karl der Große.
At the end of this unit, the students will begin their supplemented reading/writing assignments reading first Verfahren by
Helga Novak (pg. 1-8, Allerlei zum Lesen). Students will read a short biography on the author before completing the prereading activities on their own. This will firstly expose them to the vocabulary they will need to know before reading the
text. The students should read the text at least two times through before beginning the after-activities. We will have a
group read in class once every student has completed the after-activities.
Unit Two [Weeks 5-9]:
This unit begins in the required text Chapter 2 (pg. 32-69, Deutsch Aktuell 3). Throughout this chapter, the students will
learn about city sights, traveling, the present perfect and narrative past tenses, intersections, more irregular verbs, and
vehicle vocabulary. They will learn specifics about discussing directions while driving, past tenses, time expressions with
dative case. There are several mini historical stories imbedded in this chapter on the North Sea, Heinrich I, the Vikings in
Haithabu, and eating traditions from the past to present in Germany.
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At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Grün ist
schöner by Gabriele Wohmann (pg. 9-18, Allerlei zum Lesen). Students will read a short biography on the author before
completing the pre-reading activities on their own. This will firstly expose them to the vocabulary they will need to know
before reading the text. The students should read the text at least two times through before beginning the after-activities.
We will have a group read in class once every student has completed the after-activities.
Fall Semester, 2nd Nine Weeks Term
Unit Three [Weeks 10-13]:
This unit begins in the required text Chapter 3 (pg. 70-107, Deutsch Aktuell 3). Throughout this chapter, the students will
learn about families, neighbors, and bicycles. They will learn specifics about using als, wenn, or wann (when in English),
relative pronouns, introduce the subjunctive, and compound nouns. There are several mini historical stories imbedded in
this chapter on Switzerland, Zurich, traditions of the cyclings, Kaiserin Agnes von Poitou, and mountain biking cultures.
At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Es war ein
reizender Abend by Erich Kästner (pg. 51-60, Allerlei zum Lesen) and Der Mann mit dem Gedächtnis by Peter Bichsel
(pg. 61-72, Allerlei zum Lesen). Student will read a short biography on the author before completing the pre-reading
activities on their own. This will firstly expose them to the vocabulary they will need to know before reading the text. The
students should read the text at least two times through before beginning the after-activities. We will have a group read in
class once every student has completed the after-activities.
At the end of this unit – the students will complete Section I – Part A-1 and Part A-2 of the released 2002 AP German
Exam. This will focus on listening comprehension as well as prepare the students for the format of the AP German exam.
Unit Four [Weeks 14-18]:
This unit begins in the required text Chapter 4 (pg. 108-142, Deutsch Aktuell 3). Throughout this unit, the students will
learn about various games, describe musical events, identify parts of a car, inquire about details, and discuss street
performances by artists. The specific grammatical points that will be covered are the imperative case, verb-preposition
combinations, relative pronouns after prepositions, and if/then clauses in the present tense. In this chapter, there are, in
additions to many dialogues and activities, longer readings on the Rock-Festival in Südpfalz, Tirol, Austria, ride share
agencies, Friedrich Barbarossa, and Street Artists.
At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Die drei
dunklen Könige by Wolfgang Borchert (pg. 19-28, Allerlei zum Lesen). Students will read a short biography on the author
before completing the pre-reading activities on their own. This will firstly expose them to the vocabulary they will need to
know before reading the text. The students should read the text at least two times through before beginning the afteractivities. We will have a group read in class once every student has completed the after-activities. This specific story will
coincide with the German Christmas Holiday season – and the story is a war time story of the three wise men. This will
provoke relevant topical discussions on the German holiday, as well as historical debates.
At the end of this unit – the students will complete Section I – Part B of the released 2002 AP German Exam. This will
focus on reading skills as well as prepare the students for the format of the AP German exam.
Spring Semester, 3rd Nine Weeks Term
Unit Five [Weeks 19-22]:
This unit begins in the required text Chapter 5 (pg. 143-181, Deutsch Aktuell 3). Throughout this unit, the students will be
able to ask for advice and information, express politeness, express preferences, describe travel experiences, and talk about
a hiking trip. The specific grammar points that will be addressed are comparative and superlatives, if/then clauses in the
past tense, and da-compounds. Longer readings in this chapter include Vienna, Budapest, and Prague, Walther von der
Vogelweide,
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At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Anekdote
zur Senkung der Arbeitsmoral by Heinrich Böll (pg. 73-82, Allerlei zum Lesen). Students will read a short biography on
the author before completing the pre-reading activities on their own. This will firstly expose them to the vocabulary they
will need to know before reading the text. The students should read the text at least two times through before beginning
the after-activities. We will have a group read in class once every student has completed the after-activities. This will
expose the students to the strong German work ethic and also prompt reflection on judgment.
At the end of this unit – the students will complete Section I – Part C of the released 2002 AP German Exam. This will
focus on reading comprehension as well as prepare the students for the format of the AP German exam.
Unit Six [Weeks 23-27]:
This unit begins in the required text Chapter 6 (pg. 182-217, Deutsch Aktuell 3). Throughout this unit, students will be
able to introduce themselves and talk about others (nicely), reminisce, describe talents and abilities, apply for a job, and
talk about various professions. The specific grammatical concepts will be AMATT (all modals all the time) such as
modals (present perfect), modals (narrative past), modals (present subjunctive), modals (past subjunctive), and when and
if (wann and ob). Also throughout this chapter, students will have short reading assignments based on the hanseatic cities
of Hamburg and Bremen, job interviews, sailing, the Hanseatic League, and making textiles.
At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Die
Rolltreppe by Günter Grass (pg. 95-104, Allerlei zum Lesen) and Seegeister by Ilse Aichinger (pg. 115-124, Allerlei zum
Lesen). Students will read a short biography on the author before completing the pre-reading activities on their own. This
will firstly expose them to the vocabulary they will need to know before reading the text. The students should read the text
at least two times through before beginning the after-activities. We will have a group read in class once every student has
completed the after-activities.
At the end of this unit – the students will complete Section II – Part A-1 and Part A-2 of the released 2002 AP German
Exam. This will focus on reading skills, vocabulary knowledge, and writing skills, as well as prepare the students for the
format of the AP German exam.
Spring Semester, 4th Nine Weeks Term
Unit Seven [Weeks 28-31]:
This unit begins in the required text Chapter 7 (pg. 218-253, Deutsch Aktuell 3). Throughout this unit, students will be
able to describe family dynamics, describe current situations, become familiar with commuting in a city, and request
appropriate tickets for various means of transportation. The specific grammatical points will be wo-compounds (asking
questions with prepositions), passive voice (present tense), modals with the passive voice (present tense), and infinitive
clauses (with zu and um…zu). The short reading assignments for this chapter are about problems between generations, the
Nordrhein-Westfalen region, the Streetcar (Straßenbahn) system, Johannes Gutenberg, and mobile fast-food stands.
At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Der Schlag
ans Hoftor by Franz Kafka (pg. 125-134, Allerlei zum Lesen). Students will read a short biography on the author before
completing the pre-reading activities on their own. This will firstly expose them to the vocabulary they will need to know
before reading the text. The students should read the text at least two times through before beginning the after-activities.
We will have a group read in class once every student has completed the after-activities.
At the end of this unit – the students will complete Section II – Part B-1 and Part B-2 of the released 2002 AP German
Exam. This will focus on speaking and pronunciation, as well as prepare the students for the format of the AP German
exam.
Unit Eight [Weeks 32-36]:
This unit begins in the required text Chapter 8 (pg. 255-287, Deutsch Aktuell 3). Throughout this unit, students will be
able to talk about health and nutrition, describe a project, give advice on how to avoid stress, discuss protective gear for
various sports, and describe a process. The specific grammatical concepts in this chapter are passive voice (narrative past),
passive voice with modals (narrative past), relative pronouns was and wo, and the genitive case. The short reading
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assignments for this chapter are based on stress, the heart of Germany (Sachsen-Anhalt, Thüringen, and Sachsen regions),
inline skating, Paracelsus (modern medicine), and wheelchair basketball.
At the end of this unit, the students will continue their supplemented reading/writing assignments reading next Der
Zaunkönig und der Bär by Jacob and Wilhelm Grimm (pg. 145-154, Allerlei zum Lesen). Students will read a short
biography on the authors before completing the pre-reading activities on their own. This will firstly expose them to the
vocabulary they will need to know before reading the text. The students should read the text at least two times through
before beginning the after-activities. We will have a group read in class once every student has completed the afteractivities. The Grimm Brothers are great contributors to German literature – not only in their writing skills, but also in the
development of the current German language. The students will analyze the effects of the Grimm Brothers – and related it
to something or someone in modern times.
At the end of this unit – the students will take the 2008 AP German Exam.
Specific AP Exam Practice
After each unit, the students will be given a portion of a released 2002 AP German Language Exam. This will prepare the
students for the format of the exam – while helping them refine their language skills.
Teacher Strategies
Speaking:
Because the class is conducted exclusively in German, the students will have ample opportunity to speak in German. In
addition to speaking in class, students will have practice from the AP Practice Exam, as well as creating PodCasts as oral
exams for specific critique. The students will also speak to each other in German when completing group assignments.
This will aid in their overall comfort level with the language.
Listening Comprehension:
Because listening comprehension is such an important portion of the AP Exam (as well as general proficiency), the
students will have a variety of listening opportunities to practice and sharpen their skills. The text series has a rather
comprehensive listening system which follows the activities that the students are already completing. As mentioned
previously, the students will also have the opportunity to interact with a variety of German exchange students at our
school. This is not only listening comprehension, but also works on interpersonal conversations. This is a great way to get
the students talking to someone their age, about the topics that they like, while practicing German. Also, at varied times
throughout the year, students will be exposed, through media outlets, to television broadcasts, German game shows,
PodCasts (free downloads from itunes), and also radio shows. The websites primarily used for this are:
http://www.dw-world.de/
http://www.dw-world.de/dw/0,2142,4756,00.html
http://www.listenlive.eu/germany.html
http://www.daserste.de/
Reading:
Students will be engaged in reading exercises through the Allerlei zum Lesen book. This will focus up their reading skills,
so that they become proficient in reading in German. Because the class is exclusively in German, the students are also
exposed to reading German directions, instructions, and questions.
Writing:
As previously indicated, writing will be a large portion of this course. Students are expected to complete the bi-term timed
writing. They are given a topic (e.g. Familie, Heimat, zu Hause, zur Schule, usw.) and must write to their goal in 15
minutes. These writings force focus and push the students beyond their comfort zone. This will ultimately help their
language abilities. In addition to timed writings, students will complete the practice AP Exam with contains specific
writing samples. On every content specific test, students will be given a writing prompt similar to those found on the AP
Exam. In the Allerlei zum Lesen book, students have various essays, and summary writing activities.
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Presentations:
Students are expected throughout the year to present twice on topics varying from a German film, to a hot topic political
issue. This will allow them to integrate their four language skills of speaking, listening, reading, and writing. Their
presentation must be accompanied by a visual aid, and will include a question answer sections at the end. The student
must also turn in a writing summary of the presentation at the conclusion.
Projects:
As previously mentioned, the students will engage in various projects or assignments in which they must demonstrate
general abilities to combine the basics of the language. This would include assignments where students combine their
speaking and listening skills, as well as their reading and writing skills. Through mock interview, professional
presentations, and projects based on their individual needs as they related to their Project Success courses (business,
finance, engineering, and bio-medical/technical), the students will be able to demonstrate their knowledge of other subject
areas in the context of the German language. These projects will be decided upon on a need basis (i.e. 2 students might be
studying business in particular, while 2 more are studying different aspects of engineering). This will truly be the
highlight of the student learning process.
Technology:
Because of the difficulty of using authentic sources, technology will be relied upon heavily. In class, students can expect
to use CD players, tape players, tape recorders, computers (both MAC and PC), DVD players, VHS players, TV,
SmartBoard, SmartAirliner, digital projector, or overhead projector. They will use a variety of computer programs
including, but not limited to, Microsoft Office (including Word and PowerPoint), Internet Explorer, Audacity, PhotoStory,
Movie Maker, itunes, and a variety of media players.
Community Involvement:
In addition to in class assignments and work, we as a class integrate the wonderful resource of German natives living in
our community. This is a way we can reach out to those people, while providing a learning experience to the students.
Around the holiday season, we will take a field trip to visit elderly people in a nursing home/assisted living facility. We
will not limit our visit to the elderly German people, but have that as our purpose. This shows the students that there is a
great need to serve their community in a variety of ways. Also, we invite and parent to our class to assist for activities or
to bring authentic German foods. This is a great way to get the German parents involved in the classroom – and the
students can showcase their parent’s heritage. This is valuable.
Supplemental Activities:
As needed, students will be exposed to the German language by native speakers intended for native speakers. This will
include, but not be limited to, movies (i.e. Cars, Die Unglaublichen, Die Simpsons, Spongebob Schwammkopf, die Wiese
Rose, Lola Rennt, Good Bye, Lenin!, and Findet Nemo).
Additional Reading and Activities:
The course will be supplemented with readings and activities from the books listed at the beginning including:
Kaleidoskop – beginning on pages 5, 10, 12, 31, 36, 37, 56, 60, 68, 83, 86, 93, 95, 105, 107, 110, 111, 117, 124, 126, 134,
135, 145, 149, 155, 157, 167, 171, 177, 178, 187, 190, 209, and 214 including the topics of Freizeit, Kommunikation, Das
vereinigte Deutschland, Familie, Musik, Die Welt der Arbeit, Multikulturelle Gesellschaft, Jung und Alt, Verkehr, and
Umwelt.
1000 Jahre – beginning on pages 3, 7, 10, 31, 36, 39, 51, 57, 60, 77, 82, 86, 109, 117, 119, 139, 147, 150, 165, 174, and
178 including the topics of Das Germanentum, Frühes Mittelalter, Hohes Mittelalter oder das christlich-ritterliche
Mittelalter, Spätes Mittelalter, Das Zeitalter der Reformation, Das Zeitalter des Dreißigjährigen Kriegs und das Barock,
and Die Aufklärung.
Berufsalltag – beginning on pages 12, 17, 21, 28, 39, 48, 65, 70, 75, 85, 101, 113, 122, 133, 140, 157, 162, 172, 205, 218,
225, and 233 including the topics of Auf Stellensuche, Der Werdegang, Der Lebenslauf, Die Bewerbung, Vorbereitung
aufs Geschäch, Das Vorstellungsgespräch, Am Empfang, Die Ausstattung eines Büro, Der Schreibtisch, Berufliche
Kommunikation, Die Mängelrüge, Anfrange und Angebot, Der Lieferant, Werbung, Das Marketing, Die Bankverbindung,
Kreditkarten, Telefon-Banking, Die Aktien, Die Geschichte der Meyers Chip AG, Der Standort Berlin-Spandau, Das
Jubiläum, and Die Feste Anstellung.
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Assessment:
Students will be assessed a variety of way including tests, quizzes, homework, class work, participation, and presentation.
The tests will vary in nature, sometimes covering content from the textbook, other times covering content from the stories
we have read from Allerlei zum Lesen, materials covered from the 1000 Jahre deutsche Literatur, and Deutsch im
Berufsalltag. Students’ grades will be calculated on the follow scale:
% of Final Term Grade
50%
Tests
15%
Quizzes
15%
Participation
10%
Homework
10%
Classwork
Danke schön!
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