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German I - AP CurriculumWorld Languages and Cultures

LCPS

2014-2015

LCPS

German Level I – SY 2014 - 2015

German I CurriculumWorld Languages and Cultures

LCPS

2014-2015


THEME 1: Vorstellung (Alles über mich)AP SUBTHEME : Personal and Public Identities

Recommended pacing: 6-8 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the unit.

Virginia State Foreign Language Standards of Learning for Level I:GI.1 The student will exchange simple spoken and written information in German.GI.2 The student will demonstrate skills necessary to sustain brief oral and written exchanges in German, using familiar phrases and sentences.GI.3 The student will understand simple spoken and written German presented through a variety of media and based on familiar topics.GI.4 The student will use verbal and nonverbal cues to understand simple spoken and written messages in German.GI.5 The student will present information orally and in writing in German, using a variety of familiar vocabulary, phrases, and structural patterns.GI.6 The student will present rehearsed material in German, including brief narratives, monologues, dialogues, poetry, and/or songs.GI.7 The student will develop an awareness of perspectives, practices, and products of German-speaking cultures.GI.8 The student will recognize that perspectives, practices, and products of German-speaking cultures are interrelated.GI.9 The student will connect information about the German language and German-speaking culture(s) with concepts studied in other subject areas.GI.10 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.GI.11 The student will compare basic elements of the German language to those of the English language.GI.12 The student will explore situations in which to apply German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.

Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards. http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/COMMUNICATION-Interpersonal -Interpretive -Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE

(Facts & Skills)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.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.

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

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.

• Pronouns• Regular verb endings• Definite/Indefinite Articles• haben• sein• Interrogatives

USEFUL VOCABULARY See vocabulary list on Vision Greetings/goodbyes, introductions, numbers 0-100, how are you, to have, to be, modes of transportation, where you live, German geography, question words, alphabet.

RECYCLED/ONGOING TOPICS/STRUCTURES Individual students’ previous knowledge and cognates.

RESOURCES/ ACTIVITIES See Vision

http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/


ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate CPA rubrics.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskReading and answering questions/TPRS Story

Students ask peers for personal information and give personal information about themselves. Students can “interview” one another.

Student presents information on their interview partner to the class.


THEME 2: in der SchuleAP 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.




(Facts & Skills)INTERPERSONAL MODE:• 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 academicallyINTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to school life.• Evaluates and interprets written texts and materials on school life.PRESENTATIONAL MODE:• Produce oral and written reports through a personal narrative.• Produce an activity in which students provide information about their school.

CULTURES: • Explore attitudes when reacting to the German school system.

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

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 them to issues in German speaking communities.


• Negation• Expressing opinions• Definite/Indefinite Articles• gern haben• sein (focus on plural forms)• Word order• Sequencing

USEFUL VOCABULARY See vocabulary list on Vision 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





Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskReading and answering questions/TPRS Story/Listening activity

Students interview a partner on the theme topic


German Level I – SY 2014 - 2015THEME 3: die FreizeitAP SUBTHEME : Personal and Public Identities/Contemporary Life





(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to free-time activities.• Discuss and/or debate personal opinions on after school activities.• Express and explain what your family does for fun.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• 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.PRESENTATIONAL MODE:• Produce oral and written reports on free time activities.• Produce an activity in which students ask/provide information.

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:



• 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







German Level I – SY 2014 - 2015THEME 4: die Familie/zu HauseAP SUBTHEME : Personal and Public Identities/Families and Communities





(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing family members and home life.• Discuss and/or debate personal opinions on what you like/dislike about your family and room.• Express and explain descriptions.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to family.• Evaluates and interprets written texts and materials on family and home life.PRESENTATIONAL MODE:• Produce oral and written reports on family members.• Produce an activity in which students ask/provide information.

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

USEFUL VOCABULARY See vocabulary list on Vision Adjectives, colors, family members, pets, body parts, furniture, rooms in the house

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








German Level I – SY 2014 - 2015THEME 5: Essen und GetränkeAP SUBTHEME : Families and Communities/Contemporary Life





(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing shopping for and ordering food.• Discuss and/or debate personal opinions on favorite foods and drinks• Express and explain cultural differences.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to food and drink.• Evaluates and interprets written texts and materials on restaurants and shopping.PRESENTATIONAL MODE:• Produce oral and written reports on food cultures.• Produce an activity in which students ask/provide information.

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)

USEFUL VOCABULARY See vocabulary list on Vision Food, drinks, restaurant phrases, taste, metric units, cooking at home

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








German Level I – SY 2014 - 2015THEME 6: Mode/EinkaufenAP SUBTHEME : Contemporary Life/Beauty and Aesthetics





(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing clothing• Discuss and/or debate personal opinions on uniforms in school and personal expression through fashion• Express and explain cultural differences.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• 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.PRESENTATIONAL MODE:• Produce oral and written reports on fashion.• Produce an activity in which students ask/provide information.

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 modal verbs•Compare and contrast the accusative and nominative cases•Compare and contrast stem-vowel changing verbs

COMMUNITIES:



• Accusative case Direct object pronouns Definite and indefinite articles• Modal Verbs• Stem-vowel changing 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








German Level I – SY 2014 - 2015THEME 7: die HausarbeitAP SUBTHEME : Families and Communities/Contemporary Life





(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing chores around the house• Discuss and/or debate personal opinions on chores• Express and explain cultural differences relating to the environment.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to chores.• Evaluates and interprets written texts and materials on helping around the house.PRESENTATIONAL MODE:• Produce oral and written reports on personal responsibilities.• Produce an activity in which students ask/provide information.

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 modal verbs•Compare and contrast commands•Compare and contrast stem-vowel changing verbs

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







LCPS

German II CurriculumWorld Languages and Cultures

LCPS

2014-2015

German Level II – SY 2014 - 2015

THEME 1: Alles über mich !AP SUBTHEME : Contemporary Life/Personal and Public Identities


Virginia State Foreign Language Standards of Learning for Level Il:GII.1 The student will exchange spoken and written information and ideas in German.GII.2 The student will 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 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 connected sentences and paragraphs on familiar topics.GII.6 The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of German-

speaking regions or countries.GII.7 The student will demonstrate understanding of the perspectives, practices, and products of German-speaking regions and countries and the ways these cultural aspects

are interrelated.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 develop a deeper understanding of the English and other languages through study of German.GII.10 The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.GII.11 The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational

purposes.



(Facts & Skills)INTERPERSONAL MODE:• Describe themselves to others• Discuss their free-time activities• Discuss every day life(chores/clothing/etc…)• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to navigation.• Evaluates and interprets written texts and materials on navigation.PRESENTATIONAL MODE:• Produce oral and written reports on every day life.• Produce an activity in which students ask/provide information.

CULTURES: • Explore differences and similarities between Germans and Americans

CONNECTIONS: • Make connections between historical contexts and current attitudes towards family life in Germany.

COMPARISONS:• Compare and contrast German verbs• Compare German and English word order

COMMUNITIES:



• 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 timeDescribe 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






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


THEME 2: in der Stadt/ReisenAP SUBTHEME : Contemporary Life/Personal and Public Identities


Virginia State Foreign Language Standards of Learning for Level lI:GII.1 The student will exchange spoken and written information and ideas in German.GII.2 The student will 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 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 connected sentences and paragraphs on familiar topics.GII.6 The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of German-


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 develop a deeper understanding of the English and other languages through study of German.GII.10 The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.GII.11 The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational

purposes.



(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to giving directions to a location or activity• Discuss and/or debate personal opinions on street food.• Express and explain geographical info and directions.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to navigation.• Evaluates and interprets written texts and materials on navigation.PRESENTATIONAL MODE:• Produce oral and written reports on modern city life.• Produce an activity in which students ask/provide information.

CULTURES: • Explore structures and historical districts of a German city

CONNECTIONS: • Make connections between historical contexts and current attitudes towards public transportation, food culture, and travel..

COMPARISONS:• Compare and contrast German usage of the verb “to know”• Compare German and English word order

COMMUNITIES:



• 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 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)






THEME 3: Kunst und MedienAP SUBTHEME : Beauty and Aesthetics/Global Challenges




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 develop a deeper understanding of the English and other languages through study of German.GII.10 The student will demonstrate understanding of similarities and differences between the German-speaking world and their own.GII.11 The student will apply German language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



(Facts & Skills)



INTERPERSONAL MODE:• 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’ opinionsINTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to media.• Evaluates and interprets written texts and materials on media.PRESENTATIONAL MODE:• 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



•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



Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskReading and answering questions/TPRS Story/Listening activity

Students interview a partner on the theme topic


THEME 4: die Fete/der GeburtstagAP SUBTHEME : Personal and Public Identities/Contemporary Life/Families and Communities








(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to celebrations/party planning.• Discuss and/or debate personal opinions on gift ideas and holidays.• Express and explain appropriate gifts for various friends/family members.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to when/where celebrations take place.• Evaluates and interprets written texts and materials on celebrations.PRESENTATIONAL MODE:• Produce oral and written reports on party planning• Produce an activity in which students ask/provide information.

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:



• 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






THEME 5: Präsens Perfekt/Wiederholung und Ferien/UrlaubAP SUBTHEME : Personal and Public Identities/Families and Communities/Contemporary LIfe









(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing family members and home life.• Discuss and/or debate personal opinions on what you like/dislike about free-time/responsibilities at home• Express and explain events in the past tense.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to daily life.• Evaluates and interprets written texts and materials on family and home life.PRESENTATIONAL MODE:• Produce oral and written reports on past activities.• Produce an activity in which students ask/provide information.

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:



• 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








THEME 5: Präsens Perfekt/Wiederholung und Ferien/Urlaub - CONTINUEDAP SUBTHEME : Families and Communities/Contemporary Life







(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to describing a previous trip• Discuss and/or debate personal opinions on favorite locations and activities• Express and explain events in the past tense .• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to past events.• Evaluates and interprets written texts and materials on vacationing/travel.PRESENTATIONAL MODE:• Produce oral and written reports on a past vacation.• Produce an activity in which students ask/provide information.

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..

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/strongsein + strong (w/vowel changes)

USEFUL VOCABULARY See vocabulary list on Vision Beach/camping vocabulary, places to stay, places to eat, places 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




ASSESSMENTS/ RUBRICSTeachers should use the appropriate CPA rubrics.




THEME 6: Gesundheit und Gute BesserungAP SUBTHEME : Global Challenges/Personal and Public Identities







(Facts & Skills)INTERPERSONAL MODE:• Maintain a discussion related to staying fit/giving advice• Discuss and/or debate personal opinions on good/bad habits• Express and explain cultural differences.• Express opinions and react to personal information given by others.INTERPRETIVE MODE:• Demonstrates comprehension of content from authentic audio visual texts relating to healthy living• Evaluates and interprets written texts and materials on fitness.PRESENTATIONAL MODE:• Produce oral and written reports on personal health.• Produce an activity in which students ask/provide information.

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•Compare and contrast stem-vowel changing verbs

COMMUNITIES:



• Reflexive verbs/pronouns• Word order• Present tense verbs• Accusative prepositions• Modal Verbs• Stem-vowel changing 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






THEME 6: Gesundheit und Gute Besserung - CONTINUEDAP SUBTHEME : Global Challenges/Personal and Public Identities


GII.1 The student will exchange spoken and written information and ideas in German.GII.2 The student will 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 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 connected sentences and paragraphs on familiar topics.GII.6 The student will present in German rehearsed and unrehearsed material, for example, skits, poems, plays, short narratives, and songs that reflect the culture of German-



Above is an overview of the standards. See the VDOE link below for a more comprehensive look at the standards. http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/COMMUNICATION-Interpersonal -Interpretive-Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE: Maintain a discussion relative to personal

health. Compare and contrast American health habits with German health habits.

INTERPRETIVE MODE: Use authentic documents to analyze how German-

speaking people deal with health concerns Continue to interpret information presented

visually.

PRESENTATIONAL MODE: Asking for and giving advice with regards to health

CULTURES: Drogerie vs Apotheke - practices

Krankenstand German health care system

CONNECTIONS: Explore health, nutrition and physical fitness

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

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



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.

Doctor’s visit

. Express what students do when they get sick

Dative verbs

USEFUL VOCABULARYSee Vocabulary list on Vision

RECYCLED/ONGOING TOPICS/STRUCTURES Sich fühlen, accusative relexive nouns, expressing obligations, the conversational past, dass clauses



Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Sportverletzungen http://www.netdoktor.de/Gesund-

Leben/Sport+Fitness/Verletzungen/

Doctor’s visit Give an excuse to a parent

about not being able to come to school

Doctor’s visit Emergency room scene

LCPS

German III CurriculumWorld Languages and Cultures

LCPS

2014-2015

German Level III– SY 2014 - 2015

THEME: AlltagTOPIC : German 3 – Daily Routine

Recommended pacing: 5- 6 weeks

Virginia State Foreign Language Standards of LearningGIII.1 The student will engage in original and spontaneous oral and written communications in German.GIII.2 The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new situations.GIII.3 The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.GIII.4 The student will present information orally and in writing in German, recombining familiar elements to create original sentences in paragraphs that

are increasingly complex.GIII.5 The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.GIII.6 The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.GIII.7 The student will use German to reinforce and broaden understanding of connections between German and other subject areas.GIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of German.GIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures.GIII.10 The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for recreational,

educational, and occupational purposes.



(Facts & Skills)INTERPERSONAL MODE:

Talk about what you did during the summer

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

INTERPRETIVE MODE: Put daily events in order based on

reading/listening. Read a text about daily life in

Germany.PRESENTATIONAL MODE:

Act out your morning routine for the class.

Write about activites during summer break.

Write about a good or bad day.

CULTURES: Demonstrate an understanding of

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.

CONNECTIONS: Travel among teens in Germany

vs. US. Explore the differences in level of

independence.

COMPARISONS: Compare and contrast the

typical daily routines of teens in German and American cultures.

COMMUNITIES:

How do students get around their community on a daily basis?

Where do German and American teens travel and how does that differ?

Discuss summer events

Perfekt Discuss daily

routine Reflexive verbs

both accusative and dative cases

Review Dative Case

USEFUL VOCABULARY See LCPS German Teacher Exchange Page Misc.: Was für ein Pech,

http://loudounvision.net/course/view.php?id=2916



RECYCLED/ONGOING TOPICS/STRUCTURES Past tense forms haben vs. sein haben and sein in the present and imperfect

RESOURCES/ ACTIVITIES Role play/Skits/Dialogues Daily planner project Journaling Foldables White board acivities Listening quizzes

ASSESSMENTS/ RUBRICSNOTE: The lower level world language levels 1-3 scoring rubric. One should utilize the proper lower-level rubric for the task given.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read a story about

someone’s terrible morning and make it positive by changing the terrible events to great events.

(See LCPS German Exchange page for Geschichte)

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.


THEME: Stadt oder Land?TOPIC: German 3 – City or Country?


Virginia State Foreign Language Standards of LearningGIII.1 The student will engage in original and spontaneous oral and written communications in German.GIII.2 The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new

situations.GIII.3 The student will understand spoken and written German presented through a variety of media and based on new topics in familiar contexts.GIII.4 The student will present information orally and in writing in German, recombining familiar elements to create original sentences in

paragraphs that are increasingly complex.GIII.5 The student will present in German student-created and culturally authentic products, such as stories, poems, songs and skits.GIII.6 The student will examine in German the interrelationships among the perspectives, practices, and products of German-speaking cultures.GIII.7 The student will use German to reinforce and broaden understanding of connections between German and other subject areas.GIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of

German.GIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures.GIII.10 The student will apply German skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.




Maintain a discussion relative to city life vs. country life in German-speaking Europe, expressing the advantages and disadvantages of both.

INTERPRETIVE MODE: Compare media sources from the

countryside and from the cities Read and comprehend real-estate

advertisementsPRESENTATIONAL MODE:

Present where you would like to live in the German-speaking world and why

Discuss your home and compare with a typical German residence

CULTURES: Explore public transportation in

both Germany and US Examine the real estate culture Analyze the population density

and the effects on German daily life including environment

CONNECTIONS: Contact real-estate agencies to

gather information about certain areas

Identify parts of the house, the home environment, life in the home, neighborhood and relationships

COMPARISONS: Advantages and

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

Express preferences and giving a reason

Express wishes justify your

answers. Comparative and

superlative forms of adjectives

Adjective endings ein-words



USEFUL VOCABULARY See LCPS German Teacher Exchange 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

RECYCLED/ONGOING TOPICS/STRUCTURES Talking about where something in located Reflexive dative verbs Expressing opinions gefallen

RESOURCES/ ACTIVITIES http://www.mobilien-berlin.de/


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task 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.


THEME: ModeTOPIC: German 3 – Fashion









Maintain a discussion relative to clothing and personal fashion choices

Interview someone about fashionINTERPRETIVE MODE:

Read and comprehend texts about clothing and fashion

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

PRESENTATIONAL MODE: Describe a variety of clothing styles Present a particular clothing style and

persuade or dissuade someone to buy it

CULTURES: 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

related to clothing, fashion, style

COMPARISONS: Compare differences in

fashion, prices Discuss the popularity of

American brands Compare Sales –

Schlussverkauf

COMMUNITIES: Identify german brands

and stores Examine German clothing

habits – how long to wear it, when to where it, how to where it

Describe clothes Express interest,

disinterest, and indifference

Make and accepting compliments

Persuade and dissuade

Adj endings following der and dieser words

Wenn -subordinating conjunction



USEFUL VOCABULARY See LCPS German Teacher Exchange Page

RECYCLED/ONGOING TOPICS/STRUCTURES

Verbs: s. Interessieren für, passen, stehen, tragen Adjective endings Dative verbs Reflexive verbs Subordinating conjunctions Dative personal pronouns

RESOURCES/ ACTIVITIES Mitteilen Mitlesen Seite 19 Fashion magazines Clothing advertisements Online retail resources www.ebay.de H&M website


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task 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”

http://www.ebay.de/

http://www.ebay.de/


THEME: ReisenTOPIC: German 3 – Travel







CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE: Express indecision and ask for and make

suggestions Ask for and give directions

INTERPRETIVE MODE: Read a map and follow oral directions Listen and comprehend conversations

about vacation and travel destinations

PRESENTATIONAL MODE: Talk about where you go on vacation Give someone directions around your

home town/school/etc Explain how you get around a train

station, airport, etc. Vacation activities

CULTURES: 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

travel? (School, friends, parents)

Discuss youth hostels Compare amount of

vacation offered in Germany vs USA

COMMUNITIES: Hotel amenities Gastfreundlichkeit in the

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



USEFUL VOCABULARY See LCPS German Teacher Exchange Page


Giving directionsInclusive command ‘’Gehen wir…!”KönnenWissenFahrenInviting someone and responding to an invitation

RESOURCES/ ACTIVITIES Travel guides City websites: http://www.berlin.de/ , http://www.salzburg.at/ , http://www.basel.ch/index.htm , etc Metro maps City maps / google maps – street views


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task 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

THEME: Essen und KochenTOPIC: German 3 – Food and cooking


Virginia State Foreign Language Standards of Learning

http://www.basel.ch/index.htm

http://www.salzburg.at/

http://www.berlin.de/


GIII.1 The student will engage in original and spontaneous oral and written communications in German.GIII.2 The student will initiate, sustain, and close oral and written exchanges in German, applying familiar vocabulary and structures to new







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

Discuss various international cuisine in Germany

INTERPRETIVE MODE: Interpret food-related realia Interpret a recipe in German using the

metric system

PRESENTATIONAL MODE: Demonstrate how to prepare a dish using

CULTURES: Identify common cooking

ingredients

CONNECTIONS: Identify popular international

cuisine

COMPARISONS: Discuss cuisine

differences Germany vs USA – Mexican/AmericanMexican/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

USEFUL VOCABULARY See LCPS German Exchange Page Words to describe food Ich hätte gern…Ich würde gern…

Impersonal pronoun man




Lieblings-SollenEs gibt…

RESOURCES/ ACTIVITIES Online menus (http://webster-brauhaus.de/startseite.html), (http://www.hasir.de/de/index.html) German international cuisine menu German cooking show/demonstration – Youtube Chocolate Chip Cookies Video – Wise Guys


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task 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.

THEME: MärchenTOPIC: German 3 – Fairy Tales


http://webster-brauhaus.de/startseite.html









Discuss the various themes and characteristics of fairy tales

INTERPRETIVE MODE: Read and comprehend several

German fairy tales Identify various fairy tales by their

characters, quotes and basic plotPRESENTATIONAL MODE:

Present information gleaned from fairy tale reading (summary, setting, characters, themes)

Write a fairy tale using the Imperfekt and the common themes found in German fairy tales

CULTURES: 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

USEFUL VOCABULARY REVIEW and RECYCLE VOCABULARY FROM PREVIOUS SECTIONS

RECYCLED/ONGOING sollen ‘ and ‘würde‘ forms



TOPICS/STRUCTURES adjective endings Review of entire year

RESOURCES/ ACTIVITIES http://www.clubmed.de/cm/home.do?PAYS=5&LANG=DE http://www.mallorcazeitung.es/ Die Wise Guys – Jetzt ist Sommer - http://www.youtube.com/watch?

v=QhjQarC9a18&safety_mode=true&persist_safety_mode=1&safe=active


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task 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.

http://www.youtube.com/watch?v=QhjQarC9a18&safety_mode=true&persist_safety_mode=1&safe=active

http://www.youtube.com/watch?v=QhjQarC9a18&safety_mode=true&persist_safety_mode=1&safe=active

http://www.mallorcazeitung.es/

http://www.clubmed.de/cm/home.do?PAYS=5&LANG=DE

LCPS

German IVH/VH/AP Year C Curriculum

World Languages and Cultures

LCPS

2014-2015

German Level IV/V/AP– SY 2014 – 2015 (Year C)

THEME : Contemporary LifeTOPIC 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.



(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion about vacation destinations

INTERPRETIVE MODE:• Demonstrate comprehension of German-language advertisements from travel agencies• Evaluate and interpret written and audio texts about vacation destinations

PRESENTATIONAL MODE:• 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

Vocabulary on travel and vacationing“Da-“ and “wo-“ compoundsVerbs with prepositional complements

USEFUL VOCABULARY abreisen – to departaufgeschlossen – open, accepting of new or different thingsauswandern – to emigrate

das Reiseziel – travel destinationder Ruf – reputationdie Speise – dish (food)übernachten – to stay overnight



buchen – to bookeinwandern – to immigrateetwas erleben – to experience somethingdie Fahrkarte – ticketder Feiertag – holidaydie Ferien – vacation from schoolfremd – foreignder Fremdenverkehr – tourismdie Gelegenheit – opportunity

die Herkunft – origin, descentder Pass – passportdas Reisebüro – travel agency reisen – to traveldie Umfrage – questionnaire der Urlaub – vacation (from work/trip)verreisen – to travel die Vorfahren – ancestorsspazieren – to stroll, walk

RECYCLED/ONGOING TOPICS/STRUCTURES Prepositions; vacation terms (Ferien vs. Urlaub); present perfect tense

RESOURCES/ ACTIVITIESStationen, „Die Deutschen im Ausland“ (Station 12) pp. 349-382German in Review pp. 358-367Handbuch zur deutschen Grammatik, pp. 432-445Stationen Arbeitsbuch, pp. 133-134Stationen 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.)

ASSESSMENTS/ RUBRICSNOTE: Teachers should use the appropriate CPA rubrics for speaking and writing IPAs.

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskRead “Jeder sechste Amerikaner hat deutschen Vorfahren” and talk or write about the country of your ancestors.

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

Describe your dream vacation.

http://www.slowgerman.com/


THEME : Families and CommunitiesTOPIC C: Rights and Responsibilities





(Facts & Skills)

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

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

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

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:• 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 responsibilitiesAdjective endings, comparison of adjectives and adverbs

USEFUL VOCABULARY die Pflicht – dutydas Recht – rightschaffen – to achieve, makesich ändern – to changeheiraten – to marryunabhängig sein – to be independentdie Bundeswehr – German Federal Defense Force

die Gleichberechtigung – equalitydie Entscheidung – decisionfreiwillig – voluntarydas Wahlrecht – the right to votevolljährig – of legal ageabschaffen – to eliminateerlauben – to allow



der Wehrdienst – armed servicedie Wehrpflicht – compulsory serviceder Zivildienst – non-military service

dauern – to endure/lastwählen – to votes. engagieren (in) – to become involved (in)s. verlassen (auf + acc) – to rely on

RECYCLED/ONGOING TOPICS/STRUCTURES Vocabulary for personal characteristics; modal verbs

RESOURCES/ ACTIVITIESStationen, “Zürich” (Station 11) pp. 309-348Komm mit! Level 3, pp. 122-147German in Review, pp. 60-87Handbuch zur deutschen Grammatik, pp. 186-203Stationen Arbeitsbuch, pp. 117-118(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskListen 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


THEME : Science and TechnologyTOPIC C: Media





(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to ways that students receive news of current events INTERPRETIVE MODE:• Demonstrate comprehension of an authentic German newspaper article or broadcast news reportPRESENTATIONAL MODE:• 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 businessSubjunctive II used in conditional sentences and for contrary-to-fact situations

USEFUL VOCABULARY der Abschied – good-bye, partinganbieten – to offerdie Anrede – form of addressbestehen aus – to consist ofdie Branche – business sectorduzen – to address (s.o.) with du

öffentlich – public, publiclyder Rundfunk – radio (the medium)die Sendung – show (on radio or tv)der Verlag – publishing house/companyverlegen – to publishder/die Vorgesetzte – superior, person in authority



siezen – to address (s.o.) with Sieerfolgreich – successfuldie Gemeinschaft – association/communityder Hafen – harbor/portdie Hanse – Hanseatic Leagueder Kollege/die Kollegin – colleague/coworkerdie Marke – branddie Medien – mediader Moderator/die Moderatorin – moderator, anchorperson, TV host

die Werbung, der Werbespot, die Werbeanzeige – advertising, marketing, advertisementdie Reklame – commercial, advertisementdie Wirtschaft – economydie Zeitschrift – magazinedie Zeitung – newspaperder Zuschauer/die Zuschauerin – viewer/audienceLust haben (auf) – to feel like (doing or having) s.th.vergleichen – to compare

RECYCLED/ONGOING TOPICS/STRUCTURES Simple past tense; past perfect tense; genres of television programs, books, movies, and music

RESOURCES/ ACTIVITIESStationen, „Hamburg“ (Station #4), pp. 103-132German in Review, pp. 228-254Handbuch zur deutschen Grammatik, pp. 282-300Slow 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(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskWatch 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.



THEME : Personal and Public IdentitiesTOPIC C: Nationalism and Patriotism





(Facts & Skills)INTERPERSONAL MODE:• Discuss and/or debate the positive and negative values of patriotism in a nationINTERPRETIVE MODE:• Demonstrate comprehension of media reports on immigrants in GermanyPRESENTATIONAL MODE:• 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

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

Vocabulary on patriotism and assimilating to societyFutur II (future perfect tense)

USEFUL VOCABULARY die Einstellung – attitudeder Europäer/die Europäerin – European (m/f)die Leistung – accomplishment(etwas) locker sehen – to take something lightly/make light ofselbstbewusst – confident/self-assureddas Sozialsystem – social system

der Nationalstolz – nationalismpatriotisch – patrioticder Patriotismus – patriotismstolz – proud/proudly (auf—to be proud of)unterstützen – to supportder Vertreter – representativezurückhaltend –reserved/cautious



verschmelzen (mit) – to melt together (with)(auf etwas) Wert legen – to consider something worthwhilesich wohl fühlen – to feel good/be comfortablebedeutend – important/meaningfulder Bundestag – German parliamentder Erfolg – successdie Heimat – homeland

bescheiden – modestbeleidigen – to insultverteidigen – to defendeinen empfindlichen Nerv treffen – to touch on a sensitive subjectentstehen – to develop/to come into existence

RECYCLED/ONGOING TOPICS/STRUCTURES Future tense; general understanding of German political structure

RESOURCES/ ACTIVITIESStationen, „Köln“ (Station 7), pp. 189-218German in Review, pp. 329-322Handbuch zur deutschen Grammatik, pp. 102-110Stationen Videoblog „Köln“Slow German www.slowgerman.com „Tag der deutschen Einheit“ #072(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskListen 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



THEME : Global ChallengesTOPIC C: Environment





(Facts & Skills)

INTERPERSONAL MODE:• Discuss and/or debate the merits of recyclingINTERPRETIVE MODE:• Demonstrate comprehension of news articles on environmental topicsPRESENTATIONAL MODE:• 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

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 issuesSubjunctive II with modal helping verbs

USEFUL VOCABULARY das Abgas – exhaustdie Fabrik – factorydie Fahrgemeinschaft – carpooldie Luftverschmutzung – air pollutiondas Ozonloch – hole in the ozone layerder saure Regen – acid rain

verschmutzen – to pollutebiologisch abbaubar – biogradableumweltfreundlich – environmentally safegiftig – poisonousder Umweltschutz – environmental protectionder Sauerstoff – oxygen



der Schadstoff – pollutantdas Waldsterben – the dying of the forestdie Einwegflasche – non-returnable bottledie Pfandflasche – bottle with a depositdie Mehrwegflasche – reusable bottledie Plastiktüte – plastic bagsich (dative) Sorgen machen (um) – to worry aboutersetzen – to replaceherstellen – to produce (as a product)

der Schaden – damage der Abfall – trash, wastedas Abwasser – waste water (runoff)verbessern – to improveverschwenden – to wasteverzichten auf (akk) – to do withoutwieder verwenden/wieder verwerten – to use again, to recycleradeln – to ride a bicyclegefährlich - dangerous

RECYCLED/ONGOING TOPICS/STRUCTURES Simple past tense; subjunctive II in non-modal verbs; German/European geography and topography

RESOURCES/ ACTIVITIES Komm mit! Level 3, chapter 9 (pp. 237-263)German in Review, pp. 232, 246-249Handbuch zur deutschen Grammatik, pp. 232, 246-249Slow German www.slowgerman.com „Recycling“ #012(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskListen 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



THEME : Beauty and AestheticsTOPIC C: Art and Architecture





(Facts & Skills)

INTERPERSONAL MODE:• Maintain a discussion related to one’s favorite works of art• Express opinions about a particular art movementINTERPRETIVE MODE:• Demonstrate comprehension • Evaluate and interpret PRESENTATIONAL MODE:• Produce an oral or written presentation on a German-speaking artist

CULTURES: • Explore attitudes of German students toward historical buildings

CONNECTIONS: • Make connections between engineering/technology and architecture

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

COMMUNITIES:

• Explore European art in local museums

Vocabulary on visual art and architecturePassive voice

USEFUL VOCABULARY architektonisch – architecturalaufbauen – to constructwieder aufbauen – to reconstructder Ausdruck – expressiondie Ausstellung – exhibition/art showdas Baudenkmal – architectural monument das Bild – picture

das Geistige – intellectual workdas Gemälde – paintingder Künstler/die Küstlerin – artistkünstlerisch – artistic/artisticallyder Kunsthandwerker/die Kunsthandwerkerin – artisan/craftsmanleuchtend – bright, vibrant



bildhauern – to sculpt die Burg – castle der Dom – cathedraldas Denkmal – monumententwerfen – to draft, design something das Ereignis – event/occurrence die Farbe – colordie Festung – fortressdas Gebäude – building

der Liebhaber – enthusiastmalen – to paintdas Meisterwerk – masterpiecedas Porträt/das Selbstporträt – portrait/self-portraitdas Schloss – castle/palace skizzieren – to sketchdie Skulptur – sculpturezeichnen – to draw

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

RESOURCES/ ACTIVITIESStationen „Dresden“ (Station 8), pp. 219-248German in Review, pp. 176-195Handbuch zur deutschen Grammatik, pp. 397-413Slow German www.slowgerman.com „Deutsche Kunst“ #046(SEE ACTIVITY DOCUMENT FOR THIS UNIT FOR ADDITIONAL ACTIVITIES.)


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational TaskStudents 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


I-… · Web vie

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