€¦ · web viewgerman level i – sy 2015 - 2016. lcps. german i curriculum

LCPS

German I CurriculumWorld Languages and Cultures

LCPS

2015-2016

German Level I – SY 2015 - 2016

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 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.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 songs.GI.7 The student will develop an awareness of common perspectives, practices, and products of German-speaking cultures.The student will recognize that perspectives, practices, and products of German-speaking cultures studied are interrelated.GI.9 The student will connect information about German and German-speaking culture(s) with concepts studied in other subject areas.GI.10 The student will compare basic elements of German to those of English and other languages.GI.11 The student will demonstrate understanding of the significance of culture through comparisons between German-speaking cultures and the cultures of the United States.GI.12 The student will explore situations in which to use German language skills and cultural knowledge beyond the classroom setting for recreational, educational, and occupational purposes.The 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)

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


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 geograph-ical regions and personal information.• Evaluates and interprets written texts and ma-terials on personal information and verb conjuga-tions.PRESENTATIONAL MODE:• Produce oral and written reports on them-selves.• Produce an activity in which students ask/pro-vide information.

CULTURES: • Explore attitudes when reacting to formal and informal exchanges and German tradi-tions.

CONNECTIONS: • Make connections between historical con-texts 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 com-munity 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

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

Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Reading and answering questions/TPRS Story

Students ask peers for personal infor-mation and give personal information about themselves. Students can “in-terview” 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.






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, fa-vorites, 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 ma-terials on school life.PRESENTATIONAL MODE:• Produce oral and written reports through a per-sonal 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 con-texts 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 com-munity 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




Reading and answering questions/TPRS Story/Listening activity

Students interview a partner on the theme topic



THEME 3: die FreizeitAP SUBTHEME : Personal and Public Identities/Contemporary Life





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 ma-terials on free time activities.PRESENTATIONAL MODE:• Produce oral and written reports on free time activities.• Produce an activity in which students ask/pro-vide information.

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

CONNECTIONS: • Make connections between historical con-texts 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







THEME 4: die Familie/zu HauseAP SUBTHEME : Personal and Public Identities/Families and Communities







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 ma-terials on family and home life.PRESENTATIONAL MODE:• Produce oral and written reports on family members.• Produce an activity in which students ask/pro-vide information.

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

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

COMPARISONS:• Compare and contrast possessive pronouns•Compare and contrast pronoun re-placement in the nominative/accusa-tive•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








THEME 5: Essen und GetränkeAP SUBTHEME : Families and Communities/Contemporary Life





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 ma-terials on restaurants and shopping.PRESENTATIONAL MODE:• Produce oral and written reports on food cul-tures.• Produce an activity in which students ask/pro-vide information.

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

CONNECTIONS: • Make connections between historical con-texts and current attitudes towards food cul-ture 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







THEME 6: Mode/EinkaufenAP SUBTHEME : Contemporary Life/Beauty and Aesthetics







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 ma-terials on fashion and shopping.PRESENTATIONAL MODE:• Produce oral and written reports on fashion.• Produce an activity in which students ask/pro-vide information.

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

CONNECTIONS: • Make connections between historical con-texts and current attitudes towards fashion in Germany and in America..

COMPARISONS:• Compare and contrast modal verbs•Compare and contrast the accusa-tive 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








THEME 7: die HausarbeitAP SUBTHEME : Families and Communities/Contemporary Life





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 ma-terials on helping around the house.PRESENTATIONAL MODE:• Produce oral and written reports on personal responsibilities.• Produce an activity in which students ask/pro-vide information.

CULTURES: • Explore attitudes when reacting to how Germans preserve the environment

CONNECTIONS: • Make connections between historical con-texts 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







€¦ · web viewgerman level i – sy 2015 - 2016. lcps. german i curriculum

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