German II. Grades 9-12 CURRICULUM

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German II

Grades 9-12

CURRICULUM

PITTSGROVE TOWNSHIP SCHOOLS

ARTHUR P. SCHALICK HS

PITTSGROVE TOWNSHIP PUBLIC SCHOOLS PITTSGROVE, NJ

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BOARD OF EDUCATION Melissa Conover, President Cheryl Berwick, Vice President

Nedd J. Johnson, Sr. Larry R. May Dominick Milletta, III

William H. Rumpp Guenter Schmidt Patricia Schneider Marlene Smith Patricia M. Snyder ADMINISTRATION

Henry Bermann, Superintendent of Schools

Yvette DuBois, Director of Curriculum & Instruction Suzanne Fox Abdill, Business Administrator

Donna Meyers, Principal

SUPERVISOR OF INSTRUCTION Loretta L. Elwell

CURRICULUM WRITER Erika Kirschner

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COURSE DESCRIPTION

Grades: 9,10,11,12

Prerequisite: Successful completion of German I CP

Emphasis is placed on the development of more complex language structures in order to broaden the students’ range of oral dialogue and written speech. Intense vocabulary study will serve to enhance the content of communication in German as well as the students’ ability to read and

comprehend. Cultural aspects of German-speaking countries will continue to be taught to provide the students with a perspective of the people and their world.

This curriculum specifies the content to be mastered for this course.

In addition, this curriculum specifies ways to support integrated/cross disciplinary instruction to address the implementation of the Common Core Standards in the resource and activities columns. In particular, writing-across-the-curricula is emphasized in all areas.

STANDARDS

This curriculum has been aligned to the New Jersey State Standards. ESSENTIAL QUESTIONS AND PERFORMANCE TASKS

Following the Understanding by Design format, we have added Essential Questions and Performance Tasks to this curriculum. By adding Essential Questions, we are striving for students to reach a deeper understanding of the material in each course and thus not only retain the information, but also be able to transfer the knowledge to different situations as needed. The performance tasks are written to provide application of the material.

DEMONSTRABLE PROFICIENCIES

I. CLASSWORK REQUIREMENTS

Tests, quizzes, homework, oral participation, pronunciation as modeled by CDs and teacher, class preparedness and punctuality, notebook, note taking, reading assignments, organization, and neatness.

II. ATTITUDE & BEHAVIOR

The following will be demonstrated: effort, cooperation, following directions, perseverance, control, respect for others, self-growth, responsibility, pride in work.

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III. COURSE OBJECTIVES/OVERVIEW

A. COURSE CONTENT

1. Identification of content, vocabulary, and expressions encountered in reading and oral/aural instructions

2. An understanding of the following terms: cognate, infinitive, to conjugate, definite and indefinite articles, contractions, nouns, verbs, adverbs, adjectives, prepositions, agreement, gender and number, subject pronouns, possessive adjectives, tenses, idiomatic expressions, imperatives, and interrogative words.

B. SKILLS

1. Oral/ aural proficiency by responding to and asking questions in German, reading aloud, and using continually improving pronunciation (phonetics) when reading and speaking, comprehending and responding to commands and to CD activities, expressing likes and dislikes and feelings, asking and giving directions, making requests, and describing others.

C. APPRECIATION OF CONCEPTS

1. Gain a cultural appreciation of the target language through lessons or information presented during the course; for 2. Prerequisites example: meals, foods, the family, festivals and celebrations, and travel.

3. Appreciation of foreign language study as a vehicle to enable students to better understand their native language.

4. Demonstration, which may not be limited to an understanding of the following concepts: subject-verb agreement, asking questions, regular and irregular verbs in the present tense with separable and inseparable prefixes.

IV. ATTENDANCE

Attendance: Refer to Board of Education Policy

V. GRADING PROCEDURES

The goal of this German course is to provide the student with the opportunity to master the four basic linguistic skills at a level which is commensurate with his/her level of study and which is with the limits of allotted, uninterrupted instructional time and individual student ability, attitude, study habits, willingness to learn and class attendance. These skills are: the ability to comprehend the target language in a spoken and written mode, as well as the ability to express oneself in both of these modes.

In addition to these basic linguistic skills, the German course also has the goal of providing the student with the opportunity to become conversant with the cultural aspects of the target language. These aspects will be presented and evaluated on the class level and of the students.

The final grade will reflect a student’s mastery of the previously stated goals by means of an average of tests, quizzes, homework, and class work, which will measure all of the goals.

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COURSE RESOURCE MATERIALS

• Komm mit, Level 1 & 2, TEXTBOOK

• Komm mit, Level 1 & 2, Workbook (Grammar and Vocabulary Exercises)

• Komm mit, Level 1 & 2, Practicebook (Sentence Structure and Conversation Exercises) • Komm mit, Level 1 & 2, CD ROM Tutor

• Komm mit, Level 1 & 2, Online Interactive Games • Komm mit, Level 1 & 2, Exam View Pro

• Komm mit, Level 1 & 2, One-Stop Planner (online resource guide) • Komm mit, Level 1 & 2, Video Program

• Komm mit, Level 1 & 2, Audio Program

• Komm mit, Level 1 & 2, Alternative Assessment Guide • Komm mit, Level 1 & 2, Testing Program

• Komm mit, Level 1 & 2, TPR Storytelling Book • Komm mit, Level 1 & 2, Communication Activities ONLINE RESOURCES

• QUIA Class Page (created by teacher – including assignments for vocabulary practice, grammar practice, sentence structure, building sentences, holding a communication, etc.)

• Frau Kirschner’s Website (created by teacher - including assignments for vocabulary, grammar, sentence structure, sentence structure, listening activities, speaking activities, holding a communication, etc.)

• Holt Interactive Activities (Komm mit, Level 1 – computer practice interactive activities to be used in classroom setting with smartboard instruction. Activities are based on individual chapters.)

TARGETED STANDARDS Targeted Standard(s): NJCCCS - NJCCCS 7.1 Communication G. Interpretive H. Interpersonal I. Presentational 7.2 Culture G. Interpretive H. Interpersonal I. Presentational

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COURSE SEQUENCING OVERVIEW

TIMEFRAME

CORE CONTENT

ASSESSMENTS ALTERNATIVE ASSESSMENTS

Week 1-2

Komm mit Level 1

Chapter 9: “Amerikaner in München” Quiz 1 Quiz 2 Quiz 3 Chapter TEST Unser Stadtführer

You will compile and design an extended guide to your own town written completely in German. The guide will consist of six parts, a detailed map of the area, places of interest, food and drink, lodging, and other important information useful to visitors.

Week 3-4

Komm mit Level 1

Chapter 10:

“Kino and Konzerte”

Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Welchen Film sehen wir heute Abend?

You and your partner are using the movie listings on page 287 to select a movie to see tonight. Discuss the types of movies each of you prefers, then make a suggestion and see if your partner agrees. Once you agree on a movie, decide on a time. Share your plans with your classmates.

Week 5

Unsere Litfaßsäule

In this project, each student will create a Flugblatt (flyer) and an oral presentation reviewing a movie, book, or concert. These will be put up on a Litfaßsäule (kiosk) that students can make together.

Week 6-7

Komm mit Level 1

Chapter 11: “Der Geburtstag” Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Ich möchte dich einladen!

You are having a party and want to invite several of your friends. “Call” two other classmates and invite each of them to the party. They will ask you for information about the party and then tell you whether they can come. If not, they should give you a reason. You should respond appropriately.

Week 8-9

Komm mit Level 1

Chapter 12: “Die Fete” Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Famous People -- Cut out magazine photos of two famous people and bring them to class. Place the photos in a container. Each student will take out a photo. Describe the person in the photo you picked with as much detail as possible so that your partner can guess who it is.

Week 10

PROJECT

Week 11-12

Komm mit Level 2

Chapter 3:

“Wo warst du in den Ferien?

Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Meine Traumreise

You will describe your dream vacation “Meine Traumreise”. You will create a poster that includes visual and written information and give a brief oral presentation.

Week 13-14

Komm mit Level 2

Chapter 4: “Gesund leben” Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Week 15

PROJECT

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Week 16-17

Komm mit Level 2 Chapter 5: “Gesund essen” Quiz 1 Quiz 2 Quiz 3 Chapter TEST Mein Lieblingsplatz

You will write a composition in which you describe the place where you feel safest and most comfortable. You may include pictures or drawings to support and illustrate the content of your writing.

Week 18-19

Komm mit Level 2

Chapter 6: “Gute Besserung” Quiz 1 Quiz 2 Quiz 3 Chapter TEST

Week 20

PROJECT

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Essential Questions

Kapitel 9: How do we talk about important places / buildings in a German city? How do we talk about where something is located? How do we ask for and give directions to children, peers, and adults? How do we express our opinions (expansion)?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

_{Performance Tasks / Skills} _{Activities / Strategies} _Assessments

• Talking about important places / buildings in a city

• Talking about where something is located

• Asking for and giving directions

• Talking about what there is to eatand drink

• Saying you do or don’t want more

• Expressing opinions – expansion of earlier ideas

• Verb wissen

• Dependent clauses with “wo”

• Verb fahren und gehen • Formal Commands with “Sie”

• The phrase “esgibt”

• Using nochein and kein • The conjunction “dass”

• LWRS

• Daily book and workbook assignments

• Creating a conversation

• Content-related dialogues

• Content-related dictations

• Scavenger Hunt

• Tourist Map Project

• Video film and music clips

• Informal daily oral and written assessments

• Formal oral and written assessments

• Written conversation

• Perform conversations for class

• Online QUIA activities and/or assessments • Website activities “Frau

Kirschners Website” • Online Vocabulary practice

activities (website) • German Online “Gut

Gemacht” activities • Smartboard Holt Grammar

practice activities • Holt Puzzle Maker EXTRA HELP

Grammar Tutor (handouts) • Online Website (extra help

section) Performance Assessment / Alternative Assessment / PROJECT

Komm mit 1 Kapitel 9 BLOCK 1 Week 1-2 BLOCK 2 Week 1-2

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Kapitel 9:

“Amerikaner in München”

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Essential Questions

Kapitel 10: How do we say we like something more / better / or most / the best? How do we express familiarity? How do we say that the prefer something? How do we say that something is out favorite? How do we talk about how we spent our free time?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Expressing likes and dislikes – (expansion)

• Expressing familiarity

• Expressing preferences andfavorites (expansion)

• Talking about what you did in your free time

• The verb mögen

• The verb kennen

• Using lieber and amliebsten

• The verb sehen

• The stem-changing verbs lesen

and sprechen

• LWRS

• Content-related dictations • Memorize Gouin series to

explain how to make a call • Use dative case in sentences

and conversation

Komm mit 1 Kapitel 10 BLOCK 1 November Week 9-11 BLOCK 2 April Week 9-11

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Kapitel 10: “Kino und Konzerte”

Chapter Overview

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Essential Questions

Kapitel 11: How do we use a telephone in Germany? How do we invite someone to a party? How do we accept or decline an invitation? How to we talk about birthdays? How do we express good wishes? How can we discuss gift ideas?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Using the telephone in Germany

• Inviting someone to a party and

accepting or declining

• Talking about birthdays and

expressing good wishes

• Discussing gift ideas

• Telephone vocabulary

• Ordinal numbers

• Holidays

• Introduction to the dative case

• LWRS

• Content-related dictations •

section) Komm mit 1 Kapitel 11 BLOCK 1 November Week 9-11 BLOCK 2 April Week 9-11

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Kapitel 11: “Der Geburtstag”

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Essential Questions

Kapitel 12: How do we offer help? How do we explain what to do? How do we ask where something is located? How do we give directions? How do we make plans and invite someone to come along? How do we talk about clothes? How do we discuss gift ideas? How can we describe places and people? How could we say what we want to do and whether we do or don’t want more? How do we talk about what we did?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Offering help and explaining what

to do

• Asking where something is located

and giving directions

• Making plans and inviting

someone to come along

• Talking about clothing

• Discussing gift ideas

• Describing people and places

• Saying what you would like and

whether you do or don’t want more

• Talking about what you did

• Personal pronouns, accusative

case

• können, present tense

• du/ihr-commands

• wissen, present tense

• The verbs wollen and müssen, present tense

• Definite and indefinite articles, nominative and accusative cases

• Personal pronouns, dative case

• Personal pronouns and

possessives

• The möchte-forms

• nochein and kein

• LWRS

Komm mit 1 Kapitel 12 BLOCK 1 Week BLOCK 2 Week

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Kapitel 12:

“Die Fete”

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Essential Questions

Kapitel 3: How do we report past events? How do we talk about activities? How do we talk about places? How can we express frequency? How can we express enthusiasm or disappointment? How can we respond enthusiastically? How can we respond sympathetically?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Reporting past events

• Talking about activities

• Talking about places

• Expressions of frequency

• Asking how someone liked

something

• Expressing enthusiasm or

disappointment

• Responding enthusiastically or

sympathetically

• The conversational past

• The past tense of haben and sein

• The dative case with the

prepositions in and an

• Personal pronouns, dative case

(summary)

• Definite article, dative plural

• LWRS

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Kapitel 3:

“Wo warst du in den Ferien?”

Chapter Overview

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Essential Questions

Kapitel 4: How can we express approval and disapproval? How do we ask and tell what we may or may not want to do? How do we ask for information? How do we respond emphatically? How do we agree with reservation? How do we express frequency? How do we express how we feel at certain locations? How do give reasons for not eating certain foods?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Expressing approval and

disapproval

• Asking and telling what you may

or may not do

• Asking for information and

responding emphatically or agreeing, with reservations

• Expressions of frequency

• How you feel at certain locations

• Reasons not to eat certain foods

• The stem-changing verb schlafen

• Review of the preposition für

• Review of word order in dass

-clauses

• Reflexive verbs

• The determiner jeder

• The verb dürfen, present tense

• LWRS

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Kapitel 4:

“Gesund leben”

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Essential Questions

Kapitel 5: How do we express regret? How do we downplay? How do we express skepticism and making certain? How do we call someone’s attention to something? How do we respond to someone? How do we express preference? How do we express strong preference?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Expressing regrets and

downplaying

• Expressing skepticism and making

certain

• Calling someone’s attention to

something and responding

• Expressing preference and strong

preference

•

• The demonstrative dieser

• The possessives (summary)

• The interrogative welcher

• The preposition zu

• LWRS

• Informal daily oral and written

assessments

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Kapitel 5:

“Gesund essen”

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Essential Questions

Kapitel 6: How do we inquire about someone’s health? How do we respond? How can we make suggestions? How can we ask about or express pain? How can we ask for or give advice? How can we express hope?

Core Content / Objectives

Instructional Actions

Timeline

_Concepts

• Inquiring about someone’s health

and responding

• Making suggestions

• Asking about and expressing pain

• Asking for and giving advice

• Expressing hope

• The inclusive command

• Body parts, pain, and injuries

• Reflexive and non-reflexive verb

expressions

• Verbs used with dative case

forms

• Reflexive verbs used with dative

forms

• LWRS

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Kapitel 6:

“Gute Besserung”