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District Overview:The World Language program at Brandywine Heights Area School District supports and guides its students along their language acquisition journey. In our Grade 8 - 12 sequence we offer the study of Latin, German, and Spanish. Additionally, Chinese, French, Japanese, and Sign Language are offered through our Brandywine Heights Virtual Academy. The program seeks to help students communicate in the target language through speaking, writing, listening and reading. As students gain knowledge, they begin to formulate an understanding of other cultures and develop a sensitivity to cultural similarities and differences. From these learning experiences, connections with other disciplines are made, fostering a deeper insight into one’s own language and culture. Through the teaching and learning of world languages, students develop skills to communicate effectively and empower them to make real world connections as global citizens in an ever-changing and competitive world. In all, the curriculum strives to reflect the real world by providing students with authentic communication experiences and exposure to life-long learning opportunities.

Description:German II will expand the topics for which student will be responsible within the German language. It is a course designed primarily to provide the student with basic to intermediate abilities in the four skills areas: listening, reading, writing, and speaking. Emphasis is on both the receptive abilities (listening and reading) and productive abilities (speaking and writing). Class will be conducted in the target language as possible and appropriate.

Units: Unit 1: In the City - In der Stadt Unit 2: Our School Festival - Unser Schulfest Unit 3: Finally Vacation - Endlich Ferien Unit 4: Get Well - Gute Besserung Unit 5: My Room - Mein Zimmer Unit 6: After the Holidays - Nach den Ferien Unit 7: At School - In der Schule Unit 8: Friends and Free Time - Freunde and Freizeit Unit 9: On the Road - Unterwegs Unit 10: Sports - Sport

Subject: German II Grade: 10-12 Suggested Timeline: 3 weeks

Unit Title: In the City - In der Stadt

Unit Overview/Essential Understanding: Students will learn how to talk about shopping (food and personal entertainment items). Students will be able to ask and answer basic questions concerning purchases (price for example). Questioning will extend to “likes” or preferences with regards to the purchases. Students will develop necessary skills and vocabulary to order food and comment on the food. Students will learn about the metric units of measure for weights and volumes. Students will become familiar with the dative usage of 2-way prepositions, as well as the accusative preposition für. These prepositions will require application of preexisting and new knowledge as it relates to gender and case of nouns and the impact on definite and indefinite articles. A few of the verbs we will focus on are mögen – to like, brauchen – to need. Student will learn to conjugate these verbs and use them in sentences. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a restaurant scene or shopping trip.

Unit Objectives: Students will focus on learning:

Shopping (food and personal entertainment items) Ask and answer basic questions concerning purchases (price for example) “Likes” or preferences with regards to the purchases Ordering food and commenting on the food Metric units of measure for weights and volumes Dative usage of 2-way prepositions Accusative preposition für Verbs mögen – to like, brauchen – to need (conjugation and usage)

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit:

3.1 - Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its

cultures. 4.2 - Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own.

Misconceptions: As mögen is an irregular verb, some may have trouble conjugating it correctly. Two-way prepositions are also tricky, where, where

to/from.Concepts/Content:

Shopping o Foodo Personal entertainment

items Basic questions concerning

purchases “Likes” or preferences with

regards to the purchases Ordering food Commenting on the food Metric units of measure for

weights and volumes Dative usage of 2-way

prepositions Accusative preposition für Conjugation and usage

o mögen – to likeo brauchen – to need

Competencies/Skills: Develop the vocabulary and skills

needed to talk about shopping Ask and answer basic questions

concerning purchases o price

Express like, dislike or preference Develop the vocabulary and skills

to order food and comment on that food

Basic understanding of metric system as it applies to shopping

o Compare to American units of measure

Prepositional phraseso Dative usage of 2-way

prepositionso Accusative – für

Conjugate and use the appropriate verb for the expression

o mögen – to likeo brauchen – to need

Description of Activities: Exercises and activities from the textbook

o Listening activitieso Listen and repeat activitieso Reading and writing activities

Exercises and activities created by the instructor Other activities

o Hangman or Jumbo scrabble (spelling practice for vocabulary)

o Vocabulary review gameso Skits/dialogs (student created)o Posters (student created)

Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises.

Performance task – be a skit or dialog which showcases the focus skills and vocabulary – such as a restaurant scene or shopping trip. Interdisciplinary Connections:

ELA – cases and parts of a sentence Mathematics – money Science – metric system

Additional Resources: duolingo.com, quizlet.com, youtube.com Approved District resources


Unit Title: Our School Festival - Unser Schulfest

Unit Overview/Essential Understanding: Students will learn how to talk about planning an event. Students will become familiar with color and clothing vocabulary as well as other vocabulary and grammar to comment or talk about clothing preferences. Questioning will focus on asking who has what role in planning and “likes” or preferences with regards to clothing. The der word welch (which) will be a focus skill, it will require preexisting and new knowledge as it relates to gender and case of nouns and the impact on the der word. A few of the verbs we will focus on are gefallen – to be pleasing to, stehen – to fit or suit, helfen – to help. Students will learn to conjugate these verbs and use them in sentences. These verbs are unique in that they take a dative object, so dative pronouns will be reviewed. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a planning an event or creating a fashion show or blog.


Talk about planning an event Colors and clothing vocabulary Other vocabulary and grammar to comment or talk about clothing preferences Asking who has what role in planning and “likes” or preferences with regards to clothing Der word welch (which) Verbs gefallen – to be pleasing to, stehen – to fit or suit, helfen – to help (conjugation and usage) Dative objects - dative pronouns

Focus ACTFL Standards Addressed in this Unit: 1.2 - Students understand and interpret written and spoken language on a variety of topics.

Important ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Misconceptions:

The usage of the verb gefallen is tricky for students, because it is such a departure from how one says they like something in English.

Concepts/Content: Planning an event Colors and clothing vocabulary Clothing preferences Asking who has what role in

planning and “likes” or preferences with regards to clothing

Der word welch (which) Conjugation and usage

o gefallen – to be pleasing to

o stehen – to fit or suito helfen – to help

Dative objects - dative pronouns


needed to talk about planning an event

Develop the vocabulary and skills needed to talk about clothing and clothing preferences

Ask and answer questions about who has what role in planning an event

Ask and answer questions about clothing preferences

Use noun gender and case to choose appropriate der word ending

Conjugate and use the appropriate verb for the expression

o gefallen – to be pleasing too stehen – to fit or suito helfen – to help

Use noun gender and case of noun to choose appropriate dative pronoun






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – such as a planning an event or creating a fashion

show or blog. Interdisciplinary Connections:

ELA – cases and parts of a sentenceAdditional Resources:

duolingo.com, quizlet.com, youtube.com

Approved District resources


Unit Title: Finally Vaction - Endlich Ferien

Unit Overview/Essential Understanding: Students will learn how to talk about vacations, including how to write a postcard and to talk about the weather. Students will be able to ask and answer basic questions concerning vacations (this will include the accusative usage of 2-way prepositions – an den See – to the lake) and the weather. Questioning will extend to “likes” or preferences with regards to vacationing and weather. Students will develop necessary skills and vocabulary to give and receive directions. Students will learn about the idiomatic usage of “es gibt” there is or there are. Students will become familiar with the simple past forms of haben – to have and sein – to be. Student will learn to conjugate these verbs and use them in sentences. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a restaurant scene or shopping trip.


Talk about vacations How to write a postcard Talk about the weather Ask and answer basic questions concerning vacations “Likes” or preferences with regards to vacationing and weather Skills and vocabulary to give and receive directions Idiomatic usage of “es gibt” there is or there are Simple past forms of haben – to have and sein – to be

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: The introduction of the simple past in this chapter is problematic as we were working with the conversational past is previous chapters.

This is quite confusing for many students. Some will begin to use the simple past of haben or sein as the helping verb which is a whole other past tense form. Also the use of “es gibt” can be awkward for some students because they think of it as “it gives” not “there is/are”. I like to use - Es gibt Pizza jeden Tag in der Cafeteria. (There is pizza every day in the cafeteria.)

Concepts/Content: Vacation related vocabulary Writing a postcard Weather expressions Expressing “likes” or preferences

o Vacationingo Weather

Giving and receiving directions There is/are - “es gibt” Simple past

o haben – to have o sein – to be


needed to talk about vacations Develop the vocabulary and skills

needed to talk about the weather Ask and answer questions about

weather, vacations, preferences Basics to write a postcard Develop the vocabulary and skills

needed to give directions or follow directions

Use “es gibt” in proper context Conjugate and use the

appropriate verb in the simple past

o haben – to have o sein – to be






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – such as a restaurant scene or shopping trip.

Interdisciplinary Connections: ELA – Past tense and idiomatic usage of language Social Studies - geography Science – weather



Unit Title: Get Well - Gute Besserung

Unit Overview/Essential Understanding: Students will learn how to talk about the human body, as well as about health, wellness and illness. Students will be able to ask and answer basic questions concerning healthy and unhealthy habits. Students may also learn about the metric units of measure for heights and weights. Students will become familiar with showing possession with proper nouns. We will also use accusative pronouns. Student will learn to use accusative pronouns as objects of accusative prepositions and as direct objects. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a visit to the doctor, travel blog or health and wellness blog.


Talk about the human body Health, wellness and illness Ask and answer basic questions concerning healthy and unhealthy habits Metric units of measure for heights and weights Possession with proper nouns Accusative pronouns

o Objects of accusative prepositions and as direct objects

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 3.1 - Students reinforce and further their knowledge of other disciplines through the foreign language. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 - Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own

Misconceptions: The biggest challenge in this unit is the application of the accusative case pronouns. It will rely on students understanding parts of a

sentence – direct objects; as well as understanding gender of nouns and how to replace those nouns with pronouns.

Concepts/Content: Human body Health, wellness and illness Healthy and unhealthy habits Metric units of measure

o Heights o Weights

Possession with proper nouns Accusative pronouns

o Objects of accusative prepositions

o Direct objects


needed to talk about the human body

Develop the vocabulary and skills needed to talk about health, wellness and illness

Develop the vocabulary and skills needed to talk about healthy and unhealthy habits

Using the metric system to express heights and weights

Understanding the usage of accusative pronouns after accusative prepositions or as direct objects






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – such as a visit to the doctor, travel blog or health

and wellness blog.

Interdisciplinary Connections: ELA – parts of a sentence (direct objects) Mathematics – metric system Science/health – health and wellness



Unit Title: My Room - Mein Zimmer

Unit Overview/Essential Understanding: Students will learn how to talk about their home and room. Students will become familiar reading, responding and writing invitations, this will include use of descriptive language to explain the use of public transportation to arrive at a destination as well as learning to read a subway map. Students will learn to use ihr - imperatives (informal commands to 2 or more people). Students will become familiar with the dative usage of 2-way prepositions, this will require application of preexisting and new knowledge as it relates to gender and case of nouns and the impact on definite and indefinite articles. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as inviting friends to a party complete with how to use public transportation to get there. A house project that showcases artistic, oral and written skills would also be a terrific way to show off this chapters skills.

Unit Objectives:Students will focus on learning:

Talking about their home and room Reading, responding and writing invitations Explaining the use of public transportation to arrive at a destination Reading a subway map ihr- imperatives (informal commands to 2 or more people) Dative usage of 2-way prepositions

Focus ACTFL Standards Addressed in this Unit: 1.2 - Students understand and interpret written and spoken language on a variety of topics. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: In this unit, students may have trouble with when to use an ihr – imperative. Also many of the students are not familiar with public

transportation, so explaining its use or reading the map may be challenging. Finally the dative application of 2-way prepositions can be problematic. It will rely on students understanding when the 2 way is dative and when it is accusative; as well as understanding gender of nouns and how to reflect that noun in the right gender and case.

Concepts/Content: Home and rooms in a home Reading, responding and writing

invitations Using public transportation to

arrive at a destination Reading a subway map ihr- imperatives (informal

commands to 2 or more people) Dative usage of 2-way

prepositions


needed to talk about home and rooms is a home

Explaining how to use public transportation to get to a predetermined destination

Following an explanation using public transportation to get to a predetermined destination

Reading a subway map Develop the skills needed to give

2 or more people you are familiar with a command (ihr – imperative)

Use 2 way prepositions in a dative application making all appropriate changes to the object of that preposition.






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – such as inviting friends to a party complete with

how to use public transportation to get there. A house project that showcases artistic, oral and written skills would also be a terrific way to show off this chapters skills.

Interdisciplinary Connections: ELA – commands



Unit Title: After the Holidays - Nach den Ferien

Unit Overview/Essential Understanding: Students will expand their understanding of communicating about free time activities. Students will become familiar with expressing doubt or a hunch. Students will learn to read (friendly-personal) letters. Students will become familiar with the present perfect tense (conversational past), this will require application of preexisting and new knowledge concerning the conjugation of haben and sein the helping verbs, as well as the past participle forms, choosing a helping verb and word order of sentences in the past tense. Students will also express degrees of preference using adverbs – gern – like, lieber – prefer, am liebsten – most of all. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – Sharing a favorite vacation story, or what they did last weekend or “school break”, it may be nice to have them share a souvenir from the trip.


Free time activities Expressing doubt or a hunch Reading (friendly-personal) letters Present perfect tense (conversational past) Expressing degrees of preference using adverbs – gern – like, lieber – prefer, am liebsten – most of all

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Misconceptions:

Present perfect tense is often challenging for many students they struggle with applying the rules to express it properly. (Which helping verb, what form of the helping verb, what is the past participle and what is the proper word order in the sentence.)

Concepts/Content: Free time activities Expressing doubt or a hunch Reading (friendly-personal) letters Present perfect tense

(conversational past) Expressing degrees of preference

using adverbs o gern – likeo lieber – prefero am liebsten – most of all


needed to talk about free time activities

Develop the vocabulary and skills needed to express doubt or a hunch

Reading (friendly-personal) letters Present perfect tense

(conversational past)o Which helping verbo What form of the helping

verbo What is the proper form of

the past participle Expressing degrees of preference

using adverbs o gern – likeo lieber – prefero am liebsten – most of all






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – be a skit or dialog which showcases the focus skills and vocabulary – Sharing a favorite vacation story, or what they

did last weekend or “school break”, it may be nice to have them share a souvenir from the trip.

Interdisciplinary Connections: ELA – comparisons, and past tense



Unit Title: At School - In der Schule

Unit Overview/Essential Understanding: Students will expand their understanding of communicating about school. Students will become familiar with expressing preferences and asking for clarification. Students will learn to read project offerings, as well as student reports about project week. Students will become familiar with the present perfect tense (conversational past) irregular verbs, this will require application of preexisting and new knowledge concerning the conjugation of haben and sein the helping verbs, as well as the past participle forms, choosing a helping verb and word order of sentences in the past tense. The der word welch (which) in accusative case will be a focus skill, it will require preexisting and new knowledge as it relates to gender and case of nouns and the impact on the der word. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – proposing projects, completing a project and reporting out on the project


Communicating about school Expressing preferences and asking for clarification Reading project offerings and student reports about project week Present perfect tense (conversational past) irregular verbs Der word welch (which) in accusative case

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

Misconceptions:Many of the same challenges exist in this unit, as students continue working with present perfect tense. Students will expand their verb

repertoire by adding irregular verbs. In addition to the challenges from last unit - (which helping verb, what form of the helping verb, what is the past participle and what is the proper word order in the sentence – they will also have trouble with how the irregular past participles are formed.)Concepts/Content:

Communicating about school Expressing preferences and asking

for clarification Reading project offerings and

student reports about project week

Present perfect tense (conversational past) irregular verbs

Der word - welch (which) in accusative case


needed to talk about school Develop the vocabulary and skills

needed to express a preference or ask for clarification

Reading project offerings or student reports about projects

Present perfect tense (conversational past) – irregular verbs

o Which helping verbo What form of the helping


the past participle Der word – welch accusative case

endings






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – proposing projects, completing a project and

reporting out on the project.Interdisciplinary Connections:

ELA – past tenseAdditional Resources:

duolingo.com, quizlet.com, youtube.com Approved District resources


Unit Title: Friends and Free Time - Freunde and Freizeit

Unit Overview/Essential Understanding: Students will expand their understanding of communicating about problems and conflicts. Students will become familiar with offering advice and reading announcements and advertisements for upcoming events. Students will learn to make appointments and arrange meeting times and places. Students will become familiar with the present perfect tense (conversational past) separable and inseparable verbs, this will require application of preexisting and new knowledge concerning the conjugation of haben and sein the helping verbs, as well as the past participle forms, choosing a helping verb and word order of sentences in the past tense. The subjunctive structure of würde+ infinitive will be explored, as the preferred structure for “I would …”. Additionally, wenn clauses that offer the information when or if a condition is impacting a situation will be an important topic. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – peer mediation session offering advice and discussing problems and/or in groups of 2 – 3 students could read the offerings of activities and make arrangements to get together. Unit Objectives: Students will focus on learning:

Communicating about problems and conflicts Offering advice and reading announcements and advertisements for upcoming events Making appointments and arranging meeting times and places Present perfect tense (conversational past) separable and inseparable verbs Subjunctive structure of würde + infinitive Wenn clauses - when or if

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 5.1 - Students use the language both within and beyond the school setting.

Important ACTFL Standards Addressed in this Unit: 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Misconceptions: Students continue to expand their verb repertoire by adding separable and inseparable prefix verbs. In addition to the challenges from

last 2 units - (which helping verb, what form of the helping verb, what is the past participle and what is the proper word order in the sentence – they will also have trouble with forming past participles with separable and inseparable prefix verbs.)

Concepts/Content: Communicating about problems

and conflicts Offering advice and reading

announcements and advertisements for upcoming events

Making appointments and arranging meeting times and places

Present perfect tense (conversational past) separable and inseparable verbs

Subjunctive structure of würde + infinitive

wenn clauses - when or if


needed to talk about problems and conflicts

Develop the vocabulary and skills needed to give advice, read announcements for upcoming events

Develop the vocabulary and skills needed to make appointments or arrange meetings (time/place)

Present perfect tense (conversational past) – separable and inseparable verbs

o Which helping verbo What form of the helping


the past participle Using würde + infinitive to give

advice Using wenn to specify when or if

(If I had low grades, I would study more.)






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – peer mediation session offering advice and

discussing problems and/or in groups of 2 – 3 students could read the offerings of activities and make arrangements to get together.

Interdisciplinary Connections: ELA – Past tense



Unit Title: On the Road - Unterwegs

Unit Overview/Essential Understanding: Students will expand their understanding of communicating about transportation. Students will become familiar with expressing reasons for a delay or noncompliance, as well as expressing confusion or lack of understanding of a task. Students will review sequencing words, and their usage in telling about multiple steps in a series. Students will become familiar with the simple past tense (literary past) of modal verbs, this will require application of preexisting and new knowledge concerning the conjugation of modal verbs and the use of the “-te” past tense marker. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – asking for and receiving help to do a task (i.e. send an email)


Transportation Expressing reasons for a delay or noncompliance Expressing confusion or lack of understanding of a task Telling about multiple steps in a series Simple past tense (literary past) of modal verbs

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 5.1 - Students use the language both within and beyond the school setting. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Important ACTFL Standards Addressed in this Unit: 1.3 - Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 3.1 - Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its

cultures. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

4.2 - Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own.

Misconceptions: The biggest issue in this unit is students understanding when to use which past tense now that both have been introduced.

Concepts/Content: Transportation Expressing reasons for a delay or

noncompliance Expressing confusion or lack of

understanding of a task Telling about multiple steps in a

series Simple past tense (literary past) of

modal verbs


needed to talk about transportation

Develop the vocabulary and skills needed to express a reason for a delay or noncompliance

Develop the vocabulary and skills needed to express confusion or a lack of understanding

Develop the vocabulary and skills needed to explain a sequence of events in a multi-step series

Using modal verbs in simple past o Placement of the past

tense marker (-te) o How to conjugate a modal

verbo Word order in sentences

with modal verbs in simple past






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – asking for and receiving help to do a task (i.e. send

an email).

Interdisciplinary Connections: ELA – compare the 2 past tense present perfect and simple past



Unit Title: Sports - Sport

Unit Overview/Essential Understanding: Students will expand their understanding of communicating about sports. Students will become more familiar with describing people. Students will expand their writing skills, practicing reading and writing short notes. Students will become familiar with expressing comparisons of equality and inequality, in addition to superlatives. Students will practice writing sentences using weil – because, specifically the conjunctions impact on word order will be a focus. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – discussing 2 – 3 athletes, describing them and comparing their athletic skills.


Sports Describing people Reading and writing short notes Expressing comparisons of equality and inequality, in addition to superlatives Weil – because

Focus ACTFL Standards Addressed in this Unit: 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 - Students understand and interpret written and spoken language on a variety of topics. 4.1 - Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Important ACTFL Standards Addressed in this Unit: 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 4.2 - Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own. 5.1 - Students use the language both within and beyond the school setting.

Misconceptions: Comparatives and superlatives that are irregular can be challenging. It is beneficial to remind students of the irregulars in English.

Concepts/Content: Sports Describing people Reading and writing short notes Expressing comparisons of

equality and inequality, in addition to superlatives

Weil – because


needed to talk about sports Develop the vocabulary and skills

needed to describe people Develop the vocabulary and skills

needed to express comparisons of equality and inequality

Writing more complex sentences using weil - because






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – a skit or dialog which showcases the focus skills and vocabulary – discussing 2 – 3 athletes, describing them and

comparing their athletic skills.

Interdisciplinary Connections: ELA – use of conjunctions and comparisons/superlatives


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