€¦ · web viewthe world language program at brandywine heights area school district supports...

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 IV will give more depth to the topics, which student will be responsible for within the German language. It is a course designed primarily to provide the student with intermediate to advanced 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: What’s Happening? - Was ist los? Unit 2: I’m New Here - Ich bin neu hier Unit 3: Living Environments - Wohnwelten Unit 4: Media and Advertising - Medien und Werbung Unit 5: That’s Important to Me - Das ist mir wichtig Unit 6: Communication - Kommunikation Unit 7: History - Geschichte(n) Unit 8: That’s How It Is With Us - So ist das bei uns

Subject: German IV Grade: 12 Suggested Timeline: 4 weeks

Unit Title: What’s Happening? - Was ist los?

Unit Overview/Essential Understanding: Students will learn how to talk about free time. Students will be able to make suggestions and express assumptions. More complex sentences will contain dependent clauses before the main clause. Students will develop necessary skills to express themselves in the subjunctive with forms of würde and hätte. Students will become familiar with using separable prefix verbs in dependent clauses. Students will also be working with verbs that take specific preposition due to idiomatic usage. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a discussion about free time activities and something they might like to do together and “when”.

Unit Objectives: Students will focus on learning:

Talking about free time Making suggestions Expressing assumptions Creating complex sentences containing dependent clauses before the main clause Expressing oneself in the subjunctive with forms of würde and hätte Using separable prefix verbs in dependent clauses Working with verbs that take specific preposition due to idiomatic 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.

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. 2.2 - Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 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. 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.

Misconceptions: Word order in sentences, main clauses and dependent clauses can be challenging and will need repetition and practice. Students are not

well practiced in the use of subjunctive in English, thus making the application of previous knowledge or skills more difficult.

Concepts/Content: Talking about free time Making suggestions Expressing assumptions Creating complex sentences

containing dependent clauses before the main clause

Expressing oneself in the subjunctive

o würde o hätte

Using separable prefix verbs in dependent clauses

Working with verbs that take specific preposition due to idiomatic usage

Competencies/Skills: Develop the vocabulary and skills

needed to talk about free time Develop the vocabulary and skills

to make suggestions or express assumptions

Create complex sentences with dependent clauses before the main clause

Develop the vocabulary and skills to express oneself in the subjunctive

o würde o hätte

Develop the vocabulary and skills to use separable prefix verbs in dependent clauses

Develop an understanding of a specific set of verb preposition pairings and their idiomatic usage

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 – may be a skit or dialog which showcases the focus skills and vocabulary – such as a skit or dialog which showcases

the focus skills and vocabulary – such as a discussion about free time activities and something they might like to do together and “when”.

Interdisciplinary Connections:N/A

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


Unit Title: I’m New Here - Ich bin neu hier

Unit Overview/Essential Understanding: Students will learn how to talk about peers, specifically “a new student”. Students will be able to make suggestions. Students will develop necessary skills and vocabulary to read authentic blog entries. Students will become familiar with relative clauses in nominative and accusative case. This will require application of preexisting and new knowledge as it relates to gender and case of nouns. Students will also express unreal situations with ‘wenn’. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as an introduction of a peer group using relative clauses or a blog introducing a student’s “host” family.


Talking about peers, specifically “a new student” Making suggestions Reading authentic blog entries Incorporating relative clauses in nominative and accusative case Expressing unreal situations with ‘wenn’

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: 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 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. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: While students do use relative clauses in English, there are more grammatical steps involved in German, therefore some students may

have difficulty with them. Specifically those students, who do not have a strong grasp of noun genders or their impact on articles by case.

Concepts/Content: Talking about peers, specifically

“a new student” Making suggestions Reading authentic blog entries Incorporating relative clauses in

nominative and accusative case Expressing unreal situations with

‘wenn’


needed to talk about peers Phrasing suggestions Reading authentic blog entries Develop the vocabulary and skills

to incorporate relative clauses in nominative and accusative case







the focus skills and vocabulary – such as an introduction of a peer group using relative clauses or a blog introducing a student’s “host” family.




Unit Title: Living Environments - Wohnwelten

Unit Overview/Essential Understanding: Students will learn how to talk about living arrangements (types of houses). Students will be able to ask and answer basic questions concerning where one lives (type of house and city/country). Students will develop necessary skills and vocabulary to agree or contradict. Students will learn to use indefinite numerals, such as alle and viele. Students will become familiar with relative clauses with wo. Students will also become familiar with indefinite pronouns. This will require application of preexisting and new knowledge as it relates to gender and case of nouns. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a presentation to a peer who has been selected to be hosted by your family. Tell him/her about your home and community.


Talking about living arrangements (types of houses) Asking and answering basic questions concerning where one lives (type of house and city/country) Expressing ones agreement or contradiction to a statement or situation Using indefinite numerals, such as alle and viele Using relative clauses with wo in phrases Incorporating indefinite pronouns in sentences or expressions


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. 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its


4.2 - Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: Relative clauses with wo are generally “easier” and student have less trouble. In comparison, indefinite pronouns can be troublesome –

which one to use and does it need an ending.

Concepts/Content: Talking about living arrangements

(types of houses) Asking and answering basic

questions concerning where one lives (type of house and city/country)

Expressing ones agreement or contradiction to a statement or situation

Using indefinite numerals, such as alle and viele

Using relative clauses with wo in phrases

Incorporating indefinite pronouns in sentences or expressions


needed to talk about living arrangements and/or types of housing

Ask and answer basic questions concerning where one lives

o Type of house o Location

rural/urban/suburban Express agreement or

contradiction to a statement or situation

Develop the vocabulary and skills to use indefinite numerals

o alleo viele

Using relative clauses which begin with ‘wo’

Incorporate indefinite pronouns in sentences or expressions







the focus skills and vocabulary – such as a presentation to a peer who has been selected to be hosted by your family. Tell him/her about your home and community.




Unit Title: Media and Advertising - Medien und Werbung

Unit Overview/Essential Understanding: Students will talk about interests. Students will be able to give and receive directions to complete a task. Students will develop necessary skills and vocabulary to make comparisons. Students will learn how to express a complaint. Students will become familiar with showing possession through the use of the case endings for genitive case for both definite and indefinite articles. This will require application of preexisting and new knowledge as it relates to gender and case of nouns. Infinitive clauses with the preposition zu will be incorporated into sentences. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as explaining how to text or email to someone who is not very “tech” or explain how to get out of a bad phone contract (theme in chapter).


Talking about interests Giving and receiving directions to complete a task Making comparisons Expressing a complaint Showing possession through the use of the case endings for genitive case for both definite and indefinite articles Creating infinitive clauses with the preposition zu

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

5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: When giving directions to complete a task, breaking the task into smaller steps is the biggest challenge for most students. Genitive case

is tricky for students because in English one needs only an ‘s to create a possessive it is more involved for common nouns in German. Additionally, the word order to express possession is not intuitive for most students.

Concepts/Content: Talking about interests Giving and receiving directions to

complete a task Making comparisons Expressing a complaint Showing possession through the

use of the case endings for genitive case for both definite and indefinite articles

Creating infinitive clauses with the preposition zu


needed to talk about interests Give or receive directions to

complete a task Express a comparison Develop the vocabulary and skills

to express a complaint Show possession using genitive

case Create infinitive clauses







the focus skills and vocabulary – such as explaining how to text or email to someone who is not very “tech” or explain how to get out of a bad phone contract (theme in chapter).




Unit Title: That’s Important to Me - Das ist mir wichtig

Unit Overview/Essential Understanding: Students will learn how to express their own opinion. Students will be able to write comments about movies, music, fashion or books. Students will choose a book and present a basic overview and their opinion/recommendation for the book. Students will review the case endings for adjectives preceded or unpreceded. Then we will extend this skill with the application of endings for comparatives and superlatives. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a book presentation or the presentation of a topic or object that is important to the student.


Expressing one’s own opinion Writing comments about movies, music, fashion or books Presenting a basic overview and one’s opinion/recommendation for a book Review the case endings for adjectives preceded or unpreceded Extension of this skill with the application of endings for comparatives and superlatives

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. 2.1 - 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.

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. 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. 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.

Misconceptions: Adjective endings or anything connected with noun gender and case can be difficult for students. It is generally not intuitive.

Concepts/Content: Expressing one’s own opinion Writing comments about movies,

music, fashion or books Presenting a basic overview and

one’s opinion/recommendation for a book

Review the case endings for adjectives preceded or unpreceded

Extension of this skill with the application of endings for comparatives and superlatives


needed to express one’s own opinion

Writing comments about movies, music, fashion or books

Develop the vocabulary and skills to present a book overview, one’s opinion and make a recommendation about the book (i.e. appropriate audience)

Review of previously covered case endings for adjectives preceded or unpreceded

Application of case endings for adjectives in comparative and superlative






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

the focus skills and vocabulary – such as a book presentation or the presentation of a topic or object that is important to the student.




Unit Title: Communication - Kommunikation

Unit Overview/Essential Understanding: Students will learn how to express assumptions. Students will be able to describe something. Students will develop necessary skills and vocabulary to appropriately express themselves to obtain something that is desired or convey important information. Students will learn about common abbreviations, specifically in texting. Students will become familiar with relative clauses with prepositions. This will require application of preexisting and new knowledge as it relates to gender and case of nouns, as well as which preposition goes with which case. Students will continue learning about simple past, specifically expressing regular verbs in the simple past. An appropriate assessment may be a letter or poster which showcases the focus skills and vocabulary – such as a letter asking to get in to an exchange that is already set up or a quick reference sheet with texting abbreviations and what they mean. Unit Objectives: Students will focus on learning:

Expressing assumptions Describing something Express oneself to obtain something that is desired or convey important information Understanding common abbreviations, specifically in texting Creating expressions with relative clauses with prepositions Expressing regular verbs in the simple past

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. 2.1 - Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 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. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: Relative clauses may pose an issue for some students, specifically those who struggle with identifying the case of a noun or recalling a

noun’s gender. Simple past of regular verbs should be straight forward once the rules are laid out clearly.

Concepts/Content: Expressing assumptions Describing something Express oneself to obtain

something that is desired or convey important information

Understanding common abbreviations, specifically in texting

Creating expressions with relative clauses with prepositions

Expressing regular verbs in the simple past


needed to express assumptions Develop the vocabulary and skills

needed to describe something Express oneself to obtain

something that is desired or convey important information

Basic understanding common abbreviations in texting

Develop the vocabulary and skills to create expressions with relative clauses with prepositions

Create sentences in simple past with regular verbs






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – may be a skit or dialog which showcases the focus skills and vocabulary – such as a letter or poster which showcases

the focus skills and vocabulary – such as a letter asking to get in to an exchange that is already set up or a quick reference sheet with texting abbreviations and what they mean.


Additional Resources: duolingo.com, quizlet.com, youtube.com

Approved District resources


Unit Title: History - Geschichte(n)

Unit Overview/Essential Understanding: Students will learn how to talk about events from the past. Students will be able to tell and/or write a story. Students will develop necessary skills and vocabulary to relate information in the past tense using simple past, incorporating the last grouping of verbs - irregulars. Students will learn about incorporating als or bis in sentences to build more complex past tense sentences. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as talking about a movie that was very important to you as a child and how you feel about it now or telling a story. Unit Objectives: Students will focus on learning:

Talking about events from the past Telling and/or writing a story Relating information in the past tense using simple past Simple past of irregular verbs Incorporating als or bis in sentences to build more complex past tense sentences


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. 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. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: Word order may be an issue for some, however, the biggest hurdle will be the irregular verbs in simple past. It may be of some help to

identify irregular verbs in English that are irregular in German to help students make connections. Concepts/Content:

Talking about events from the past

Telling and/or writing a story Relating information in the past

tense using simple past Simple past of irregular verbs Incorporating als or bis in

sentences to build more complex past tense sentences


needed to talk about events from the past

Tell or write a story Use simple past to relate

information Develop the vocabulary and skills

to use irregular verbs in simple past

Incorporate als or bis to create more complex past tense sentences






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises Performance task – may be a skit or dialog which showcases the focus skills and vocabulary – such as talking about a movie that was very

important to you as a child and how you feel about it now or telling a story.




Unit Title: That’s How It Is With Us - So ist das bei uns

Unit Overview/Essential Understanding: Students will learn how to handle invitations including some social etiquette which may differ from their cultural norms. Students will be able to ask and answer questions and conduct interviews. Students will develop necessary skills and vocabulary to talk about a scene (what is happening around them.) Students will express language preferences and express the reasons behind those preferences. Students will create more complex sentences by incorporating obwohl and weil. Idiomatic constructions involving specific noun verb pairings will also be a focus topic. An appropriate assessment may be a skit or dialog which showcases the focus skills and vocabulary – such as a dialog that highlights cultural differences or practices.


Handling invitations including some social etiquette which may differ from one’s cultural norms Asking and answering questions - conducting interviews Talking about a scene (what is happening around them) Expressing language preferences and expressing the reasons behind those preferences Creating more complex sentences by incorporating obwohl and weil Understanding and using idiomatic constructions involving specific noun verb pairings

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.

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. 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


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. 5.2 - Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

Misconceptions: Word order could potentially be problematic for some students. However it is the application of idiomatic usage that is more

challenging, as it does not fit with direct translations and may be misunderstood.

Concepts/Content: Handling invitations including

some social etiquette which may differ from one’s cultural norms

Asking and answering questions - conducting interviews

Talking about a scene (what is happening around them)

Expressing language preferences and expressing the reasons behind those preferences

Creating more complex sentences by incorporating obwohl and weil

Understanding and using idiomatic constructions involving specific noun verb pairings


needed to handle invitationso Compare social etiquette

of one’s own culture with that of the target language’s culture

Ask and answer questions – conduct an interview

Develop the vocabulary and skills to talk about a scene

Express a language preference, as well as the reasons behind those preferences

Create more complex sentenceso obwohlo weil

Understand and use idiomatic constructions involving specific noun/verb pairings






Assessments: Formative and summative assessments, which may include vocabulary and grammar exercises. Performance task – may be a skit or dialog which showcases the focus skills and vocabulary – such as a dialog that highlights cultural

differences or practices.



€¦ · web viewthe world language program at brandywine heights area school district supports...

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