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PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEETAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: World Languages

Course Title: German I Grade Level: 9-12

Hallo! (Hello!) 4 weeks

Zu Hause (At Home) 4 weeks

Was machst du? (What do you do?) 4 weeks

Schule (School) 4 weeks

Stadt (City) 4 weeks

Wie schmeckt’s? (How does it taste?) 4 weeks

Wie gefällt dir das? (How do you like that)

4 weeks

Geburtstag (Birthday) 4 weeks

Date Created: August 2011, Kevin Lewis

Board Approved on: September 26, 2011


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

Course Title: German I Unit Name: Hallo! (Hello) Grade Level: 9-12

Content StatementsThe foundations of learning a foreign language; not only just learning the language, but also learning about the culture, the history, and the geography of the German-speaking world, are important for basic communication in the target language. Introductory phrases will be introduced in order to hold short, simple conversations with German speakers in the target language. Basic vocabulary words will be introduced to students that will allow them to converse in the target language. Simplified grammar will also be covered. This grammar will be the basis for future, more advanced grammar in German.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.2 - Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural

products and imitate cultural practices from the target culture(s).

Overarching Essential Questions How are German and English similar

and different when greeting and addressing people (strangers, friends, teachers)?

What are key phrases that are needed to introduce oneself and find out basic information about another person?

Overarching Enduring Understandings German contains a special formal form for

the word “you”. This word is used is situations when one is speaking to teachers, colleagues, or strangers. English differs in the way that we address strangers or superiors.

Greeting, asking a person’s age and name, and finding out where he/she is from are important phrases when being introduced to a stranger. These phrases are the basis for beginning new relationships.

Unit Essential Questions What are the greetings and farewells that

are used in German speaking countries?

How does one introduce oneself in the

target language?

How is the verb “sein” (to be) conjugated?

Unit Enduring Understandings Greetings and farewells vary between

Germany, Austria, and Switzerland. Different words are also used depending on if you are speaking formally or informally.

The phrases “My name is…,” “I am from…,” and “I am ___ years old” are all important when introducing oneself. Being able to ask these questions is also important to have natural conversation.

The verb “sein” is the most irregular verb in the German language. This is also the most important verb in the language. Conjugating this verb leads to forming basic sentences.

Unit RationaleThis will be the first exposure that students have to German. Many students have studied Spanish at the middle school level, so we will draw on past experiences from Spanish to relate to German (such as vocabulary, simple grammar forms, and any connections between the two languages). We will focus on how to study a foreign language. Students will learn ways to practice vocabulary and grammar topics that will help them to retain the information, and tie the information into other content areas. Students will also have the chance to create simple sentences that will lead towards

Unit OverviewStudents will learn to greet and say farewell to someone. They will also learn the different forms of greetings and farewells for various German speaking countries and situations in which to use these forms. Students will focus on introductions in this chapter. They will learn how to ask and tell where a person is from, where a person lives, how old a person is, and what the person’s name is. Students will also learn how to explain what their name is, where they are from, where they live, and how old they are.

Students will practice using the language in a communicative approach. They will practice

confidence in using the target language and serve as a basis for their future studies in German.

pronunciation and listening comprehension.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

Students will work with a partner to create a dialogue for the class. Their dialogue will include greeting one another, asking/telling each other’s names, ages, where they are from, and where they live. Students will also give a fake telephone number to their classmate. The conversation will end with an appropriate farewell.

Students will pick 3 of their best friends and create information cards for them. On the cards will be written important information about each friend. The information will include the friend’s name, age, where he/she is from, where he/she lives. All information will be written using complete sentences.Integration of 21st Century Themes

Global Perspectives Students will begin to realize that English is very similar to German, and many spellings are

very similar. Memorization will play a large role in the beginning stages of language learning until students become more comfortable with the patterns that are seen throughout the language. Students will also be exposed to how different the two languages can be. German uses a formal form when addressing elders, superiors, or strangers. This form does not exist in English.

Students will become aware of grammatical rules in German that can be carried over to their native language. These rules will help students to improve their English reading, writing, and listening skills.

Civic Literacy Students will learn more about the German speaking countries of the world. Learning

German will allow students to communicate with the citizens of the German-speaking world and with German speaking people who reside in America.

Studying the cultures of German speaking countries will allow students to get a broader perspective of what the traditions of the countries are. Students will be exposed to fact, rather than to stereotypes associated with the countries.

21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively • Use the appropriate grammar and vocabulary for certain situations. (T,A) Use Systems Thinking

• Analyze the appropriate verb endings and personal pronouns to make the words “match” (conjugating). (T,A)• Determine logical sequences to hold a conversation with a stranger using the target language (say hello, ask name, ask age, say goodbye). (T,A)

Make Judgments and Decisions• Interpret spoken information to respond appropriately. (T,A)• Effectively analyze a situation to use the appropriate form of “you” (formal or informal). (T,A)• Synthesize information to create skits using the target language to incorporate vocabulary

and grammar learned throughout the unit. (T,A) Solve Problems

• Effectively use vocabulary to answer questions (either written or spoken) in spontaneous situations with minimal errors. (T,A)

Learning Targets/ScaffoldingStudents will… greet and say farewell to someone. ask and tell someone’s age. introduce someone else. ask and tell someone’s age. give telephone numbers. ask and tell how things are going. inquire where someone is from.

Evidence of LearningSummative Assessment (3 different days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.

Equipment needed: audio CDs, computer, speakersTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubrics

Key Terms greetings and farewells numbers 0 – 20 “sein” (to be) subject pronouns the alphabet verbs – “heißen” “wohnen” “kommen” “gehen” “kennen” nouns and definite articlesInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in

blank chart. Demonstrate correct pronunciation of words and have students repeat. Use gestures, emotions, props to convey word meanings using only the target language. Student interview sheets – students will interview each other using target language to find out

names/ages/etc. Use pictures of celebrities to practice speaking about other people.Customizing Learning/Differentiation

Special Needs: Students may be grouped with students of other abilities and learning styles. Students will help each other and act as peer teachers. Students may also have fill in the blank/matching sheets instead of open-ended responses. This will allow special needs students to practice matching correct questions/answers without having to produce so much spontaneous language.

Gifted Learners: Offer opportunities to describe more people in the class/family

members/favorite celebrities. Encourage gifted learners to focus on spontaneous speech. Mainstream Learners: Offer various types of activities to practice listening, reading,

writing and speaking. Listening activities will include audio CDs containing dialogue, authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between people, and activities from the textbook. Writing activities will include describing friends, family, and celebrities. Speaking activities will include class surveys, answering questions, and creating dialogues.

Multiple Intelligences: Offer various activities to cater towards visual, kinesthetic, auditory learners, etc. Use pictures, props, acting to describe vocabulary words and phrases. Create manipulatives to practice verb conjugations. Use dice to practice verb conjugations (one dice is the personal pronoun, the other will be the verb to conjugate). Use audio CDs to practice listening comprehension, and authentic music to reinforce vocabulary and phrases learned in the unit. Use DVD program, Treffpunkt Berlin, included with the book, at the end of the unit to reinforce all vocabulary and grammar allowing students to watch and listen to the dialogues being exchanged.

Formative Assessments Quizzes after each vocabulary theme or grammar topic is introduced and practiced. Homework to reinforce and assess topics covered during class. White boards – practice vocabulary by writing translations or drawing pictures to

demonstrate comprehension TPR Student dialogues Interpretive listening and reading activities – check for understanding by asking questions,

surveying students, having students write short summaries of dialoguesPrimary Interdisciplinary ConnectionsSocial Studies and Language Arts LiteracyResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software Audio CDs Textbook DVDsSuggested Activities for Inclusion in Lesson PlanningDice Game – practice conjugation verbs using diceBeach Ball Game - practice conjugating verbs using colors on beach ballWer ist das? – Students bring baby pictures and other students must guess who is in the pictureRole Play – students will introduce each other doing a role-play skit

Student Interviews – students will interview other classmates to find out ages, names, etc.Spelling Bee – give students German words and have them spell using the German alphabetWhite Boards – use white boards to practice vocabulary wordsPartner Pairing – pair students with partner of same learning level as well as pairing them with partners of a different learning level

Unit TimelineLesson Timeframe

Lesson 1Lektion A – Wie heißt du?

11 days

Lesson 2Lektion B – Guten Tag!

11 days

Sample Lesson Plan 1 Template

Content Area: World Languages – German

Lesson Title: Verb Conjugation Review Timeframe: 1 day

Lesson Components

21st Century Themes

X Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

X Civic Literacy Health Literacy

21st Century Skills

X Creativity and Innovation

X Critical Thinking and Problem Solving

X Communication and Collaboration

X Information Literacy

Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: Language Arts Literacy

Integration of Technology: SmartBoard

Equipment needed: computer, SmartBoard, projector

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Will review

conjugating regular verbs.

Will review verb meanings.

Will write sentences

Lesson Sequence1. Warm up vocabulary review – 5 minutes 2. Review personal pronouns in German

and their English meanings. – 2 minutes 3. Review the word “conjugate” – What

does it mean? Why do we do it? – 3 minutes

Warm up responses Review responses Conjugating verbs as a

class and alone SmartBoard activity

responses Beach ball activity

using verbs and learned vocabulary

Review the personal pronouns in English and German

4. Review endings for conjugating verbs in German. Pick a verb and conjugate together – 2 minutes

5. Assign a verb and have students conjugate it alone. Go over answers – 3 minutes

6. Use SmartBoard dice feature. Role the dice and have students conjugate verb depending on color of the dice – 5 minutes

7. Beach ball activity - Students stand in a circle and conjugate a verb depending on the color their fingers land on – 10 minutes

8. White Boards – each student receives a white board and will conjugate the verb that is given – 5 minutes

9. Each student writes 3 complete sentences using 3 different verbs/personal pronouns. This is their exit ticket. – 5 minutes

responses White Board activity Exit ticket responses

Differentiation – Students will be exposed to a variety of different activities in the lesson. Students will be using a beach ball and interactive dice to practice conjugating. The will also be writing and listening to practice the skill.

Resources Provided Deutsch Aktuell I Visuals using SmartBoard software to review verb conjugating/personal pronouns



UNIT PLAN

Course Title: German I Unit Name: Zu Hause (At Home) Grade Level: 9-12

Content StatementsFamily plays a large role in both German and American households. Vocabulary will be introduced to hold short conversations about family members in the target language. Cultural readings will explore the similarities and differences between German and American family life.

Forming and asking questions is essential to

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.4 - Identify familiar people, places, and

hold interpersonal dialogues. Furthermore, the ability to interpret and respond to questions is necessary to continue natural conversation in the target language.

German is a language that contains gender-based nouns. Understanding the use and purpose of the genders of nouns is important for natural conversation in the target language. This grammar topic will serve as a basis for future grammar topics.

objects based on simple oral and/or written descriptions.7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics.7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.

Overarching Essential Questions What role does family play in America?

How is this role similar and different to German family life?

What is a “definite article”? What is the importance of definite articles when learning a foreign language?

How important is the ability to form questions in order to hold natural conversation?

Overarching Enduring Understandings German and American family life contain

similarities and differences. Some of these similarities and differences include family size, family closeness, and ages associated with families.

A definite article (the way of saying “the”) is differentiated in German based on the gender of the word. German and English differ greatly because of gender-based nouns.

Forming questions is essential for holding dialogues. Asking questions leads to more in-depth, detailed dialogues.

Unit Essential Questions What vocabulary is necessary for

speaking about family in the target language?

What similarities are present between German and American families?

Unit Enduring Understandings German and English cognates will be

explored as a useful tool in learning family vocabulary.

The average size of families, the age at which couples begin having children, and the closeness of families exhibit similarities and

What are the three genders of German nouns and their respective definite articles?

How does one form a question in the target language?

How does one form questions and answers about time in the target language?

differences between the two countries.

German contains masculine, feminine, and neuter nouns. These nouns are identified by their definite articles; der, die and das.

Interrogative words (wer, was, wann, wo, warum, wie) are necessary to form questions in the target language.

The phrases “Wie viel Uhr ist es,” and “Es ist ___ Uhr,” are used to ask and answer questions about the time of day in the target language.

Unit RationaleStudents will be encouraged to draw from their past experiences with the English language and make connections with the target language. Students will examine the formation of German questions in comparison to the formation of English questions.

Simple formation of questions and answers will aid in motivating students to continue to pursue more advanced grammatical topics. Adding more vocabulary will allow students to form clearer thoughts using the target language.

Cognates will also be explored as a means of learning new vocabulary. It will be made clear that English is a Germanic language, and connections between the two languages will be made throughout the course of the students’ studies.

Unit OverviewStudents will begin working with family vocabulary words in the target language. The use of family trees and real life situations using the vocabulary words will aid students in retaining the vocabulary. Students will begin making comparisons between family life in the United States of America and Germany.

Students will continue working on more advanced grammar and will be encouraged to draw connections between English and German grammar. The interrogative words (wer, was, wann, wo, warum, wie) will be introduced, as well as using inverted word order to form questions.

Time will be introduced in this unit, which will require students to learn the numbers that exceed 20. Students will work with numbers ranging from 21-10,000. Phrases will also be explored that will allow students to ask and tell what time it is.

Finally, students will be exposed to the gender-based system of the German language. The definite articles “der,” “die,” and “das” will be used to differentiate between the three genders.


Students will create a family tree to display the actual members of their families (students may also create a “Celebrity Family”). The family tree will have labels of all of the members of the family (mother/father, brother/sister, grandmother/grandfather, aunt/uncle, cousin, son/daughter). Students will give a short presentation about their family in the target language. The presentation will include descriptions of each family member, including the relationship that the family

member has to the student, where the family member is from, where the family member lives, and how old the family member is. After presenting, the audience will have a chance to ask questions using the target language. Integration of 21st Century ThemesGlobal Perspectives Students will begin to explore cultural similarities and differences related to family. These

similarities and differences will allow students to build real life connections when they reflect on how their personal family life relates to that of a German teenager.

Students will continue to become aware of grammatical rules in German that can be carried over to their native language. These rules will help students to improve their English reading, writing, and listening skills.

Civic Literacy Students will learn more about the German speaking countries of the world. Learning

German will allow students to communicate with the citizens of the German-speaking world and with German speaking people who reside in America.

Studying the cultures of German speaking countries will allow students to get a broader perspective of what the traditions of the countries are. Students will be exposed to fact, rather than to stereotypes associated with the countries.

21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively

• Use cognates to determine German equivalents for English words. (E)• Determine genders of German words based on the English meanings. (E)

Use Systems Thinking• Analyze the appropriate verb endings and personal pronouns to conjugate verbs. (T,A)• Analyze sentence structure to create grammatically correct sentences and questions. (T,A)

Make Judgments and Decisions• Determine genders of German words based on their English meanings.• Interpret spoken information to respond appropriately. (T,A)• Synthesize information to create skits using the target language to incorporate vocabulary and grammar learned throughout the unit. (T,A)

Solve Problems• Effectively use vocabulary to answer questions (either written or spoken) in spontaneous situations with minimal errors. (T,A)

Learning Targets/ScaffoldingStudents will… talk about and point out family members. talk about time and days of week. ask questions using interrogative words. respond to questions using complete sentences. identify noun genders and the respective definite article. use the numbers 21-10,000.

Evidence of LearningSummative Assessment (5 different days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.Students will create a family tree poster and present to the class. Presentation will include descriptions of each family member including the relationship that the family member has to the student, where the family member is from, where the family member lives, and how old the family member is. Presentation will be performed in the target language. Equipment needed: audio CDs, computer, speakersTeacher Resources: teacher generated tests/quizzes, project guidelines for family tree poster, interpersonal and presentational speaking rubrics

Key Terms Family Vocabulary Interrogative Words (wer, was, wann, wo, warum, wie) Numbers 21-10,000 (mathematical phrases; plus, minus, multiply, divide) Time Phrases (Wie viel Uhr ist es? / Es ist ___ Uhr.) The definite article – der, die, das Days of the week Adverbial time phrasesInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in

blank chart. Demonstrate correct pronunciation of words and have students repeat. Use gestures, emotions, props to convey word meanings using only the target language. Students become “human clocks” – Give students a time in German, and students must use

their arms to create the time. Use pictures of celebrities with famous siblings/spouses/parents – Ask students who is

related to the celebrity and students will respond in target language. Daily Questions - A question of the day will be asked in target language and students will

respond either orally or in writing to the question. Give short mathematics equations to practice adding, subtracting, multiplying, and dividing

using the target language.Customizing Learning/Differentiation Special Needs: Students may be grouped with students of other abilities and learning styles.

Students will help each other and act as peer teachers. Students may also have fill in the blank/matching sheets instead of open-ended responses. This will allow special needs students to practice matching correct questions/answers without having to produce so much spontaneous language.

Gifted Learners: Offer opportunities to explore more vocabulary for family including step brother/sister, brother/sister-in-law, etc. Encourage gifted learners to focus on spontaneous speech during presentations.

Mainstream Learners: Offer various types of activities to practice listening, reading, writing and speaking. Listening activities will include audio CDs containing dialogue, authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between

people, and activities from the textbook. Writing activities will include describing friends, family, and celebrities. Speaking activities will include class surveys, answering questions, and creating dialogues.

Multiple Intelligences: Offer various activities to cater towards visual, kinesthetic, auditory learners, etc. Use pictures, props, acting to describe vocabulary words and phrases. Create manipulatives to practice verb conjugations. Play various games to reinforce grammar and vocabulary throughout the unit. Use audio CDs to practice listening comprehension, and authentic music to reinforce vocabulary and phrases learned in the unit. Use DVD program, Treffpunkt Berlin, included with the book, at the end of the unit to reinforce all vocabulary and grammar allowing students to watch and listen to the dialogues being exchanged.

Formative Assessments

Quizzes after each vocabulary theme or grammar topic is introduced and practiced. Homework to reinforce and assess topics covered during class. White boards – practice vocabulary by writing translations or drawing pictures to

demonstrate comprehension TPR Interpretive listening and reading activities – check for understanding by asking questions,

surveying students, having students write short summaries of dialogues Exit Tickets – students will answer a question related to objective of the day on an exit ticket Vocabulary Review Games – assess student retention of vocabulary words by answers

provided during review gamesPrimary Interdisciplinary ConnectionsSocial Studies, Language Arts Literacy, MathematicsResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software Audio CDs Textbook DVDsSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• Play Bingo to practice numbers 0-100• White Boards – use white boards to practice and reinforce vocabulary• Shuffled Sentences – write sentences/questions on notecards (one word per card). Students must unscramble the notecards to create a logical sentence/question.• Human Clocks – Give students a time phrase; Students must use their arms to show the time

phrase that was said.• Blue/Pink/Yellow Cards – each color represents the gender of German nouns (masculine, feminine, neuter). Give students a noun and students must hold up the appropriately colored card.


Lesson 1Lektion A – Die Familie

10 days

Lesson 2Lektion B – Wie viel Uhr ist es? Part 1

10 days



Lesson Title: Family Vocabulary Introduction Timeframe: 1 day

Lesson Components

21st Century Themes

x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy Health Literacy

21st Century Skills

x Creativity and Innovation

x Critical Thinking and Problem Solving

x Communication and Collaboration

Information Literacy


Interdisciplinary Connections: Language Arts


Equipment needed: Computer, SmartBoard, projector


Students: will be able to

identify family members in target language

will be able to answer questions about their families and other

Lesson Sequence1. Students will answer daily question –

review possible answers to question (3 minutes)

2. Introduce vocabulary topic for the day -,,Die Familie” (1 minute)

3. Students will fill in a blank vocabulary list with the appropriate word as it is

Daily Question – assess student’s understanding of question and ability to answer question

Family Tree Activity –assess students understanding of new vocabulary words

families will be able to

provide missing information about family members

introduced. Students will repeat vocabulary word after it is introduced (10 minutes)

4. Show a family tree on SmartBoard. Ask comprehension questions based on family tree – Who is Joe’s brother?... Joe’s brother is Matthew. (5 minutes)

5. Give a new family tree to students. Students will work with a partner to answer questions based on family tree. Review questions as a class (10 minutes)

6. SmartBoard matching game – Students will work in 2 teams to race against each other. Each team must match the appropriate German/English words.Fastest time wins. (5 minutes)

7. Opposites Review – students will be given a vocabulary word (ex: brother). They must provide the opposite word (ex: sister). Review answers as a class. (6 minutes)

Matching Activity –assess understanding of new vocabulary word

Opposite Activity –assess understanding of new vocabulary using critical thinking skills.

Differentiation: A variety of activities are used throughout the lesson to reach all learners. Vocabulary will be introduced in both written and spoken forms. Students will practice writing and speaking the vocabulary words. Students will answer questions in both writing and orally based on new vocabulary. Matching games will be played which will allow students to practice the new vocabulary, but not have to produce the words themselves.

Resources Provided Deutsch Aktuell I Textbook Teacher generated vocabulary list Teacher generated family trees SmartBoard for visuals (vocabulary list, family tree, matching game)



UNIT PLAN

Course Title: German I Unit Name: Was machst du? (What do you do?) Grade Level: 9-12

Content StatementsFree time activities and hobbies are useful topics to be able to discuss. The activities that one performs in his/her free time help to define who a person is and what a person enjoys doing. Similarities and differences

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of

can be seen between the free time activities on American students and students in the German speaking world.

Word order is important for creating logical, grammatically correct sentences. German is a language that focuses on inverted word order. The verb plays the most important role in a German sentence.

Time plays an important role in daily activities. The ability to understand and communicate time is important for partaking in these activities.

simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics. 7.1.NM.B.1 - Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.1 - Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.

Overarching Essential Questions How important are free time activities in

the lives of American and German students?

Why is it important to create sentences and questions using correct word order in both English and German?

How does time affect the day-to-day activities of one’s life?

Overarching Enduring Understandings Free time activities play a large role in

defining who a person is and what a person finds interesting.

In order to hold understandable conversations, one must know correct word order to create questions and responses.

Time dictates the daily activities in both America and the German-speaking world.

Unit Essential Questions What vocabulary is necessary to speak

about free time activities that are popular in America and the German-speaking world?

How do free time activities differ between America and the German-speaking world?

What are the differences between word order in a German sentence and an English sentence?

How does one form questions and answers about time in the target language?

How does one conjugate the verb “haben” and what is it’s meaning?

Unit Enduring Understandings Phrases such as “Ich spiele ___” (I play ___)

and the use of “gern” (to do with pleasure) are both used to show interest in free time activities.

America and the German-speaking world partake in similar and different activities. Vocabulary also varies for these activities.

German has not set word order when creating a sentence. The only constants are verb placement and subject placement.

The use of more complex time phrases, such as “quarte after/half past/etc” are useful when speaking about time.

The verb “haben” meaning “to have” is conjugated irregularly.

Unit RationaleStudents will continue to be encouraged to draw and make connections between English and the German they have already learned when working in this unit. Grammar will continue to become more advanced and complex, allowing students to experiment with forming new phrases.

Daily activities and hobbies will be introduced, allowing students to speak about personal preferences and interests. This unit will allow students to communicate interpersonally about topics that are of interest to them.

Cultural differences are evident in this chapter in both the topics of free time activities and time. These differences will continue to aid students in deciphering fact from stereotype to expand their worldview of different cultures.

Unit OverviewIn this unit, students will continue to build their vocabulary in the target language. Vocabulary will include free time activities (including but not limited to: to play basketball/soccer/football/tennis/etc., to watch television, to listen to music, to dance), complex time phrases, new verbs (including “haben”), and the difference between “zu Hause” and “nach Hause” (at home vs. going home).

Students will also explore the topic of varied or inverted word order. In German, the only constants in forming a sentence are the placement of the verb and the subject. The other parts of speech can be disbursed throughout the sentence in varied orders creating completely grammatically correct statements.

Students will also make cultural comparisons between free time activities of America and the German-speaking world, allowing them to build a factual knowledge base, rather than a knowledge based off of stereotypes.


Students will create a digital book to explain all of the activities that they, their families, and

their friends do in their free time. The book will allow students to create something to show family and friends their German skills, while allowing students to practice new vocabulary as well as vocabulary learned in earlier units. In the book, students will explain 10 different free-time activities that they, family, and friends do. Students will also be required to write 5 of these activities using inverted word order, which will allow students to practice the new grammar topic. Finally, students will present their digital books to the class.Integration of 21st Century ThemesGlobal Perspectives Students will be exposed to cultural perspectives of free time activities and the importance of

time and punctuality in the German-speaking world. Students will draw connections between English and German when working with inverted

word order. This topic will allow students to use the foreign language and it’s grammar to help strengthen the grammar of the students’ native language.

Civic Literacy Students will continue to decipher fact from stereotype in this unit when studying the culture

of the German-speaking world. This will allow students to spread their knowledge with others to prevent stereotypes from spreading.

Students will be encouraged to work in groups and with pairs through out the unit, whether it is on activities or interviewing one another. Students will work together to solve problems and assist one another.

21st Century Learning and Innovation Skills

(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively

• Use cognates to determine German equivalents for English words. (E)• Draw on past experiences with telling time to form complex time phrases. (E)

Use Systems Thinking• Determine the correct usage of inverted word order and normal word order when creating German statements and questions. (T,A)

Make Judgments and Decisions• Analyze the similarities and differences between grammar topics and cultural themes within the unit. (T,A)• Interpret spoken information to respond appropriately. (T,A)


Learning Targets/ScaffoldingStudents will… ask and tell what someone is doing. discuss their free time activities and hobbies. express likes and dislikes. inquire about times of specific events. use the correct form of the verb “haben”. use the expressions “zu Hause” and “nach Hause” in appropriate situations. create sentences using inverted word order.

Evidence of LearningSummative Assessment (5 different days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.Students will also create a digital book using www.storyjumper.com. In the book, students will discuss ten free time activities that they, their friends, and their families enjoy. Students will be requires to write five sentences using inverted word order to show their understanding of the grammar topic. After completing the digital book, students will present their books to the class.Equipment needed: audio CDs, computer, speakers, computer labTeacher Resources: teacher generated tests/quizzes, project guidelines for digital storybook, interpersonal and presentational speaking rubricsKey Terms Free time activities Hobbies Verbs: haben, spielen, hören, fernsehen, gehen, lessen, tanzen “gern” – to show pleasure in doing something Time phrases – quarter of/after, half past zu Hause vs. nach Hause – at home vs. going homeInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in

blank chart. Demonstrate correct pronunciation of words and have students repeat. Use gestures, emotions, props to convey word meanings using only the target language. Students become “human clocks” – Give students a time in German, and students must use

their arms to create the time. Daily Questions - A question of the day will be asked in target language and students will

respond either orally or in writing to the question. Charades – each student will act out a specific hobby that he or she has and the other students

must use target language to guess the activity. Use pictures of famous athletes to ask students what sport the athlete plays. Students will

respond using target language.Customizing Learning/Differentiation Special Needs: Students may be grouped with students of other abilities and learning styles.


Gifted Learners: Offer opportunities to explore more vocabulary for free time activities. Encourage gifted learners to focus on spontaneous speech during presentations.

Mainstream Learners: Offer various types of activities to practice listening, reading, writing and speaking. Listening activities will include audio CDs containing dialogue, authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between people, and activities from the textbook. Writing activities will include describing friends, family, and celebrities. Speaking activities will include class surveys, answering questions, and creating dialogues.

Multiple Intelligences: Offer various activities to cater towards visual, kinesthetic, auditory learners, etc. Use pictures, props, acting to describe vocabulary words and phrases. Create manipulatives to practice inverted word order, allowing students to see the differences between normal and inverted sentences. Play various games to reinforce grammar and vocabulary throughout the unit. Use audio CDs to practice listening comprehension, and authentic music to reinforce vocabulary and phrases learned in the unit. Use DVD program, Treffpunkt Berlin, included with the book, at the end of the unit to reinforce all vocabulary and grammar allowing students to watch and listen to the dialogues being exchanged.

Formative Assessments

Quizzes after each vocabulary theme or grammar topic is introduced and practiced. Homework to reinforce and assess topics covered during class. White boards – practice vocabulary by writing translations or drawing pictures to



provided during review games Primary Interdisciplinary ConnectionsSocial Studies, Language Arts Literacy, Technology, 21st Century LifeResources

References Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software Audio CDs Textbook DVDs www.storyjumper.com Suggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• White Boards – use white boards to practice and reinforce vocabulary• Shuffled Sentences – write sentences on notecards using both normal word order and varied word order. Students have to create sentences both ways.• Human Clocks – Give students a time phrase; Students must use their arms to show the time phrase that was said.

• Charades – each student demonstrate one of his/her free time activities to the class using only gestures. Classmates must guess what the activity is using target language.• Group Surveys – students work in groups to discuss various free time activities. Students must make charts of the different activities that they enjoy doing and the number of group members who do that activity.• Graphic Organizer – students will fill in graphic organizer to showcase the similarities and differences between free time activities.


Lesson 1Lektion A – Was machst du gern?

10 days

Lesson 2Lektion B – Wie viel Uhr ist es? Part 2

10 days


Content Area: World Languages - German

Lesson Title: Free Time Vocabulary Day 2 Timeframe: 1 days

Lesson Components

21st Century Themes


x Civic Literacy x Health Literacy

21st Century Skills






Interdisciplinary Connections: Social Studies


Equipment needed: SmartBoard, Projector, Computer



identify free time activities of classmates and

Lesson Sequence1. Review free time vocabulary orally with

students. Read German word, students respond with English meaning. Read English meaning, students give German

Student responses while reviewing yesterday’s vocabulary.

Student responses when discussing celebrity

celebrtities. will be able to create

sentences to express their own hobbies.

students will be able to ask others what they do in their free time.

translation (5 minutes).2. Use SmartBoard to project images of

various celebrities/famous athletes. Ask students what each person likes to do. Students will respond in target language. (10 minutes) Teacher: Hier ist Serena Williams.

Was macht Serena Williams? Student: Serena Williams spielt

Tennis.3. Give each student a card with an activity

written on it in German. Student will have to act out activity for the class. Allow time to think about how to act activity. (2 minutes)

4. Students begin acting activity while classmates use target language to guess the activity. (10 minutes)

5. Students receive questionnaire about free time activities that they and their families do. Students will answer each question with complete sentences. (6 minutes)

6. Students work with a partner and ask each other about their responses. Students will write their partners responses on designated spot in questionnaire. (7 minutes)

athletes. Student

responses/motions when playing charades.

Student created answers on questionnaire.

Monitoring during partner activity to check for language use, comprehension, and ability to form questions/answers.

Differentiation: A variety of activities are offered through out the lesson. Students will be given oral responses in both German and English. Students will also be given written responses when working on the questionnaire. Students will also speak and ask questions/give responses using the target language. For visual learners. Charades will give them a change to make a connection between the word and the action. The activity with celebrities will also allow students to build a bridge between the vocabulary word and the activity.

Resources Provided Deutsch Aktuell I Textbook Teacher generated vocabulary list Teacher generated questionnaire SmartBoard for visuals (vocabulary list, celebrity pictures) Teacher generated “Charades Game”



UNIT PLAN

Course Title: German I Unit Name: Die Schule (School) Grade Level: 9-12

Content StatementsSchool is a major theme in the life of a teenager, both in America and the German-speaking world. The ability to talk about everyday objects related school is important in the life of a teenager. Furthermore, the ability to talk about school subjects and themes helps a student to express what he or she is studying, as well as his or her like or dislike for certain subjects. Understanding cultural differences and similarities between the two school systems also give view into the social lives of teenagers from America and the German-speaking world.

German is a language of declensions. Subjects and direct objects are identified using particular cases; the nominative and accusative, respectively. Identification and proper usage of these two cases is necessary for successful communication in the target language.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics.7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural

products and imitate cultural practices from the target culture(s).

Overarching Essential Questions What role does school play in the lives

of American students and students of the German-speaking world?

How do English and German differ when using cases to identify parts of speech?

Overarching Enduring Understandings School plays an important role in the futures

of both American students and students of the German speaking world, although the school systems differ.

German is a language of declension, which requires the use of cases to identify parts of speech.


about classroom objects?

What vocabulary is necessary to speak

about school subjects and interests?

What are cultural similarities and differences between the American school system and the school system of the German-speaking world?

What are the nominative and accusative cases, and how are they used?

How do questions words vary within the nominative and accusative cases?

Unit Enduring Understandings Vocabulary relating to classroom objects (ex:

pencil, notebook, chalkboard, etc.) is necessary to communicate about the classroom in the target language.

Vocabulary relating to school subjects (ex: mathematics, history, georgraphy) is necessary to communicate about class schedules in the target language.

Similarities and differences between school systems can be seen with the types of schools available and the age at which students begin studying.

The nominative case is used to identify the subject of a sentence, while the accusative case is used to identify a direct object. The cases are distinguished by their definite articles.

The question words “who” (wer) and “whom” (wen) vary depending on the case in which the word is used.

Unit RationaleThe study of a second language will give insight into the foundations of students’ native language, allowing for better comprehension of how both languages function.

Cultural differences between the school systems of both countries allow students to see how greatly school affects the lives of

Unit OverviewStudents will continue to build their vocabulary in the target language with words associated with school. Students will work with classroom objects as well as school subjects. Students will be able to express opinions about the school subjects that they enjoy and do not enjoy.

Cultural readings will guide students to continue deciphering fact from stereotype related to the

teenagers. Exploring these differences will allow students to begin exploring differences between teenage life in America and the German-speaking world.

German-speaking world. Students will read passages dealing with the German school system and the life of a German student. Students will be encouraged to make connections between their own lives and the lives of a German teenager.

Students will be introduced to the nominative and accusative cases. German is a language of declension, which requires specific cases for specific parts of speech. Grammar will become more complex and more stressed.


Students will be given the schedule of a German student. They must determine what subjects the German student is taking, and compare their own schedule to the sample schedule. Students will be required to compare and contrast their own schedules with the German sample. After each student works alone to compare their individual schedule, students will form groups to discuss their findings. Each group will present what they found to the class and lead a class discussion about the findings of the other groups.Integration of 21st Century ThemesGlobal Perspectives Students will continue to view cultural similarities and differences between their own country

and the German-speaking world. Students will compare and contrast how school systems are similar and different around the world.

Students will draw connections between the grammar of their native language and German. Drawing connections will enable students to strengthen the grammar of their native language and understand the rules associated with grammar.

Civic Literacy Students will continue to decipher fact from stereotype to gain a factual based knowledge of

other cultures. Students will be encouraged to work in groups and with pairs through out the unit, whether it

is on activities or interviewing one another. Students will work together to solve problems and assist one another.

21st Century Learning and Innovation Skills

(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively

• Use cognates to determine German equivalents for English words. (E)

Use Systems Thinking• Analyze grammatical aspects of sentences to determine parts of speech and the function of each part of speech. (T,A)

Make Judgments and Decisions• Analyze the similarities and differences between grammar topics and cultural themes within the unit. (T,A)• Interpret spoken information to respond appropriately. (T,A)


Learning Targets/ScaffoldingStudents will… be able to talk about school objects. be able to talk about school subjects. describe daily routines. create sentences using the nominative and accusative cases. compare and contrast the school systems of America and the German-speaking world. ask and answer questions related to school.

Evidence of LearningSummative Assessment (3 Days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.Equipment needed: audio CDs, computer, speakersTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubrics

Key Terms School-related items (die Klasse) School subjects (Fächer und Stundenplan) Nominative case – the subject of the sentence Accusative case – the direct object of the sentence Question words – Wer, Wen, Was Verbs: bekommen, brauchen, finden, kaufen, lernen, treffen, wartenInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in

blank chart. Demonstrate correct pronunciation of words and have students repeat. Use gestures, emotions, props to convey word meanings using only the target language. Daily Questions - A question of the day will be asked in target language and students will

respond either orally or in writing to the question. Play-Do – students will use Play-Do to sculpt various vocabulary words. A word will be said

in target language, and students must sculpt the item using the Play-Do. WhiteboardsCustomizing Learning/Differentiation Special Needs: Students may be grouped with students of other abilities and learning styles.


Gifted Learners: Offer opportunities to explore more vocabulary for school items and subjects. Offer opportunities to explore the German school system in more detail using outside resources (i.e. internet, additional cultural books). Encourage gifted learners to focus

on spontaneous speech during presentations. Mainstream Learners: Offer various types of activities to practice listening, reading,

writing and speaking. Listening activities will include audio CDs containing dialogue, authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between people, and activities from the textbook. Writing activities will include describing daily schedules, likes/dislikes of school. Speaking activities will include class surveys, answering questions, and creating dialogues.

Multiple Intelligences: Offer various activities to cater towards visual, kinesthetic, auditory learners, etc. Use pictures, props, acting to describe vocabulary words and phrases. Use manipulative such as “Memory Game” to practice vocabulary words. Play various games to reinforce grammar and vocabulary throughout the unit. Use audio CDs to practice listening comprehension, and authentic music to reinforce vocabulary and phrases learned in the unit. Use DVD program, Treffpunkt Berlin, included with the book, at the end of the unit to reinforce all vocabulary and grammar allowing students to watch and listen to the dialogues being exchanged.




provided during review gamesPrimary Interdisciplinary ConnectionsSocial Studies, Language Arts LiteracyResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software Audio CDs Textbook DVDsSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.

• White Boards – use white boards to practice and reinforce vocabulary• Graphic Organizer – students will fill in graphic organizer to showcase the similarities and differences between school systems.• Play-Do – students will use Play-Do to sculpt various vocabulary words. A word will be said in target language, and students must sculpt the item using the Play-Do.• “Meine Schultasche” – use a book bag with all school items inside of the bag. Pull out each item and have students identify the item using target language.• Use online newspapers and magazines to identify nominative and accusative parts of each sentence.• Create a personal “dream school schedule” – students will write a dream school schedule using the target language and present it to the class


Lesson 1Lektion A – Die Klasse

10 days

Lesson 2Lektion B – Fächer und Studenplan

10 days



Lesson Title: “Aktuelles” Cultural Reading Timeframe: 1 day

Lesson Components

21st Century Themes



21st Century Skills




x Information Literacy


Interdisciplinary Connections: Social Studies


Equipment needed: SmartBoard, Projector, Computer


Students: Lesson Sequence Bell Ringer activity to

will be able to identify similarities between the German and American school systems.

will be able to identify differences between the German and American school systems.

will fill in a graphic organizer to effectively categorize the information contained in the text.

will work in groups to discuss the findings from the reading.

1. Bell Ringer Activity to review yesterday’s work – students must identify nominative/accusative case in each sample sentence. (3 minutes)

2. Have students write 3 characteristics about the American school system that they like/don’t like. Discuss various examples. (5 minutes)

3. Introduce cultural reading “Hohenzollern-Gymnasium in Sigmaringen” dealing with German school system. Distribute graphic organizers to students. (2 minutes)

4. Read first two paragraphs together and fill in examples for graphic organizer on SmartBoard. (5 minutes)

5. Students will read the rest of the cultural passage silently while filling in graphic organizer. (15 minutes)

6. Arrange students in groups to discuss their findings from the reading. What was interesting? What was similar? What was different? (5 minutes)

7. Discuss as a class what each group found out from reading. Have each student write how the 3 aspects of American school are similar/different to what they read about German school in a well-developed paragraph. Finish for homework. (5 minutes)

check for retention of grammar topic.

Guided Participation while reading first two paragraphs/filling in organizer.

Monitor classroom while students read silently to check for understanding/comprehension of task and information.

Monitor group discussions.

Class discussion to assess information extracted from the cultural reading.

Homework assignment

Differentiation – Students will have the opportunity to seek one-on-one assistance with the teacher while working silently. Students will also be offered a variety of learning styles during this lesson; reading, writing, speaking, group discussion, class discussion. While working in groups, students may be strategically paired to work with classmates of various abilities.

Resources Provided Deutsch Aktuell I Textbook Teacher generated graphic organizer SmartBoard for visuals (graphic organizer)



UNIT PLAN

Course Title: German I Unit Name: Die Stadt (The City) Grade Level: 9-12

Content StatementsThe ability to speak about and understand weather forecasts is important for day-to-day life. The weather may influence choices that are made throughout the day, including free-time activities, events that are happening, and what to wear. Months and seasons are related to speaking about weather forecasts (how the weather changes from season to season/month to month). To speak about the date, it is also important to know the months of the year.

The indefinite article (“a” / “an”) is an important grammar topic to creating natural conversation. The use of the indefinite article in the nominative and accusative cases will allow students to create meaningful sentences in the target language.

European geography is important when learning about the German-speaking world. Identifying the countries of Europe and the German equivalents for these countries allows students to reinforce their geography skills and broaden their German vocabulary.

Forming plurals of nouns is natural in every day conversation. Creating plural nouns in German can be irregular and complex. Determining patterns allows for students to develop rules to apply when deciding how to create the plural form of a noun.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 -Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. 7.1.NM.B.1 -Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.1 - Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes

to be shared virtually with a target language audience.7.1.NM.C.3 -Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Overarching Essential Questions Why is it important to be able to

converse about months, seasons, and weather?

What role does the indefinite article play in a sentence in both German and English?

Why is European geography important when learning about a Germany?

How does forming plural nouns affect every day speech in both German and English?

Overarching Enduring Understandings The ability to speak about dates and weather

allows one to plan events and make appointments. Weather may affect the planning process.

The indefinite article allows for natural speech in both languages and more grammatically complex sentences.

Germany, being a member of the European Union, has strong ties with the rest of Europe.

Forming plurals is natural is every day conversations. The formation of plurals in both German and English is irregular.


about months, seasons, and weather?

What is an indefinite article? How is the

indefinite article used in a sentence?

What vocabulary is necessary to speak about Europe and the languages associated with the European countries?

Unit Enduring Understandings Vocabulary relating to the 12 months and 4

seasons is necessary to speak about months and seasons. Short phrases such as “it is raining/snowing/hot/cold/etc.” are necessary to speak about weather.

An indefinite article is the way one expresses “a” or “an” in English. In German, the indefinite article is expressed through the use of an “ein” word. The correct word depends on the gender of the noun and whether the noun is in the nominative or accusative case.

Vocabulary relating to the neighboring countries of Germany and the languages spoken in each of those countries is necessary to speak about European georgraphy.

How does one form the plural of a noun in the target language?

What are the uses of “wie viel” and “wie viele”?

What role does Berlin play currently and historically in Germany?

The formation of plural nouns in German does not follow a regular pattern, much like English. Some nouns follow patterns that will be explored.

“Wie viel” meaning “how much” is followed by a singular noun. “Wie viele” meaning “how many” is followed by a plural noun.

Berlin plays a large role in German history (including Hitler’s bunkers, the cold war, the Berlin Wall, etc.). Berlin also plays a large role in current German society as the capital city and culture center of Germany.

Unit RationaleMore advanced grammar topics allow for students to draw connections between the target language and their native language. These connections help to strengthen both languages and allows students to become aware of how language function.

Germany has the strongest economy in Europe and plays a crucial role in the European Union. Brief insight into the European Union and how it functions may be applied to other classes in which students are taking part.

Higher order thinking skills can be applied when learning the formation of plural nouns in both English and German. Examining patterns of German plurals helps in making rules that can be applied to future use in German class.

A brief introduction to Berlin and the history of the city can be applied to other classes in which students are taking part. Looking back at the history of Berlin allows students to bring this knowledge to history class and share the information with other classmates.

Unit OverviewStudents will build a larger vocabulary base that will include months, seasons, and weather. Students will also study the German words for the European countries and the languages spoken in each of those countries. In addition, students will be able to identify the European countries on a map in both English and German.

Grammar topics will become more advanced in this unit. The indefinite article will be introduced in both the nominative and accusative cases. Students will use previous knowledge of the definite article to draw conclusions about how to use the indefinite article.

The formation of plural nouns will also be stressed in this unit. Before working with forming plural nouns in German, students will be encouraged to draw on past knowledge of forming plurals in English. The irregularities of English plurals will serve as a basis before working with German plurals. Students will also be encouraged to find patterns when forming plurals in German.


Students will create a weather report using iPhoto. The application allows for the use of a “green screen effect”. Students will choose a weather map of Europe and create cue cards to give the weather forecast for the cities identified on the weather map in the target language. Students will work with a partner to operate and aid each other while giving the weather forecast. One student

will work the computer and hold the cue cards while the other student gives the weather report. Students will then switch roles.Integration of 21st Century ThemesGlobal Perspectives Students will gain knowledge of the history of Berlin. Students will also examine current life

in the city. This knowledge will allow students to make connections between city life in America and Germany. Students will also be able to carry this knowledge over to history class.


Civic Literacy Students will work in partners to create a weather forecasts using a green screen effect on

iPhoto. Team work will be key to creating successful, high quality weather reports. Cultural information discussed throughout the chapter may be applied and shared in other

courses, including history. Students will continue to decipher fact from stereotype to gain a factual based knowledge of




• Determine patterns of creating plurals in German based of off examples given. (E)• Use cognates to determine German equivalents for English words. (E)• Use past knowledge of definite articles to reason endings of the indefinite articles. (E)


Make Judgments and Decisions• Use past knowledge of definite articles to decide how to choose the correct indefinite article. (E)• Use patterns involved with plurals to decide the correct formation of a plural noun.• Interpret spoken information to respond appropriately. (T,A)

Solve Problems• Effectively use vocabulary to answer questions (either written or spoken) in spontaneous situations with minimal errors. (T,A)• Work with partners to effectively work iPhoto to create weather reports. (T,A)

Learning Targets/ScaffoldingStudents will… be able to talk about the weather. be able to identify the months and seasons of the year. correctly use the indefinite article in both the nominative and accusative cases. be able to identify European countries and the languages spoken in each country.

be able to form plurals of German nouns. be able to use the phrases “Wie viel” and “Wie viele” to inquire about how much or how

many. identify historical facts related to the city of Berlin as well as current life in the city.

Evidence of LearningSummative Assessment (4 different days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.Students will also create a weather forecast using a green screen effect with iPhoto. Students will be provided with European weather maps that will be used as their background for iPhoto. Students will write cue cards in the target language to give the weather forecast for each city, including the name of the city, the country in which the city is located, the weather for the city, and the forecasted temperature in that city. Equipment needed: audio CDs, computer, speakers, iPhotoTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubrics, teacher generated guidelines and rubric for projectKey Terms Months and Seasons Weather phrases (it is raining/snowing/cold/hot/warm/cool/bad/nice) Indefinite Article – ein/eine/einen (Nominative and Accusative cases) Countries and languages of Europe Wie viel / Wie viele – how much / how many Verbs – beuschen, bezahlen, fahren, regnen, scheinen, schneien, sprechen, stehen, verkaufenInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in


respond either orally or in writing to the question. Whiteboards – describe weather scenario while students draw what is being said Weather Slide Show – show pictures of weather in various cities and have students describe

the weather, city, and country that is being shownCustomizing Learning/Differentiation


Gifted Learners: Offer opportunities to explore more vocabulary for weather and countries (including countries that are not only in Europe).Offer opportunities for students to search online to find weather forecasts given in the target language. Encourage gifted learners to focus on spontaneous speech during presentations.

Mainstream Learners: Offer various types of activities to practice listening, reading, writing and speaking. Listening activities will include audio CDs containing dialogue,

authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between people, and activities from the textbook. Writing activities will include describing daily schedules, likes/dislikes of school. Speaking activities will include class surveys, answeringquestions, and creating dialogues.





provided during review gamesPrimary Interdisciplinary ConnectionsSocial Studies, Language Arts Literacy, Technology, 21st Century LifeResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software www.wetter.deSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• White Boards – use white boards to practice and reinforce vocabulary• Graphic Organizer – students will fill in graphic organizer to organize the information from Berlin cultural reading.• Use online newspapers and magazines to identify indefinite articles in nominative and

accusative.• Wetter Activity – students will use the website www.wetter.de (German weather website) to look up the weather in various cities. Students will fill in a chart to identify the forecasted weather for each city.• Dialogues – students will write dialogues to include all vocabulary and grammar learned through out German (introductions / where a person is from / free time activities / school subjects / weather today)• Weather Slide Show - show pictures of weather in various cities and have students describe the weather, city, and country that is being shown


Lesson 1Lektion A – Die Monate und Jahreszeiten

10 days

Lesson 2Lektion B – Länder und Sprachen

10 days


Content Area: World Languages – German I

Lesson Title: Weather Vocabulary Day 3 Timeframe: 1 day

Lesson Components

21st Century Themes


Civic Literacy Health Literacy

21st Century Skills

Creativity and Innovation




x Media Literacy x ICT Literacy Life and Career Skills

Interdisciplinary Connections: Technology, 21st Century Skills

Integration of Technology: Computers, Internet, SmartBoard

Equipment needed: Computer Lab, SmartBoard, Projector



express the weather

Lesson Sequence1. Bell Ringer Question – students must

write what the weather is like today (2

Bell Ringer responses vocabulary review –

assess retention of

from a picture. will use an authentic

website to describe the weather for various cities.

work with a partner to navigate an authentic website.

minutes)2. Review weather vocabulary by giving

German weather, students give English – vice versa (3 minutes)

3. Weather Slide Show – display picture on SmartBoard showing the weather in a city. Students will explain how the weather is to a partner. Pairs will be chosen randomly to explain to class. (5 minutes)

4. Introduce Web activity for the day –students will use the website www.wetter.de to find the current weather forecast in various European cities. Go over the website with students and do an example city with the class (5 minutes)

5. Students will work with a partner in the computer lab to find the weather for the remaining cities. (20 minutes)

6. As a class, go over the weather for each city. Pairs will be chosen randomly to give what they found on the website. Other pairs will be asked if they agree/disagree and why. (5 minutes)

vocabulary practiced in the past two days

slide show – assess retention of vocabulary

monitor group activity in computer lab for understanding of assignment and website

answers given during class discussion of web activity – assess students understanding of the terms and the usage of the website

Differentiation: Students will have the opportunity to seek two-on-one assistance with the teacher while working in the computer lab. Students will also be offered a variety of learning styles during this lesson; reading, writing, speaking, partner discussion, class discussion. While working in partners, students may be strategically paired to work with classmates of various abilities.

Resources Provided www.wetter.de Teacher generated worksheet to complete with authentic website Teacher generated slideshow of various weather scenes Deutsch Aktuell I Textbook SmartBoard for visuals (slideshow)



UNIT PLAN

Course Title: German I Unit Name: Wie schmeckt’s? (How does it taste?) Grade Level: 9-12

Content StatementsFood and drink play a large role in the cultural identity of a nation. Many similarities and differences are present in the authentic cuisine of the German-speaking world and America. The ability to speak and understand the German words for authentic cuisine of the German-speaking world is necessary for survival in those countries.

Modal auxiliaries help to change the tone or mood of a sentence. These verbs allow students to express wants and desires, as well as dislikes. The ability to use modal auxiliaries in everyday conversation allows students to create complex, meaningful sentences in the target language.

The future tense is present in every day conversation. This tense allows one to express what he or she will do at a future time. The future tense performs the same function in the target language.

The ability to negate a sentence allows one to express dislikes or disapproval. The words “kein”, “nein”, and “nicht” are used in various circumstances to negate a sentence in the target language.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics. 7.1.NM.B.1 - Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Overarching Essential Questions What role does food and drink play in

the cultural identity of a nation?

Overarching Enduring Understandings Many countries use food and drink to display

traditions of their countries. Authentic cuisine may have strong historical ties to the

What is a modal auxiliary and why do

we use them?

Why is the future tense important in every day conversation?

What does it mean to “negate” a sentence? Why is it necessary to be able to negate sentences?

country.

Modal auxiliaries are helping verbs that are used to change the mood or tone of a sentence.

The future tense is important to explain activities that will be happening at a time other than the present.

Negating a sentence helps to explain something that is incorrect or not true. This is necessary to state the truth and rectify a false statement.


about authentic food and drink of the German-speaking world?

What are similarities and differencesbetween Germany and America related to dining out?

What are the modal auxiliaries in German? How are they used?

How does one form the future tense in German?

How does one negate a sentence in German?

Unit Enduring Understandings Introductory words relating to breakfast,

lunch, dinner, dessert, and drinks are used necessary to build a basic food vocabulary.

Differences and similarities can be seen when entering a restaurant, eating food in a restaurant, paying, and tipping a server.

The modal auxiliaries are mögen (to like), möchten (would like), müssen (must), wollen(to want), dürfen (to be allowed), können(can), and sollen (should). These verbs effect word order in the German sentence.

The future tense is formed with the helping verb werden (to become)

One negates a sentence using a kein-word, nicht, or nein. Difference situations require the use of different negations.

Unit RationaleCultural discussions are important to understand the people of a country. Discussing food and drink of the target culture allows students to understand the people of the country. Students are also able to identify similarities and differences between their own cultures and the culture being studied. Students may realize that the American culture related to food and drink is largely based off of Germany.

Unit OverviewStudents will build a larger vocabulary related to food, drink, and dessert. Students will use this vocabulary to draw meaning from cultural texts and short dialogues related to food that are written in the target language. Students will also create their own dialogues using the new vocabulary.

Students will examine cultural similarities and differences related to dining out in Germany and America. Students will be encouraged to examine how such a common activity can be so different

More advanced grammar (modal auxiliaries, future tense, and negation) allows for students to continue to see how their own language functions by studying a foreign language. Students can begin to draw conclusions based off of the patterns they have previously identified in German to make educated guesses about how new grammar topics function.

Higher order thinking skills can be applied when learning the conjugations of the modal auxiliaries. Examining patterns of the conjugation helps in making rules that can be applied to future use in German class.

depending on where one lives.

Grammar will be highly stressed in this unit. Three grammar topics will be introduced and practiced; modal auxiliaries, the future tense, and negation. Students will be encouraged to use past experiences with the language to create rules and patterns related to the new grammar topics. Word order will be examined when working with the modal auxiliaries and the future tense.


Students will research and cook an authentic dish from Germany, Austria, or Switzerland. Students will begin by researching historical information about the dish, including where the dish originates, when it was first documented, and interesting historical facts tied to the dish. After researching, students will cook the dish and bring it in for the class to try (students may opt to write a paper if they wish to not cook). Before allowing the class to try the food, students will give a short presentation about the food that they prepared. The presentation will include all of the information that students previously researched.

In addition to cooking the food, students must create recipe cards with all of the ingredients contained in the dish. The recipe card must contain the German word for each ingredient along with the English translation. These cards will allow students to further build their vocabulary, and allow students with food allergies to determine if he/she may eat the dish.Integration of 21st Century Themes

Global Perspectives Students will gain information related to authentic cuisine and dining customs of the target

culture. This information will allow students to identify similarities and differences between their own culture and the target culture.


Civic Literacy Students will act as the teacher when giving their presentations about the food that they

prepared. Students will give their own knowledge that they acquired through research to their classmates

Cultural information discussed throughout the chapter may be applied and shared in other courses, including history.

Students will continue to decipher fact from stereotype to gain a factual based knowledge of other cultures.

Students will be encouraged to work in groups and with pairs through out the unit, whether it is on activities or interviewing one another. Students will work together to solve problems and assist one another.


• Determine patterns when conjugating modal auxiliaries/future tense based off of past experiences. (E)• Use cognates to determine German equivalents for English words. (E)• Use past knowledge of negating sentences (seen in reading/dialogues) to determine rules for placement of negating word. (E)

Use Systems Thinking• Analyze grammatical aspects of sentences to determine parts of speech and the function of each part of speech. (T,A)• Analyze sentences to determine correct word order in regards to infinitive verb and modal auxiliary. (T,A)

Make Judgments and Decisions• Use past knowledge of conjugating to decide how to conjugate modal auxiliaries/future tense. (E)• Interpret spoken information to respond appropriately. (T,A)

Solve Problems• Effectively use vocabulary to answer questions (either written or spoken) in spontaneous situations with minimal errors. (T,A)• Use internet and computer to research historical facts related to authentic cuisine of Germany, Austria, or Switzerland. (T,A)

Learning Targets/ScaffoldingStudents will… be able to choose from a menu and order at a café or restaurant. be able to offer something to eat or drink. be able to make requests. be able to identify cultural similarities and difference related to dining out in Germany vs.

America. correctly use modal auxiliaries to change the mood/tone of a sentence to explain what they

desire. be able to negate a sentence using either nicht, kein, or nein. be able to create a sentence in the future tense. create an authentic dish to present and share with the class.


Students will research and cook an authentic dish from Germany, Austria, or Switzerland. Students will begin by researching historical information about the dish, including where the dish originates, when it was first documented, and interesting historical facts tied to the dish. After researching, students will cook the dish and bring it in for the class to try (students may opt to write a paper if they wish to not cook). Before allowing the class to try the food, students will

give a short presentation about the food that they prepared. The presentation will include all of the information that students previously researched.In addition to cooking the food, students must create recipe cards with all of the ingredients contained in the dish. The recipe card must contain the German word for each ingredient along with the English translation. These cards will allow students to further build their vocabulary, and allow students with food allergies to determine if he/she may eat the dish.Equipment needed: audio CDs, computer, speakers, computer labTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubrics, teacher generated guidelines and rubric for project

Key Terms Food and drink vocabulary Meal times and dessert vocabulary Modal auxiliaries – mögen, möchten, müssen, wollen, sollen, können, dürfen Infintive Verb – the unconjugated form of a verb (used at the end of a sentence when using a

modal auxiliary or future tense) Future tense – werden Negation – nicht, kein, nein Verbs – bringen, essen, kosten, schicken, schmecken, schreiben, sitzen, trinkenInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in


respond either orally or in writing to the question. Whiteboards – describe weather scenario while students draw what is being said Webquest Activity – students must go to a German restaurant website and answer various

questions about the menu (ex: Was ist der teureste Nachtisch? – What is the most expensive dessert?).

Design a restaurant menu – students create a menu for a restaurant including German vocabulary words and prices for the restaurant.

Customizing Learning/Differentiation Special Needs: Students may be grouped with students of other abilities and learning styles.

Students will help each other and act as peer teachers. Students may also have fill in the blank/matching sheets instead of open-ended responses. This will allow special needsstudents to practice matching correct questions/answers without having to produce so much spontaneous language.

Gifted Learners: Offer opportunities to explore more vocabulary for food and drink. Encourage gifted learners to focus on spontaneous speech during presentations.

Mainstream Learners: Offer various types of activities to practice listening, reading, writing and speaking. Listening activities will include audio CDs containing dialogue, authentic music where students will pick out words/phrases, and stories given in the target languages. Reading activities will include stories in the target language, dialogues between people, and activities from the textbook. Writing activities will include describing daily schedules, likes/dislikes of school. Speaking activities will include class surveys, answering questions, and creating dialogues.





provided during review gamesPrimary Interdisciplinary ConnectionsSocial Studies, Language Arts Literacy, Technology, 21st Century LifeResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard SoftwareSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• White Boards – use white boards to practice and reinforce vocabulary• Graphic Organizer – students will fill in graphic organizer to organize the information from dining out cultural reading.• Use online newspapers and magazines to identify future tense and modal auxiliaries in authentic texts.• Webquest Activity – students must go to a German restaurant website and answer various questions about the menu (ex: Was ist der teureste Nachtisch? – What is the most expensive dessert?). • Design a restaurant menu – students create a menu for a restaurant including German vocabulary words and prices for the restaurant. Create a dialogue to go along with the menu.

• Categories – students must separate vocabulary pictures/words into three categories and label each category and picture (ex: breakfast food, lunch food, dinner food). Students must explain why they separated the food into those categories/logical behind it.


Lesson 1Lektion A – Was isst du?

10 days

Lesson 2Lektion B – Eis und Eiscafé

10 days



Lesson Title: Modal Auxiliaries Day 2 Timeframe: 1 day

Lesson Components

21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy


21st Century Skills







Integration of Technology: Computer, SmartBoard

Equipment needed: Computer, SmartBoard, Projector


Students: will identify the

meanings of the modal auxiliaries.

will conjugate the modal auxiliaries.

will use the modal auxiliaries in sentences.

Lesson Sequence 1. Review what a modal auxiliary is and

how is it used – word placement in sentence(2 minutes)

2. Review the modal auxiliaries and their meanings (2 minutes)

3. Verb Races – students work in teams to race to the board to write the correct conjugation of a modal verb that is given

Student responses during review – what is a modal auxiliary/how is it used?

Team responses during verb race game.

Student responses when working with white boards.

Monitor class while

will identify what a modal auxiliary is and how it is used in a sentence.

to them. First team to conjugate correctly gets a point. Review each verb after it is conjugated. (10 minutes)

4. White Boards – each student gets a white board and will write the correct conjugation of a modal verb given (ex: He + wants = Er will). (10 minutes)

5. Word order activity – student get a worksheet with scrambled sentences containing modal verbs. Students must unscramble the sentences to create logical, grammatically correct sentences. Do example as class. (3 minutes for example)

6. Students work in partner to finish the worksheet. (8 minutes)

7. Review answers to worksheet as a class on SmartBoard. Selected students will write their answers and explain their reasoning behind them (5 minutes)

students work in partners. Answers given on

worksheet.

Differentiation: Students will have the opportunity to seek teacher assistance when working with a partner on the worksheet. Students may also be strategically paired to work with others of varying abilities. Students are offered a variety of learning styles in this lesson – games, white board, worksheets, partner work, class work.

Resources Provided Deutsch Aktuell I Textbook teacher generated worksheet for modal auxiliaries White Boards SmartBoard



UNIT PLAN

Course Title: German I Unit Name: Wie gefällt dir das? (How do you like that?)Grade Level: 9-12

Content StatementsClothing plays a large role in the life of a teenager. Clothing may be used to express oneself and one’s character. The ability to talk about clothing allows one to express what he/she likes or dislikes. Shopping also plays a role in the life of a teenager.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands,

Understanding cultural differences and similarities between shopping also give view into the social lives of teenagers from America and the German-speaking world.

Colors are closely related to the theme of clothing. One can use colors to describe the clothing that one is wearing. Colors are also important to describe all other nouns.

A number of verbs in German do not follow the regular pattern of conjugation. These verbs undergo a change in the du and er/sie/es forms. These irregular verbs are known as stem vowel changing verbs.

A number of German words are used strictly for emphasis (aber, denn, doch, and j a). These words do not have a direct translation, but are important in conversational usage. Such words are used to make expressions sound less direct and more friendly.

and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 - Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materialson familiar topics. 7.1.NM.B.1 - Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words,phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.3 - Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Overarching Essential Questions What role does clothing and shopping

play in the lives of German and American teenagers?

What are verbs with stem vowel changes and how do they differ from regular verbs?

What role do words that do not have a direct translation play in a sentence?

Overarching Enduring Understandings Many teenagers use clothing to express their

personal style, likes, and dislikes between both cultures.

Verbs with stem changes do not follow the regular pattern of conjugating; they undergo changes in the du and er/sie/es forms.

Some German words are used strictly for emphasis and do not have a direct translation.

These words make expressions less direct.Unit Essential Questions What vocabulary is necessary to speak

about clothing in the target language?

What are cultural similarities and differences related to shopping/department stores in Germany and America?

What verbs have a stem vowel change? How are they conjugated?

What words are used strictly for emphasis? How are they used in a sentence?

Unit Enduring Understandings Words related to clothing (jeans, shirts, pants,

etc.) as well as descriptive adjectives (tight, loose, big, small) are necessary to describe clothing in the target language.

Similarities and differences can be seen between the two culture regarding sales, prices, and department store set-ups.

Two types of stem vowel changing verbs are a ä and e i/ie. These verbs change form in the du and er/sie/es forms.

Aber, denn, doch, and j a are strictly used for emphasis. The placement of these words is similar to nicht.

Unit RationaleMore advanced grammar allows for students to continue to see how their own language functions by studying a foreign language. Students can begin to draw conclusions based off of the patterns they have previously identified in German to make educated guesses about how new grammar topics function.

Cultural differences between clothing and shopping in both countries allow students to see how greatly this theme affects the lives of teenagers. Exploring these differences will allow students to continue exploring differences between teenage life in America and the German-speaking world.

Unit OverviewStudents will continue to build their vocabulary base. Vocabulary will be related to clothing, colors, and some descriptive adjectives. Students will use the new vocabulary to draw meaning from cultural reading, dialogues, and listening activities. Students will also use the vocabulary to create their own dialogues and sentences.

Cultural comparisons and contrasts will continue to be explored. Students will look into similarities and differences related to shopping in Germany and America. Cultural readings will allow students to draw conclusions about the topic based off of fact.

Grammar topics will continue to become more advanced. Stem changing verbs will begin to be explored in this unit. Students will be encouraged to draw on past experiences with conjugating to try to develop patterns related to the new verbs.

Words used for emphasis will be introduced and practiced. These words are used to lighten the seriousness of a statement and make the statement less direct. These words follow similar to placement to the word nicht, which was introduced in the last unit. Students will be encouraged to use prior learning experiences to

use these new emphasis-words.Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

Class will watch a portion of a fashion show. Students will work in groups to describe the clothing in the target language that each model is wearing in the show. After each model walks, each group will have a chance to write a description of what the model wore and present what they wrote for the clothing. Other groups will say if they agree or disagree and why, depending on what they wrote themselves.Integration of 21st Century ThemesGlobal Perspectives Students will gain information related to clothing and shopping of the target culture. This

information will allow students to identify similarities and differences between their own culture and the target culture.


Civic Literacy Cultural information discussed throughout the chapter may be applied and shared in other

courses. Students will continue to decipher fact from stereotype to gain a factual based knowledge of




• Determine patterns when conjugating stem changing verbs based off of past experiences. (E)• Use cognates to determine German equivalents for English words. (E)• Use past knowledge of negating sentences to determine rules for placement of emphasis words. (E)


Make Judgments and Decisions• Interpret spoken information to respond appropriately. (T,A)• Analyze spelling of verbs to determine if the verb undergoes a stem vowel change. (T,A)


Learning Targets/ScaffoldingStudents will… be able to describe and choose clothing. be able to ask about prices. be able to identify verbs that undergo stem vowel changes. be able to conjugate verbs that undergo stem vowel changes.

be able to talk about a department store. be able to use words that are used for emphasis to make conversation sound more natural.


Equipment needed: audio CDs, computer, speakersTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubricsKey Terms Clothing vocabulary Descriptive adjectives (tight, loose, dark, light, big, small, expensive, cheap, etc.) Stem Vowel Changing Verbs – fahren(to drive), gefallen (to be pleasing), essen (to eat),

geben (to give), lesen (to read), nehmen (to take), sehen (to see), sprechen (to speak) Words used for emphasis – aber, denn, doch, j a Color vocabulary Verbs – anhaben, bedienen, glauben, losgehen, passen, stehen, tragen, wissenInstructional Strategies

Introduce new vocabulary using vocabulary charts/transparencies and have students fill in blank chart.

Demonstrate correct pronunciation of words and have students repeat. Use gestures, emotions, props to convey word meanings using only the target language. Daily Questions - A question of the day will be asked in target language and students will

respond either orally or in writing to the question. Whiteboards – describe weather scenario while students draw what is being said Webquest Activity – students must go to a German department store website and answer

various questions about the what is currently on sale. Watch Fashion Show - Class will watch a portion of a fashion show. Students will work in

groups to describe the clothing in the target language that each model is wearing in the show. After each model walks, each group will have a chance to write a description of what the model wore and present what they wrote for the clothing. Other groups will say if they agree or disagree and why, depending on what they wrote themselves.

Have a Fashion Show – students will be the models in a fashion show. Classmates must describe what the “model” is wearing.

Customizing Learning/Differentiation


Gifted Learners: Offer opportunities to explore more vocabulary for clothing and verbs with stem verb changes. Encourage gifted learners to focus on spontaneous speech during presentations.






provided during review gamesPrimary Interdisciplinary ConnectionsLanguage Arts, Technology, 21st Century Life

ResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard SoftwareSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• White Boards – use white boards to practice and reinforce vocabulary• Graphic Organizer – students will fill in graphic organizer to organize the information from

department store cultural reading.• Use online newspapers and magazines to identify stem changing verbs in authentic texts.• Webquest Activity – students must go to a German department store website and answer various questions about the current sales.• Categories – students must separate vocabulary pictures/words into three categories and label each category and picture (ex: men’s clothing, women’s clothing, gender neutral clothing). Students must explain why they separated the clothing into those categories/logical behind it.• Watch Fashion Show - Class will watch a portion of a fashion show. Students will work in groups to describe the clothing in the target language that each model is wearing in the show. After each model walks, each group will have a chance to write a description of what the model wore and present what they wrote for the clothing. Other groups will say if they agree or disagree and why, depending on what they wrote themselves.• Have a Fashion Show – students will be the models in a fashion show. Classmates must describe what the “model” is wearing.• Color-by-Number – students must do a color by number in German to assess their comprehension of the German color vocabulary.• Suitcase for Vacation – bring in a suitcase packed for vacation. Pull out clothing and have students identify what each article of clothing is.


Lesson 1Lektion A – Kleidungsstücke

10 days

Lesson 2Lektion B – Die Farben

10 days



Lesson Title: Vocabulary Review / Color Quiz Timeframe: 1 day

Lesson Components

21st Century Themes



21st Century Skills











describe items of clothing.

will be able to describe outfits.

will complete a quiz on colors and clothing items.

will write complete sentences to describe what they and others are wearing.

Lesson Sequence 1. Bellringer – students write/describe

what they are wearing today (3 minutes) 2. Review homework from last night (3

minutes)3. Mein Koffer für die Reise – bring out

packed suitcase for vacation. Take out piece by piece and have random students identify what each item of clothing is. Students must describe the clothing (color, size, etc.) (15 minutes)

4. Fashion Slide Show – display pictures of celebrities walking down the street. Students will work in a group and describe what each celebrity is wearing. (9 minutes)

5. Quiz – colors and clothing (10 minutes)

Responses for Bellringer Responses from

homework assignment Answer when describing

clothing from suitcase monitor group work to

see how students are describing each outfit

answers provided on quiz for colors and clothing

Differentiation: Students may be strategically paired to work with others of varying abilities. Students are offered a variety of learning styles in this lesson – speaking, listening, group work, individual work, written work.

Resources Provided Deutsch Aktuell I Textbook Teacher generated quiz Fashion Slideshow for group work Packed suitcase SmartBoard



UNIT PLAN

Course Title: German I Unit Name: Geburtstag (Birthday) Grade Level: 9-12

Content StatementsCelebrations are important in both Germany and America. Families and relatives celebrate different occasions, including birthdays, weddings, graduations, and religious events. There are similarities and differences between the way these two cultures celebrate these occasions.

A possessive adjective is a pronoun that is used as an adjective to indicate who owns a noun. Possessive adjectives are used to replace the definite or indefinite article in the sentence. The use of possessive adjectives in German depends on the gender of the noun, as well as the case of the noun (nominative or accusative).

Personal pronouns are used to take the place of a noun. In German, the three personal pronouns are er, sie, and es in the nominative case, and ihn, sie, es in the accusative case.

A preposition is used as a connecting word. The prepositions durch, für, gegen, ohne, and um in German are always followed by the accusative case. These are known as the “accusative prepositions”.

Cumulative Progress Indicators7.1.NM.A.1 - Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes.7.1.NM.A.2 - Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.7.1.NM.A.3 - Recognize a few common gestures and cultural practices associated with the target culture(s).7.1.NM.A.4 - Identify familiar people, places, and objects based on simple oral and/or written descriptions.7.1.NM.A.5 -Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar topics. 7.1.NM.B.1 -Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 - Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities.7.1.NM.B.3 - Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions.7.1.NM.B.4 - Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.7.1.NM.B.5 - Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas.7.1.NM.C.2 - Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.7.1.NM.C.3 -

Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 - Present information from age- and level-appropriate, culturally authentic materialsorally or in writing.7.1.NM.C.5 - Name and label tangible cultural products and imitate cultural practices from the target culture(s).

Overarching Essential Questions What role do celebrations play in the

cultures of Germany and America?

What is a possessive adjective and for what are possessive adjectives used?

What is a personal pronoun and for what are personal pronouns used?

What is the function of a preposition? How are accusative prepositions used in German?

Overarching Enduring Understandings Both cultures use celebrations to recognize

major events in one’s life.

A possessive adjective is a pronoun that is used as an adjective. Possessive adjectives are used to show possession.

A personal pronoun takes the place of a noun.

A preposition is used to connect nouns toshow a relationship between two nouns. Accusative prepositions will always be followed by the accusative case in German.


about celebrations in the target language?

What are the possessive adjectives in German?

How do possessive adjectives differ between the nominative and accusative cases?

What are the personal pronouns? How do the personal pronouns differ between the nominative and accusative cases?

What are the five accusative prepositions in German?

Unit Enduring Understandings Words relating to gifts, birthdays, holidays,

graduations, and other life achievements are necessary to discuss celebrations.

The possessive adjectives are mein (my), dein(your), sein (his/its), ihr (her/their), unser(our), eurer (your) and Ihr (your).

Different endings are added to the possessive adjectives to demonstrate the nominative and accusative cases. These endings follow the patterns on definite and indefinite articles.

Personal pronouns are used to take the place of a noun. Er, sie, and es are the personal pronouns in the nominative case. Ihn, sie, and es are the personal pronouns in the accusative case.

The five accusative prepositions are durch(through, für (for), gegen (against), ohne(without), and um (around).

Unit RationaleMore advanced grammar allows for students

Unit OverviewStudents will continue to build their vocabulary

to continue to see how their own language functions by studying a foreign language. Students can begin to draw conclusions based off of the patterns they have previously identified in German to make educated guesses about how new grammar topics function.

Discussing grammar allows students to label what each grammatical aspect is. Students can use this information in English class when learning about possessive adjective, prepositions, personal pronouns, etc.

Cultural differences between clothing and shopping in both countries allow students to see how greatly this theme affects the lives of teenagers. Exploring these differences will allow students to continue exploring differences between teenage life in America and the German-speaking world.

base. Vocabulary will be related to celebrations and gifts. Students will use the new vocabulary to draw meaning from cultural readings, dialogues, and listening activities. Students will also use the vocabulary to create their own dialogues and sentences.

Students will also be explored to vocabulary related to the house/apartment. Students will use this information to draw meaning from cultural readings, dialogues, and listening activities.

Cultural comparisons and contrasts will continue to be explored. Students will look into similarities and differences related to special occasions/celebrations in Germany and America. Cultural readings will allow students to draw conclusions about the topic based off of fact.

Grammar will be highly stressed and practiced in this unit. Grammar themes will continue to become more complex and advanced. Students will begin working with possessive adjectives, personal pronouns, and prepositions that take the accusative case. Students will be encouraged to use past knowledge of the language to develop hypotheses when working with the new topics.


Each student is given an allocated amount of money that his or her parents are willing to spend on a birthday present (in Euros). Students will go to the website www.mediamarkt.de (German electronics store) to create a list of birthday presents that they would like their parents to buy form them (the gift can not be more than the amount of money their parents are willing to spend). Students will have to navigate the website to search for different CDs, DVDs, electronics, and games that they would want to have. Students will then write their parents a letter in German to explain what they found on the website and what they wish to receive for their birthdays.Integration of 21st Century ThemesGlobal Perspectives Students will gain information related to special occasions and celebrations of the target

culture. This information will allow students to identify similarities and differences between their own culture and the target culture.


Students will work with authentic websites. This will allow students to see how prices vary between both countries (what items are more expensive, what items are cheaper).

Civic Literacy Cultural information discussed throughout the chapter may be applied and shared in other

courses. Students will continue to decipher fact from stereotype to gain a factual based knowledge of




• Use cognates to determine German equivalents for English words. (E)• Use past knowledge of nominative and accusative cases to determine rules for possessive adjectives and personal pronouns. (E)


Make Judgments and Decisions• Use past knowledge of indefinite and definite articles to make decisions about endings of the possessive adjectives.• Interpret spoken information to respond appropriately. (T,A)


Learning Targets/ScaffoldingStudents will… be able to talk about birthday presents. be able to talk about celebrations and special occasions in the target language. be able to congratulate someone. be able to identify rooms and furniture. use possessive adjectives in the nominative and accusative cases. use personal pronouns to replace nouns in the nominative and accusative cases. be able to identify and use the five accusative prepositions.

Evidence of LearningSummative Assessment (3 different days)Students will take end of section quizzes to assess vocabulary and grammar. Students will also take an end of unit test to assess all of the information taught throughout the unit. End of unit test will include writing, speaking, listening, and reading sections.Equipment needed: audio CDs, computer, speakersTeacher Resources: teacher generated tests/quizzes, interpersonal and presentational speaking rubrics

Key Terms Birthday and gift vocabulary Celebrations and special events vocabulary Possessive Adjectives – mein (my), dein (your), sein (his/its), ihr (her/their), unser (our),

euer (your), Ihr (your). Personal Pronouns – Nominative Case (er, sie, es) ; Accusative Case (ihn, sie, es)

Personal Pronouns – mich (me), dich (you), ihn (him/it), sie (she), es (it), uns (us), euch(you), sie/Sie (them/you).

House and Apartment vocabulary Accusative Prepositions – durch (through), für (for), gegen (against), ohne (without), um

(around) Verbs – anrufen, aufmachen, begrüßen, einladen, funktionieren, hoffen, lächeln, staunen,

wünschen, zeigenInstructional Strategies Introduce new vocabulary using vocabulary charts/transparencies and have students fill in


respond either orally or in writing to the question. Whiteboards – describe weather scenario while students draw what is being said Webquest Activity – students must go to a German department store website and create a

birthday list of gifts they would like to receiveCustomizing Learning/Differentiation Special Needs: Students may be grouped with students of other abilities and learning styles.


Gifted Learners: Offer opportunities to explore more vocabulary for birthdays, celebrations, and home. Introduce students to the dative case, the next case that will be learned in German II. Encourage gifted learners to focus on spontaneous speech during presentations.




demonstrate comprehension

TPR Interpretive listening and reading activities – check for understanding by asking questions,


provided during review gamesPrimary Interdisciplinary ConnectionsLanguage Arts, Technology, Social Studies, 21st Century LearningResourcesReferences Deutsch Aktuell I – EMC Publishing www.youtube.com www.google.com Teacher’s Discovery – supplemental materials and manipulatives to practice verb

conjugations, vocabulary words, TPR activities. Collaboration Tools www.google.com/docs www.wikispaces.com Digital Tools Deutsch Aktuell I Online Textbook – EMC Publishing Powerpoint, SmartBoard Software www.mediamarkt.deSuggested Activities for Inclusion in Lesson Planning• Flyswatter Game – Students will compete to be the first to identify the correct vocabulary word in the target language.• White Boards – use white boards to practice and reinforce vocabulary• Graphic Organizer – students will fill in graphic organizer to organize the information from celebrations/special occasions cultural reading.• Use online newspapers and magazines to identify stem changing verbs in authentic texts.• Each student is given an allocated amount of money that his or her parents are willing to spend on a birthday present (in Euros). Students will go to the website www.mediamarkt.de (German electronics store) to create a list of birthday presents that they would like their parents to buy form them (the gift can not be more than the amount of money their parents are willing to spend). Students will have to navigate the website to search for different CDs, DVDs, electronics, and games that they would want to have. Students will then write their parents a letter in German to explain what they found on the website and what they wish to receive for their birthdays.• Students write all nominative and accusative case pronouns on index cards in English and German. Mix up the cards and match the correct English to German card and vice versa.• Students draw pictures to demonstrate each accusative preposition. Label the picture with the correct preposition.• Create a birthday invitation – students create a birthday invitation that includes information about the birthday party (when, where, why, etc.)


Lesson 1Lektion A – Geburtstag und Geschenke

10 days

Lesson 2Die Wohnung oder das Haus

10 days



Lesson Title: Accusative Preposition Day 2 Timeframe: 1 day

Lesson Components

21st Century Themes



21st Century Skills











identify the five accusative prepositions and their meanings.

will be able to illustrate the accusative prepositions.

be able to complete sentences using the accusative prepositions and the correct case.

will be able to create

Lesson Sequence 1. Bellringer Activity – students complete

sentences using accusative case after the preposition (3 minutes)

2. Review the accusative prepositions and their meanings (2 minutes)

3. Show pictures on SmartBoard that illustrate the five accusative prepositions. Select students randomly to give what preposition is being shown (5 minutes)

4. Students work in groups – each group creates 5 pictures that demonstrate the accusative prepositions (15 minutes)

5. Groups present pictures to the class. Classmates must guess what preposition is being illustrated (5 minutes)

responses during bellringer activity and review activity

student responses during picture slideshow to assess if they understand the meaning of each preposition

monitor group work for understanding of the prepositions

responses for activity #17 on pg. 243

responses on student Exit Tickets

complete sentences using accusative prepositions.

6. pg. 243 #17 – Wie viel bezahlst du für… Work as a class to create complete sentences to explain how much money was paid for each item. Use accusative preposition “für”.

7. pg. 244 #18 – Students create complete sentences using the words provided. They must use the correct accusative preposition and the correct case following it. Hand in work as exit ticket. (5 minutes)

Differentiation: Students may be strategically paired to work with others of varying abilities. Students are offered a variety of learning styles in this lesson – speaking, listening, group work, individual work, written work.

Resources Provided Deutsch Aktuell I Textbook Slideshow of prepositions SmartBoard

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