HS German Guide

Instructional Guide 202 4 -202 5

High School German

Canyons School District

Instructional Supports Department

WORLD LANGUAGE INSTRUCTIONAL GUIDES Teacher Collaboration

CSD World Language Curriculum maps were collaboratively developed and refned by World Language teacher committees using feedback from classroom teachers and the Instructional Supports Department. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD.

. Danke. Gracias. Merci. Thank you. 谢谢 .

ありがとう .

What’s New and Updated in World Language

What’s New This section contains a listing of pages in the map that are new this year. Description

ACT Connections

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Description

Unit Overviews with Unpacked Standards - learning progressions for each level of language pro fi ciency

World Language (WL) Resources - ACTFL Language Pro fi ciency Guidelines

Updated 6.11.24

Canyons School District

Instructional Supports Department

WORLD LANGUAGE OVERVIEW Canyons School District World Language Instructional Guides

Canyons School District’s World Language Instructional Guides are based on the Utah World Language Core Standards for Profciency and the Profciency Guidelines as defned in the 2012 American Council on the Teaching of Foreign Languages (ACTFL) (https://www.actf.org). The standards provide a clear description of what can be done with language at various levels (novice, intermediate, advanced) in all language domains (speaking, writing, listening, and reading) and are integrated in the areas of communication and culture. SCOPE & SEQUENCE The World Language Instructional Guides are divided into units. These are the main units to be covered during one school year and can be supplemented with district approved materials. Brighton High School follows a separate academic calendar so the scope and sequence is divided in 3 trimesters. Here is an example for a 6-unit instructional guide scope and sequence. This can be found in the year at a glance for eachunit.

Sample Scope & Sequence

AHS, CCHS, JHS, HHS

BHS

Semester 1

Semester 2

Trimester 1

Trimester 2

Trimester 3

Units 1-3

Units 4-6

Units 1-3 (a)

Units 1-3 (a) or 4-6 (b)

Unit 4-6(B)

WORLD LANGUAGE CLASSES AND PROFICIENCY LEVELS Generally, the world language classes offered in CSD are aligned with the level of language profciency a student acquires over time.

Grade Level

Language & Level

Profciency Level

Chinese AP, French 4/AP, German 4/AP, Spanish 4/AP

Intermediate Mid

ASL 3, Chinese 4, French 3, German 3, Spanish 3

Intermediate Low

ASL 2, Chinese 3, French 2, German 2, Spanish 2

Novice High

High School

ASL 1, Chinese 2, French 1, German 1, Spanish 1, Japanese 2

NoviceMid

Chinese 1, Japanese 1

Novice Low

French 1A & 1B, French 1 & 2, Spanish 1A & 1B, Spanish 1 & 2

NoviceMid

Middle School

Chinese 1A & 1B

Novice Low

Profciency Level Descriptors for each Mode of Communication Interpersonal Interpretive Presentational

Canyons School District

Instructional Supports Department

ASSESSMENTS Students are formally assessed each year through the AAPPL and AP Exams

AAPPL TESTING

ADVANCED PLACEMENT (AP)

DATE

Every year in April

Every year in May

SAMPLE

Level 2 & 3 Chinese, French, German, Japanese & Spanish, NO ASL testing Form A - Novice to Intermediate, Interpretive Listening & Speaking & Presentational Writing Online at each school site https://www.languagetesting.com/aappl-g uide

AP World Language and Culture for Chinese, German, French & Spanish

FORMAT

Online and/or paper-pencil at each school site https://apcentral.collegeboard.org/

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

● Understand and use profciency level criteria to plan language activities and lessons.

● Know and understand end of year target profciency level ● Understand techniques that will support achievement profciency targets. ● Produce language at the appropriate level. ● Use English to ask for clarifcation when necessary. ● Use a variety of task-oriented activities that require sole use of the target language.

Profciency Level

● Use the target language (TL) building over time: - by the end of level 1: 50-70% - level 2: 70% - level 3, 4, 5: 90-100% ● English (L1) is used to briefy explain and clarify as needed. ● Teachers elicit language and provide many opportunities for production at the appropriate level. ● Themes and activities represent real world situations (ie. student life & culture. ● Culture is integrated throughout each lesson/text refecting its 3 dimensions: products, practices and perspectives. ● Content aligned to district scope and sequence and the Utah World Language Core Standards. ● Grammar is taught in the context of a communicative lesson, and regular feedback given to correct errors. - Explain, post and reference throughout the lesson stating what students will do with the language. - Use backward design to plan a lesson. - Language focus incorporates the three modes of communication (interpretive, interpersonal, and presentational). ● Comprehensible Input: - Build background knowledge. - Utilize actions, visuals, and realia. ● Explicit Instruction/I do-We do-You do: - Introduce new vocabulary through explicit vocabulary routine. - Use the modeling cycle providing examples of expectations and language ● Content & Language Objectives/ Learning Intentions/Success Criteria:

Language Use

● Learn relevant topics and themes that represent the real world context ● Use language to communicate in real world situations. ● Learn grammar by using it in a meaningful and communicative way ● Acquire awareness of the target language culture and understand differences between their own culture by comparing and analyzing its 3 dimensions: products, practices, and perspectives. ● Rely on actions, visual, realia and examples appropriate for their level to produce language. ● Rely on scaffolding and strategies for ● Use sentence frames to produce language. ● Speak, read, write and listen in the partner language. ● Understand and can explain the learning objective and success criteria for the lesson. ● Reference word walls, graphic organizers, concept walls. ● Know and recognize the three modes of communications when engaging in class activities. ● Students take risks and make mistakes. reproduction, comprehension and application to learn new materials.

Content

Core Instructional Strategies for Language Learning

Canyons School District

Instructional Supports Department

Best Practices for World Language

Practice

Teacher Moves

Student Moves

production. ● Checking for Understanding: - Frequently check for understanding through student opportunities to respond (OTR), choral response, hand signals, tpr. ● Engagement: - Communicate expectations for routines (ie. partner share, SCD, think-pair-share, paraphrase to a partner, choral response) - Implement the 3 modes of communication to engage students. - Provide support & immediate feedback using correct language and concrete examples. ● Language References: - Provide scaffolds, concept wall, word wall, graphics organizers. ● Base formative/assessments on profciency targets and CSD Instructional guides. ● Frequently measure all 3 modes of communication (interpretive, interpersonal and presentational) in multiple ways. • Intentionally plan formal/informal OTR’s to check for understanding. • Utilize and provide rubrics to track student performance and for student self-assessments. ● Use appropriate previously reviewed leveled & authentic texts to plan activities & lessons ● Teachers use authentic texts (ie. video, text, article etc.) appropriate for the language levels in order to scaffold and clarify meaning.

● Understand that evaluations are based on reaching the profciency targets for their level. ● Understand that checks for understanding and formal/informal OTR’s are part of the learning process. ● Use a rubric before the project/assessment and then after to evaluate their own learning. ● Know and understand end-of-year target profciency level. ● Use culture-rich text to demonstrate their understanding. ● Use background knowledge and strategies to understand authentic materials and resources.

Assessments &Grading

Authentic Resources

Instructional Guide

German 1

YEAR AT A GLANCE German Level 1

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

4-5 weeks

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

2-3 weeks

Families and Friends

Around town/Café

Leisure/ Hobbies

Introduction Welcome

Unit

School

Clothing

● School

● Families ● descriptions, ● professions, ● possessive adjectives, ● 61-100, ● prepositions

● Greetings ● Classroom procedures ● Number 0-60 ● Pronouns ● Adj agreement

vocabulary ● Schedules ● Activities ● Negatives ● Questions ● Time

● Places to go ● Café ● making plans, ● interrogatives and partitive

● Leisure ● Adverbs ● Calendar ● weather

Essential Vocabulary & Structure

● Clothing, ● Accessories ● adjectives

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE MID (NM) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

● Listening NM-IL 1-3

● Reading NM-IR 1-2

● Listening, Speaking, Reading, Writing NM IC 1-7 I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.

● Speaking NM-PS 1-5

● Writing NM-PW 1-4

I can recognize a few memorized words and phrases when I hear them spoken.

I can recognize a few characters. I can identify a few memorized words and phrases.

I can present information about myself and some other very familiar topics using single words or memorized phrases.

I can copy some familiar words or phrases using the correct stroke order.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

GERMAN LEVEL 1

UNIT 1 WELCOME TO GERMAN CLASS

PACING

Profciency Level

RESOURCES

KEY LANGUAGE USE(S)

● ● ● ●

5-6 weeks/unit

Novice-Mid

USBE Standards ACTFL website

INFORM

ACTFL Profciency Guidelines World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Greetings (Guten Morgen, Guten Tag etc.) and good-byes ( Auf Wiedersehen, Bis später, Tschüss etc.) ● Cognates ( ie: Braun, grün, Welt, Frisch, Wasser, Sommer etc.) ● Introduction ( Ask someone their name, Formal: Wie heißen Sie? Informal: Wie heißt du? Ich heiße (name). ● Tell someone where you are from, (Formal: Woher kommen Sie? Informal : Woher kommst du?Ich komme aus (place)). ● Ask someone elses where they are from, count 0 to 20, exchange phone number with someone, Ask a friend how they are doingetc) ● Procedures and Essential phrases (ie: Steh auf! Steht auf! Sitz dich! Setzt euch! Pass auf! Passt auf! etc.) ESSENTIAL QUESTION(S) CULTURAL CONNECTION(S) ● Who amI? ● How does what I do defne who I am? ● How am I similar to and different from young people in Speaking-German countries ? • Expressions of cultural identity LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 1. words on a list from very familiar topics 2. very simple information on familiar topics 3. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. simple words and phrases about daily activities 2. simple questions on familiar topics 3. some multi-step directions or instructions, especially when accompanied by gestures and repetition 4. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 1. basic personal information (name, address, phone number, birth date) 2. brief descriptions of people or places mostly in list form 3. responses to simple questions 4. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 1. greet someone in a culturally appropriate manner 2. introduce self 3. ask “how are you?” 4. respond appropriately to the question “how are you?” 5. answer simple questions to provide basic information 6. ask simple, formulaic questions 7. provide simple information on subject matter content

SCAFFOLDING IN ACTION

● Use a variety of visuals to defne the meaning of words and phrases. ● Have students work in pairs to create sentences using the new vocabulary to describe a person, a friend. ● Have students work in pairs to fnd pictures that illustrate the difference in expression. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations

Skill Building

between objects & vocabulary.

● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

UNIT2 FREE TIME & GETTING ACQUAINTED

GERMAN LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website

5-6 weeks/unit

Novice-Mid

INFORM

● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Tell and ask about likes and dislikes using the language functions and features:

○ common activities ○ negative statements ○ days, months or seasons (ex: Montag, Januar, Winter etc. )

● Verb: sein etc. ● Describe myself and others using:

○ Wie sehe ich aus? How do I look? ○ Wie sieht (er/sie/es) aus? How does he/she/it look? What does he/she/it look like? ○ Wie sehen (wir/sie/Sie) aus? How do we/they/you look? What do we/they/you look like? ○ adjectives and vocabulary (ex: abenteuerlich, athletisch etc.) ● correct word order ● interrogatives ESSENTIAL QUESTION(S) CULTURAL CONNECTION(S) ● WhoamI? ● How does what I do defne who I am? ● How am I similar to and different from young people in Germany ? • Expressions of cultural identity LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING

When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 4. words on a list from very familiar topics 5. very simple information on familiar topics 6. short, simple descriptions, especially if there are pictures or other supportive visuals

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 5. simple words and phrases about daily activities 6. simple questions on familiar topics 7. some multi-step directions or instructions, especially when accompanied by gestures and repetition 8. some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 5. basic personal information (name, address, phone number, birth date) 6. brief descriptions of people or places mostly in list form 7. responses to simple questions 8. simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 8. greet someone in a culturally appropriate manner 9. introduce self 10.ask “how are you?” 11.respond appropriately to the question “how are you?” 12.answer simple questions to provide basic information 13.ask simple, formulaic questions 14.provide simple information on subject matter content

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

UNIT3 SCHOOL LIFE

GERMAN LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website

5-6 weeks/unit

Novice-Mid

INFORM

● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Tell and ask about likes and dislikes using the language functions and features: ○ common activities, hobies ○ negative statements ● Time , school,schedule

○ Talk about class schedule , School subjects, school supplies ex: School Subjects (Schulfächer: Algebra, Kunst Band etc. und Schulsachen ie: (m) Rucksack, (n) book, (m) Taschenrechner) andPlaces ○ Verb Haben present tense ○ Noun plurals

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How does what I do defne who I am? ● How am I similar to and different from young people in Germany ?

● What is school life like in German Speaking countries?

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 7. words on a list from very familiar topics 8. very simple information on familiar topics 9. short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 9. simple words and phrases about daily activities 10.simple questions on familiar topics 11.some multi-step directions or instructions, especially when accompanied by gestures and repetition 12.some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 9. basic personal information (name, address, phone number, birth date) 10.brief descriptions of people or places mostly in list form 11.responses to simple questions 12.simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 15.greet someone in a culturally appropriate manner 16.introduce self 17.ask “how are you?” 18.respond appropriately to the question “how are you?” 19.answer simple questions to provide basic information 20.ask simple, formulaic questions 21.provide simple information on subject matter content

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people

greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

UNIT4 HOME AND FAMILY

GERMAN LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

● KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website ● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

5-6 weeks/unit

Novice-Mid

INFORM

ESSENTIAL VOCABULARY & STRUCTURE ● Tell and ask about home and family using the language functions and features: ○ Adjectives for describing people (f) Familie ○ Places to live ○ Offering something to eat and drink and responding to an offer ● Describe a room and furnitures (das Zimmer, Möbel etc. ) ○ Possessive adjectives mein, sein, dein, ihr ○ Indefnite article ein, eine ● Describe myself and others using: ○ Wie sehe ich aus? How do I look?

○ Wie sieht (er/sie/es) aus? How does he/she/it look? What does he/she/it look like? ○ Wie sehen (wir/sie/Sie) aus? How do we/they/you look? What do we/they/you look like? ○ adjectives and vocabulary (ex: abenteuerlich, athletisch etc.) ● correct word order ● interrogatives ESSENTIAL QUESTION(S) CULTURAL CONNECTION(S) ● How has my home environment infuenced my personal identity? ● How is my family life similar and/or different from German-Speaking families?

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 10.words on a list from very familiar topics 11.very simple information on familiar topics 12.short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 13.simple words and phrases about daily activities 14.simple questions on familiar topics 15.some multi-step directions or instructions, especially when accompanied by gestures and repetition 16.some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 13.basic personal information (name, address, phone number, birth date) 14.brief descriptions of people or places mostly in list form 15.responses to simple questions WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 22.greet someone in a culturally appropriate manner 23.introduce self 24.ask “how are you?” 25.respond appropriately to the question “how are you?” 26.answer simple questions to provide basic information

27.ask simple, formulaic questions 28.provide simple information on subject matter content

16.simple information related to subject matter content

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

UNIT5 CLOTHES

GERMAN LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website

5-6 weeks/unit

Novice-Mid

INFORM

● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Tell and ask about clothes using the language functions and features: ○ Clothes and accessories die Kleidung, (n) Kleidungsstück) ○ Activities ○ Colors DieFarben , sizeetc… ○ Adjectives (furchtbar, gross, schick, elegant, modisch etc. ) and vocabulary ● Verb nehmen, aussehen ● verb gefallen t o like, to be pleasing to ESSENTIAL QUESTION(S) CULTURAL CONNECTION(S) ● How do my clothing choices determine my identity, who I am? ●

How does my clothing express my cultural identity?

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 13.words on a list from very familiar topics 14.very simple information on familiar topics 15.short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 17.simple words and phrases about daily activities 18.simple questions on familiar topics 19.some multi-step directions or instructions, especially when accompanied by gestures and repetition 20.some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 17.basic personal information (name, address, phone number, birth date) 18.brief descriptions of people or places mostly in list form 19.responses to simple questions 20.simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 29.greet someone in a culturally appropriate manner 30.introduce self 31.ask “how are you?” 32.respond appropriately to the question “how are you?” 33.answer simple questions to provide basic information 34.ask simple, formulaic questions 35.provide simple information on subject matter content

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to

make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary

● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

UNIT6 EATINGOUT

GERMAN LEVEL 1

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website

5-6 weeks/unit

Novice-Mid

INFORM

● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Tell and ask about food using the language functions and features: ○ Vocabulary (food and beverages) ○ Order from a menu ○ Verb essen ● Ask others what they want to do ● Telling someone what you plan to do ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● What is German food? Tasting the diverse favors of the German-Speaking world.

● Exploring Germany gastronomical culture

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice Mid reading ability in partner language, here are some examples of the kinds of things they can read: 16.words on a list from very familiar topics 17.very simple information on familiar topics 18.short, simple descriptions, especially if there are pictures or other supportive visuals

LISTENING

When students exhibit Novice Mid listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 21.simple words and phrases about daily activities 22.simple questions on familiar topics 23.some multi-step directions or instructions, especially when accompanied by gestures and repetition 24.some of what people say in a short conversation on familiar topics . When students exhibit Novice Mid writing ability in partner language, here are some examples of the kinds of things they can write: 21.basic personal information (name, address, phone number, birth date) 22.brief descriptions of people or places mostly in list form 23.responses to simple questions 24.simple information related to subject matter content WRITING

SPEAKING

When students exhibit Novice Mid speaking ability in partner language, here are examples of the kinds of things they can do: 36.greet someone in a culturally appropriate manner 37.introduce self 38.ask “how are you?” 39.respond appropriately to the question “how are you?” 40.answer simple questions to provide basic information 41.ask simple, formulaic questions 42.provide simple information on subject matter content

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary.

● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension

Instructional Guide

German 2

YEAR AT A GLANCE German Level 2

GRADE 9-12

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

5-6 weeks

Suggested Pacing

5-6 weeks

5-6 weeks

5-6 weeks

5-6 weeks

4-6 weeks

Household Chores

Welcome Back

Food

Entertainment & Pastimes

Excursions & Shopping

Childhood

Unit

● Introduce myself ● follow classrooms commands, ● recognize a

● Review family,

● Chore

● Invite someone to do something, ● Accept or decline invitation ● likes/dislike (music, books etc…)

● Food,

● Talk about trips you want to take, you have taken ● Past tense ● Describe landmarks ● Ask people directions

friends activities vocabulary

vocabulary ● Tell someone, invite, accept decline to

Vocabulary ● Describe a table setting, ● Follow a basic recipe, ● talk about food that you like/dislike

Essential Vocabulary & Structure

● Describe,

give specific information about myself

perform a chore etc..

variety of words

● past tense

●

Pre: Beg of Aug

Mid: End of Dec - Beg of Jan

Final: End of May

Testing Window

WORLD LANGUAGE STANDARD(S) - NOVICE HIGH (NH) INTERPRETIVE INTERPERSONAL

PRESENTATIONAL

●

Listening NH-IL 1-3

●

Reading NH-IR 1-4

Listening, Speaking, Reading, Writing NH IC 1-5 ●

Speaking NH-PS 1-6

●

Writing NH-PW 1-5

I can recognize pieces of information and sometimes understand the main topic of what is being said.

I can recognize a few characters. I can sometimes understand the main idea of what I have read.

I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short

I can present basic information on familiar topics using language I have practiced using phrases and simple sentences.

I can write short messages and notes on familiar topics related to everyday life.

social interactions by asking and answering simple questions.

INTERCULTURAL

Cultural Products & Practices N.CPP

Cultural Perspectives N.CP

Cultural Interactions N.CIA

I can identify some products and practices of cultures

I can identify some basic cultural beliefs and values.

I can function at a survival level in an authentic cultural context.

UNIT 1 WELCOME BACK

GERMAN LEVEL2

PACING

Profciency Level

RESOURCES

KEY LANGUAGE USE(S)

● ● ●

5-6 weeks/unit

Novice-High

USBE Standards ACTFL website ACTFL Profciency Guidelines

INFORM EXPLAIN NARRATE

●

World Readiness Standards for Languages

ESSENTIAL VOCABULARY & STRUCTURE ● Greetings (Guten Morgen, Guten Tag etc.) and good-byes ( Auf Wiedersehen, Bis später, Tschüss etc.) ● Cognates ( ie: Braun, grün, Welt, Frisch, Wasser, Sommer etc.) ● Introduction ( Ask someone their name Formal: Wie heißen Sie? Informal: Wie heißt du? Ich heiße (name), Tell someone where you are from,(Formal: Woher kommen Sie? Informal : Woher kommst du?Ich komme aus (place)). Ask a friend how they are doing etc…) ● Count 0 to 100, exchange phone numbers with someone, ● Procedures and Essential phrases (ie: Steh auf! Steht auf! Sitz dich! Setzt euch! Pass auf! Passt auf! etc.) ESSENTIAL QUESTION(S) CULTURAL CONNECTION(S) ● How am I similar to and different from young people in Germany? Expressions of cultural identity LEARNING PROGRESSIONS FOR PROFICIENCY READING LISTENING

When students exhibit Novice High reading ability in partner language, here are some examples of the kinds of things they can understand: 1. basic information on familiar topics 2. information required to complete basic forms 3. short directions and instructions that may be supported by visuals 4. some ideas and information provided in the texts

When students exhibit Novice High listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 1. short, simple conversations about daily life, routines and other familiar topics 2. short, simple descriptions of people

3. short, simple messages and announcements 4. information pertaining to subject area content

5. directions and instructions are limited to one or two steps 6. simple stories that follow a logical order and are supported by props, visuals and/or gestures

SPEAKING

WRITING

When students exhibit Novice High speaking ability in partner language, here are examples of the kinds of things they can do with familiar topics:

When students exhibit Novice High writing ability in partner language, here are some examples of the kinds of things they can do in writing: 1. give basic information about people important to them 2. give basic information about places 3. give basic information about their daily routine 4. give basic information about events (birthday party, and outings) 5. write about self 6. write about something learned at school or in the community 7. write questions to obtain information

1. ask and give basic information about people 2. ask and give basic information about places

3. ask and give basic information about their daily routine 4. ask and give basic information about events (birthday parties, and outings) 5. ask questions to gain new information 6. exchange information with other people about what to do, where to go and when to meet

7. tell what happens at a particular kind of event (birthday party, sports event) 8. tell how to do something (ex. play a game, make food, solve a math problem) 9. give simple directions to a location 10. tell about something learned at school or in the community

SCAFFOLDING IN ACTION

● Use a variety of visuals to defne the meaning of words and phrases. ● Have students work in pairs to create sentences using the new vocabulary to describe a person, a friend. ● Have students work in pairs to fnd pictures that illustrate the difference in expression. ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters. ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Skill Building

Extension

UNIT2 CHILDHOOD

GERMAN LEVEL2

PACING

PROFICIENCY LEVEL RESOURCES

KEY LANGUAGE USE(S)

● USBE Standards ● ACTFL website ● ACTFL Profciency Guidelines ● World Readiness Standards for Languages

5-6 weeks/unit

Novice-High

INFORM EXPLAIN NARRATE

ESSENTIAL VOCABULARY & STRUCTURE ● Describe using past tense:

○ What I looked like as a child (as a baby etc.) ○ Ask someone what they looked like when they were younger ● Give specifc information about myself in the past( name, age, likes, dislikes, favorites things to do etc.) ● Re-tell a German fairy tale

ESSENTIAL QUESTION(S)

CULTURAL CONNECTION(S)

● How am I similar to and different from young people in Germany ?

● Expressions of cultural identity

LEARNING PROGRESSIONS FOR PROFICIENCY READING When students exhibit Novice High reading ability in partner language, here are some examples of the kinds of things they can understand: 5. basic information on familiar topics 6. information required to complete basic forms 7. short directions and instructions that may be supported by visuals 8. some ideas and information provided in the texts

LISTENING

When students exhibit Novice High listening profciency in partner language, here are some examples of the kinds of things they are able to understand: 7. short, simple conversations about daily life, routines and other familiar topics 8. short, simple descriptions of people

9. short, simple messages and announcements 10.information pertaining to subject area content

11.directions and instructions are limited to one or two steps 12.simple stories that follow a logical order and are supported by props, visuals and/or gestures

SPEAKING

WRITING

When students exhibit Novice High speaking ability in partner language, here are examples of the kinds of things they can do with familiar topics:

When students exhibit Novice High writing ability in partner language, here are some examples of the kinds of things they can do in writing: 8. give basic information about people important to them 9. give basic information about places 10.give basic information about their daily routine 11.give basic information about events (birthday party, and outings) 12.write about self

11. ask and give basic information about people 12. ask and give basic information about places

13. ask and give basic information about their daily routine 14. ask and give basic information about events (birthday parties, and outings) 15. ask questions to gain new information

16. exchange information with other people about what to do, where to go and when to meet 17. tell what happens at a particular kind of event (birthday party, sports event) 18. tell how to do something (ex. play a game, make food, solve a math problem) 19. give simple directions to a location 20. tell about something learned at school or in the community

13.write about something learned at school or in the community 14.write questions to obtain information

SCAFFOLDING IN ACTION Skill Building

● Use a variety of visuals to defne meaning of words and phrases (ie. pictures of people greeting one another, etc.). ● Use a graphic organizer to differentiate vocabulary, phrases, & images for students to make associations between objects & vocabulary. ● Use Total Physical Response to review new vocabulary ● Pair with partners to practice conversation/group students to allow opportunity for them to practice speaking. Before assigning students a conversation, model the conversation, and provide sentence frames or sentence starters ● Use gestures and oral repetition of key phrases and words in multiple contexts. ● Model conversation and sentence frames. ● Listen to videos of friends meeting for the frst time. ● Engage the student in more student-teacher conversation in German aside from regularly planned activities or group the student with other advanced learners who are ready for more challenging dialogue. Provide opportunities for more conversation with fuent speakers via Zoom or Google Meet. ● Interview or survey other students about a chosen topic in German, then present your fndings to the class. ● Students look at a picture of a school in a German-speaking country and ask students to write as many sentences in German as they can to compare it to their own school. ● Provide more complex text in German for students to read. ● Students can build and categorize word lists (synonyms, antonyms, etc.) ● Have students record themselves speaking the language and refect on their progress. ● Students can practice translating from English to German in speech or writing. ● Give the students a story/cartoon topic. Provide them with as much or as little information as you’d like (maybe the main character and a few compulsory events). Then, have students write and illustrate the story and present it verbally to the class.

Extension