HS German Guide

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