HS German Guide

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.