curriculum guide handbook german 4h, ap

CURRICULUM GUIDE HANDBOOK
GERMAN 4H, AP
Niles Township High School District 219
7700 Gross Point Road
Skokie, IL 60077
(847) 626-2500
Prepared by:
Sara Shuster
Josef Neumayer
Edmund Murphy, Director
Revised August 2012
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TABLE OF CONTENTS
Syllabus……………………………………...…………………. 4
6 AP Units……………………………….............………………. 6
Learning Targets………………………………………………… 21
Unit Sequence Plan……………….............………………………25
Kulturvergleich………………………………………………… 32
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AP German Language and Culture Syllabus
Course Overview
This course consists of 6 thematic units developed based on the essential questions and the course themes of the new AP German exam. The
course is designed to provide students with constant opportunities to listen, read, write and speak in German and to apply their knowledge in
authentic contexts. The materials include a wide range of authentic literary and audio texts as well as visuals from textbooks and online resources.
These materials provide opportunities for reflection, synthesis, and expression in the target language. In addition, regular grammar units are
incorporated into the units. The course is taught exclusively in German and the students are also expected to communicate entirely in German.
This course incorporates each of the six thematic units: Contemporary Life, Global Challenges, Science and Technology, Personal and Public
Identities, Family and Communities, and Beauty and Aesthetics. In most cases, there is significant overlap in the themes and many themes are
addressed in multiple contexts. All three communicative modes (interpersonal, interpretive, and presentational) are incorporated into each thematic
unit in a variety of ways. In addition to the natural incorporation of these modes, thematic AP formatted writing and speaking activities are added to
each unit.
Primary Course Materials:
Koithan, Ute, et al. Aspekte. Berlin and Munich: Langenscheidt KG, 2007
Koithan, Ute, et al. Aspekte Arbeitsbuch. Berlin and Munich: Langenscheidt KG, 2007.
Moeller, Jack, et al. Kaleidoskop: Kultur, Literatur, und Grammatik. 6th ed.
Boston: Houghton Mifflin College Division, 2002
Supplementary Texts
Bachmann, Saskia, et al. Sichtwechsel 1. Munich: Klett Verlag, 1995.
Bachmann, Saskia, et al. Sichtwechsel 2. Munich: Klett Verlag, 1997.
Barske, Tobias, et al. Denk mal. 1st ed. Boston: Vista Higher Learning, 2011.
Kaufmann, Susan, et al. Orientierungskurs Deutschland. Berlin and Munich: Langenscheidt KG, 2007.
Pilaski, Anna, et al. Entdeckungsreise D-A-CH: Kursbuch zur Landeskunde. Berlin and Munich: Langenscheidt KG, 2011.
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Films
Schwarzfahrer. Directed by Pepe Danquart. 1993.
Kurz und Gut Macht Schule. A collection of short films from the Goethe Institut. 2005.
Das Versprechen. Directed by Margarethe von Trotta. 1995.
Jenseits der Stille. 1996.
Im Juli. Directed by Fatih Akin. 2000.
Dufte von Goethe Institute. 2001
Websites with Authentic Materials:
YouTube (www .youtube.com)
Slow German (www .slowgerman.com)
Deutsche Welle (www.dw-world.de)
Spiegel Online (www .spiegel.de)
ARD (www.ard.de)
Step into German (www .stepintogerman.org)
Readers:
Hagemann, Bernhard, Johnny schweigt. Berlin and Munich: Langenscheidt KG, 2001.
Heyne, Isolde, Yildiz heiβt Stern. Berlin and Munich: Langenscheidt KG, 1996.
Martin, Hansjörg, Kein Schnaps für Tamara. Klett, 2000.
Turner, Lisa Ray and Blaine Ray, Mein eigenes Auto. Berkeley: Command Performance Language Institute & Blaine Ray Workshop, 2005.
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Einheit 1: Erst die Arbeit dann das Vergnügen
AP Thema: Alltag
Essential Questions:
●
●
●
●
●
●
Why do people work?
What role does perception play in finding a job?
What do people value?
How do societies and individuals define quality of life?
What do people do in their free time?
What do people find entertaining?
Interpersonal
Spoken
Interpersonal
Written
Blitzfragen:
Students
discuss jobs
they have had
and their
opinions and
feelings about
those jobs.
Students
respond to an
e-mail written
by a fictitious
co-worker
regarding
problems at
work.
Audio,Visual
and
Audiovisual
Interpretive
Students watch
and discuss a
video clip
about applying
for jobs. They
then discuss
what would be
appropriate in
an inverview.
Students watch
the short film,
Kleingeld and
discuss the
social issues
addressed in
the film
Students listen
to various
6
Written and
Print
Interpretive
Presentational
Spoken
Presentational
Written
Given a series
of situations
regarding what
“work” really
is, students
give their
definition of
work and
discuss/debate
the situations
with
classmates.
In groups,
students create
a new “extreme
sport” by either
inventing a
sport or
combining
existing sports.
They design a
PowerPoint
presentation
and present
their sport to
the class.
Compare 2
Extremsportarten of
classmates’
presentations –
discuss
advantages and
disadvantages
of each and
express your
opinion of what
you would
choose to do
and why
Students rank
their free time
activities and
compare their
choices with a
graph from
Germany
In an AP-style
format
(students are
given 3
sources),
podcasts about
free time and
work and
answer
questions and
discuss the
topics.
students write
an essay.
Thema: Wie
soll man
heutzutage mit
Fitness
umgehen”
Students read
about German
holidays.
Students watch
and discuss the
film,
Nordwand.
The student
engages in the
oral exchange
of information,
opinions, and
ideas in a
variety of time
frames in
formal
situations.
The student
states and
supports
opinions in
oral
interactions.
7
The student
writes formal
correspondenc
e in a variety of
media using
appropriate
formats and
conventions.
Learning
Objectives
The student
demonstrates
comprehension
of content from
authentic
audio,
audiovisual,
and visual
resources.
The student
demonstrates
comprehension
of content from
authentic
written and
print
resources.
The student
produces a
creative oral
presentation.
The student
retells or
summarizes
information in
narrative form,
demonstrating
a consideration
of audience.
The student
demonstrates
critical viewing
or listening of
audio,
audiovisual
and visual
resources in
the target
language.
The student
examines,
compares, and
reflects on
products,
practices, and
perspectives of
the target
culture.
The student
retells or
summarizes
information in
narrative form,
demonstrating
consideration
of audience.
The student
produces
persuasive
essays.
Einheit 2: Die Wende und die Folgen
Themen: Globaliserung, Persönliche und öffentliche Identitäten, Familien und Gemeinschaft, Schönheit und Ästhetik
Essential Questions:
●
●
●
●
●
●
What political events led to the building and fall of the Berlin Wall?
How do political systems mirror each other?
What effects did the fall of the Wall have on the German people?
What are the lingering social, economic and political issues of “Die Wende”?
What political and social issues pose challenges in societies?
How does politics affect art?
Interpersonal Interpersonal Audio,Visual
Written and Presentational
Spoken
Written
and
Print
Spoken
Audiovisual
Interpretive
Interpretive
Think- PairStudents
Students view Students
Students will
Share:
assume the role and interpret
examine Ossi
create graffiti
Students
of an
various
and Wessi
on a “Wall” and
discuss what
Ossi/Wessi and political
jokes to
explain what
they know
write a letter to cartoons and
determine
they have
about the Wall the opposite,
create their
stereotypes.
created and
and compare
explaining their own.
why.
with a partner. point of view.
Students read
Students
interviews
Partner
After viewing
examine
about the
Interview:
the film, Das
graffiti from
topic and
Tage und
Versprechen,
the Wall and
discuss the
Daten, die du
students
interpret it.
feelings of the
nie vergessen
assume the role
Germans
wirst
of either
Students
directly
Konrad or
listen to
following the
Students give
Sophie and
various
fall of the Wall
their opinion
write a letter to podcasts and
and in the
on art after
their
a songs (Wir
years after.
looking at
boy/girlfriend
sind wir and
They will
graffiti
explaining their Amerika)
investigate
samples.
motives as
about the
economic and
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Presentational
Written
Students will
compare 2
songs or films
and tell
someone which
they consider to
be better and
why
In an AP-style
format
(students are
given 3
sources),
students write
an essay.
shown in the
film.
topic.
Students
watch and
discuss
videos,
excerpts from
the film, Das
Versprechen,
and the short
film Dufte.
The student
engages in the
oral exchange
of information,
opinions and
ideas in a
variety of time
frames in
informal
situations.
The student
elicits
information
and clarifies
meaning by
using a variety
of strategies.
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The student
engages in the
written
exchange of
information,
opinions, and
ideas in a
variety of time
frames in
informal
situations.
The student
writes informal
correspondenc
e in a variety of
media using
appropriate
formats and
conventions
social issues
that currently
exist in
Germany and
their
historical
contexts.
Learning
Objectives
The student
demonstrates
comprehension
of content from
authentic
audiovisual
resources.
The student
demonstrates
comprehension
of content from
authentic
written and
print sources.
The student
produces a
creative oral
presentation.
The student
retells or
summarizes
information in
narrative form,
demonstrating
a consideration
of audience.
The student
understands
the purpose of
a message and
the point of
view of its
author.
The student
examines,
compares and
reflects on
products,
practices and
perspectives
of the target
culture.
The student
demonstrates
an
understanding
of the features
of target culture
communities.
The student
produces
persuasive
essays.
Einheit 3: Multikulturelle Gesellschaft und Diversität
Themen: Globalisierung, Persönliche und öffentliche Identität, Familien und Gemeinschaft, Alltag
Essential Questions:
● What does it mean to be German? American?
● As our world becomes more diverse, what are some of the challenges societies and people face?
● What is culture? How is a culture created? What shapes/defines culture?
● What does it mean to be multicultural?
● What is “typical” of a nationality?
● In what way is Germany multicultural? What are examples and the
effects on daily life?
● What is a national identity? What makes us German, American, etc.?
● What are some stereotypes that people have and why do they have them?
● What is the difference between a prejudice and a stereotype?
Interpersonal
Spoken
Interpersonal
Written
Blitzfragen:
Students
discuss jobs
they have had
and their
opinions and
feelings about
those jobs.
Students
respond to an
e-mail written
by a fictitious
co-worker
regarding
problems at
work.
Audio,Visual
and
Audiovisual
Interpretive
Written and
Print
Interpretive
Presentational
Spoken
Presentational
Written
Students watch
and discuss a
video clip
about applying
for jobs. They
then discuss
what would be
appropriate in
an inverview.
Given a series
of situations
regarding what
“work” really
is, students
give their
definition of
work and
discuss/debate
the situations
with
classmates.
In groups,
students create
a new “extreme
sport” by either
inventing a
sport or
combining
existing sports.
They design a
PowerPoint
presentation
and present
their sport to
the class.
Compare 2
Extremsportarten of
classmates’
presentations –
discuss
advantages and
disadvantages
of each and
express your
opinion of what
you would
choose to do
and why
Students watch
the short film,
Kleingeld and
discuss the
10
Students rank
social issues
addressed in
the film
Students listen
to various
podcasts about
free time and
work and
answer
questions and
discuss the
topics.
their free time
activities and
compare their
choices with a
graph from
Germany
In an AP-style
format
(students are
given 3
sources),
students write
an essay.
Thema: Wie
soll man
heutzutage mit
Fitness
umgehen”
Students read
about German
holidays.
Students watch
and discuss the
film,
Nordwand.
The student
engages in the
oral exchange
of information,
opinions, and
ideas in a
variety of time
frames in
formal
situations.
The student
states and
supports
opinions in
11
The student
writes formal
correspondenc
e in a variety of
media using
appropriate
formats and
conventions.
Learning
Objectives
The student
demonstrates
comprehension
of content from
authentic
audio,
audiovisual,
and visual
resources.
The student
demonstrates
comprehension
of content from
authentic
written and
print
resources.
The student
produces a
creative oral
presentation.
The student
retells or
summarizes
information in
narrative form,
demonstrating
a consideration
of audience.
The student
demonstrates
critical viewing
or listening of
The student
examines,
compares, and
reflects on
The student
retells or
summarizes
information in
The student
produces
persuasive
essays.
oral
interactions.
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audio,
audiovisual
and visual
resources in
the target
language.
products,
practices, and
perspectives of
the target
culture.
narrative form,
demonstrating
consideration
of audience.
Einheit 4: Familie und Freundschaft
Themen: Familien und Gemeinschaft, Alltag, Naturwissenschaft und Technologie, Persönliche und öffentliche Identität
Essential Questions:
● What constitutes a family?
● Why is family important? What does family mean to society?
● How do the roles that families and communities assume differ in
societies around the world?
● What constitutes a friendship?
● What does it mean to be a friend? How does that definition differ in
various societies?
● What draws people to one another? What makes a relationship meaningful?
● How have relationships been changed by modern technologies?
Interpersonal
Spoken
Interpersonal
Written
Audio,Visual and
Audiovisual
Interpretive
Written and
Print
Interpretive
Presentational
Spoken
Presentational
Written
Given a specific
context, students
are given a role
and must role
play the
situation with
others in their
group who are
given conflicting
opinions.Student
s are given a
Vater and Sohn
cartoon with the
pieces out of
order. With their
partner and
without looking
at their partner’s
pictures, they
must determine
the correct order
based on
Students write a
letter based on a
prompt that is
based on the video
clip, Hotel Mama
in Aspekte
Students watch the
short films, Gregors
grösste Erfindung
and Spielzeugland
and discuss the
meaning and
significance of
family and
friendship.
Students seen and
interpret graphics.
Students read the
short story, Die
Küchenuhr and
discuss the
meaning of family.
Students bring an
item from home
that is important
to their family.
They explain it to
the class and
discuss why this
object has
importance to
their family.
Students describe
the two short films
and discuss how are
they similar and
how they differ.
They also explain
which film
resonated the most
with them and why.
In their essay they
must discuss the
themes of family and
friendship.
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Students listen to
various audio texts
on the topic.
Students read
texts comparing
family life and
friendship in
Germany and
America.
descriptions.
Learning
Objectives
The student
engages in the
oral exchange of
information,
opinions and
ideas in a variety
of time frames in
informal
situations.
The student
writes
correspondence
using appropriate
formats and
conventions.
The student
demonstrates
comprehension of
content from
authentic
audiovisual
resources.
The student
demonstrates
comprehension of
content from
authentic written
and print sources.
The student
produces a
creative oral
presentation.
The student retells
or summarizes
information in
narrative form,
demonstrating a
consideration of
audience.
The student
elicits
information and
clarifies
meaning by
using a variety
of strategies.
The student states
and supports
opinions in
written
interactions.
The student
understands the
purpose of a
message and the
point of view of its
author.
The student
examines,
compares and
reflects on
products,
practices and
perspectives of
the target culture.
The student
expounds on
familiar topics.
The student
demonstrates an
understanding of the
features of target
culture
communities..
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Einheit 5: Soziale Netzwerke: Die Einflüsse und Folgen der Technologie
Themen: Naturwissenschaft und Technologie, Globalisierung, Alltag, Persönliche und öffentliche Identität, Familie und Gemeinschaft
Essential Questions:
● How do the developments in science and technology affect our lives?
● How is contemporary life influenced by cultural products, practices, and perspectives?
● What social issues pose challenges to societies?
● In which ways do new communication technologies change thcurrent and future generations?
● How are social media changing the concept of friendship?
● Should individuals or government be responsible for regulating new technologies and social media?
Interpersonal
Spoken
Interpersonal
Written
Audio,Visual
and
Audiovisual
Interpretive
Written and
Print
Interpretive
Presentational
Spoken
Presentational
Written
Students will
discuss the pros
and cons of
internet usage.
Students will
create a fake
Facebook profile
in German and
comment on
each other’s
creations.
Students will
listen to
podcasts and
view videos
giving statistics,
and describing
the role
technology
plays in modern
German
cultureand
discuss them.
Students will read
current
information on
science and
technology in
German speaking
countries.
Students will
discuss their
viewpoints and
opinions of social
networking and
present them.
In an AP-style
format (students
are given 3
sources), students
write an essay.
Thema: Wie soll
man heutzutage mit
Soziale Medien
umgehen?”
Students
examine their
own social
media usage
over a period of
three days. They
then compare
their findings
with other
students.
15
Students will
write an e-mail.
Students will
listen to a song
about the topic
and discuss the
pros and cons
presented in
the song.
Students will read
a variety of
articles detailing
the advantages
and
disadvantages of
social media
usage.
Learning
Objectives
The student
engages in the
oral exchange of
information,
opinions, and
ideas in informal
situations.
The student
engages in the
written exchange
of information,
opinions, and
ideas in formal
situations.
The student
demonstrates
critical viewing
and listening of
audio, visual,
and audiovisual
resources in the
target cultural
context.
The student
demonstrates
comprehension of
content from
authentic written
and print
resources.
The student
expounds on
familiar topics.
The student
produces a
persuasive essay.
The student
states and
supports
opinions in oral
interactions.
The student
engages in the
written exchange
of information,
opinions, and
ideas in informal
situations.
The student
understands
the purpose of a
message and
the point of
view of its
author.
The student
understands the
purpose of a
message and the
point of view of
its author.
The student
retells or
summarizes
information in
narrative form,
demonstrating a
consideration of
audience.
The student retells
or summarizes
information in
narrative form,
demonstrating a
consideration of
audience.
Einheit 6: Musik: Die Klassiker durch heute
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AP Themen: Schönheit und Ästhetik, Alltag
Essential Questions:
● How is contemporary life influenced by cultural products, practices, perspectives?
● How do the arts both challenge and reflect cultural perspectives?
● How do people express themselves through music?
● What is the cultural significance of music?
● Why/In what way is expression through song powerful?
● What makes something “beautiful”? Who decides?
Interpersonal
Spoken
Interpersonal
Written
Blitzfragen:
Students discuss
general music
tastes with a
partner. They
then share
results with the
large group.
After listing to the
song, Erlkönig,
students will put
themselves sin the
role of an
inventor. They
will invent a
product that will
help one of the
characters in the
song. They will
then write a letter
to that character
explainging their
product and why
it would be useful.
17
Audio,Visual
and
Audiovisual
Interpretive
Students will
listen to and
interpret and
discuss a wide
variety of songs
from various
genres.
Students will
listen to
podcasts and
watch videos
regarding the
topic.
Students will
watch the movie,
Vitus, and
discuss the
issues in the film
Written and
Print
Interpretive
Presentational
Spoken
Presentational
Written
Students will
examine song
texts and
compare and
contrast them
and explain their
opinions about
them.
Students will
choose a German
song and teach it
to the class;
including
vocabulary, band
biography and
meaning.
Students will
compare two
different
presentations from
the song project.
They will tell what
they liked, what
they didn’t and give
their opinions.
Students will read
various
biographies of
composers and
musicians.
Learning
Objectives
The student
engages in the
oral exchange of
information,
opinions, and
ideas in a variety
of time frames in
formal
situations.
The student
engages in the
written exchange
of information,
opinions and
ideas in formal
situations.
The student
evaluates
similarities and
differences in
perspectives of
the target
culture and his
or her own
culture as found
in audio, visual,
and audiovisual
resources.
The student
demonstrates
comprehension of
content from
authentic written
and print
resources.
The student
produces a
creative oral
presentation.
The student
states and
supports
opinions in oral
interactions.
The student
initiates and
sustains
interaction during
written
interpersonal
communication.
The student
examines,
compares, and
reflects on
products,
practices, and
perspectives of
the target
culture.
The student
examines,
compares, and
reflects on
products,
practices, and
perspectives of
the target culture.
The student
demonstrates an
understanding of
the features of
target culture
communities.
The student retells
or summarizes
information in
narrative form,
demonstrating a
consideration of
audience.
The student
demonstrates an
understanding of
the features of
target culture
communities.
Learning Targets- German 4Honors /AP
18
Over-arching Reading Targets
I can comprehend at the literal level, a passage of prose fiction or non-fiction, containing structures and vocabulary presented in the course.
Sub-Targets
●
I can read and comprehend Mein eigenes Auto
●
I can read and comprehend Kein Schnaps für Tamara
●
I can read and comprehend Yildiz heißt Stern
●
I can read and comprehend Johnny schweigt
●
I can read and comprehend additional AP passages as part of the AP Thematic Unit Preparation Guide (AP students only)
Over-arching Vocabulary Targets
I can recognize and use vocabulary contained in Mein eigenes Auto, Kein Schnaps für Tamara,
Yildiz heißt Stern, Johnny schweigt
Sub-Targets
●
I can recognize and use vocabulary from Unit 1: First comes Work then comes Pleasure
●
I can recognize and use vocabulary from Unit 2: The Fall of the Wall and its Effects
●
I can recognize and use vocabulary from Unit 3: Multicultural Society and Diversity
●
I can recognize and use vocabulary from Unit 4: Family, Friendship and Love
●
I can recognize and use vocabulary from Unit 5: Social Networks, Technology, Science and Environment
●
I can recognize and use vocabulary from Unit 6: Music
●
I can recognize and use vocabulary from Mein Eigenes Auto
●
I can recognize and use vocabulary from Kein Schnaps für Tamara
●
I can recognize and use vocabulary from Yildiz heißt Stern
●
I can recognize and use vocabulary from Johnny schweigt
●
I can comprehend and use additional vocabulary words along with those presented in the text as part of the AP Thematic Unit Preparation
Guide: Preparing for the AP German Language Exam A Thematic Approach (AP students only)
Over-arching Verb Targets
I can expand use of all verb tenses (present, present perfect, narrative past, past perfect) as well as verb moods.
Sub-Targets
● I can recognize and use verbs in the present tense.
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●
●
●
●
●
●
●
●
●
●
I can recognize and use verbs in the present perfect tense.
I can recognize and use verbs in the narrative past tense.
I can recognize and use verbs in the past perfect tense.
I can recognize and use modal auxiliaries in present tense.
I can recognize and use modal auxiliaries in narrative past tense.
I can recognize and use present tense subjunctive mood.
I can recognize and use present tense verbs in Konjunktiv I (indirect speech).
I can recognize and use verbs with würde in Conditional statements.
I can recognize and use reflexive verbs and pronouns.
I can recognize and use idiomatic phrases with verbs and prepositions.
Over-arching Usage Targets
I can recognize and use grammatical structures.
Sub-Targets
● I can recognize and use nominative case.
● I can recognize and use accusative case.
● I can recognize and use dative case.
● I can recognize and use genitive case.
● I can recognize and use da/wo compounds.
● I can recognize and use case prepositions.
● I can use adverbs and adjectives including endings.
● I can use relative pronouns.
● I can use reflexive pronouns.
● I can use the passive voice.
● I can use conjunctions to link clauses and phrases correctly.
Sub-sub Targets
●
I can use coordinating conjunctions correctly.
●
I can use subordinating conjunctions correctly.
Over-arching Culture Targets
I can recognize the specific cultural nuances and customs particular to the German world appearing in Kaleidoskop, Aspekte, Sichtwechsel, Denk
mal, Orientierungskurs Deutschland, and Entdeckungsreise D-A-CH.
Sub-Targets
● I can understand different professions and the world of work in Germany and German-speaking countries
● I can understand free time activities in Germany and German-speaking countries
● I can understand family in Germany and German-speaking countries
20
●
●
●
●
●
●
●
●
I can understand stereotypes in Germany (especially former East Germany and West Germany) and German-speaking countries
I can retell the events in Germany from 1961-1989.
I can understand multicultural identities in Germany and German-speaking countries
I can understand the pros and cons of using technology in the 21st century
I can understand different environmental issues in Germany and the world
I can understand the importance of science and scientific breakthroughs from German-speaking scientists
I can understand German music
I can understand modes of communication in Germany and German-speaking countries
Over-arching Listening Targets
I can respond to listening activities correlating to the text audio programs.
● I can understand spoken German relating to free time.
● I can understand spoken German relating to about jobs and working situations.
● I can understand spoken German relating the building and fall of the Berlin wall.
● I can understand spoken German relating to the reunification of Germany.
● I can understand spoken German relating to family, friends, and relationships.
● I can understand spoken German relating to multiculturalism.
● I can understand spoken German relating to music and how it relates to my life.
● I can understand spoken German relating to stereotypes.
● I can understand spoken German relating to environment.
● I can understand spoken German relating to social networking and pros of cons of technology.
Over-arching Speaking Targets
I can speak freely about various topics.
Sub-Targets
●
I can communicate about free time.
●
I can communicate about jobs and working situations.
●
I can talk about the building and fall of the Berlin wall.
●
I can talk about the reunification of Germany
●
I can communicate about family, friends, and relationships.
●
I can talk about multiculturalism.
●
I can talk about Germany in the 21st century.
●
I can talk about music and how it relates to my life.
●
I can talk about stereotypes.
●
I can talk about environment.
21
●
I can talk about social networking and pros of cons of using technology.
Over-arching Writing Targets
I can write extensively about various topics.
Sub-Targets
●
I can write about free time.
●
I can write about jobs and working situations.
●
I can write about the building and fall of the Berlin wall.
●
I can write about the reunification of Germany
●
I can write about family, friends, and relationships.
●
I can write about multiculturalism.
●
I can write about Germany in the 21st century.
●
I can write about music and how it relates to my life.
●
I can write about stereotypes.
●
I can write about environment.
●
I can write about social networking and pros of cons of using technology.
Deutsch 4 Honors/AP JAHRESPLAN
22
Einheit 1: Zuerst kommt die Arbeit und dann das Vergnügen-AP Thema: Alltag
Supplementary text: mein eigenes Auto
Lesestücke
Media
TPRS/Wortschatz
Aktivitäten
Grammatik
Kultur
Dauer
Arbeit
1. Aspekte. S.88
Berufsbilder
2. Grafik-Wünsche an
den Beruf-S. 90
Aspekte
2. Sichtwechsel S. 14Was ist Arbeit?
3. OD: S.41 - Warum
arbeiten die
Menschen?
4. Aspekte: S. 92+93
(1a+b, 2a+b)
Aspekte K1-Die
Chefin Video
Denk mal S. 306
Berufe -Aspekte S. 88
Summer activities and
jobs. Jobs you’ve had,
opinions, feelings
Ashkraft Graphiken
Lebenslauf
Youtube-Kesslers
Knigge-Beim
Bewerbungsgespräch
Email Service/Produkt
an eine Firma mit
Antwort vom anderen
Team
Video:Wie verkaufe
ich micht gut beim
Vorstellungsgespräch?
Kurzfilm: Kleingeld
Vergnügen
23
Media
Verbentabelle 1
Verbentabelle 2
Interviewblatt-schlecht
oder gut
Podcast: Duzen and
Siezen
Lesestücke
Arbeitskultur
TPRS/Wortschatz
Projekt:Vorstellungsge
spräch
(Spiegelgruppen)
Conjunctions
Aktivitäten
Grammatik
Kultur
Dauer
Freizeitsstudie
Aspekte S. 60 Google
Deine
Definition:Freizeit/Spa
ß?
Aspekte: K4-Fußball Clip 36
Kaleidoskop Vermischtes
S. 9Ferientage
Write Gedicht:
Vergnügen compare
with Brecht’s poem
Freizeit
Dorfrocker: Schwarz
Rot Gold Lied
MittagspauseKaleidoskop
Mittagspause
1. wenn sie zu Hause einen
Freund vorstelltwhenever she introduces a
friend at home
2. sie spürt – she senses
3. sie wird beobachtet – she
is being observed
4. das reicht – that’s enough
Fußballkultur
Konjunktiv
Kulturverglei
ch Projekt
8
5. Obwohl sie regelmäßig
schwitzt – even though she
regularly sweats
6. anstrengend – strenuous
7. es könnte passieren – it
could happen
8. sie stellt sich vor, wie es
wäre, wenn –
she imagines how it would
be if
(Veben in Im/Perfekt)
KULTUR
VERGLEICH
PROJEKT
KULTUR
VERGLEICH
PROJEKT
Lesestücke
Media
TPRS/Wortschatz
Aktivitäten
Grammatik
Kultur
Einheit 2: Die Wende
Youtube:1961-1989 (2
Think/Pair/Share-
Verben Tabellen 3-4
Fall der
24
Dauer
und die Folgen
Supplementary text:
kein Schnapps für
Tamara
clips)
Mauer
YouTube: Fall der
Mauer/Eingemauert
?DACH S.120-121
Das Versprechen
(Kaleidoskop Text
Abschnitte, 1 und 3,
stop, continue with
last scene (10 or 15
min)
Timeline-wichtige
Daten
Adjektivendungen
“Amerika” Herbert
Groenemeyer
“Dufte”
?irgendeine
Fluchtgeschichte
Mauer
Kasus
die WendeOssi Wessi
Verhältnisse
?irgendeine
Fluchtgeschichte TPRS
Flucht Webquest
Fluchtnaration Fictional (tie into
movie/thema)
Berliner Mauer
Bemalung und
Erklärungsparagraph
“Wir sind wir” von
Paul Van Dyk & Peter
Heppner
Schülerausflug zur
Berliner Mauer in
Lincoln Park
“Wir sind wir” von
Paul Van Dyk & Peter
Heppner
Lesestücke
Media
Einheit 3: Multi- kulti
Gesellschaft und
Youtube: Typisch
25
TPRS/Wortschatz
Aktivitäten
Grammatik
Kultur
Was ist deutsch?
Indirekte Rede
Gastarbeiter
Dauer
Diversität
Deutsch (2 clips)
Ashkraft Graphiken
Supplementary text:
Yildiz heißt Stern
Basta-die Deutschen
Kaleidoskop S.199Grafik-compare
Wie entsteht eine
Kultur?-Brainstorm
Kaleidoskop S. 206
Empfindungswörter
Kaleidoskop S. 167
Was ich nicht
verstehen kann
Kaleidoskop S. 156
Metin sucht seinen
Weg
Verb Tabellen 5-6
Kurzfilm:
Schwarzfahrer
Metin sucht seinen Weg:
1. er belästigte mich=
to harass
2. so bald wie
möglich= as soon
as possible
3. ich bewarb mich
bei= I applied for
work at…
4. es fiel mir schwer=
it was hard for me
Gloggster-eigene
Kulturprojekt
Türken in
Deutschland
Kaleidoskop S. 160
Ich bin schwarz
Youtube: Sezer sucht
den Süper-Döner Frankfurt am Main -
Lesestücke
26
Media
Döner in der Klasse
machen und
verspeisen
TPRS/ Wortschatz
Aktivitäten
Grammatik
Kultur
Dauer
Einheit 4: Familie,
Freundschaft und die
Liebe
Supplementary text:
Yildiz heißt Stern
Aspekte S. 106Podcast
S. 107 in Aspekte: Familie
und Reflexivverben
Askpekte: S. 106:
Lebensformen mit
ausgegebener
Wortschatzliste
Verben 7-8
Reflexivverben
Aspekte S. 110
Die große Liebe
Ashkraft Graphiken viele
Familienstatistiken
Kaleidoskop S. 90
Vermischtes
“Die Da”-Fanta Vier
Kaleidoskop-S. 112115
Aspekte: Hotel Mama
S. 33-34+S. 38
?Lesestück Thema finde einen
Liebespartner Bravo? oder Aspekte
S. 108 - 110
27
Die da
1. Vertrau mir!= Trust me!
2. wir haben uns
unterhalten=
3. we conversed
gefährlich= dangerous
4. aus diesem Grund= for
this reason
5. Ich habe getan, als ob ich
…= I acted, as if I
Relativpronomen
Kaleidoskop S. 90
Vermischtes
Fertigkeitstraining
Partnerarbeit
Rollenspiel S. 35
Sprachlabor
Hotel Mama (K2)
Brief an Robert-Raus
aus dem Haus!
Speeddating Studenten schreiben
Profile und werden
dann diese Rolle beim
Speed Dating
ausspielen. Gib
Themen - Tiere,
Raucher/nicht
Raucher, Allergien,
usw.
Lesestücke
Media
TPRS/ Wortschatz
Einheit 5: Soziale
Netzwerke: die
Einflüsse und Folgen
der Technologie
Aktivitäten
Grammatik
Technologie Umfrage
mit Diskussion und
Statistiken Vergleich
Verben 9-10
da/wo compounds und
Verben mit
Präpositionen und
Supplementary text:
Johnny schweigt
Internet im Leben:
Pro/Contra
Besser lernen mit
Computern: Aspekte
S.76
Aspekte S.76-Schreib
einen Brief zurück
Lesestück mit TPRS
Denk mal S. 232?
?“Email ist out”
Lesestück?
Lesestück mit TPRS Denk
mal S. 232?
Generation Facebook
Podcast - die zwei
Mädels
Wechselpräpositionen
Aspekte S. 122-123:
Dinge, die die Welt
(nicht) braucht
Lied - Wise Guys Mein neues Handy
Projekt-Pro/Contra
Technology mit Video
Podcast
Kapitel 10: Natürlich
Natur
Aspekte S152-153
Einleitungsspiel: Natur
Tierisches Stadtleben
in Berlin Video und
Hörstück Modul 2b
28
Aspekte: Tierisches
Stadtleben
Passiv
Kultur
Dauer
Lesestücke
Media
TPRS/ Wortschatz
Aktivitäten
Einheit 6: Musik die
Klassiker durch heute
Supplementary text:
Johnny schweigt
Kaffeeklatsch:
Lieblingslied/sänger
Diskussion
Aspekte S. 20 AnnSophie Mutter
Partneraktivität mit
Ann-Sophie Mutter
Erlkönig
1. sie verspicht ihm leise –
she promises him quietly
2. gewaltig - violent
3. sie führt ihn – she leads
him
4. sie fasst ihn sicher – sie
holds him securely
Nach den APs
Film: Jenseits der
Stille
Fotostory Liedprojekt
KULTURVERGLEICH Projekt
29
Grammatik
Grammatikblitz 1,2,3
Kultur
Dauer
Sie müssen dieses Jahr eine kurze (~10 Minuten, inklusiv Fragen) Präsentation über etwas Kulturelles von einer deutschsprachigen Region
vorführen. Jede Woche präsentiert eine neue Person. In dieser Präsentation müssen Sie die folgenden Dinge machen:
●
●
●
●
Ein visuelles Hilfsmittel (Video, Bilder, google ppt, usw.), das die Präsentation unterstützt
Sie müssen eine Wortschatzliste mit 20-30 Wörtern zusammenstellen
Sie müssen das kulturelle Thema gut beschreiben und erklären- beide Perspektiven- deutsch und
Sie müssen das Thema von der deutschsprachigen Region mit Amerika vergleichen. Verwenden Sie
●
●
Sie müssen Begriffe und Vokabeln auf deutsch erklären wenn jemand eine Frage hat.
Sie müssen mindestens 3 Quellen benutzen und in einem Bibliografie bekannt machen.
amerikanisch
Redewendungen und Idionomen!
Sie reichen Folgendes ein:
●
●
●
●
Wortschatzliste-erste und zweite Fassung
Präsentation-erste und zweite Fassung
Bibliografie
Machen Sie etwas was Sie interessant finden. Keine Wiederholungen! Unten gibt es ein paar
oder finden Sie etwas Anderes!
1. Burschenschaften
2. Schulsystem-Schultüten
3. Universität
4. Bonbons
5. Symbole/Wappen
6. Kurort
7. Verkehrsmittel-öffentliche Verkehrssystem
8. Bauhaus/Architektur
9. Semesterticket
10. Stammgast/Stammtisch
11. Tracht
12. Traditionen
13. Grüβe
14. Bäckerei/Läden
15. Schuhplattler
16. Berlinale
17. Politik/Parteien/Bundestag
18. Auto
30
Möglichkeiten. Wählen Sie eine von diesen
19. Dialekte
20. Passionspiele in Oberammergau
21. Feiertage
22. Mahlzeiten
23. Getränke
24. Feste (NICHT Oktoberfest!)
25. Wohngemeinschaften
26. Mitfahrzentrale/Mitwohnzentrale
27. BAFöG
28. Vauban
29. Döner
30. Wuppertaler Schwebebahn
31. Lehrling/Berufsausbildung
32. Märchenstrasse
33. Bleigiessen/Silvester
34. Jugendherbergen (JH)
35. Umweltbewusstsein
36. Die Trennung von Kirche und Staat
37. Kriminalität und Todesstrafe
38. Soziale Krankenversicherung
39. Minoritäten
40. du und Sie
41. Frühstück
42. die Autobahn
43. Anderes...
31