AP German Syllabus

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COURSE OVERVIEW
This German AP program is a full-immersion course designed to develop strong reading, writing, listening and speaking capabilities
during a one-half year, block schedule semester. Instruction will be delivered exclusively in German, and students are encourage to use
only German in the classroom.
Instruction and practice will revolve around the six thematic units as outlined by the College Board: Global Challenges, Science and
Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Each unit will
integrate authentic print, audio and video materials from German news and information media, popular German-language films and
music, AP preparation books, AP/AATG test samples, and German literature.
Each unit will target specific vocabulary and grammar points, however general vocabulary development will be addressed on an ongoing basis every day. “Pop-Up” Grammar lessons will be conducted whenever the need to focus on something unanticipated arises.
Throughout each unit students will be challenged to analyze German cultural perspectives and to interpret them and compare it with
North American social norms, expressing their opinions via presentations, journal entries, and class.
GENERAL WEEKLY SCHEDULE
Monday –
• Assign Vocabulary (Preparing for the AP German Language Exam: A Thematic Approach)
• Practice listening activities (Preparing for the AP German Language Exam: A Thematic Approach)
o Students will listen to thematically-based recordings from Preparing for the AP German Language Exam: A
Thematic Approach and complete accompanying questions. (Component 4a: audio)
o Students will view a current events video news clip from Zweites Deutsches Fernsehen(ZDF) “Logo” or
Deutsche Welle (Component 4a: audio-visual)
o During assessments, students will be asked to interpret and synthesize heard/viewed information to compose
written responses and summaries.
• Assign 100-150 word essay rough draft, based on AP released exam writing prompts. Due Friday.
• Textbook/ ancillary literature reading
• Address grammar and other activities specific to that week
Tuesday –
• Practice reading activities (Preparing for the AP German Language Exam: A Thematic Approach)
• Textbook/ ancillary literature reading
• Address grammar and other activities specific to that week
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Wednesday –
• Practice interpretive and presentation writing, using various prompts (some chosen from Preparing for the AP German
Language Exam: A Thematic Approach)
• Textbook/ ancillary literature reading
• Address grammar and other activities specific to that week
Thursday –
• Class discussion on both student and instructor presented materials related to the thematic unit. These discussions will be based
on materials shared from authentic print, audio or visual media from the German-speaking world. Students will additionally be
challenged to relate discussion to possible cultural insights and comparisons.
• Class discussion based on writing prompts from Preparing for the AP German Language Exam: A Thematic Approach
Friday –
• Quiz/Test based on the week’s vocabulary, grammar, readings, discussions and listening activities.
• German popular film.
o Students will be asked to respond to comprehension questions or interpersonally respond critically to various
German popular film titles (Please see resource list below) (Component 4a: audio)
• Collect first draft/final draft of 100-150 word essay
TEACHING STRATEGIES
Listening:
. Students have the opportunity to listen to utilized segments several times, offering them the opportunity for self-analysis and
correction regarding their listening strategies. We analyze the segment and discuss strategies as a class.
Students also routinely listen to news blurbs taken from the web (Deutsche Welle) and
may be required to answer basic questions regarding the broadcast, solve cloze activities or write a short summary. Often times these
news segments may be used as discussion topics for group conversation. In this way listening and writing or speaking skills are
practiced simultaneously.
Students will also practice their listening skills through the use of movies or television
broadcasts and related assessment activities. Students may be asked to complete cloze
exercises for film dialogue, write summaries or discuss. In this manner students will be
integrating listening and writing skills.
Every week students will also practice listening sections from Preparing for the AP German Language Exam: A Thematic Approach
Reading:
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As with listening, students will practice reading on released AP test materials or
facsimiles at least once per week.Students will be expected to read a German text almost daily. Students will be expected
to read alone, with a partner or as a class. At times they will be asked to read for homework. When reading with partners or larger
groups, students will also be further developing their listening ability.
As a class, we will discuss various reading strategies for tackling difficult passages or texts, including context clues, prediction,
chunking and using cognates and prior knowledge.
Students will read texts on a wide spectrum of topics in the effort to expose them to as much vocabulary as possible. This strategy
should help them by expanding their personal frames of reference for reading German in a variety of texts and authentic situations.
Writing:
Students will practice writing on released AP testing materials or facsimiles at least once per week. These will include paragraph
completion cloze activities as well as timed composition. Students will additionally be expected to write 100-150 word essays at least
once every two weeks and shorter essays once a week.
Students will write responses to readings, newspaper and magazine articles, movies/videos, and prompts similar to those found on the
AP exam. In this manner the class will be integrated two or more of the four language skills in order to complete assignments.
Speaking:
As with the other skills, students’ proficiency in spoken Interpersonal
Communication in a variety of situations in the Intermediate to Pre-Advanced* range will be assessed. Summative assessments will be
conducted once a week following on-going formative assessment throughout the week.
Every Thursday students will be expected to engage the instructor and fellow students in spontaneous discussion on current topics of
interest in the German-speaking world based on the current thematic unit being studied. The students and instructor will be responsible
to share authentic texts/presentations (e.g. news articles/broadcasts) related to the current thematic unit in order to contextualize and
drive discussions. This will also provide an engaging forum for comparing cultures.
Following these current events-based discussions, the teacher will then prompt further spontaneous dialogue by engaging students to
discuss essay prompts as found on previously released AP German examinations.
Additionally the class will engage in free interpersonal conversation on a topic of the students’ choosing as part of a bi-weekly
assessment. Topics will range from students’ personal interests, hobbies, jobs,future plans, etc. to current events or popular music and
film.
Students will be expected to engage in interpretive conversation regarding reading assignments, to respond to teacher-selected
prompts, movies/videos or listening selections.. Any or all of these speaking assignments may be graded at any point.
Students will be expected to speak in German every day. Students will have a variety of forums to choose from in practicing their
speech, changing on a daily or weekly basis and based upon the 6 thematic units.
PRIMARY RESOURCES
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Books/Texts
Ashcroft, Mary, et al. Preparing for the AP German Language Exam: A Thematic Approach, First Edition. New York: The College
Board, 2008.
Böll, Heinrich. Der Engel schwieg, 4. Auflage/ 4th Edition. München: Deutscher Taschenbuch Verglag GmbH & Co. KG, 2003.
Kordon, Klaus. Paule Glück, das Jahrhundert in Geschichten. Gulliver Taschenbuch 339. Hemsbach: Beltz Verlag, 1999.
McCormick, E. Allen, and Ryder, Frank G. Lebendige Literatur: Deutsches Lesebuch für Anfänger. 3rd Edition. Boston: Houghton
Mifflin Company, 1986.
Moeller, Jack, et al. Kaleidiskop: Kultur, Literatur und Grammatik, 7th edition. Boston: Houghton Mifflin Company, 2006.
Moeller, Jack, et al. Kaleidiskop: Instructor’s Resource Manual. Boston: Houghton Mifflin College Division, 2006.
Ranking, Jamie and Wells, Larry D.. Handbuch zur deutschen Grammatik: Wiederholen und Anwenden, 3rd Edition. Boston: Houghton
Mifflin Company, 2001.
Storm, Theodor. Der Schimmelreiter. New York: Oxford University Press, 1973.
Tolkien, J.R.R. Der Herr der Ringe. Stuttgart: Hobbit Presse Klett-Cotta, 1979.
Weiss, Peter. Die Ermittlung, Oratorium in 11 Gesängen. Frankfurt am Main: Suhrkamp Verlag, 1991.
Audio/Audio-Visual Resources
Good Bye Lenin! 2003. Directed by Wolfgang Becker. Distributed by Sony Pictures Classics, 2004. 121 minutes.
Harry Potter und der Gefangene von Askaban. 2004. Directed by Alfonso Cuaron. Distributed by Warner Bros. Pictures, 2004. 141
minutes.
Lola rennt. 1998. Directed by Tom Tykwer. Distributed by Sony Pictures Classics, 1999. 80 minutes.
Preparing for the AP German Language Exam: A Thematic Approach Listening Activities (ibid.)
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Supercities: Berlin. Inernational Video Network, 1995. 30 minutes.
Versprechen, Das. 1995. Directed by Margarethe von Trotta. Distributed by Concorde-Castle Rock/Turner and Fine Line Features,
1995. 115 minutes.
Online Resources
Berliner Zeitung: www.berliner-zeitung.de
Berliner Mauer Online: http://www.berlinermaueronline.de/
Christian Science Monitor: http://www.csmonitor.com/World/2009/1108/p25s03-wogn.html
Deutsche Welle: www.dw-world.de
Frankfurter Allgemeine Zeitung: www.faz.de
Sendung mit der Maus: www.die-maus.de
Spiegel Online: www.spiegel.de; http://www.spiegel.de/thema/atomkraft/
Zweites Deutsches Fernsehen: http://www.tivi.de/fernsehen/logo/start/index.html
COURSE PLAN
-First Quarter
1. Literature –
a. Die Ermittlung, Selected readings.
b. Paule Glück: students will read several chapters and then choose a year from their life
and describe it in two pages.
2. Kaleidiskop:
a. Kapitel 1, Thema “Freizeit,” S. 3-30.
(In addition to the other book activities, students read and listen to recordings of Wondratschek’s “Mittagspause” and Brecht’s
“Vergnügen”)
b. Kapitel 2, Thema “Kommunikation,” S. 31-51.
(In addition to the other book activities, students read and listen to recordings of Honnigman’s “Eine Postkarte für Herrn Altenkirch”
and Enzensberger’s “Nicht
Zutreffendes streichen.”)
c. Kapitel 3, Thema “Deutschland im 21. Jahrhundert,” S. 52-84.
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(In addition to the other book activities, students read and listen to recordings of Biermann’s “Berliner Liedchen”)
e.Kapitel 4, Thema “Familie,” S. 85-105
(In addition to the other book activities, students read and listen to recordings of Kneissler’s “Ich mu_ für meinen Sohn nachsitzen”
and the Grimm’s “Die sieben Raben”)
f.Students will read “Der verleugnete Sohn” by von der Vring
3. Film/video:
a. Lola Rennt
b. Supercities:Berlin
c. Das Versprechen
4.Project/Mini-Units:
a.Berlin: Heute und Gestern
• BERLIN LANDMARK PROJECT: Students will research the history of a Berlin landmark, investigating and
presenting the history of Berlin through its architecture and monuments. (Scoring Component 6f)
• We will study video and literary pieces on the Berlin Wall and its effects on the national psyche
• Berlin Wall Timeline: Students will investigate developments in city life over time by researching online sources and
then.graphically represent the history of the Berlin Wall by creating their own timeline.
Resources: http://www.csmonitor.com/World/2009/1108/p25s03-wogn.html, http://www.berlinermaueronline.de/
(Scoring Component 6e)
• “Berliner Liedchen”
• “Lola Rennt”
• Paule Glück:
i.
Selected Chapters. Students will also choose their own chapter to read and then summarize for the class.
ii.
Students will then write a 2-page composition describing a year in their life. Students will focus on
the formation of personal beliefs and values. (Scoring Component 6d)
b. 21st Century Social Media and Their Social Impact on Modern German and American Life:
i.
Deutsche Welle: “Facebook Partys ausser Kontrolle.”: http://www.dwworld.de/dw/article/0,,15308441,00.html
-Students will watch/listen to article and respond to accompanying comprehension and interpretive
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ii.
questions published by Deutsche Welle
Research Paper: Students address the social impact of new communications technologies based on
current news sources. Students will be asked to compare and contrast how social networks have
impacted German vs. American culture. (Scoring Component 6b)
c. Atomkraft: Ja oder Nein, Danke! (Scoring Components 6b and 8)
i. Students will work with a partner in drafting an argument to be used in a classroom debate, arguing
either for or against nuclear energy.
ii. Students will write a blog entry discussing an article from der Spiegel
(http://www.spiegel.de/thema/atomkraft/) that either supports or opposes the current German national
movement to exit nuclear power generation.
iii. Students will use journalistic writings to compare American and German cultural perspectives on
green energy and environmentalism. (Component 8)
d.Students will read the short story “Französische Botschaft” and enact a play retelling the story
Second Quarter
1.Literature
a.Der Engel Schwieg- selected chapters
b.Der Herr der Ringe – selected chapters
c.Der Schimmelreiter – selected chapters
2.Kaleidiskop
a.Kapitel 6, Thema “Die Welt der Arbeit,” S. 128-152.
(In addition to the other book activities, students read and listen to recordings of the magazine article Einmal im Ausland arbeiten… by
Wiese, and Dienstag, der 27. der September 1960 by Christa Wolf)
Students will read the short story “Die Erfinder” by Peter Bichsel.
b.Kapitel 7, Thema “Multikulturelle Gesellschaft,” S. 153-173.
(In addition to the other book activities, students read and listen to recordings of Ich habe zwei Heimatländer by Sabri Cakir and
Geschäftstarnungen and Wladimir Kaminer.)
c.Kapitel 8, Thema “Jung und Alt,” S.174-193.
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(In addition to the other book activities, students read and listen to recordings of Die alte Frau by Anne Heitmann and Brief aus
Amerika by Johannes Bobrowski)
d.Kapitel 9, Thema “Stereotypen,” S. 194-213.
(In addition to the other book activities, students read and listen to recordings of Die Kunst der Mülltrennung by Kirsten Schlüter and
Der Bergarbeiter by Heinrich Böll)
e.Kapitel 5, Thema “Musik,” S. 107-108
(In addition to the other book activities, students read and listen to recordings of the song die da!?! by die Fantastischen Vier and Sag
es laut by Xavier Naidoo and Der Erlkönig by Schubert.
3.Film/video:
a. Harry Potter und der Gefangene von Askaban
b.. Good Bye Lenin!
4. Projects:
a. German-speaking Artists/Composers(Personal and Public Identities):
i. PowerPoint: Students will present a 3-minute biography of a reknowned German composer or artist.
Students should attend to the formation of personal beliefs and values in the artist/composer. As part of the
presentation, students must present an example of the artist’s/composer’s work and analyze it for the class.
ii. Students will be asked to write a reflection, comparing traditional and modern concepts of beauty
in German culture and American culture, based on the visual and audio works presented in class.
(Scoring Component 4a, 6f and 8)