Grade Level/Course: 10Th 11Th Grade/German I

Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

Combining two or more concepts Guiding Questions keep lessons What evidence will demonstrate that What standards (exit expectations) are addressed by into a statement of student focused on the “BIG IDEAS” and students understand the concepts and “BIG the understandings being developed? Note both the understanding creates enduring often naturally create the IDEAS” addressed during this unit? What standards tag and exit expectation. understandings/generalizations foundation of “lessons”. literacy tools will you incorporate to achieve which are transferable to new mastery? learnings Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME:

1. Students understand that 1a. How do Germans greet each  Greetings quiz Communication: German people’s interactions other? A2, B1, C1 and norms are different than  Dialogue presentation (Oral our own. 1.b. How do German speakers Culture: show respect according to assessment) age/relationship using language? D1, D4, E1  Informal assessment – 2a. Where do the conversation activities Comparisons: German/English languages stem H1, H2, H4, H5 from?  Germany, #’s, small talk quiz 2. Students understand that the German language and English 2b. Introducing oneself and Literacy: asking and receiving biographical language are related and have 1. Students will read (in German) about information. “small talk” the same roots, but that they different German speakers, including cannot be directly 3a. In what countries do people their names, where they are from, where transferred/translated. speak German, and how many they live now, how old they are etc. German speakers are there? 2. Students will read excerpts about 3b. How is Germany divided? each of the German speaking countries. 3. Students understand that What are some of the similarities Germany has many similarities and differences between Germany 3. Students will compose a partner as well as differences in and the U.S. dialogue using new conversational structure when compared to the language skills. U.S. Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

Combining two or more concepts Guiding Questions keep lessons What evidence will demonstrate that What standards (exit expectations) are into a statement of student focused on the “BIG IDEAS” and students understand the concepts and addressed by the understandings being understanding creates enduring often naturally create the foundation “BIG IDEAS” addressed during this unit? developed? Note both the standards tag understandings/generalizations of “lessons”. What literacy tools will you incorporate to and exit expectation. which are transferable to new achieve mastery? learnings Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME:

1. Students understand that 1a. What is Germany’s currency,  Skit performance in which two Communication: each country has a currency and which other countries use students go shopping for A1, A2, A3, B1, B3, C1 that can be compared to this currency? several different items of others in value. clothing and two students act Culture: 1b. How does the Euro compare as store clerks, helping the D1, E1 to the dollar, and what are the shoppers find what they want, different coins/bills? and check them out. Connections: G1 1c. What is the reasoning  Poster displaying six people behind the appearance of the wearing different articles of bills and coins? clothing, describing each person in detail. 2a. What is the difference 2. Students understand how between European and American  Clothing articles quiz to shop for clothing in sizes; how are different clothing Literacy: European countries as it is items measured? 1. Students will read an article (in different that shopping for English) about countries in the clothing in the U.S. 2b. What language is needed to European Union switching to the Euro. communicate with store employees? 2. Students will read, interpret, and compare advertisements for clothing in 2c. How does one describe what German and English. he/she is looking for? 3. Compose/Perform a five minute skit. Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students understand how to 1a. What things do you like to do  Informal – Whiteboard practice Communication: talk about what they do for fun. in your free time? of sentences. A1, A2, A3, B1, B2, B3, B5 1b. How does one ask is someone Culture:  Informal – Word response to likes or doesn’t like something. D3 actions and visa-versa. 2. Students understand how to 2a. What is the difference Comparisons: use modal verbs and many action between both questions and  Informal – Find someone I1 verbs. statements using actions activity using students verbs/other verbs in German and questioning skills and new English. vocabulary. 2b. How are modal verbs different that other German  Formal – Test on modal verbs verbs? Patterns? and free time activities. 3. Students understand how to invite a friend to do activities. 3a. Use modal verbs to make Literacy: invites, and accept or decline 1. Students will read (in German) about invites from others. German people, both old and young, and their likes and dislikes. 3b. Use the word because, and negation to decline invites. 4. Students understand that certain activities are more popular 4a. Which activities are common among Americans/Germans. for Germans/Americans and why? Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students understand how to 1a. What are the German months  Informal – Oral questions about Communication: communicate about the and seasons? favorite months/ seasons, and why. A3, B1, B3, C4 different seasons and months. 1b. Use nature words to describe  Informal – Students will draw a Connections: scenes from the different seasons. scene as teacher describes it orally. F1, F2 1c. During what month and  Description of photos from different season is your birthday, and how seasons in front of class. Comparison: do you write the date numerically H1 in German?  Written in English, an interpretation of German weather forecasts. 2a. What are commonly used terms to describe weather and  Interpret and summarize (in 2. Students understand how to natural phenomenon? German) an illustrated story using talk about weather and new vocabulary told by the teacher. 2.b. Are German seasons interpret weather forecasts. different that ours in terms of  Create a visual chart of temperature weather? conversion.

3a. What is the calculation used  Quiz – Seasons, months, and to convert Fahrenheit and weather terms. Celsius? 3. Students understand the two different temperature systems 3b. Can we simplify this so that and how to convert them. we can visually convert temperatures written in Celsius? Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1a. Classroom subjects and how they 1. Students understand how to differ from those studied in Germany.  Informal assessment through Communication: communicate about school life, vocabulary card practice and A3, A5, A1, A2 including topics such as school 1b. Ordinal numbers for telling the hours individual whiteboard practice. of classes. subjects, clubs, and feelings Culture: about school. 1c. How to express likes and dislikes and  Oral quiz – students individually D2, D3 make more specific commentary about classes. tell teacher about their daily 2. Students understand the school schedule, including one Comparisons: German school system and 2a. When does the German school system comment about each course. I2, I3 begin and end, and what are the ages and how it compares to the system grade levels? in the U.S. 2b. How is the German school system structured, and what are the different  School test assessing classroom tracks/options for students. vocabulary, understanding of the 3. Students will acquire German school system, and the classroom vocabulary, 2c. What are the requirements to study at a university, and what does the grading use of the “ein chart.” including objects in schools, system look like? commonly used verbs, and Literacy: 3a. What items are found in the ways to communicate with the classroom/school, and what phrases are 1. Students will read an article (in teacher. commonly used in communication German) about the different school between teacher and student? tracks. 4. Students understand how 4a. What are the plurals of the school plurals are formed and how to objects and how are they formed? 2. Students will read about a speak about “one” of an object 4b. What are the nominative and “Gymnasuim” or German high school, using the nominative and accusative cases and how are they used to (in English) which details the curriculum accusative cases. determine the correct form of the word “a” requirements, and courses or study. or “an”? Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students understand how 1a. Regular verbs and endings  Test on conjugation and Communication: different types of verbs are using the charts. C5 conjugated. 1b. Irregular verbs and vowel changes.  Essay about self. Comparisons: 1.c. Highly irregular verbs, H1, H2, H3, modals, and patterns.

2. Students understand what 2a. Helping verbs used in English helping verbs are, and how that are not used in German. they are used in English. 3a. Placement of the subject and verb in statements and questions. 3. Students understand the 3b. Placement and conjugation of basic sentence structure of verbs when there are two or more German. used in one statement.

4a. What parts of sentences do the nominative and accusative cases represent? 4. Students understand what the nominative and accusative 4b. Using the “der” and “ein” charts to determine which “the” cases are and how they affect or “a” to use. the words in a sentence. Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students understand 1a. Family vocabulary  Quiz on family terms Communication: how to use different A2, A3, B2, B4, 1b. Animal vocabulary vocabulary for family and  Quiz on animal terms animals. Connections: G1  Informal assessment, using 2. Students understand possessives. 2. Where can families and Comparisons: how to use vocabulary to animals live? I3 explain where and in what Ex. City, country, farm Literacy: type of situation the family/ Reading about German life on the animals live. farm/in the city.

3. Students understand 3a. Possessive pronouns how to express relationships to people and use 3b. Showing possession possessives in German. using an “s.”

Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students understand the 1a. Different types of  Quiz on food and drink Communication: different types of places to establishments, what they terms, and German A3, A4, B3, C1, would typically offer, and the eat and drink in Germany, expressions on this topic. price ranges. and the differences in the Culture: D1, D3, D4, E1, food/drink culture. 1b. Cultural norms and  Oral assessment; restaurant skit, showing cultural differences between the U.S. Connections: and Germany in food/drink differences. F2, G2 culture.  Students must interpret Comparisons: 2a. Identify all food/drink several menus from German H4, I1 2. Students understand terminology. restaurants. and can categorize food and 2b. Identify food groups and drink items in their “food  Students create menus for a food types in German, and tell groups” as well as health German restaurant. which foods are generally values. healthy or unhealthy. Literacy: 3a. Restaurant vocabulary., for 1. Interpretation of menus from conversational purposes, Germany. between customer and wait 3. Students understand staff. how to order food from a restaurant, and can express 3b. Expressing hunger, thirst and thoughts about meals. feelings about food. Unit Planner Grade Level/Course: 10th 11th Grade/German I Designer(s) : Lyndsy Ogier TOPIC/THEME: “BIG IDEAS” GUIDING QUESTIONS ASSESSMENTS STANDARDS FOCUS

1. Students use their 1a. Using subject-verb  Listening comprehension Communication: understanding of grammatical agreement, and pronouns to questions to follow chapters B1, B2, B5, C1, C4 structures to derive meaning determine who is being (chapters are only heard, not from a story. spoken about. read.) Culture: D3 1b. Using word order and  Pop-quizzes on content, and cases to better determine what Comparisons: is happening. new vocabulary. H1, H2, H3, H4 2. Students understand how to use the vocabulary they have  Students act out certain parts accumulated throughout the 2a. Recognizing parts of of the story, to show year to understand a lengthy speech, especially verbs in comprehension of events. story. their various forms.  Test on entire story. 2b. Understanding the story without taking the extra step Literacy to translate into English. 1. Students listen to and understand 3. Students understand how to recognize cognates, and can 3a. Students can pick out a 53 minute story, broken down into use this knowledge to cognates. short sections. understand spoken German on a wide variety of topics. 3b. Identifying “false friends” or cognates that have a completely different meaning in English.