<p> Curriculum Map - Brundige Grade____9-12______Subject___German2______</p><p>Month Content Skills Assessment Options Standards Topics: Students will: Describe the physical Benchmark standards listed  Personality Traits  Understand main characteristics/personali after skill  Physical idea and some ty of oneself and fellow  Understand main idea Sept Characteristics details of connected classmates/neighbors/fa and some details of  Hobbies/Sports discourse on mily members. connected discourse on UNIT 1:  Feelings familiar topics.  Describe the familiar topics.(1.H.1) DESCRIBING  Family (1.H.1) personality/physical  Sustain conversation on SELF AND Relationships  Sustain characteristics of familiar topics. (1.H.3) OTHERS  Social Relationships conversation on celebrities.  Express thoughts, ideas, (Friends) familiar topics.  Play Who Am I?, a preferences, and options (1.H.3) game where students in oral and written form. Culture:  Express thoughts, must formulate (1H.6)  Differences in ideas, preferences, questions to guess  Derive meaning from Family and Social and options in oral partner’s celebrity oral, visual, and limited Relationships and written form. identity. written stimuli and (Concepts of (1H.6)  Create a video or Power respond appropriately. Popularity,  Derive meaning Point describing a (1.H.4) ‘Sympatisch’) from oral, visual, famous or familiar  Use another language for  Sports and limited written person with regard to personal and public  Typical Teen stimuli and respond physical characteristics, communication needs. Hobbies/Interests appropriately. hobbies, and personality, (1.H.7) (1.H.4) duties, career or job. Grammar:  Use another  Create a  Predicate language for dialog/conversation with Adjectives personal and public a partner , describing a  Adverbs of communication group of people, a Frequency needs. (1.H.7) common friend, teacher,  Expletives of etc., expressing Emotion agreement and  Possessive disagreement of opinion. Pronouns Objects in  Write a letter to a pen the Accusative pal/key pal (preferably (Review), real) describing self,  Reintroduction to interests, and hobbies. Modal Verbs.  Create a poster or Power Point describing your family, family relationships and positive/negative interactions with family members.  As appropriate, teachers may choose individual tasks to assess discrete skills or more comprehensive assessments.  Komm Mit Chapter 1 tests and quizzes</p><p>Topics: Students will: ● Make a plan of your Benchmark standards listed  Chores at home and  Derive meaning home; label and describe after skill Oct in the community from oral, visual, your plan according to  Derive meaning from  Rooms and objects and limited written rooms and chores. oral, visual, and limited UNIT 2: in the house stimuli and respond  Make a chore schedule written stimuli and  Distribution of appropriately. for your family; develop respond appropriately. EVERYDAY chores, work and (1.M.2) a conversation/exchange (1.M.2) LIFE AT responsibilities  Participate with a partner to find  Participate successfully  Invitations, plans successfully in out what his family’s in familiar survival SCHOOL AND with others, familiar survival chores and duties are. situations and accepting and situations and  Create an invitation to interactions. (1.M.3) HOME declining invitations interactions. (1.M.3) an activity or party,  Express some thoughts, and suggestions  Express some stating time, place, ideas, and preferences in  Giving explanations thoughts, ideas, and activity, greeting and oral and written form. and reasons preferences in oral rsvp. (1.M.4)  Planning and and written form.  Create a video or skit of  Use another language for scheduling of (1.M.4) your family situation, personal communication extracurricular  Use another presenting a problem needs. (1.M.5) activities. language for and its solution  Ask for clarification and personal regarding chores and repetition (2.M.2) Culture: communication responsibilities in the  Apply prior knowledge.  Teen obligations needs. (1.M.5) family. (2.M.5) and privileges,  Ask for  Write a letter of apology  Produce limited written assisting clarification and to a friend or family discourse. (3.M.1) others/elders in the repetition (2.M.2) member, explaining the  Recognize some family and  Apply prior expectation and the similarities between community in the knowledge. (2.M.5) reason for your failure one’s own language and country of the  Produce limited to carry through. culture and other target language. written discourse. Include a sincere languages and cultures.  Social norms in (3.M.1) apology and intention (.M.2) Germany.  Recognize some for the future.  Size, layout, similarities between  Create a chart or poster construction and one’s own language comparing do’s and design of homes in and culture and don’ts, responsibilities, Germany. other languages and privileges and rights of  Social norms in cultures. (.M.2) young people in the U.S. Germany. and Germany.  Legal adulthood in  As appropriate, teachers Germany. may choose individual  Typical tasks within tasks to assess discrete the community skills or more Teen obligations and comprehensive privileges, assisting assessments others/elders in the family and  Komm Mit Chapter community in the 2 tests and quizzes country of the target language.</p><p>Grammar:  Modal Verbs, Sentences With Multiple Verbs (Word Order), Clauses with ‘Wenn’ and ‘Weil’, ‘Dass’,  Positive and Negative Statements In Conv. Past  Accusative Case with Certain Verbs and Prepositions.  Imperative Forms.</p><p>Culture: Student will: ● Describe your past Benchmark standards listed  Narrate orally and summer vacation in all after skill Nov  Vacation activities, locations, cultural in writing events in detail to a partner;  Narrate orally and in areas of personal create a writing events in areas of UNIT 3: experiences in new interest.(1.H.2) dialogue/interview with personal interest.(1.H.2) VACATIONS, places (food,  Sustain a partner to find out  Sustain conversation on HOLIDAYS, housing, conversation on about their vacation. familiar topics. (1.H.3) AND entertainment) familiar topics.  Prepare a virtual tour of  Express thoughts, ideas, CELEBRATIONS (1.H.3) your vacation spot and preferences, and  Geographic location and directions,  Express thoughts, present it to your opinions in oral and scenery, ideas, preferences, class/group. written form. (1.H.6) surroundings, and opinions in oral  Plan and prepare a  Recognize other cultures accommodations and written form. script as a tour guide of as an integral part of the (1.H.6) your vacation spot. culture of the world  Comparing various  Recognize other  Create a travel brochure community. (9.H.4) vacation cultures as an of a foreign or local experiences, past integral part of the vacation spot. and present culture of the world  Invite a partner to a community. (9.H.4) birthday or holiday  Learning about and comparing typical party. German vacations  Plan and prepare a to American party with a group; vacations organize tasks within the group.</p><p> Seasonal holidays in  Create a group/class America and presentation of a holiday Germany; tradition in Germany. comparing aspects  Create a group/class of winter holidays in presentation of an both countries American holiday </p><p> Planning and tradition for German preparing a family speakers. or social  Prepare an celebration; interview/panel preparing discussion of three invitations, different nationalities to organizing help and compare holiday tasks traditions and celebrations.  Komm Mit Chapter  Grammar: 3 tests and quizzes</p><p> Conversational past tense</p><p> Expressing and asking about opinions with ‘gefallen’, ‘finden’, ‘mögen’</p><p> Dative/accusative use of ‘in, an, auf’ to show motion or location</p><p> Command forms</p><p> Simple past of ‘haben’ and ‘sein’</p><p> Dative case personal pronouns</p><p>Dec - Feb Culture: Students will: ● Create a dialogue with a Benchmark standards listed  Aspects of health:  Meet a number of partner, asking about after skill food, nutrition, practical writing each other’s health,  Meet a number of exercise, sports, needs using lists, showing concern and practical writing needs UNIT 4: YOU relaxation, illnesses, notes, short letters, consideration for each using lists, notes, short AND YOUR injuries and and journals. other letters, and journals. accidents. (3.H.3)  Create and carry out a (3.H.3) HEALTH  Health education in  Transcribe and panel /group discussion  Transcribe and produce target countries produce familiar about nutrition; include familiar idioms and </p><p> Substance abuse; idioms and limited cultural aspects of home limited extended comparisons of extended discourse. and target countries. discourse. (1.H.8) awareness and (1.H.8)  Interview a  Understand, respond to, education of  Understand, partner/famous person and formulate questions substance abuse in respond to, and about his/her health and discussion. (4.H.1) target countries and formulate questions habits, including  Interact successfully in at home. and discussion. nutrition, exercise, basic communicative  Learning about (4.H.1) relaxation, bad habits. tasks. (4.H.3) cultural differences  Interact  Create a health profile in health topics; successfully in basic of yourself; keep a social norms and communicative journal of health-related taboos in discussing tasks. (4.H.3) activities over a one’s health. week/two weeks and  Health facilities and summarize in the profile programs in target  Analyze and critique a countries written or oral  Preventive medicine description of someone’s in target countries health profile.  Personal hygiene  Create a video/skit/story/presenta Grammar: tion about an accident or  Dative and illness, describing the accusative reflexive circumstances leading to pronouns the accident/illness and  Reflexive verbs the treatment involved.  Dative personal  Create guidelines for objects: ‘fehlen’, young people on ‘mir ist…’ ‘es geht personal hygiene and mir…’ substance abuse  Dative prepositions prevention.  Negative and  Komm Mit Chapter positive commands 4, 5, 6 tests and  Dependent clauses quizzes with ‘dass’  Descriptive and demonstrative articles and question words  Possessive pronouns in accusative and dative</p><p>March - April Culture: Student will: ● Prepare and present a Benchmark standards listed  Aspects and  Sustain description of your after skill UNIT 5: CITY concepts of city vs. conversation on living situation and  Sustain conversation on LIVE AND country living; familiar topics. location; include aspects familiar topics. (1.h.3) COUNTRY housing, (1.h.3) of location and  Initiate, sustain and LIFE transportation,  Initiate, sustain and transportation to school, bring closure to a variety educational and bring closure to a sports, activities. of communicative tasks cultural variety of  Create an interview with or situations. (1.h.5) opportunities, communicative a partner, inquiring  Express thoughts, ideas, environmental tasks or situations. about that person’s preferences, and issues (1.h.5) living situation, his opinions in oral and  Geographical and  Express thoughts, opinion of such and his written form. (1.h.6) sociological ideas, preferences, wishes for the future  Write simple discourse differences between and opinions in oral  Present a panel of more than one city/country living and written form. discussion on the aspects paragraph on familiar in the U.S. and in (1.h.6) of country vs. city living topics. (2.h.2) target countries  Write simple  Create a video/power  Meet a number of  Environmental discourse of more point presentation on practical writing needs awareness and than one paragraph typical city/country life using lists, notes, short education in the on familiar topics. in Germany or in your letters and journals. U.S. and target (2.h.2) country (2.H.3) countries  Meet a number of  Write a comparison of  Getting around and practical writing two typical teenagers: a handling daily life needs using lists, country American vs. a in the respective notes, short letters country German, or a countries. and journals. city American vs. a city  Concept of distance (2.H.3) German. Include all and location in aspects of daily life. relation to home,  Prepare and give a place of work or presentation on study, and outings. environmental  Future plans and protection and wishes regarding awareness in the target housing, education, country careers  Create your own dream house in your dream  GRAMMAR: environment, giving  Adjective endings in reasons for your wishes. nom. Acc. and  Komm Mit Chapter dative cases; 7 tests and quizzes agreement of strong and weak endings  Comparative and superlative forms of adjectives  Dative personal objects in preferences ‘lieber’  ‘wünschen’ ‘wären’</p><p>May Topics: Students will: ● Prepare a strategy for Benchmark standards listed  Reading,  Initiate, sustain, planning a trip, after skill understanding and and bring closure to including questions to  Initiate, sustain, and UNIT 7: making selections a variety of ask and points to cover bring closure to a variety from travel communicative regarding travel, of communicative tasks TRAVEL PLANS brochures and maps tasks or situations. accommodation, prices, or situations. (1.H.5)  Inquiring about and (1.H.5) tours and sightseeing  Express thoughts, ideas, evaluating  Express thoughts,  Present a visit to the preferences and opinions information about ideas, preferences travel bureau to inquire in oral and written form. regions of foreign and opinions in oral about and plan a trip (1.H.6) countries. and written form.  Create and present a  Use the target language  Planning a trip (1.H.6) skit in a group to for personal and public according to  Use the target simulate a family communication needs. gathered language for discussion about your (1.H.7) information; personal and public next trip and travel  Negotiate meaning by making reservations communication plans, including conflict asking for and using and itineraries with needs. (1.H.7) and resolution repetition, clarification, regard to  Negotiate meaning  Create an and recombination. transportation, by asking for and interview/panel (2.H.2) accommodation and using repetition, discussion to gather  Understand and produce tours clarification, and information about main ideas from  Asking for and recombination. someone else’s travel narration and expressing opinions (2.H.2) experience(s) and their description. (3.H.1) on travel  Understand and recommendations destinations produce main ideas  Create a dialog/skit from narration and about a ‘horror’ trip Grammar: description. (3.H.1) where everything goes  Use of accusative wrong with two-way prepositions; dative with ‘nach’  Simple past of ‘sein’ revisited  Dependent clauses with ‘ob’  Questions with ‘wo-‘ combinations  Revision/summary of all prepositions</p>