Rigorous Curriculum Design · Web viewIL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details. NH.CMT.4.2—Identify examples

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Rigorous Curriculum Design

Unit Planning Organizer

Subject(s) GermanGrade/Course 3Unit of Study 1. Kennenlernen (Review German 1 and 2)Pacing Aug. 27 – Aug. 31

Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.1.1—CARRY OUT unrehearsed conversations on familiar topics with some details.IL.CLL.3.3—USE a series of phrases and sentences to GIVE spoken and written presentations about familiar topics, situations, and experiences with some details.IL.CLL.3.1. —USE a series of phrases and sentences to CREATE descriptions with some details about familiar topics and experiences.NH.CMT.4.1—COMPARE traditions and events of the target culture and the students’ culture.

SUPPORTING OBJECTIVESIL.CLL.1.2—Use questions to exchange information in familiar situations.IL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details.NH.CMT.4.2—Identify examples of products, practices, and perspectives in the community related to the target language.

“Unpacked” Concepts(students need to know)

“Unpacked” Skills(students need to be able to do)

COGNITION(Bloom's)

Unrehearsed conversations Carry out Applying

Series of phrases and sentencesSpoken and written presentations

UseGive

Applying

Series of phrases and sentencesDescriptions

UseCreate

ApplyingCreating

Traditions/ Events Compare Analyzing

Foundational Knowledge(Facts and information to be reviewed and solidified)

Memorize/Identify/Label/Recognize Greetings/ Introductions of oneself and others Birth dates/Ages/Addresses/Places of Origin Family/Pets/House/Own room/Helping at home Personality traits and looks School: name, schedule (time),subjects, classroom

items, teachers, grades, likes and dislikes, Transportation to school and beyond Facts about basic traditions and events of German

speaking countriesCopyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved.

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Review of basic German grammar Basic information on how to write a Birthday card

Critical Reasoning(Application of knowledge)

Apply memorized vocabulary and structures to maintain an extensive getting-to-know conversation with a peer or the teacher about all above mentioned topics.

Recall everyday interactions related to the above mentioned topics that are typical for German speaking regions and different from the US.

Apply reviewed basic German grammarSkills(Needed to complete product; Not content skills)

Use appropriate pronunciation, intonation, and register. Use appropriate writing conventions.

Product(s)(Evidence of mastery of the objective)

Students will exchange information with each other and the teacher about the above mentioned topics in an extensive dialog.

Students will write a detailed description of one of their classmates (could be fictional) and present it to the class (including a birthday card, some visuals, artifacts etc.).

Students will create and deliver a presentation on some traditions or events of their lives that connect to the German speaking world. (practices, products, or perceptions)

Students will make Birthday cards for each other to be presented throughout the year.

Essential Questions Corresponding Big Ideas1. How do I communicate to get to know my classmates in my German class and my German teacher (better)?2. How do I describe German speaking countries and their cultural traditions and events?

There are many important cross cultural influences between the people and their culture in the US and the German speaking regions.


Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved.

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Subject(s) GermanGrade/Course 3Unit of Study 2. Land am Meer (Komm mit 3, Kapitel 1) Pacing Sept. 4 – Oct. 5

Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.2.1—SUMMARIZE main ideas and a few details in short conversations and some forms of media.IL.CLL.2.2—SUMMARIZE main ideas and a few details in texts that contain familiar vocabulary.IL.COD.2.2—DIFFERENTIATE the structural patterns of the target language and the students’ language.IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.IL.CLL.3.3—USE a series of phrases and sentences to GIVE spoken and written presentations about familiar topics, situations, and experiences with somedetails.IL.CMT.3.1—USE a series of phrases and sentences to DESCRIBE arts, sports, games, and media from the target culture.NH.CMT.4.2—IDENTIFY examples of products, practices, and perspectives in the community related to the target culture.

SUPPORTING OBJECTIVESIL.COD.1.2—Understand how to ask and answer questions and exchange information on academic topics.IL.COD.2.3— Understand main ideas and a few details in class discussions and some forms of media.IL.COD.2.4— Understand main ideas and a few details in academic texts that contain familiar vocabulary.IL.COD.3.3—Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.


“Unpacked” Skills(students need to be able to

do)

COGNITION(Bloom's)

Main ideas and a few details Summarize UnderstandingApplying

Structural patterns Differentiate Analyzing

Vocabulary Remember Remembering


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Series of phrases and sentences Use/Describe Applying Understanding

Products, practices, perspectives Identify Understanding

Foundational Knowledge(Facts and information to be learned outright)

Memorize/Identify/Label/Recognize Facts about Germany’s coastal state of

Mecklenburg-Vorpommern and Germany’s largest island Rügen

Vocabulary for authentic tourist brochures German National Anthem Facts about Caspar David Friedrich, famous

German landscape painter of the Romantic Era The terms “Backsteingotik”, “Vogelperspektive” Vocabulary used in describing and presenting art Connecting words, cohesive devices, conjunctions Passive constructions (wurde im 17. Jh. gebaut; ist

1987 gebaut worden etc.) Perfect and Imperfect Vocabulary and structures used in comparisons


Apply memorized vocabulary and structures to write and deliver a presentation on a Northern German city or region, or on a German artist

Analyze all three original verses of the German National Anthem and explain how Hitler reinterpreted it, and why only the last verse is sung today

Compare and contrast works of American (romantic) art with that of C.D. Friedrich’s or another German artist.

Skills(Needed to complete product; Not content skills)

Technology skills to present a PPP or other visuals and audios

General presentational skills


Students will summarize texts related to the topic chosen for the PPP.

Students will deliver Power Point Presentations in the target language without text on the screen (either about a city/region or an artist).

Students will write comparisons of a German and an American painting, or an American and German region.

Students will take vocabulary and grammar quizzes. Students will take a test on the passive voice and

comparisons.Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved.

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Essential Questions Corresponding Big Ideas1. How do I research and plan a presentation on a particular German region, or a German painter/sculptor?2. How do I compare/contrast a German region or artist with a region or an artist of the US?

Germany has different regions with unique geography and cultural products like architecture and art.The US and Germany have similar movements in architecture and art (Romantic Era), and similar geographic areas like the beaches or mountains.




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Subject(s) German Grade/Course 3Unit of Study 3. Europa, Eurozone, Europäische Union (Komm mit 3, Kapitel 1)Pacing Oct. 8 – Nov. 2

Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.2.2—SUMMARIZE main ideas and a few details in texts that contain familiar vocabulary.IL.COD.3.1—USE academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics.IL.COD.3.2—PRODUCE a series of phrases and sentences about familiar themes related to other disciplines.NH.CMT.4.1—COMPARE traditions and events of the target culture and the students’ culture.IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.

SUPPORTING OBJECTIVESIL.COD.1.2—Understand how to ask and answer questions and exchange information on academic topics.IL.COD.2.4—Understand main ideas and a few details in academic texts that contain familiar vocabulary.IL.COD.3.3—Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.NH.COD.4.1—Understand cultural practices and perspectives from the target culture.



COGNITION(Bloom's)

Main ideas and a few details Summarize UnderstandingApplying

Academic content terminology Use Applying

Series of phrases and sentences

Produce Creating

Traditions and events Compare Analyzing

Expanded vocabulary and language structures

Remember Remembering


Memorize/Identify/Label/Recognize History of the European Union Political structure of the European Union Symbols of the European Union including the euro Vocabulary to express political and social terms


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Indefinite pronoun “man” Genitive case


Apply memorized vocabulary to present orally and in writing one political or social aspect of the EU (for instance the European Commission, European Parliament, European National Anthem, European energy policy etc.)

Compare and contrast one political or social aspect of the EU with that of the US

Correctly use “man” and the genitive case in the presentation


Technology skills to present a PPP or other visuals and audios

General presentational skills Use appropriate pronunciation, intonation, and register. Use appropriate writing conventions.


Students will present Power Point Presentations or other multimedia presentations in the target language with some German “clue words” on the screen and summary phrases on note cards.

Students will write a comparison of one aspect of political or social life in the EU with that of the US (or another country).

Students will correctly use “man” and the genitive case in speaking and writing.

Essential Questions Corresponding Big Ideas1. Why and how was the European Union founded, and what is Germany’s role in it?2. What impact does the EU have on the US and the world?

In our times of global interrelations and interdependencies it is important to know about each others political and social systems.



Subject(s) German


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Grade/Course 3Unit of Study 4. Deutsche Literatur 1 (Kafka) (Komm mit 3, Kapitel 1)Pacing Nov. 7 – Nov. 20

Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.COD.2.2—DIFFERENTIATE the structural patterns of the target language and the students’ language.IL.CLL.3.2—USE the language to ACT OUT and SUMMARIZE poetry, lyrics, prose, and other literature from the target culture.IL.CLL.3.4--CREATE dialogues and skits to present with some details about familiar topics.NH.CLL.4.2—USE learned cognates and loan words to express ideas on familiar topics.NH.CMT.4.1—COMPARE traditions and events of the target culture and the students’ culture.

SUPPORTING OBJECTIVESIL.COD.1.2—Understand how to ask and answer questions and exchange information on academic topics.IL.CLL.2.3—Recognize that ideas and expressions may be presented differently in the target language than the students’ language.NH.CLL.4.3—Analyze the language conventions from simple written and spoken texts in the target language.



COGNITION(Bloom's)

Structural patterns Differentiate Analyzing

Poetry/Prose Use/Act out Applying

Dialogs and skits Create Creating

Cognates and loan words Use Applying



Memorize/Identify/Label/Recognize Overview of Kafka’s life and literary work Vocabulary to the overview Vocabulary to the selections used (aphorism,

“Aufbruch”, “Eine alltägliche Verwirrung”) Folksong “Wenn ich ein Vöglein wär” with

vocabulary Popsong „Ich wär so gerne Millionär“ (Prinzen) with

vocabulary Rules on the use and the structure of the

Subjunctive I (indirect discourse, journalism) Rules on the use and the structure of the

Subjunctive II (wishes, hypothetical statements, Copyright 2011, The Leadership and Learning Center. 866.399.6019. All rights reserved.

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conditional clauses) Relative clauses


Apply memorized vocabulary to write and perform a skit true to Kafka’s story, and then a skit with a different ending (with a partner).

Apply learned subjunctive rules, metric conventions, and found rhyme words to write one verse to a song, and then lead the class in singing it

Compare and contrast Kafka’s literature with that of your favorite (American) author.


Recite poetry with clarity and conviction Act out a role in a skit comprehensibly and

convincingly Use appropriate pronunciation, intonation, and register. Use appropriate writing conventions


Students will perform 1 created verse to the melody of “Wenn ich ein Vöglein wär’” or “Ich wär so gerne Millionär”.

Students will memorize Kafka’s aphorism of the human condition or Kafka’s definition of love.

Students will perform 2 skits with a partner: first acting out Kafka’s “Aufbruch”, and then their own altered version of it.

Students will write a comparison between Kafka’s work and the student’s favorite (American) author.

Essential Questions Corresponding Big Ideas1. How do I come to a better understanding and appreciation of Kafka’s writings?2. How do I come to a better understanding of Kafka as a person and a writer?

Franz Kafka’s work is an invaluable part of world literature, and sheds light on some of the hidden feelings that make us all human.



Subject(s) GermanGrade/Course 3Unit of Study 5. Deutsche Literatur 2 (Weimar und mehr) (Komm mit 3, Kapitel 2)


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Pacing Nov. 26 – Dec. 20

Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.1.1 –CARRY OUT unrehearsed conversations on familiar topics with some details.IL.CLL.1.2—USE questions to exchange information in familiar situations.IL.CLL.3.4—CREATE dialogues and skits to present with some details about familiar topics. (poetry, official letters) IL.COD.3.2—PRODUCE a series of phrases and sentences about familiar themes related to other disciplines. (message for a bumper sticker/abstract poem)

SUPPORTING OBJECTIVESIL.CLL.2.2—Summarize main ideas and a few details in texts that contain familiar vocabulary.IL.COD.2.2—Differentiate the structural patterns of the target language and the students’ language.IL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details.IL.CMT.2.2—Understand the meaning of messages on familiar topics displayed in the community or created by peers learning the same target language.NH.CLL.4.3—Analyze the language conventions from simple written and spoken texts in the target language.



COGNITION(Bloom's)


Questions to exchange information

Use Applying

Dialogs and skits (poetry) Create Creating

Series of phrases and sentences (bumper sticker)

Produce Creating


Memorize/Identify/Label/Recognize Vocabulary for all selected poems Basic information on the writers of the poems Basic information on rhyme, metric, and other

literary devices Difference between “als”, “wenn”, “wann”, Reflexive verbs related to emotion Basic information on letter writing


Apply memorized vocabulary to participate in an evaluated class discussion about the poems

Analyze the poems from the perspective of the time and place for which they were written


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Interpret the poems from the perspective of modern (your) time and (your) place

Analyze the effect of different literary devices and keep them in mind for your own writing

Express your own thoughts in a number of literary writings

Imagine you are writing a simple thank-you-letter to one of the poets

Imagine you are writing a letter of condolence to the father that lost his son in (Erlkönig)


Use appropriate pronunciation, intonation, and register. Use appropriate writing conventions.


Students will engage in an evaluated class discussion about the poems.

Students will write and present a Bio-Poem using reflexive verbs correctly and using correct word order.

Students will either design a “concrete” poem with an important message, or a unique message for a bumper sticker.

Students will make a poster with a time line of their lives correctly using “als”, “wenn”, and “wann.

Students will write an official thank-you-letter. Students will write an official letter of condolence.

Essential Questions Corresponding Big Ideas1. How do I understand German literary voices of different times and genres?2. How do I use literary stimuli to effectively express and develop your own thoughts?

The careful selection of German literature of different eras and different styles brings students to a new awareness of human creativity, and leads to more self-awareness in terms of their own creative and imaginative talents.



Subject(s) German Grade/Course 3Unit of Study 6. Übungen (AATG, A-2, Semesterexamen)Pacing Jan. 2 – Jan. 11


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Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.1.1—CARRY OUT unrehearsed conversations on familiar topics with some details.IL.COD.2.4—UNDERSTAND main ideas and a few details in academic texts that contain familiar vocabulary.IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.IL.CMT.2.1—UNDERSTAND practices, products, and perspectives from texts about familiar topics with some details.IL.COD.3.2—PRODUCE a series of phrases and sentences about familiar themes related to other disciplines.

SUPPORTING OBJECTIVES



COGNITION(Bloom's)

Unrehearsed conversation Carry out Applying

Main ideas and a few details Understand Understanding



Practices, products, and perspectives

Understand Understanding


Produce Creating



Memorize/Identify/Label/Recognize Format and basic content of the Level 3 AATG

Exam Format and basic content of the Zentrale

Deutschprüfung A2 Format and content of the German 3 Semester

Exam Critical Reasoning(Application of knowledge)

In depth study and discussion of a Level 3 AATG practice exam

In depth study and discussion of a pracice ZdP A2 Review for the German 3 Semester Exam


Good organizational skills Good study skills Good time management skills


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Students will produce at least acceptable results on the AATG Level 3 Exam.

Optionally, some students will exhibit at least acceptable results on the ZdP A2.

Students will make at least a passing grade on the German 3 Semester exam.

Essential Questions Corresponding Big Ideas1. How do I prove to myself and the teacher that I am making expected progress in interpersonal communication, interpretive communication, and presentational communication in German?

Summarizing what you have learned/done and what you should know/be able to do at this point of the school year gives you and the teacher necessary feedback on the effectiveness of the learning process.



Subject(s) GermanGrade/Course 3Unit of Study 7. German Day/AlternativePacing Jan. 23 – Feb. 22


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Essential Standards

PRIORITY OBJECTIVES (will be assessed holistically according to effort)IL.CLL.3.2—USE the language to act out and summarize poetry, lyrics, prose, and other literature from the target culture. (Poetry Recitation, Song, Karaoke)IL.CLL.3.3—USE a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details. (Extemporaneous Speaking)IL.CLL.3.4—CREATE dialogues and skits to present with some details about familiar topics. (Skit)IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations. (Verb Bee)IL.CMT.3.2— USE limited dialogue to participate in school or community activities related to the target culture. (Using German with students and teachers during German Day)NH.COD.4.1—UNDERSTAND cultural practices and perspectives from the target culture. (Kultur-Pokal, Poster, 2-D Art, Photography, T-shirt Design)

SUPPORTING OBJECTIVES



COGNITION(Bloom's)

Language to act out poetry/lyrics Use Applying

Series of phrases and sentences (for presentations)

Use Applying

Dialogs and skits Use Creating



Limited dialog (during German Day)

Use Applying

Cultural practices/perspectives/(products)

Understand Understanding


Memorize/Identify/Label/Recognize Topic for the T-shirt design and contest rules Format and content of the German Verb Bee Vocabulary and meaning of the German Day Level

3 Poem, and the contest rules Topics for the extemporaneous speaking prompts

(Intermediate Level), and the contest rules Topic of the skit and the contest rules Options for the singing event and contest rules


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Format and contest rules for the Kultur-Pokal II, and practice questions

Contest rules for the art categories: poster, 2-D art, and photography (topic the same as for T-shirt)

Contest rules and chosen pop songs for Karaoke Contest rules for the Scavenger Hunt


Think about where your talents lie, and which area(s) of competition you think would be most rewarding and fun for you

Chose one or several contest areas and you’re your preparation accordingly


Performing skills Artistic and creative skills General skills for rigorous competition


Students will participate in various foreign language competitions. (This is an optional field trip but all students need to practice and prepare as if they were going to the competition.)

Alternative: Students will apply language in any other creative and imaginative way (for instance write and perform a fairy tale, or a set of skits related to a topic of their choice or the teacher’s choice). The topic could be the same as the German Day theme.

Essential Questions Corresponding Big Ideas1. How do I apply foreign language skills beyond the classroom?2. How do I set my individual goals for language competitions?

Participating in a number of German language and culture competitions outside of school boosts the students’ enthusiasm and determination about language learning.



Subject(s) GermanGrade/Course 3Unit of Study 8. Meine Zukunft (Komm mit 3, Kapitel 3,9,10,11,12)Pacing Feb. 25 – March 8


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Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.1.1 –CARRY OUT unrehearsed conversations on familiar topics with some details.IL.CLL.1.2—USE questions to exchange information in familiar situations.IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.IL.CLL.3.1— USE a series of phrases and sentences to create descriptions with some details about familiar topics and experiences.

SUPPORTING OBJECTIVESIL.CLL.2.2—Summarize main ideas and a few details in texts that contain familiar vocabulary.IL.CLL.2.3—Recognize that ideas and expressions may be presented differently in the target language than the students’ language.IL.COD.3.3—Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.NH.CLL.4.3—Analyze the language conventions from simple written and spoken texts in the target language.NH.COD.4.1—Understand cultural practices and perspectives from the target culture.



COGNITION(Bloom's)



Use Applying



Series of phrases and sentences to create descriptions

Use/Create Creating


Memorize/Identify/Label/Recognize Vocabulary for professions List of major German holidays and holiday traditions Vocabulary for Countries and Nationalities German firms in the US, NC Rules for all adjective endings Rules for the use of the Future Tense Dative verbs including wünschen, danken, helfen,

gratulieren Writing a letter of application (Lebenslauf)

Critical Reasoning Think about what your future life could look like in


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(Application of knowledge) terms of your profession, your family life, and where and how you could live. The reasoning should be based on evidence from the student’s development as a person and citizen so far. It should not be an unrealistic “fabrication” of his/her imagination.


Basic artistic skills to make a big book or a poster Basic conversational skills


Students will write 4 detailed descriptions of their future: job, family life, where they would live, and what their house (and garden/land around it) would look like. The descriptions will include illustrations, an explanation why a particular choice is made, and will have a lot of descriptive adjectives with correct endings. The end product can be 4 small posters, or a 4 page big book.

Students will participate in a graded “Socratic” conversation/discussion on their future with their illustrated descriptions at hand.

Students will imagine applying for a job, and write a (virtual) letter of application to a German firm.

Essential Questions Corresponding Big Ideas1. How do I envision my future in terms of where and how I live, what my job will be, and what my family life will look like?2. Why do I think my assumptions about my future life are realistic?

The earlier, more thoroughly, and more often a young person thinks and prepares his/her future the more probable it becomes that he/she will have a purposeful, successful and fulfilling life.



Subject(s) GermanGrade/Course 3Unit of Study 9. Verhältnis zu anderen (Komm mit 3, Kapitel 4,8)Pacing March 11 – March 27


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Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.1.1 –CARRY OUT unrehearsed conversations on familiar topics with some details.IL.CLL.1.2—USE questions to exchange information in familiar situations.IL.CLL.2.2—SUMMARIZE main ideas and a few details in texts that contain familiar vocabulary.IL.COD.2.2—DIFFERENTIATE the structural patterns of the target language and the students’ language.IL.CLL.3.3—USE a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details.IL.CLL.3.4—CREATE dialogues and skits to present with some details about familiar topics.

SUPPORTING OBJECTIVESIL.CLL.2.1—Summarize main ideas and a few details in short conversations and some forms of media.IL.COD.2.3—Understand main ideas and a few details in class discussions and some forms of media.IL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details.NH.COD.4.1—Understand cultural practices and perspectives from the target culture.



COGNITION(Bloom's)

Unrehearsed conversation Carry out Applying


Use Applying

Main ideas and a few details Summarize Understanding

Structural patterns of the target language

Differentiate Analyzing


Use Applying



Memorize/Identify/Label/Recognize Vocabulary to express conflict, disagreement and

agreement, negative and positive emotions Different ways to express your opinion Facts on stereotypes about Germans in the US, and

on stereotypes about Americans in Germany Facts about groups that are vulnerable to prejudice

in the US and German speaking countriesCritical Reasoning(Application of knowledge)

Analyze and explain when/why your relationships work well and when/why they don’t work well


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Express your opinions in a fair and non-threatening way, and be able to support it with some facts

Explain why stereotypes are dangerous premises and do not do people described in that way justice


Basic social skills Basic awareness of prejudicial or stereotypical

thinkingProduct(s)(Evidence of mastery of the objective)

Students will engage in a graded “Socratic” conversation on their relationships with their family members, their friends and classmates, and with people elsewhere in the world.

Students will write a three part essay about their relationship a) with their parents and siblings, b) with their friends and classmates, and c) with people they don’t normally associate with (different groups at school, church or people elsewhere in the world). In the essay they analyze why a relationship works and why not. Students will recognize and point out the danger of stereotyping and prejudice.

Essential Questions Corresponding Big Ideas1. How do I interact with other people, and how do I improve relationships?

Purpose, success and fulfillment in life depend a great deal on the way we forge and maintain good relationships with others.



Subject(s) GermanGrade/Course 3Unit of Study 10. Rechte und Pflichten (Komm mit 3, Kapitel 5,9)Pacing April 8 – April 26


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Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.COD.2.5—REMEMBER expanded vocabulary and language structures essential to comprehension in academic class discussions and presentations.IL.CLL.3.3—USE a series of phrases and sentences to give spoken and written presentations about familiar topics, situations, and experiences with some details.IL.COD.3.1— USE academic content terminology in a series of phrases and sentences with a few details to give spoken or written presentations in the target language on familiar topics.NH.CMT.4.1—COMPARE traditions and events of the target culture and the students’ culture.

SUPPORTING OBJECTIVESIL.COD.1.2—Understand how to ask and answer questions and exchange information on academic topics.IL.CLL.2.1—Summarize main ideas and a few details in short conversations and some forms of media.IL.CLL.2.2—Summarize main ideas and a few details in texts that contain familiar vocabulary.IL.COD.2.4—Understand main ideas and a few details in academic texts that contain familiar vocabulary.IL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details.IL.COD.3.3—Use readily available technology tools and digital literacy skills to present in the target language about other disciplines.NH.COD.4.1—Understand cultural practices and perspectives from the target culture.



COGNITION(Bloom's)



Series of phrases and sentences to give presentations

Use Applying

Academic content terminology Use Applying



Memorize/Identify/Label/Recognize Vocabulary related to rights and responsibilities Vocabulary related to the German parliamentary

democracy Facts about Germans becoming full adults at 18,

and the implications Overview of the German political system, the

elections and the history of the Basic LawCritical Reasoning(Application of knowledge)

Compare and evaluate the German and American steps of growing into adulthood


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Compare and evaluate the political systems of the US and Germany


Technological skills for a presentation Basic presentational skills


Students will deliver a short presentation on one aspect of American or German civil rights or responsibilities.

Students will write a persuasive essay in which they compare one aspect of German and American rights or responsibilities and develop and defend their own opinion.

Essential Questions Corresponding Big Ideas1. When and how do young Germans grow into full adulthood? 2. What is expected of young citizens in the US and in the German speaking countries?

In order for a free and democratic society to work well for its people, the individual citizens need to grow up in distinct awareness of not only their rights but also their responsibilities to their society as a whole.



Subject(s) German Grade/Course 3Unit of Study 11. Medien (Komm mit 3, Kapitel 6,7)Pacing April 29 – April 24


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Essential Standards

PRIORITY OBJECTIVES (will be assessed)IL.CLL.3.4—CREATE dialogues and skits to present with some details about familiar topics.IL.CMT.3.1—USE a series of phrases and sentences to describe arts, sports, games, and media from the target culture.NH.COD.4.2—IDENTIFY the products of the target culture.NH.CMT.4.3—IDENTIFY key characteristics of target culture traditions.

SUPPORTING OBJECTIVESIL.CLL.1.1 –Carry out unrehearsed conversations on familiar topics with some details.IL.CLL.1.2—Use questions to exchange information in familiar situations.IL.CLL.2.1—Summarize main ideas and a few details in short conversations and some forms of media.IL.COD.2.3—Understand main ideas and a few details in class discussions and some forms of media.



COGNITION(Bloom's)



Use Applying

Products of the target culture Identify Understanding

Key characteristics of target culture traditions

Identify Understanding


Memorize/Identify/Label/Recognize Vocabulary for media Facts about media in Germany (state run – private) Selection of popular German TV shows


Apply memorized vocabulary and memorized facts to create and produce a “German-like” TV program

Compare and discuss the ways information and commercials are disseminated in the US and Germany


Technology skills to produce a short video or podcast


Students will in groups of 2 - 4 write, practice and produce a 3 - 5 minute video showing a TV program that exhibits German traditions. This could be an excerpt of a detective series, a news program, a game show, a commercial, a talk show, a cooking


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show, or any other TV program the students inquire about and want to “recreate”.

Students will summarize what they need to do in order to be smart and informed media consumers.

Essential Questions Corresponding Big Ideas1. How do I get the best and mostreliable information on TV and on the Internet in Germany and the US?2. How do I evaluate commercials, advertisements, promotions and political ads in the media?

One important aspect of the 21st Century Skill of literacy is to know what the source of your information is, what interests and intentions are behind that source, and for what audience it is intended. Students need to be informed consumers of the Internet, TV and all other media.


Documents

Rigorous Curriculum Design · Web viewIL.CMT.2.1—Understand practices, products, and perspectives from texts about familiar topics with some details. NH.CMT.4.2—Identify examples