KNOX COUNTY SCHOOLS CURRICULUM & INSTRUCTION DEPARTMENT CURRICULUM FRAMEWORK SY 2014-‐2015 Topic: Introductions World Languages Department: German Module 1 of 7 Percent of time: 15% Overview: In this module, students are introduced to the location of the German-speaking countries and why German is an important language to learn. Language skills that students learn in this module include pronunciation of the alphabet, greetings, farewells, introductions, and asking or telling how old someone is. Grammar skills that students learn in this module include cognates, personal pronouns, formal address, informal address, how to conjugate regular verbs, and the conjugation of the singular of the verb to be. Essential Question(s): Tier III Vocabulary: • Why is learning German important? • Cognate • How do people greet one another and share • Conjugation basic personal information in German• Ess-tset (ß) speaking countries? • Formal address • Infinitive form • How do you know when to formally or • Informal address informally greet or take leave of the person • Interrogative to whom you are speaking? • Irregular verb • Number • How are greetings, farewells and • Nominative case introductions different? • Personal pronoun • Pronunciation • How are verbs in German similar to / • Subject different from verbs in English? • Stem • Umlaut (ä, ö, ü) • How does knowledge of phonetics improve • Verb pronunciation? *Tier II Vocabulary should be taught as referenced in the text. TN Standards: Learning Objectives: I. Standard Number 1 (Goal One): • I can greet and say farewell to someone. Communicate in a Language Other Than • I can explain which greetings and farewells are used in English which regions of German-speaking countries. 1.1 In the target language, engage in • I can explain at what time of day to use certain forms of conversations, provide and obtain information, “hello” in German-speaking countries. express feelings and emotions, and exchange • I can ask and tell someone’s name. opinions. • I can introduce someone else. 1.2 Understand and interpret both written and • I can ask and tell someone’s age. spoken forms of the target language on a variety • I can give telephone numbers. of topics. • I can ask and tell how things are going. 1.3 Present information, concepts, and ideas to • I can inquire where someone is from. an audience of listeners or readers on a variety of • I can say the numbers 0 through 20. topics. II. Standard Number 2 (Goal Two): Gain Knowledge and Understanding of Other Cultures 2.1 Demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. III. Standard Number 3 (Goal Three): Connect with Other Disciplines and Acquire Information 3.1 Reinforce and further knowledge of other disciplines through the foreign language. 3.2 Acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. IV. Standard Number 4 (Goal Four): Develop Insight into the Nature of Language and Culture 4.1 Demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Recognize that cultures use different patterns of interaction and can apply this knowledge to their own culture. Suggested Media/Technology Integration: • Deutsch Aktuell textbook, website, workbook, and ancillary materials (DVD program, audio program, listening activities, etc.) • Practice verb conjugation • DW Audio Tutor Deutsch Lernen Podcast (#1 and #7) • Epals (electronic penpals) • Why learn German? • Interactive map of Europe • Alphabet, pronunciation, grammar, and online practice • Extr@ video (introduction of the first episode) • Vocabulary practice • Online flashcards (make your own or search jrowe3737’s cards) • Cognate explanation and practice • Grammar videos World Languages: German I • • • • • • • • • • • • I can distinguish between formal and informal address and use each one correctly. I can explain ways in which German-speaking people greet each other. I can recognize German names in written and spoken text I can identify where German is spoken. I can identify German influences in American culture I can use numbers in various ways. I can give several reasons why learning German is important. I can pronounce German words I can identify cognates I can identify gestures used in German speaking countries I can conjugate regular verbs I can conjugate the singular form of the verb “to be” Suggested Resources: • http://irc.emcp.com • • • • • • • • • http://www.conjuguemos.com https://itunes.apple.com/us/genre/podcasts/id26?mt=2 http://www.epals.com http://www.goethe.de/ins/us/saf/prj/sig/gem/enindex.htm http://www.sheppardsoftware.com http://www.webgerman.com http://streaming.discoveryeducation.com http://www.memrise.com http://www.quizlet.com • • • http://www.mrshea.com/misc/cognates.htm http://www.youtube.com/user/MrLAntrim https://twitter.com/MrLAntrim 2 Cross-Curricular Connections/Applications Common Core ELA/Literacy Anchor Standards: Connections/Applications from ACTFL: Reading: 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Identify people and objects in their environment or from other school subjects, based on oral and written description. Recognize that cognates and previously learned structures enhance comprehension of spoken and written language. Identify and appreciate differences in cultural perspectives within a defined range of topics (defined by the curriculum). 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing: 2. Write informative / explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. World Languages: German I Use content knowledge learned in other subject areas to comprehend spoken and written messages in authentic texts, on familiar topics in highly predictable contexts, and with text features that support meaning visually or graphically, such as illustrations, captions, section headers, graphs, or charts. Comprehend the principal message contained in various media such as illustrated texts, posters or advertisements, in familiar contexts and with text features that support meaning visually or graphically. Use simple sentences on very familiar topics to write: explanations of products and / or practices of their own culture to peers in the target culture, short notes, messages and brief reports about themselves, people and things in their environment, illustrated stories about activities or events in their environment. Produce written and spoken messages such as short notes, messages, stories or reports about people and things in their environment using a variety of media, including print and digital tools. Show an increasing awareness of errors and the ability to selfedit. Explain a local or global practice, product, or issue. Investigate cultural perspectives through individual or collaborative research on products and practices. Write using a limited range of vocabulary on previously studied topics. 3 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Write a response to video or text prompts. Research, organize and present a topic given an outline, template, or graphic source. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. During highly predictable interactions on very familiar topics, 9. Draw evidence from literary or informational communicate by using basic statements. Communication texts to support analysis, reflection, and research. often requires support from others to maintain the conversation and obtain comprehensibility. Demonstrate 10. Write routinely over extended time frames limited awareness of and imitate some culturally appropriate (time for research, reflection, and revision) and behaviors. shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and Share likes and dislikes in conversation with others. audiences. Ask and answer questions about topics, such as family, school Speaking and Listening: events, and celebrations in person or via letters, e-mail, and 1. Prepare for and participate effectively in a multimedia. range of conversations and collaborations with diverse partners, building on others’ ideas and Interpret visual or auditory cues of the target language, such expressing their own clearly and persuasively. as gestures or intonation. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. Communicate one’s message when presenting rehearsed material on familiar topics. Present with a variety of media, including digital media or visual displays, short oral messages or reports about familiar people, places, things or events, in their community. Develop a simple presentation on familiar topics keeping audience, context, and purpose in mind. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Research demonstrates that as students come to understand how language works through their learning of a second or 6. Adapt speech to a variety of contexts and third language, their understanding of and attention to communicative tasks, demonstrating command language conventions and functions expands and has an of formal German when indicated or appropriate. impact on applications in their first language. Through learning a second or third language, students also acquire vocabulary that will unlock the meaning of related cognates in their first language, expanding their first language vocabulary. Language: 1. Demonstrate command of the conventions of standard English and / or German grammar and usage when writing or speaking World Languages: German I 4 2. Demonstrate command of the conventions of standard English and / or German capitalization, punctuation, and spelling when writing. 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Vocabulary Topics: Addition and subtraction Alphabet Ask and tell how you and others are Cognates Greetings Interrogatives Introductions Numbers 1-20 Special characters (ß, ä, ö, ü) Where a person lives Grammar Topics: Conjugation of sein in singular (irregular verb) Formal and informal modes of address Nouns Personal pronouns Present tense regular verb conjugation Culture Topics: Appropriate behavior when greeting someone First names in the German speaking countries Formal and informal modes of address Geographical differences in greetings and farewells World Languages: German I 5 Differentiation Emerging On grade level Students will introduce themselves to classmates. Advancing Given different times of the Students will create a dialogue of different day, students will introduce people greeting and saying farewell. themselves and others and say goodbye. Tier III Vocabulary Term Ess-tset Definition Words that look alike and have the same meaning with different sound from one language to another. The different forms of a verb as they vary according to number, tense, etc. The letter ß, which is pronounced like a double s. Formal address How to address someone in a respectful way. Infinitive form The unconjugated form of the verb. Informal (familiar) address How to address someone in a familiar way. Interrogative Question words Irregular verb A verb that doesn’t follow the usual conjugation pattern. Nominative case Number A noun that is the subject (not topic) of the sentence. It does the action of the verb. Refers to whether a pronoun is singular or plural. Personal pronoun I, you, he, she, it, we, you (plural), they Pronunciation The way a word is spoken, including sound and emphasis. A verb without any ending. Cognate Conjugation Stem .. Umlaut added above an a (ä), an o (ö), or a u (ü), changing the pronunciation slightly. World Languages: German I 6 Formal greetings • Auf Wiedersehen! • Grüss Gott! • Guten Tag! Informal greetings • Hallo! • Tag! • Grüß dich! • Servus! • Tschüss! • Tschau! Module 1 Vocabulary Asking and telling where a person lives • da • da drüben • gleich • hier • in • nicht weit • nur ____ Minuten von hier • wo • wohnen Introductions • das Mädchen • der Freund • der Herr • der Junge • die Frau • die Freundin Asking and telling someone’s name • Ich bin _____ . • Ich heiße _____ . • Wie heißt du? • Wie heißt er/sie? • Das ist _____ . • Kennst du…..? Interrogatives • Wer • Wie • Wie viel • Wo • Woher Ask how someone is doing, and how to respond • Danke! • Es geht • Ganz gut • Gut • Gut Danke • Nicht schlecht • Sehr gut World Languages: German I Numbers 0-20 • null • eins • zwei • drei • vier • fünf • sechs • sieben • acht • neun • zehn • elf • zwölf • dreizehn • vierzehn • fünfzehn • sechsehn • siebzehn • achtzehn • neunzehn • zwanzig Asking and telling someone’s age • Er / sie ist ____ • Ich bin ___ • Wie alt ist er? Wie alt bist du? Other Expressions • alt • ja • nein • nett • neu 7 • • • • • Sehr schlecht So la la So so Wie geht es Ihnen? Wie geht’s? • • Asking and telling where someone is from • aus • kommen • Woher nicht und Addition and subtraction • wie viel • plus • minus SUGGESTED ACTIVITIES 1. Meet and Greet (Language Arts) Have students work in pairs to create a brief introductory conversation. They should greet each other, ask how the person is doing, where they’re from, and for basic personal information such as name, age, address, and telephone number. Finally, the student asks their partner whether they know a certain person in class. When finished with the interview, the students will write a short biography about their partner and present it to the class. 2. Arithmetic (Math) Have students write five addition and/or subtraction equations, using numerals, leaving out one of the three numbers. When they have written the equations, they should find a partner and read the equations to him/her. The partner then tells the other one the number that should complete the equation. 3. Musical numbers (Music, PE) Give each student a number written large on a piece of paper. Have them tape the numbers to their shirts. Then have the class stand in a circle and clap their hands rhythmically. The student who is eins says his or her number and then calls out another number. The student who has that number says it, then calls out another number (e.g. “eins, zehn” zehn then responds, saying “zehn, vier!”). All the while, students clap in rhythm. If someone makes a mistake, the person and number are out. COMMUNICATION: Interpretative Listening: One of your German relatives calls and leaves a message for you on the telephone, introducing himself or herself. You listen to the message and pick out the information to relay to your mother, because she doesn’t speak German. Reading: You receive a letter from your new German pen pal introducing himself or herself to you. Try to pick out his or her essential biographical information. World Languages: German I 8 Interpersonal Speaking: A new student has arrived from Germany. Introduce yourself to this student, and help him or her meet new people. Presentational Speaking: Introduce your friend to your German grandma. Give information about your friend including name, where he or she is from, and age. Writing: Design a public profile (like for a social media site such as Facebook). Include biographical information such as your name, age, where you are from, where you live, your age, and your phone number. World Languages: German I 9