Planned Course of Study · Lori Jones-Spanish . Jeri Luczki-Latin . Swan Mueller-French/Japanese ....

HEMPFIELD AREA SCHOOL DISTRICT Planned Course of Study

German I Grade 9-12

2015

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ACKNOWLEDGEMENTS

The Hempfield Area School District would like to acknowledge and express appreciation for the development of the World Language Curriculum to the following staff members.

CURRICULUM COMMITTEE ACKNOWLEDGEMENTS

Administration

Dr. Mark A. Gross Assistant Superintendent Secondary Education

Principals:

Middle School High School Harrold Middle Tamara Bojsen-French Sarah Hines-Spanish Wendover Middle Karen Diorio-Spanish Amanda Forrester-French West Hempfield Middle Mary Claire Izzo-French Allison Ross-Spanish

Hempfield Senior High School Natalie Fetterman-Spanish Heidi Harden-French Lori Jones-Spanish Jeri Luczki-Latin Swan Mueller-French/Japanese Erica Shafran-German Heather Welty-Spanish

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PHILOSOPHY AND BELIEFS

The philosophy of the American Council on the Teaching of Foreign Languages (ACTFL) holds that “language and communication are at the heart of the human experience.” The goal is to prepare learners to apply the skills and understandings to bring global competence to their future careers and experiences. This tenet drives the Hempfield Area School District to prepare its students to participate fully in the global community by providing a rigorous, standards-based 6-12 world language experience. The primary beliefs of this philosophy are that our program will:

1. Offer a planned sequential world language curriculum, 6-12 taught by certified teachers

2. Provide opportunities for the students to engage in oral and written

conversations, communications, and presentations, provide and obtain information, express feelings and emotions, and exchange opinions in the target language.

3. Provide opportunities for the students to interpret and understand

written and spoken target language on a variety of topics

4. Provide opportunities for the students to acquire, compare, and use cultural knowledge of the global community

5. Offer a curriculum founded upon research, best practices, resources,

materials and technology, designed to meet student needs

6. Focus on optimized student performance with emphasis on oral proficiency

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SUBJECT: WORLD LANGUAGE – GRADES 6-8

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS

BENCHMARK OBJECTIVES

PERFORMANCE

INDICATORS

SKILLS

I. ENGAGE IN ORAL AND

WRITTEN CONVERSATIONS, COMMUNICATIONS, AND PRESENTATIONS, PROVIDE AND OBTAIN INFORMATION, EXPRESS FEELINGS AND EMOTIONS, AND EXCHANGE OPINIONS IN TARGET LANGUAGE.

1. Respond to and ask questions. 2. Exchange personal information. 3. Share opinions, reactions, and feelings.

4. Create and present information.

1A. Ask and answer yes/no questions. 1B. Ask and answer short answer questions. 2A. Ask and answer questions about personal identification information. 2B. Describe self and others. 2C. Ask and answer questions about daily activities. 3A. Express likes and dislikes. 3B. Ask and answer questions about preference. 4A. Create and present information orally on a variety of topics. 4B. Create and present written information on a variety of topics.

1A1. Use appropriate question-forming techniques (ex. intonation vs. sentence structure). 1A2. Use appropriate vocabulary. 1B1. Use appropriate question forming techniques (ex. intonation vs. sentence structure). 1B2. Use appropriate vocabulary. 2A1.Communicate personal information such as name, age, origin and birthday. 2B1. Use adjectives and the verb “to be”. 2C1. Use related verbs and vocabulary. 3A1. Use the verb “to like” and related vocabulary. 3B1. Use expressions of preference. 4A1. Use appropriate vocabulary. 4A2. Use effective presentational skills: comprehensibility, fluency, intonation and poise. 4B1. Use effective writing skills: accuracy, content, focus, appropriate vocabulary.

II. INTERPRET AND

UNDERSTAND WRITTEN AND SPOKEN TARGET LANGUAGE ON A VARIETY OF TOPICS.

1. Interpret basic spoken and written language. 2. Interact with cultural competency and understanding. 3. Connect with other disciplines to function in academic and social situations.

1A. Interpret spoken language. 1B. Exchange information using texts, graphs, or pictures. 2A. Recognize cultural non- verbal cues. 3A. Investigate, explain, and

reflect on the nature of language and the concept of culture.

1A1. Recognize vocabulary. 1A2. Use cognates and context clues to derive meaning. 1A3. React to spoken language appropriately. 1B1. Use cognates and context clues to derive meaning. 1B2. Recognize vocabulary. 2A1. React appropriately to cultural and non-verbal cues. 3A1. Draw comparisons between

languages and cultures.

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STANDARDS


PERFORMANCE

INDICATORS

SKILLS

III. ACQUIRE, COMPARE, AND

USE CULTURAL KNOWLEDGE OF THE GLOBAL COMMUNITY.

1. Compare and interact with

multilingual communities at home and around the world.

1A. Demonstrate an awareness

of similarities and differences among target cultures and students’ own.

1A1. Recognize similarities and differences among target cultures and students’ own. 1A2. Interact with others in everyday situations. 1A3: Set goals for language use and lifelong learning in the global community.

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SUBJECT: WORLD LANGUAGE – GRADES 9-12

STANDARDS: THE GENERAL SKILLS/ABILITIES A STUDENT MUST HAVE DEMONSTRATED IN ORDER TO GRADUATE IN THIS AREA OF STUDY. BENCHMARK OBJECTIVES: MORE SPECIFIC DEFINITIONS THAT TEACHERS CAN FOLLOW TO MEASURE A STUDENT’S PERFORMANCE AT VARIOUS STAGES IN HIS/HER SCHOOL CAREER. PERFORMANCE INDICATORS: THE ACTUAL BEHAVIORS THAT TEACHERS WILL ASSESS TO ENSURE THAT A STUDENT HAS ACHIEVED BENCHMARK OBJECTIVES. SKILLS: SKILLS NEEDED BY A STUDENT IN ORDER TO BE SUCCESSFUL IN DEMONSTRATING THE PERFORMANCE INDICATORS.

STANDARDS


PERFORMANCE

INDICATORS

SKILLS

IV. ENGAGE IN ORAL AND

WRITTEN CONVERSATIONS, COMMUNICATIONS, AND PRESENTATIONS; PROVIDE AND OBTAIN INFORMATION, EXPRESS FEELINGS, AND EMOTIONS, AND EXCHANGE OPINIONS IN THE TARGET LANGUAGE.

1. Engage in conversations. 2. Exchange information. 3. Express and support

opinions.

4. Research, analyze, and create in order to present information.

1A. Exchange ideas and information orally in the

target language. 2A. Exchange ideas and information in written form

in the target language. 3A. Explain and defend

opinions in the target language in oral and written form.

4A. Investigate and compose information to be

presented orally or in written form.

1A1. Use acceptable pronunciation and

intonation. 1A2. Use appropriate vocabulary. 1A3. Create and ask appropriate questions. 1A4. Respond appropriately. 1A5. Use necessary grammar and structure. 1A6. Recognize the difference between formal and informal style. 2A1. Use appropriate vocabulary. 2A2. Create and ask appropriate questions. 2A3. Respond appropriately 2A4. Use necessary mechanics. 2A5. Use appropriate style. 3A1. Use acceptable pronunciation and intonation. 3A2. Use appropriate vocabulary. 3A3. Respond appropriately. 3A4. Use necessary mechanics. 3A5. Use appropriate style. 3A6. Provide evidence to support opinion. 4A1. Prioritize and arrange information. 4A2. Use appropriate vocabulary. 4A3. Respond appropriately. 4A4. Use necessary mechanics. 4A5. Use appropriate style. 4A6. Use acceptable pronunciation and intonation.

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STANDARDS


PERFORMANCE

INDICATORS

SKILLS

V. INTERPRET AND

UNDERSTAND WRITTEN AND SPOKEN TARGET LANGUAGE ON A VARIETY OF TOPICS.

1. Interpret expanded levels of

spoken and written language.

2. Demonstrate deeper

understanding of cultural, non-verbal cues.

1A. Listen to and understand authentic language. 1B. Read and comprehend authentic materials. 2A. Exhibit an understanding of social norms unique to the target cultures.

1A1. Recognize known words to decipher

meaning from authentic spoken language.

1A2. Use contextual clues to derive


1B1. Recognize known words to decipher

meaning from authentic written text. 1B2. Use contextual clues to derive

meaning from authentic written text. 2A1. Employ and understand culturally-

appropriate gestures and expressions.

2A2. Compare and contrast cultural

practices.

VI. ACQUIRE, COMPARE AND

USE CULTURAL KNOWLEDGE OF THE GLOBAL COMMUNITY.

1. Develop insight into the

nature of language and culture in order to interact competently.

1A Use the language to

investigate, explain, and reflect on the concept of culture through comparison.

.

1A1. Demonstrate understanding of

cultural similarities and differences. 1A2. Relate more strongly to own culture. 1A3. Interact with others in everyday

situations 1A4. Set goals for language use and

lifelong learning in the global community.

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GOAL STATEMENT

In German I, students will apply concepts from prior learning to continue working towards the goal of oral proficiency. To help attain this goal, students will explore a variety of self-related topics including:

• Describing self and others • Discussing school life, supplies and activities • Describing home and family life • Shopping for, ordering and eating food • Asking questions • Giving commands

This course reinforces communication skills, cultural awareness and critical thinking, which are also addressed in other planned courses such as language arts, math, the fine arts, science and social studies. During this course, students will:

1. Engage in oral and written conversations, communications and presentations in target language.

2. Provide and obtain information about self and others. 3. Express feelings and emotions and exchange opinions. 4. Interpret and understand written and spoken language relating on a

variety of topics. 5. Acquire, compare and use cultural knowledge of the global community.

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World Language Curriculum Map Grade/Course German I Time-Frame 1 year

Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets

I. Engage in oral and written conversations, communications, and presentations; provide and obtain information, express feelings, and emotions, and exchange opinions in the target language.

♦ Engage in conversations.

♦ Exchange information.

♦ Express and support opinions.

Greetings and Pleasantries School and Studies University Sports and Free Time Family and Friends Food Groceries Restaurant

Nouns Number Gender Articles Adjectives Agreement Pronouns Verbs Conjugation Tenses: Present Present Progressive Modals Future Moods Imperative Cases Nominative Accusative Dative

♦ Exchange ideas and information orally in the target language.

♦ Exchange ideas and information in written form in the target language.

♦ Explain and defend opinions in the target language in oral and written form.

♦ Use acceptable pronunciation and intonation.

♦ Use appropriate vocabulary. ♦ Create and ask appropriate questions. ♦ Respond appropriately. ♦ Use necessary grammar and structure. ♦ Recognize the difference between

formal and informal style. ♦ Use appropriate vocabulary. ♦ Create and ask appropriate questions. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style.

♦ Use acceptable pronunciation and intonation.

♦ Use appropriate vocabulary. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style. ♦ Provide evidence to support opinion.

Note: Essential learning targets are driven by the topics and structure while the level of difficulty increases with level of language. ♦ Use comprehensible pronunciation. ♦ Identify and utilize topical vocabulary. ♦ Respond to simple questions and

greetings. ♦ Use appropriate question formation. ♦ Utilize comprehensible structure.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets

♦ Research, analyze, and create in order to present information.

♦ Investigate and compose

information to be presented orally or in written form.

♦ Prioritize and arrange information. ♦ Use appropriate vocabulary. ♦ Respond appropriately. ♦ Use necessary mechanics. ♦ Use appropriate style. ♦ Use acceptable pronunciation and

intonation.

♦ Organize information.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets II. Interpret and

understand written and spoken target language on a variety of topics.

♦ Interpret expanded levels of

spoken and written language.

♦ Demonstrate deeper understanding of cultural, non-verbal cues.

♦ Listen to and understand authentic language.

♦ Read and comprehend authentic materials.

♦ Exhibit an understanding of social norms unique to the target cultures.

♦ Recognize known words to decipher meaning from authentic spoken language.

♦ Use contextual clues to derive


♦ Recognize known words to decipher meaning from authentic written text.

♦ Use contextual clues to derive

meaning from authentic written text.

♦ Employ and understand culturally-appropriate gestures and expressions.

♦ Compare and contrast cultural

practices.

♦ Recognize, comprehend and respond to auditory and written materials.

♦ Translate and understand authentic and simplified materials in target language.

Compare and contrast target culture with students’ own.

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Standards & Benchmarks Topics Structure Performance Indicators Skills Essential Learning Targets III. Acquire, compare

and use cultural knowledge of the global community.

♦ Develop insight into the

nature of language and culture in order to interact competently.

♦ Use the language to

investigate, explain, and reflect on the concept of culture through comparison.

♦ Demonstrate understanding of

cultural similarities and differences.

♦ Relate more strongly to own

culture.

♦ Interact with others in everyday situations

♦ Set goals for language use and

lifelong learning in the global community.

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German I Unit Guide

I. Hi! How are you? (Mosiak 1, 1A, 1B) (8 weeks) a. Greet people and say goodbye. b. Make introductions c. Use polite expressions d. Talk about classes and schedules

II. School and Studies (Mosiak 1, 2A, 2B) (8 weeks)

a. Talk about classes b. Ask questions c. Tell time d. Talk about sports e. Talk about leisure activities

III. Family and Friends (Mosiak 1, 3A, 3B) (8 weeks)

a. Talk about families b. Talk about marital status c. Describe people d. Express an attitude about an action e. Give instructions

IV. Food (Mosiak 1, 4A, 4B) (8 weeks)

a. Talk about food b. Talk about grocery shopping c. Talk about food and meals d. Describe flavors

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HEMPFIELD AREA SCHOOL DISTRICT LESSON GUIDE

Grade/Subject: German I

STANDARDS LINK Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit: Hi! How are you? (8 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Greet people and say goodbye • Make introductions • Use polite expressions • Talk about classes and schedules • Discuss greetings in German-speaking countries • Discuss the German school system

Structures that will support these objectives include: • Gender, articles, nouns, plurals • Subject pronouns • The verb sein • The nominative case • The verb haben • The accusative case • Word order • Numbers

Reference: Mosaik 1, Lektion 1A, 1B NOTE: Bold print indicates objective critical to Essential Learning Targets

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Unit: School and Studies (8 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

a. Talk about classes b. Ask questions c. Tell time d. Talk about sports e. Talk about leisure activities f. Discuss the post-secondary education system in Germany g. Talk about popular sports and activities in Germany-speaking countries

Structures that will support these objectives include:

• Regular verbs • Interrogative words (W-Wörter) • Talking about time and dates • Stem-changing verbs • Present tense as future • Negation

Reference: Mosaik 1, Lektion 2A, 2B

NOTE: Bold print indicates objective critical to Essential Learning Targets

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Unit: Family and Friends (8 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

• Talk about families • Talk about marital status • Describe people • Express an attitude about an action • Discuss friends and significant others in our modern-day world


• Possessive adjectives • gern and nicht gern • Modal verbs • Prepositions with the accusative • The imperative



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STANDARDS LINK

Standard(s) I, II, and III Benchmark Objective(s) (I) 1, 2, 3, 4, (II) 1, 2, 3, (III) 1 Performance Indicator(s) (I) 1A, 2A, 3A, 4A, (II) 1A, 1B, 2A, (III) 1A

Unit: Food (8 Weeks) INSTRUCTIONAL OBJECTIVE(S): Date Completed The students will:

a. Talk about food b. Talk about grocery shopping c. Talk about food and meals d. Discuss typical culture in Vienna, such as the food market

and coffee house culture


• Adverbs • Separable and inseparable prefix verbs • The dative case • Prepositions with the dative case



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