Title of Course: German Gr. 8 Rockaway Township School District Languages/German/8... · Rockaway...

Rockaway Township School District

Title of Course: German Gr. 8

Course Name: German

Grade Level: 8th Grade

Date of Adoption by RTBOE: 2/28/19



Table of Contents:

Unit 1: Familie-Tiere/Family-Animals Page 3

Unit 2: Eine Verabredung/Making Plans Page 9

Unit 3: Geburtstag-Feste/Birthday-Holidays Page 16

Unit 4: Zu Hause helfen/Helping out around the house 3

Page 2



Unit 1: Familie und Tiere/Family and Animals

NJSLS (Standards): 7.1.NM.A.1, 7.1.NM.A.2 , 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.2 , 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5, 7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5 Essential Questions: 1. How does where we live shape who we are? 2. Do young people in Germany do the same types of things we do? 3. How is family life di�erent in Germany than in the U.S.? Enduring Understanding (please number each):

1. Entertainment, hobbies and family activities that people prefer will di�er from culture to culture. 2. German ideas of home are closely related to geography. 3. Gaining knowledge about and empathizing with other peoples and cultures leads to a more tolerant society. 4. Appreciating and understanding the variety of cultures that exist in a society enriches that society.



Pacing/Timeline for Unit: 8-10 Weeks Interdisciplinary Connections: ENGLISH Writing: CCSS.ELA-Literacy.W.9-10.1c : Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Writing: CCSS.ELA-Literacy.W.9-10.2a : Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Reading : CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion di�ers from that of a newspaper). Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.1c -Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate di�erent meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy ).

SOCIAL STUDIES: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a�ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.



ART: 1.3 Performance- All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Summative Assessment to demonstrate mastery of the Unit (mandatory for the teacher to administer)

This should be a summative, common benchmark assessment that is used to measure students understanding.

Oral assessments based on rubrics , Written Quizzes (Written and oral) , In-class writing prompts, Unit Test (oral, reading, listening, and written)

Instructional Support Materials/Resources: (Essential materials, supplemental materials, links, etc.) ● Whiteboard and colored markers ● G Suite applications ● Handouts that include, but are not limited to: listening response forms; writing and speaking prompts; journal prompts;

rubrics; project description, Pictures for speaking prompts ● Use of other technology such as the chromebooks, LCD, computers, overhead projector, CDs and DVDs.

Learning Activities/Instructional Strategies

EU #

Timeline

General Objectives

Instructional Activities

(should be digital links to activities)

Key

Content/Terms

Suggested Benchmark/

Formative Assessments



1. 2 weeks Family life in Germany and the US

Interpret a family tree Family tree game

Terms for family members Describing family members adjectives

Family Tree Project Partner activities

2. 2 weeks Pets and animals German bingo for animal vocabulary

Animal vocabulary adjectives

Mein Haustier presentation Completion of verb chart

3. 2 weeks Use of the accusative case Fill ins Speaking activities Reading texts

Accusative form and usage in German Pronouns in the accusative Direct objects Prepositions followed by the accusative

Quiz on accusative case

4. 2 weeks Use possessive adjectives correctly to show ownership

Grammatical Structures of sentences

Mein, meine Dein, deine Unser, Unsere

Dialog, skits

Instructional Activities: Modifications for Special Education, English Language Learners, & Gifted Students

Modification: ● O�ering word banks ● One to one time ● Modify rubrics as needed ● Additional time during activities ● Less flashcards ● Addressing di�erent learning styles (visual, auditory,

kinetic learning styles) ● O�ering di�erent activities (paper based or

chromebook) ● Oral presentations may be done in front of teacher only



Enrichment:

● Students can create their own Kahoot activities ● Students can create a game of their choice with current

vocabulary. ● Students can write about their family and pets in detail

and present to the class.

Anticipated possible student misunderstandings

Using incorrect form of possessive form Not knowing when to apply accusative case correctly

Suggested Technological Innovations/Use (Standards 8.1 & 8.2)

-listening activities on: www.lingt.com www.quizlet.com www.flippity.net www.flipgrid.com www.tes.com

Suggested Service Learning Activities

-partner work -role play -writing -listening comprehension -reading comprehension

http://www.lingt.com/

http://www.quizlet.com/

http://www.flippity.net/

http://www.flipgrid.com/

http://www.testech.com/



Cross Curricular/21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

21st Century Themes:

X Global Awareness

21st Century Skills:

X Creativity and Innovation

X Media Literacy

Civic Literacy

X Critical Thinking and Problem Solving

X Life and Career Skills

Financial, Economics, Business, and Entrepreneurial Literacy

Information and Communication Technologies

Literacy Communication and Collaboration

Health Literacy

Information Literacy



Unit 2: Eine Verabredung/Making Plans

NJSLS (Standards): 7.1.NM.A.1, 7.1.NM.A.2 , 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.2 , 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5, 7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5 Essential Questions:

1. Is there a di�erence in making plans between German and American teens? 2. Why does word order matter? 3. How does our understanding of grammatical structures a�ect our ability to communicate? 4. What language skills do we need when we would like to do something with a friend or family member?

Enduring Understanding (please number each):

1. German teens make plans with family and friends just as American teens do. 2. There are patterns for asking questions that students can use to aid in e�ective use of functions. 3. -Correct use of separable verbs is necessary for comprehension of others in communication.

-There are several options for a�rming or negating whether someone can do/wants to do something. -The use of superlatives will enhance the speaker’s ability to communicate more about themselves. -The use of time references in the beginning of a sentence is typical of German speech, and there is a specific word order to follow.

4. Communicating e�ectively while speaking involves careful listening skills, as well as the ability to adapt the words and message to the situation and audience.



Pacing/Timeline for Unit: 6-8 weeks Interdisciplinary Connections: ENGLISH Writing: CCSS.ELA-Literacy.W.9-10.1c : Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Writing: CCSS.ELA-Literacy.W.9-10.2a : Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Reading : CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion di�ers from that of a newspaper). Reading: CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.1c -Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate di�erent meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy ). Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.



SOCIAL STUDIES: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a�ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. ART 1.3 Performance- All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual.



● Multiple mode quizzes on vocabulary and functions taught ● Unit test: listening, oral, reading, written modes ● Dialogues, both scripted and impromptu


rubrics; project description, Pictures for speaking prompts ● Use of other technology such as the chromebooks, LCD, computers, documents camera, overhead projector, CDs and DVDs.




EU # Timeline

General Objectives Instructional Activities


Key Content/Terms



1. 2 weeks Making plans -Introducing vocabulary -Building questions and sentences -Internet research

-Verb “vorhaben” -Verbs to express activities (going in the movies/restaurant/ mall)

-skit -flashcards -practicing vocabulary -listening activities

2. 2 weeks Sentence structure -role play -Questions and answers -Giving a suggestions or command -use of Educational technology to practice vocabulary and sentences (quizlet, kahoot, comic creator)

-Open ended questions and Yes-No questions -Imperativ -Sentences -Position of verb

-role play -reading

3. 2 weeks Importance of grammatical rules for communication

-role play -Questions and answers -listening activities -writing

-Separable verbs -Open ended questions -A�rmation and Negation -Superlativ

-partner work -role play -notes



-temporale Adverbs

4. 2 weeks Language skills for making plans -listening activities -writing -skit -Reading comprehension

können wollen Vorhaben mitgehen anrufen

Role play Partner work Group work


Modification:

● O�ering word banks ● One to one time ● Modify rubrics as needed ● Additional time during activities ● Less flashcards ● Addressing di�erent learning styles (visual, auditory,


chromebook) ● Oral presentations may be done in front of teacher only

Enrichment:







-incorrect use of separable verbs -incorrect use of position of verbs in questions, answers and commands -incorrect conjugation














X Global Awareness



Media Literacy

Civic Literacy


Life and Career Skills



X Literacy Communication and Collaboration

Health Literacy




Unit 3: Geburtstag-Feste/Birthdays-Holidays

NJSLS (Standards): 7.1.NM.A.1, 7.1.NM.A.2 , 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.2 , 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5, 7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5 Essential Questions:

1. What kind of holidays are celebrated in German speaking countries? 2. How are those holidays celebrated? 3. How are birthdays celebrated in Germany? Is there a di�erence to the celebration in the U.S.? 4. What kind of vocabulary and grammar is necessary to communicate about birthday and holidays?

Enduring Understanding (please number each):

1. Public holidays are mostly based on Christian or historical events 2. There are distinct ways of celebrating important events in every culture. 3. There are di�erent ways to celebrate birthday, depending on age, social origin and personal preferences. 4. There are no “Sweet 16” celebrations in German speaking countries 5. Vocabulary for birthdays and holidays 6. Greetings and phrases for specific holidays 7. Review of months and seasons 8. Vocabulary for gift ideas or suggestions for gifts/party themes 9. Review of person pronouns in the accusative case



10. Correct forms of the verbs ( können- can/be able to, wollen- to want to, and wissen- to know ) in order to express availability for parties

11. Review of commands

Pacing/Timeline for Unit: 6 - 10 weeks Interdisciplinary Connections: Interdisciplinary Connections: ENGLISH Writing: CCSS.ELA-Literacy.W.9-10.1c : Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims Writing: CCSS.ELA-Literacy.W.9-10.2a : Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Reading : CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion di�ers from that of a newspaper). Reading: CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.1c -Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate di�erent meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy ).



Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. SOCIAL STUDIES: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a�ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. ART 1.3 Performance- All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual



Oral assessments based on rubrics , Written Quizzes (Written and oral) , In-class writing prompts, Unit Test (oral, reading, listening, and written)




rubrics; project description, Pictures for speaking prompts ● Use of other technology such as the chromebooks, LCD, computers, CDs and DVDs.


EU #

Timeline

General Objectives



Key

Content/Terms



1. 1 week Holidays in German speaking countries

-Internet research -www.Edpuzzle.com -PPP -flash cards

Christian and historical events

-Individual and group reading with accompanying comprehension questions

2. 1 week Celebration of holidays in German speaking countries

-Internet research -TicTacToe -Edpuzzle videos

Depending on personal preferences and social and regional origin

-Individual and group reading with accompanying comprehension questions

3. 1 week Birthday Celebration in German speaking countries and the U.S.

-Internet Research -reading and writing assignments -video

-“Sweet 16” Parties -children parties -gift giving tradition

-talking and writing about personal experiences -Venn Diagram



4. 5 weeks Vocabulary and Grammar to Birthday celebration

-Reading and writing assignments (invitation) -flash cards -bingo -role play -listening comprehension

-Ordinal numbers, months, years -vocabulary to food and activities -Writing an invitation -Commands -Accusative

-Homework Assignments -In class journal entries-Students will write about one of their birthday parties as a child in German -In class speaking -In class partner activities -In class writing prompts


Modification: ● O�ering word banks ● One to one time ● Modify rubrics as needed ● Additional time during activities ● Less flashcards ● Addressing di�erent learning styles (visual, auditory,


chromebook) ● Oral presentations may be done in front of teacher

only Enrichment:






Anticipated possible student misunderstandings -incorrect use of Ordinal numbers














X Global Awareness


Creativity and Innovation

Media Literacy

X Civic Literacy


Life and Career Skills




Health Literacy




Unit 4: Zu Hause helfen/Helping out around the house

NJSLS (Standards): 7.1.NM.A.1, 7.1.NM.A.2 , 7.1.NM.A.3, 7.1.NM.A.4, 7.1.NM.A.5, 7.1.NM.B.1, 7.1.NM.B.2 , 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.B.5, 7.1.NM.C.1, 7.1.NM.C.2, 7.1.NM.C.3, 7.1.NM.C.4, 7.1.NM.C.5 Essential Questions: 1. How are household chores in Germany di�erent than in the U.S.? How are they similar? 2. Why are there cultural di�erences between how the family unit is viewed in German speaking countries as opposed to the

family unit in the U.S.? 3. How do family, school, community and workplace influence an individual’s character and ethics? 4. What can we learn about my our language and culture from the study of others? 5. How does culture a�ect language? Enduring Understanding (please number each): 1. Values and beliefs di�er in various countries 2. In the 21st Century most people have multiple careers or jobs. 3. Geography influences daily cultural habits and activities. 4. Life in German cities di�ers from life in the U.S.-Geography and culture influence identity. 5. The way we choose to organize and present our ideas helps our audience to better understand what we are trying to say. Pacing/Timeline for Unit: 6-8 Weeks



Interdisciplinary Connections: ENGLISH Writing: CCSS.ELA-Literacy.W.9-10.1c : Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Writing: CCSS.ELA-Literacy.W.9-10.2a : Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Reading : CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion di�ers from that of a newspaper). Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.1c -Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Speaking and Listening: CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Language Vocabulary: CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate di�erent meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy ).

SOCIAL STUDIES: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a�ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

ART: 1.3 Performance- All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.





Instructional Support Materials/Resources: (Essential materials, supplemental materials, links, etc.)

● Whiteboard and colored markers ● G Suite applications ● Handouts that include, but are not limited to: listening response forms; writing and speaking prompts; journal prompts;

rubrics; project description, Pictures for speaking prompts ● Use of other technology such as the chromebooks, LCD, computers, documents camera, overhead projector, CDs and DVDs.


EU #

Timeline

General Objectives



Key

Content/Terms



1. 2 weeks Comparisons of household chores in the US and Germany

Discuss household chores students have to do

Vocabulary for chores Using the

Venn Diagram In class writing prompt



command form Expressing obligation vocabulary: müssen, können, wollen, sollen

Group discussion

2. 2 weeks Cultural di�erences between the family unit in the U.S. and in German speaking countries

Authentic text Reintroduce family vocabulary

Pre and Post reading inquiry Venn Diagram In class speaking Partner activities

3. 1 week Correct use of transition words Grammatical Structures of sentences

Use of transition words: zuerst, dann, danach, zuletzt

In class writing prompt

4. 1 week Introduction of adverbs Grammatical Structures of sentences

Vocabulary: immer, nie, manchmal, genau

Teacher-student, student-student speaking practice


Provide Study guide and vocabulary word bank for writing prompts Clarify and simplify tasks Develop an authentic writing prompt, discussing chores and present to class Create a chart of household routines Modification:

● O�ering word banks ● One to one time ● Modify rubrics as needed ● Additional time during activities ● Less flashcards



● Addressing di�erent learning styles (visual, auditory, kinetic learning styles)

● O�ering di�erent activities (paper based or chromebook)

● Oral presentations may be done in front of teacher only Enrichment:




● Students can create a game of their choice with current vocabulary.


Incorrect use of obligation vocabulary

Suggested Technological Innovations/Use

-listening activities on: www.lingt.com www.quizlet.com





(Standards 8.1 & 8.2)

www.flippity.net www.flipgrid.com www.tes.com




X Global Awareness


Media Literacy

Civic Literacy


X Life and Career Skills








21st Century Skills: Information and Communication Technologies


Health Literacy


Title of Course: German Gr. 8 Rockaway Township School District Languages/German/8... · Rockaway...

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