German 2 students:
Due to the inability to post this at school because it is blocked, I cannot post my study guide for German 2. However I can post the link to a Google doc I made containing all of the links and information you need! So here it is!
Viel spaß und viel Glück!
German teachers out there in the twitterverse and internets I need your help! My school will be offering a level 4 German for the first time in many years and a level 3-also the first in a long time My colleague and I have the book series Komm mit. Which above level 1 book(which we use for German 1 and 2) we do not like. We would like to know what are themes and units that you do in levels 3/4. What literature do you cover? This would be my first time ever teaching 3 or 4 and if it is her teaching the first time in many years. We were looking into using the e-textbook for portfolio deutsch from langenscheidt. Maybe you could share a syllabus or unit time line or pacing guide of what you do! I personally don’t want to focus on these way out dated textbooks-I used this copyrighted version when I was in highschool and u graduated in 1998- PLEASE HELP U IN ANY WAY. You can reach me through email firstname.lastname@example.org or on twitter @PalmertonGerman or through the comments on this page. Thanks for any help you can offer!
With all of the absences and fieldtrips that have been happening since the start of this unit I am putting all of the information of what you may have missed up on my blog. You are responsible for turning in what is assigned – even if you are not present on a school day.
- Students were presented with a short biography of Johann Wolfgang von Goethe – what the literary movement of Sturm und Drang was about, a short discussion about Faust, his relationship with Friedrich Schiller, his time in Jena and Weimar (and why this is of particular interest to me – having studied in Jena at the Freidrich Schiller Universität.)
- Next working in pairs we figured out who the four “speakers” of the poem were and lightly colored in the lines they spoke to make a graphic organizer of who was speaking when in the poem.
- We watched some videos depicting the poem and compared them to our pictures in our head of what we thought was going on
- Here is the first video – a cartoon: http://youtu.be/wusVHokSa98
- Here is the second video – Schuberts composition with an opera singer: http://youtu.be/5XP5RP6OEJI
- Here is the third video – live action with Schuberts compostition: http://youtu.be/oV_-cJcaNv0
- Here is the fourth video – a comic interpretation – http://youtu.be/gXWHTYZL180
- Here is the fifth video – a Brazilian silent film inspired by the poem – http://vimeo.com/778215
- Students made single stick figure depictions of what was happening in each quatrain on the Erlkönig poem.
- We watched/listened to a modern interpretation of the poem by the heavy metal group, Rammstein called Dalai Llama. We completed a Venn diagram of the Rammstein song, the Goethe Poem and the Schubert composition
- Read the text and listen to the song “Dalai Lama” by Rammstein and compare/contrast the song, the poem by Goethe, and the composition by Schubert in the Venn diagram in your packet.
- Students created a poem of their own, on any topic of their choosing in German. There were four types – descriptions are outlined in your packet on how to complete them – cinquain, word picture, and haiku, acrostic. This was completed in class and decorated on “fancy” paper.
- The final unit assignment/project was to choose one of the following interpretative assignment options
- Perform a reading of the poem, auf Deutsch, set to music of your choice that is appropriate to the mood and theme of the poem.
- Create a collage or other piece of visual art (must be at least 11” x 14” in size) including the text of the poem and images/decorations that interpret the poem.
- Create a Powerpoint or video, animated or live action, in which you include the words of the poem and images to accompany it. If you want to have music accompaniment you may.
- Rewrite the poem (auf denglisch – that is using what you CAN say in German and what you can’t in English! There needs to be a good mix!) telling the same story but in a different means. See the example
This semesters speaking final exam will be comprehensive with all topics from chapters 7-11 of Komm mit.
• Sign-up sheet for a flex period are located on my office door (in between Mr. Kellermans’ and Mrs. Kneppers’ rooms)
o Choose your date and time! Be aware which day you are signing up for so you do not sign up during your lunch!
o You are responsible for signing up – if you do not sign up you will accept that your grade will be a 0 for this portion
o If you are absent on your assigned day, you are responsible for scheduling a makeup date with me
• There are 50 questions on the test
o Each question is worth one point. 0 Points – no response, English is used, response off topic,
.5 Points – single words or short phrases, incomplete response,
1 Point – adequate response, used target vocabulary and grammatical structures
• This will be given with just you and I in the room to limit distractions and outside noise
Topics to study include:
• Talking about yourself
• Talking about a classroom and teachers
• Chores and things you do around the house
• Directions and places in a town
• Expressing opinions about movies and books – and film/book genres
• Birthday parties, invitations and gifts
Remember: Say what you can say not what you want!
If you cannot directly answer a question – can you talk around the answer – this is called circumlocution.
Today in class we had a creative writing prompt where we wrote about our birthday and what we got as presents and then what we would buy, if we would go and what we would give
The rough draft is due Wednesday and we will peer edit then. The final draft will be due on Thursday.
Wann hast du Geburtstag?
Wen lädst du zur Party ein?
Wo möchtest du deine Geburtstagsparty haben? Es ist deine „Traumgeburtstagsparty!“
Was möchtest du zum Geburtstag, als Geschenke?
Wer schenkt die Geschenke? Familie? Freunde? Der am teuersten, coolsten, schönsten – der am billigsten, blödsten, schlechtsten. – sie sind Gegenwörter
Du mußt Geschenke kaufen, weil es viele Partys in Mai gibt.
Zur welche Party gehst du oder nicht? Warum kannst du nicht zur Party kommen?
Was schenkst du ihnen?
Wann haben sie die Party?
Hier sind die Leute, die im Mai Geburtstag haben!
dein Onkel – 6.Mai dein(e) bester Freund(in) – 2.Mai
Muttertag – 13.Mai dein(e) Freund(in) ♥ – 22.Mai
dein Deutschlehrer – 13.Mai dein Bruder – 5.Mai
die Party – die Partys
das Geschenk – die Geschenke
schenken – haben geschenkt
einladen – haben eingeladen
bekommen – to get/receive
gehen – to go
kommen – to come
zu (dative) – to/toward
bei (dative) – at
für (dative) – for
sein – his – follows xexe chart
ihr – her – follows xexe chart
der Freund (m) – die Freunde
die Freundin (f) – die Freundinnen
mixed – die Freunden