GERMAN IV

(SECONDARY)

ESSENTIAL UNIT 9 (E09)

(Writing Stories)

(JULY 2016)

Unit Statement: The Student Will write stories regarding some interesting events of his/her live. He/she will use appropriate expressions for starting, developing and ending the story.

Essential Outcomes: (must be assessed for mastery)

  1. The Student Will identify expressions for starting, developing and ending a story.
  1. TSW read several stories of various genres.
  1. TSW read a story and explain the use of different tenses.
  1. TSW talk about to whom or for whom an action is performed by using the indirect object.
  1. TSW describe him/herself as a child including personality traits, physical characteristics and favorite activities using the imperfect tense.
  1. TSW identify demonstrative pronouns “diese/-r/-s”, “jede/-r/-s” and etc.
  1. TSW describe a past event including who was there and what happened using Präteritum,Perfekt or Plusquamperfekt.
  1. TSW write a short fiction story of a selected genre (a fairy tale, a fantasy, realistic fiction, a fable, etc.)
  1. TSW present his/her own story to an audience.
  1. TSW write a story regarding an interesting event using the vocabulary and grammar taught in the unit.

Introduced/Practice Outcomes:

  1. The Students Will list his/her favorite adventure stories.
  2. TSW go through all the steps of the writing process: pre-write (brainstorm, create webs, etc.), draft, write, edit and publish.
  3. TSW write different types of letters and sign cards.
  4. TSW use editing skills and universal editing marks as it relates to capitalization, punctuation, spelling, and grammar.
  5. TSW translate into German a story of his/her choice.
  6. TSW practice conjugating definite articles, demonstrative pronouns combining with nouns in Nominative, Genitive, Dative and Accusative cases.
  7. TSW read more stories by German authors.
  8. TSW use subordinate sentences with a subordinate conjunctions “dass” and “weil” and “wenn”.
  9. TSW interpret pictures of different stories using expressions for starting, developing and ending a story.
  10. TSW read out loud favorite parts of a story.
  11. TSW role-play conversations of different characters.
  12. TSW practice speaking, reading, writing and listening skills.

Suggested Materials:

1.Dictionaries.

2.Reference books.

3.Video materials.

4.Picture Cards.

5.Learning Games.

6.Various Internet Sources.

7.Evaluation Rubric.

8.Any appropriate Teacher-Created or Teacher-Selected Materials.

Suggested Assessment Tools and Strategies:

  1. Give and follow simple instructions.
  2. Introduction of the unit vocabulary at the beginning of the unit.
  3. The student will respond to daily oral classroom instruction/commands.
  4. Video materials.
  5. Vocabulary quizzes related to the essential unit.
  6. Develop “Word Wall” based on student vocabulary acquisition (please refer to the Internet).
  7. Comprehension and language skills can be assessed by playing games related to the essential outcomes.
  8. Various educational language websites (islcollective.com)
  9. Any appropriate Teacher-Created or Teacher-Selected Materials and strategies.
  10. Watch selected cartoons in German(please refer to Youtube).
  11. Comprehension and skills from E01 through E10 can be assessed by acting in Roleplays, playing games (Go, Fish! Easy Sight Word Bingo, etc.), answering questions.
  12. Flash cards.
  13. Interactive board games.
  14. Assessment rubric and other teacher generated materials, strategies and tools.

RUBRICS FOUND ON FOLLOWING PAGES……………………………

German IV Evaluation Rubric

Essential Unit 9 (E09)

(Writing Stories)

(JULY 2016)

Name: ______Date: ______Grade: ______

●To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSWs).

●To receive an ‘A’, the student must show ‘A’ level mastery in 1 out of 2 available ‘A’ level TSWs and ‘B’ level mastery on all of the remaining TSWs.

TSW / ‘A’ LEVEL / ‘B’ LEVEL / ‘P’ - Comments
  1. The Student Will identify expressions for starting, developing and ending a story.
/ I identify expressions for starting, developing and ending a story
  1. TSW read several stories of various genres.
/ I read several stories of various genres.
  1. TSW read a story and explain the use of different tenses.
/ I read a story and explain the use of different tenses.
  1. TSW talk about to whom or for whom an action is performed by using the indirect object.
/ I talk about to whom or for whom an action is performed by using the indirect object.
  1. TSW describe him/herself as a child including personality traits, physical characteristics and favorite activities using the imperfect tense.
/ I describe myself as a child including personality traits, physical characteristics and favorite activities using the imperfect tense.
  1. TSW identify demonstrative pronouns “diese/-r/-s”, “jede/-r/-s” and etc.
/ I identify demonstrative pronouns “diese/-r/-s”, “jede/-r/-s” and etc.
  1. TSW describe a past event including who was there and what happened using Präteritum, Perfekt or Plusquamperfekt.
/ I describe a past event including who was there and what happened using Präteritum, Perfekt or Plusquamperfekt.
  1. TSW write a short fiction story of a selected genre (a fairy tale, a fantasy, realistic fiction, a fable, etc.)
/ See the General Assessment Rubrics. / See the General Assessment Rubrics.
  1. TSW present his/her own story to an audience.
/ I present my own story to an audience.
  1. TSW write a story regarding an interesting event using the vocabulary and grammar taught in the unit.
/ See the General Assessment Rubrics. / See the General Assessment Rubrics.

General Assessment Rubrics for oral and written assignments found on next page…………

GERMAN LANGUAGE

(Secondary)

General Assessment Rubrics for oral and written assignments:

(JULY 2016)

Name: ______Date: ______Grade: ______

  1. General Assessment Rubrics for oral assignments:

Grade / Features: Presentation/Interaction (questions, dialogues, discussions, debates etc.)
P / None of the standards below are met.
P / Vocabulary is limited and pronunciation is unclear. Some basic grammatical structures are used correctly. / Interaction is limited. Most questions must be repeated.
B / The range of vocabulary is somewhat varied. Basic grammatical structures are used correctly, but pronunciation generally limits the understanding. / Comprehension and interaction are generally satisfactory.
B / Intonations and pronunciation generally facilitate understanding. Some complex grammatical structures are used correctly. Vocabulary is somewhat varied. / Most responses demonstrate comprehension and provide appropriate information.
A / Pronunciation and intonation are easy to understand. Vocabulary is varied and effective. / Responses demonstrate comprehension. Appropriate and detailed information is provided.
A / The pronunciation is clear and comprehensible. There are no vocabulary and grammatical mistakes. / Comprehension and interaction are consistent.
  1. General Assessment Rubrics for Written assignments

Grade / Requirements to the: Language/Message
P / None of the standards below are met.
P / Response is ineffective. Range of vocabulary and grammar structures is very limited. / Task has been partially completed.
B / Vocabulary is somewhat varied. Several grammatical mistakes are made. / The task has been completed.
B / The response is effective to some extent. Vocabulary is sometimes varied. Basic grammatical structures are used correctly. / The task has been completed.
A / The response is accurate and the communication is generally effective with a few mistakes. / All ideas have been identified and most ideas have been well developed.
A / Range of vocabulary and grammatical structures are varied and effective. There are no mistakes. / The task has been completed effectively and all ideas have been well developed.

1

QSI GERMAN IV SEC E09

Copyright © 1988-2016