German 8

German 5 6 7 8 9 10 11 12
Curriculum Allemand Huitième Année PDF Grade-Set: 5-10
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Listening and viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
reciprocal
involving back-and-forth participation 
interactions.
We can share our experiences and perspectives through stories
stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. 
.
Creative works
Creative works
representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) 
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.

Learning Standards

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Curricular Competencies

Students are expected to be able to do the following:

Thinking and communicating

Recognize the relationships between German letter patterns and pronunciation
letter patterns and pronunciation
groupings of letters that make the same sound (e.g., Sie/sie, das/dass, ist/isst, seit/seid), rhyming words, and letter patterns that have consistent pronunciations (e.g., ie, ei, ä, ö) 
Comprehend key information
key information
e.g., answers to questions such as wer?, was?, wo?, wann?,and warum? 
and supporting details in speech and other texts
texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). 
Comprehend meaning in stories
Use various strategies
strategies
e.g., language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates 
to increase understanding and produce oral and written language
Narrate
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use past, present, and future time frames.
 
stories, both orally and in writing
Seek clarification and verify
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration 
meaning
Exchange ideas
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations 
and information, both orally and in writing
Share information using the presentation format
presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media 
best suited to their own and others’ diverse abilities

Personal and social awareness

Content

Students are expected to know the following:
German letter patterns
German declination
declination
grammatical forms/endings for gender, case, and number (e.g., das kleine Haus, die kleinen Häuser) 
gender, case, and number
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • types of questions
    questions
    e.g., Wie viele…?, Wie…?, Ist…?, Warum…?, Wann…?, Was…?, Wer…? 
  • time and frequency
    time and frequency
    e.g., heute, gestern, morgen, jeden Tag, immer, manchmal, nie 
  • descriptions of people, objects, and personal interests
  • comparisons
    comparisons
    e.g., größer als, kleiner als, besser als 
  • formal
    formal
    e.g., Wie heißen Sie?, Wie alt sind Sie? 
    and informal
    informal
    e.g., Wie heißt du?, Wie alt bist du? 
    language
  • preferences and emotions
    preferences and emotions
    e.g., Ich finde ihn nett; Ich finde das besser als…; Ich bin müde; Es geht mir gut/schlecht 
  • beliefs and opinions
    beliefs and opinions
    e.g., Ich finde, …; Ich meine, …; Du hast Recht; Das stimmt (nicht) 
  • prepositions and respective cases
    prepositions and respective cases
    e.g., Er kommt aus dem Haus; Sie geht in das Haus 
past, present, and future time frames
time frames
past, present, and future time frames for common verbs in context (e.g., Heute bin ich müde; Ich habe…gegessen; Morgen spiele ich Fußball) 
First Peoples perspectives connecting language and culture, including oral histories
oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols 
, identity
identity
Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. 
, and place
place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works. 
cultural aspects
cultural aspects
e.g., activities, celebrations, clothing, dance, festivals, food, history, land, music, protocols, rituals, traditions, population, location 
of German communities
common elements of stories
common elements of stories
place, characters, setting, plot, problem and resolution 
German communities around the world
world
e.g., Austria, Switzerland, Liechtenstein, Luxembourg, Okanagan Valley, Canadian Prairies, Washington State, Michigan, Texas, Iowa, Missouri, Argentina, Namibia, South Africa 
German works of art
works of art
e.g., creative works in dance, drama, music, visual arts, with consideration for the ethics of cultural appropriation and plagiarism 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.