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Emc Paradigm Essays


Chinua Achebe



  • Things fall apart
  • “Accountable to our society”
  • No longer at ease. New York. I. Obolensky. 1961
  • The sacrificial egg, and other short stories. Onitsha. Etudo. 1962
  • Arrow of God. London,, Heinemann. 1964
  • Chike and the river. Cambridge Eng., University Press. 1966
  • A man of the people. London, Heinemann. 1966
  • The insider; stories of war and peace from Nigeria. Enugu, Nigeria. Nwankwo-Ifejika. 1971
  • Beware soul-brother, and other poems. Enugu Nigeria, Nwankwo-Ifejika. 1971
  • Girls at war and other stories. London, Heinemarnn Educational. 1972
  • Christmas in Biafra, and other poems. Garden City, N.Y. Anchor Books. 1973
  • Morning yet on creation day : essays. Garden City, N.Y., Anchor Press. 1975
  • The flute : a children's story. Enugu Nigeria, Fourth Dimension. 1977
  • Aka weta : egwu aguluagu egwu edeluede. Nsukka, Nigeria, Okike. 1982
  • The trouble with Nigeria. Enugu, Nigeria, Fourth Dimension Publishers. 1983
  • Anthills of the Savannah. London, Heinemann. 1987
  • Hopes and impediments : selected essays, 1965-1987. London, Heinemann. 1988
  • The university and the leadership factor in Nigerian politics. Enugu, Nigeria, Abic Books & Equipment. 1988
  • Arrow of God. New York, Anchor Books. 1989
    A tale of the colonial and missionary encroachment upon traditional Ibo culture, and excerpts from Anthills of the savannah, a novel about the making of a dictator in contemporary Africa.
  • Hopes and impediments : selected essays. New York, Doubleday. 1989
  • A man of the people. New York, Anchor Books. 1989
  • Chinua Achebe : a bio-bibliography. Nsukka, University of Nigeria Nsukka. 1990
  • The voter. Johannesburg, Viva Books : Thorold's Africana Books. 1994
  • Echi di ime : taa bu gboo. Owerri Nigeria, Achiday osis Katolik nke Owerri. 1999
  • Home and exile. Oxford ; New York, Oxford University Press. 2000
  • Things fall apart : with related readings. St. Paul, Minn., EMC/Paradigm Pub. 2002
  • Collected poems. New York, Anchor Books. 2004
  • The education of a British-protected child : essays. New York, Alfred A. Knopf. 2009
  • The Steve Biko memorial lectures : 2000-2008. South Africa, Picador Africa. 2009
  • Achebe, C. & Beyond Hunger Project. Beyond hunger in Africa : conventional wisdom and an African vision. Nairobi London; Heinemann/J. Currey. 1990
  • Achebe, C., K. Bonetti, et al.Chinua Achebe interview with Kay Bonetti. Columbia, MO, American Audio Prose Library.
  • Achebe, C. and Catholic Institute for Development Justice and Peace (Enugu Nigeria). First Festival on Igbo civilization : art exhibition in commemoration of the golden jubilee of Chinua Achebe's Things fall apart. Nigeria, CIDJAP. 2009
  • Achebe, C. and E. Ihekweazu. Eagle on Iroko : selected papers from the Chinua Achebe International Symposium, 1990. Ibadan, Heinemann Educational Books (Nigeria). 1996
  • Achebe, C. and C. L. Innes. African short stories. London ; Portsmouth, N.H., USA, Heinemann. 1985
  • Achebe, C. and C. L. Innes. The Heinemann book of contemporary African short stories. Oxford ; Portsmouth, N.H., Heinemann. 1992
  • Achebe, C. and A. Irele. Things fall apart : authoritative text, contexts and criticism. New York, W. W. Norton & Co. 2009
  • Achebe, C., J. Iroaganachi, et al.How the leopard got his claws. New York,, Third Press. 1973
  • Achebe, C. and B. Lindfors. Conversations with Chinua Achebe. Jackson, University Press of Mississippi. 1997
  • Achebe, C., Nigerian Television Authority., et al.. Things fall apart : [episodes 1 through 13]. United States, Sudania, Inc. 1990
    Historical and cultural epic of Nigeria.
  • Achebe, C. and J. Roper. The drum : a children's story. Enugu, Fourth Dimension. 1977
  • Moore, G., C. Achebe, et al.Things fall apart — Chinua Achebe. London, Heinemann Educational for the British Broadcasting Corporation and the British Council on behalf of the British Ministry of Overseas Development. 1974
  • Baldwin, J., C. Achebe, et al.A tribute to James Baldwin : Black writers redefine the struggle : proceedings of a conference at the University of Massachusetts at Amherst, April 22-23, 1988 Amherst, Mass., Institute for Advanced Study in the Humanities : Distributed by University of Massachusetts Press. 1989
  • Achebe, C. and University of Nigeria Nsukka. Faculty of Arts. Eagle on Iroko : book of abstracts : international symposium for Chinua Achebe's 60th birthday. Nsukka, Faculty of Arts, University of Nigeria. 1990
  • Nwabueze, E. and C. Achebe. When the arrow rebounds : (a dramatized recreation of Chinua Achebe's Arrow of God). Enugu, Nigeria, ABIC Publishers. 1991
  • Lyons, R. and C. Achebe. Another Africa. New York, Anchor Books. 1998
  • Achebe, C. and S. Widner. Things fall apart : an adapted classic. Upper Saddle River, N.J., Globe Fearon. 2000
  • Enwezor, O., C. Achebe, et al.The short century : independence and liberation movements in Africa, 1945-1994. Munich ; New York, Prestel. 2001
  • Achebe, C., D. U. Opata, et al.The eagle in ascendance : more papers from the Chinua Achebe International Symposium, 1990, with new essays added. Ibadan Nigeria, Heinemann Educational Books (Nigeria) Plc. 2005
  • Achebe, C. and C. N. Adichie. The African trilogy : Things fall apart ; No longer at ease ; Arrow of God. New York, Alfred A. Knopf. 2010
  • Achebe, C. and E. Rodriguez. Chike and the river. New York, Anchor Books. 2011
    When an eleven-year-old Nigerian boy leaves his small village to live with his uncle in the city, he is exposed to a range of new experiences and becomes fascinated with crossing the Niger River on a ferry boat.

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AP German Language


Course Description

Course Overview

The high school offers four years of German language including German 1, German 2, German 3 and AP German4. The emphasis in AP German 4 is increasing vocabulary, mastering grammar concepts, increasing reading and speaking skills, and preparing for the AP exam. The course is taught entirely in the target language excluding times when the grammar concepts are difficult and need to be explained in English. Students are also speaking exclusively in the target language, and receive points daily for their effort in communication.

Year Quarter Summary

First Quarter

We begin using Chapter 7 in the textbook Deutsch Aktuell2 (a continuation of what students did last year in German 3). The chapter focuses on leisure activities, hobbies, daily activities, and sports competitions. For the most part, the vocabulary and grammar is a review of what students learned in German 3, however, the grammar concepts of adjective endings after der words, adjectives used as nouns, and various sentence formations are new to the students.Readings within the chapter are Das Rockmobil and Wettkampf im Wasser which reviews the vocabulary that the students have been working with in this chapter. Various activities within the class help enhance what the students are learning including pair work, cooperative learning groups, surveys, question / answer communication activities, journal writing, and note taking.(3 weeks)

A short story, Oktoberfest, is also included in this unit since it relates to the culture of Germany during this autumn season. Students take about one week to read the story, act it out, understand new vocabulary with jigsaw group activities, and then have a test at the end of the week.

Students also write a short story themselves for children in this unit using the new grammar concepts of adjective endings and a review of the Imperfect tense. Each pair works together to create a rough draft in class (one day), and then make corrections together before turning in a final copy.

Email Communication

Beginning in September, students are required to write back emails in German to the instructor. The instructor will write emails weekly (2x) with various questions concerning current events. The students then must write back in German to answer the questions freely with their own opinions. The emphasis here is not grammar so much, rather the idea of communicating freely from another means. This email communication will continue throughout the year. At various times, however, throughout the year, students will be paired up with another student in the class to communicate together freely on whatever topic they want that is appropriate to the class. The teacher will get a copy of these emails to check that the work is being done, but will not communicate with the students regarding their conversations.

**Email Partner: Students are also paired with a partner in Germany to create an “email-pal”. This communication is essential and extremely valuable to students…the emails must be presented to the instructor for credit, but they may write freely on topics that interest them. The various emails depend on the year, and the school with which we partner with to do the emails.

Chapter 8 Deutsch Aktuell2-

Students begin chapter 8 in the text dealing with preferences in what one eats and drinks, special events, identifying holidays and festivals. Grammar concepts that are taught are adjective endings after ein words, adjectives not preceded by articles, adjectives after nichts, etwas, and viel, and 2 way prepositions. The readings in the chapter are Das Oktoberfest, Ein besonderer Tag, and Feste und Feiertage in Deutschland. A continued review of present perfect and imperfect tenses also take place.

Project: Students create a music video with a group of three during this unit emphasizing the use of adjective endings after ein-words. Most work is done outside of class; however, the day of writing a rough draft is in class. The instructor checks the rough draft before students begin making the video. They must create their own song and sing it in the target language with the correct grammar concepts.

Short story: Students also read the story der FluBgeister. The story is mostly individualized reading; however, group discussion does take place in target language. Students have worksheets that are related to the reading that will help them study for the test. They also take the roll of one of the characters in the story and write a journal form that point of view. A test is taken at the end of the week.

Second Quarter

Geheime Mission: book

Students read a book called Geheime Mission which is a mystery. They read 2 chapters daily, and take about 2 weeks to complete the book. During that time students are required to keep a notebook of new vocabulary that they have learned throughout the chapters, and pop quizzes are regularly given to keep students doing the reading outside of class. Regular quizzes are given after every 6 chapters to make sure understanding is there. Students do various activities to help them understand the reading material. As pairs they have discussions often in the target language of what happened before discussion with the class takes place. Also, as pairs, one student will draw what they read on the board in the form of pictures (6) and the other student will report back to the class in German about what the pictures meant-basically giving a summary in their own words of what happened. At other times, students will work in groups to create a mini-theater of what they read the previous night. They each take a roll of a character or something in the chapter and act out a skit in the target language summarizing what they read. Students have fun with this because they can use props and costumes out of the prop box! At the end of the book, students have an essay test talking about the book.

Chapter 10-Deutsch Aktuell2 / Deutsch Aktuell3:

Students learn the vocabulary for health related problems, occupations, ailments, and medical terms. Grammar concepts taught are Past Perfect tense, da/dahin and dort/dorthin, and opposites. Readings include Wie geht’s dir heute? and Beim Zahnarzt.


Students will be expected to present an occupation to the class as a presentation. In the target language they will explain what they do on their job, dress up as that profession, and demonstrate an area of what that professional might do. The emphasis here is the new vocabulary and key grammar points studied. Students will not use notes to talk, rather key words to help them remember what needs to be talked about.

Journal writing:

Journal writing will continue to take place in which students will now use the past perfect tense to create their stories. Every day at the beginning of the hour, students will write for 10 minutes about anything they wish (in the past tense)…On Fridays the instructor will collect the journals and correct the grammar (or at least point out certain mistakes the students are making.the students themselves will later correct the mistakes and turn the journal in for a better grade)

Kunst Unit:

Students are away from the textbook and now learn about German artists. They receive the material through lecture, autobiographies on the Internet, and from Ch. 6 Deutsch gestern und heute textbook. New vocabulary dealing with artists/art is introduced and also history of various artists such as Albrecht Duerer, Mathias Gruenewald, and Kaethe Kolwitz. Students then choose one artist to do a research paper on in the target language. They have 2 days in the computer lab to do research on this person. Then they have 2 days in class to write their paper and include resources. The rest of the work is outside of class where students need to revise and correct any grammar mistakes that may be found. The new grammar concepts from the year are included, and also the new vocabulary that is introduced in this used is used.

Research Paper/Speech:

Students present their paper to the class in a form of a speech. They do a lesson plan in which they have 5 minutes to present their information to the class with only key words in front of them. They give the summary of the artist to the class and the class takes notes in target language. At the end of the unit, and at the end of all the speeches, the students are given one final test on all the artists.

Semester Final:

A semester final is given to the students at the end of the second quarter. The final is usually essay with some short answer questions. The emphasis is on the grammar points that have been taught this year and in previous years, along with vocabulary and topics that have been discussed in quarter 1 and quarter 2.

Third Quarter

Short Novel: die Spur fuehrt nach Bayern

This is the second book that students read during the year. . They read 1-2 chapters daily, and take about 2 weeks to complete the book. During that time students are required to keep a notebook of new vocabulary that they have learned throughout the chapters, and pop quizzes are regularly given to keep students doing the reading outside of class. Regular quizzes are given after every 6 chapters to make sure understanding is there. Students do various activities to help them understand the reading material. As pairs they have discussions often in the target language of what happened before discussion with the class takes place. Also, as pairs, one student will draw what they read on the board in the form of pictures (6) and the other student will report back to the class in German about what the pictures meant-basically giving a summary in their own words of what happened. At other times, students will work in groups to create a mini-theater of what they read the previous night. They each take a roll of a character or something in the chapter and act out a skit in the target language summarizing what they read. Students have fun with this because they can use props and costumes out of the prop box! At the end of the book, students have an essay test talking about the book.

Jugend: Chapter 12 Deutsch Aktuell2/ Deutsch Aktuell3

The vocabulary dealing with youth-oriented concerns, city life, and environment are covered. The readings of die Jugend-Sorgen und Probleme and Beruehmte Schloesser (culture) are completed, as well as various current event environmental articles in the target language that are found on the Internet during that year (varies). Students review verbs with the dative case and conjunctions, as well as learn the new subjunctive form of verbs.

Current Events

Students are required to search the Internet weekly on various German news websites to find articles related to the environment and what is happening currently regarding that. They are to then report that information in a summary form to the class, and are also required to read each other’s documents for their information.

Bunte Magazine:

Students are also reading the Bunte magazine during this unit (they read it periodically throughout the year, but more heavily in this unit). From the magazine they find an article that they like related to the topic at hand, and they try to summarize auf Deutsch what they read. Some like to expand this assignment into another article of their choice related to the Hollywood stars that frequently show up in the magazine. They choose to do another article about a person they like, and summarize it in German. This is outside of the unit’s vocabulary, but the students really enjoy reading in the target language about their favorite people.


Students are required to do a project with a partner during this unit. They are to create an environmental news documentary as a movie clip. They make the video outside of class, but write the rough draft in class. The information that must be contained is the new vocabulary and grammar studied, the environmental problems that our town has, the ways that our town is improving those problems, and their concerns. The video skit is around 7 minutes long and students are encouraged to video tape various parts of the town “on scene” to capture the authenticity of the video.They demonstrate the use of formal form within the skit, as they are speaking to a TV audience. Within the grading of this project, emphasis is put on pronunciation, vocabulary, and correct use of grammar.


A film unit is incorporated during the quarter in which students only see clips from various German films such as das Boot, der blaue Engel, and a German fairy tale such as Rotkaeppchen or Schneewittchen. The students watch the clip and note in the target language the differences among the American films and German films, the similarities, and cultural differences. Only clips are used so as not to take up much class time, but at German Club meetings throughout the rest of the year, students usually watch the rest of the film outside of class.


A debate then takes place in target language regarding the popularity of the movie within the class. Students are asked to voice their opinions as to whether the film was good or not and give reasons to back it up. Many interesting discussions take place during this time with arguments in the target language!

Fourth Quarter

Spuren der Geschichte Unit- Deutsch Aktuell3- Kapitel 6:

Students are introduced to new vocabulary dealing with job interviews, talents and abilities, and youth activities. They read weekly magazines and newspapers from the internet and discuss the topics that are currently used. Students address and mail a “real” letter to Germany asking for information. They use the internet to find addresses that interest them. Grammar points such as present perfect, narrative past, present and past subjunctive are worked with. (With today’s technology some students have never sent a letter before!)

Heavy Grammar Review Unit:

Students are asked to write down what issues with grammar those have at this time. The instructor uses this information to key in on specific grammar points that need to be readdressed and gone over again. Review of all grammar takes place with worksheets, games, partner work, cooperative groups, and journal writing and speaking. One reading, Die Lorelei, is read. Dippmann’s A Practical Review of German Grammar is also referred to during this time for a review before the AP Test. New grammar such as relative pronouns and another subjunctive form are also introduced.


Kapitel 9 Lies mit mir!

A reading from Lies mit mir is done during the fourth quarter to look at some readings of Goethe and Schiller. We do some pre-reading exercises including talking about symbolism and reading strategies. Then we read der Fischer from Goethe. After the reading we do activities from the book including question and answer exercises and short answer worksheets. Another reading Der Handschuh from Schiller is discussed. We also look at the lives of Goethe and Schiller on the Internet, and talk about the importance of them in German culture. Students also read Belsatzar from Heinrich Heine. They discuss the story in target language and then have a test on all three readings.short answer.

Final Video Project:

Students are required to do a final video project with a partner. The grammar concepts from the year are requirements within the project. They must include the grammar points correctly, with correct usage, form, and tense. The project is a documentary on a various topic that students choose from. They pick the topic they wish to make the documentary about such as the importance of a foreign language in one’s life, current events, political issues, or other. They present this video to the class towards the end of the quarter.


Throughout the year, students see various video clips from their textbook. Each chapter in Deutsch Aktuell2 has a video series that deals with the grammar and vocabulary taught in that chapter. The video clips are first without German subtitles, and then the students see the same clip again with the subtitles (in German). Students are required to answer questions in the target language for the video clips.

Also, throughout the year, students see various video clips from Ravioli1 /2. This is a short video clip about a young boy in a German family and the troubles he encounters. Class discussion and a short essay takes place after the various clips are played.

Online video clips are also shown for the various celebrations in Germany such as Karnival, Weihnachten, Tag der deutschen Einheit, etc. The celebrations are shown in their authenticity so students can see what truly happens in the country rather than a textbook. A LCD projector is used to show the clips.

Kaffee Stunde:

Every Friday of the school year, students have a warm up activity which we call Kaffee Stunde. During this activity, one student from the class brings in an authentic dish or dessert he/she made from a German recipe. They tell us what ingredients were put in, and then the students have a chance to taste the item. During this “eating” time, students are supposed to converse in a group in target language about any topic of their choice including friends, school, social life, etc.

Culture / Optional Trip to Germany

Throughout the year, culture is continually covered with various readings, examples in videos and songs, and personal experiences from instructor and students. Many students by 3rd or 4th year of German tend to go on the German Club trip to Germany for 1-3 weeks. Within this trip students experience the language and culture first hand, and realize the differences between the U.S. and Europe.

Extra Opportunities:

Several students ask for extra opportunities throughout the year to do outside of class work, OR as a class we do extra activities depending on how far we get through curriculum for the year. These extra opportunities usually deal with various readings. The readings are quite long, so we usually only look at one chapter. The readings we choose from areDer Hauptmann von Koepenick (Carl Zuckmayer), von Helden und Schmelmen (Kurt Reiter) and Wilhelm Tell (Friedrich Schiller). Students work together on the readings and do various worksheets to help with comprehension.

Sample Syllabus

(This is an example of how the units are planned. Sometimes the themes/activities are changed due to current events happening or something changing the schedule for the year.

First Quarter

Unit 1:(3 Weeks) Deutsch Aktuell2 –ch.7

Grammar: Review from German 3(adjectives / adjective endings)

Reading/New Vocab: Ch.7 Deutsch Aktuell 2

Writing: Daily journal writing reviewing grammar (topics include what they did in the summer/future plans/fall activities)

Speaking: Daily conversations in target language (no English allowed unless specified by instructor)

Listening: CD series from Deutsch Aktuell2 Ch.7

Video: Ch.7 Deutsch Aktuell2-ch.7 series

Email: continual conversation with instructor throughout the year/ introduction to E-pal

Unit 2: (2 weeks)Oktoberfest and Halloween Book

Grammar: Review of Imperfect tense/ adjectives after der words

Reading: Oktoberfest

Writing: students write a short essay from the viewpoint of a character

Speaking: Daily conversations in target language (no English allowed unless specified by instructor)

Listening: Music from Mozart/Beethoven…clip from Oktoberfest from Internet

Email: continual conversation with instructor throughout the year

Unit 3: Ch. 8 Deutsch Aktuell2(3 weeks)

Grammar: adjectives after ein words/ 2 way prepositions/ adjectives after nichts, etwas, and viel/ unproceded adjectives

Reading: das Oktoberfest, ein besonderer Tag, and Feste und Feiertage in Deutschland

Writing: email/Students create the music video

Speaking: as stated above

Listening: CD series from ch. 8

Email: continued

Unit 4-Reading: der FluBgeister(one week)

Grammar: continual new vocabulary/ prepositions/ adjectives after der/ein words/ question words

Reading: der FluBgeister (optional: Der Meistertrunk)

Writing: email/ students write their opinion about the story in a journal format

Speaking: Students speak about the story in partners and in cooperative groups giving opinions and answering questions…continual speaking in class on daily basis

Second Quarter

Unit 5: Short Novel (Geheime Mission) (2 weeks)

Grammar: continual new vocabulary/ word order/ passive/ imperfect/ perfect

Reading: 2 chapters a day (some in class reading/some outside of class reading)

Writing: email/students have worksheets and study guides to complete with the chapters/ continual journal writing with various grammar concepts

Speaking: Students speak about the story with partner/groups/ and in skits

Listening: Book is accompanied with a cassette so students can hear the story with correct pronounciation

Unit 6: Chapter 10 Deutsch Aktuell2 (3 weeks)

Grammar: past perfect tense, da/dahin and dort/dorthin, opposites (practice placement tests)

ReadingWie geht’s dir heute? and Beim Zahnarzt

Writing: email/ journal writing continued/ writing a speech

Speaking: Speech/ students will be required to give a 3-5 minute speech in German to present an occupation to the class.

Listening: CD series from Ch. 10/video series from Ch.10

Unit 7: Kunst (Art) (2-3weeks)

Grammar: relative pronouns/genitive review/als und wenn

Readingvon der Fruehzeit bis heute (Deutsch gestern und heute)

Writing: email/ journal writing about various artists and the opinions about them/ research paper on artist of choice

Speaking: speech: students must give a 3-5 minute speech on the artist of their choice relating it to the research they found on the Internet.

Listening: video (Caspar David Friedrich)

Unit 8: Review before semester final (1 week)

Grammar: review of the semester hitting problem areas for the class at that time

Speaking: continued as before

Writing: email/journal writing emphasizing the grammar point discussed

Listening: sample CD’s from Deutsch Aktuell2 ch. 7-8 reviewing grammar/vocab

Practice tests including old samples of AP tests

Semester final (90 minute)

Semester 2

Quarter 3

Unit 9: Short Novel: die Spur fuehrt nach Bayern(2-3 weeks)

Grammar: dative/genitive/accusative ..direct/indirect object pronouns

Reading: 1-2 chapters a day( in class and at home)

Speaking: continued as before/ skits in class in target language showing comprehension of chapters

Writing: email/journal writing emphasizing opinions of the chapters and characters read/ worksheets that accompany the chapters/study guides for vocabulary

Listening: cassette series that comes with the book (target language)

Unit 10: chapter 12-die Jugend/Umwelt(3 weeks)

Grammar: verbs in dative case and conjunctions/ new subjunctive form

Reading: die Jugend-Sorgen und Probleme/ Beruehmte Schloesser /Bunte Magazine

Writing: email/journal writing emphasizing new grammar/worksheets related to chapter 10/Internet worksheets related to current events

Speaking: continued as before/ video project at end of unit/ video skit project

Listening: video series from Deutsch Aktuell2 ch. 12/ video-casts from Internet related to the environment/ CD series from ch.12 Deutsch Aktuell2

Unit 11: Film Unit (2-3 weeks)

Grammar: Review of subjunctive, imperfect, perfect, present modals

Reading: Students read clips from the movie from the Internet

Writing: email/journal writing, worksheets related to film clips, essay related to one of the films

Speaking: continued as before/ debate related to the film clips

Listening: video clips from various films including das Boot, der blaue Engel, Rotkaeppchen, and Schneewittchen.

Quarter 4

Unit 12: Ch. 6 Spuren der Geschichte (Deutsch Aktuell3) (3 weeks)

Grammar: modals: present perfect, double infinitives, narrative past, present and past subjunctive

Reading: weekly magazines and newspapers from the Internet, Aus alt macht neu!

Writing: email/journal writing, worksheets related to ch. 6,

Speaking: continued as before, skits for the post office, speaking about series of pictures(from past AP tests)

Listening: CD series from Deutsch Aktuell ch.6, video series from Deutsch Aktuell ch.6

Unit 13: Heavy Grammar Review Unit(2weeks)

Grammar: Grammar from the entire year and previous year is reviewed.

Reading: worksheets related to grammar reviewed/ Die Lorelei

Writing: email/journal writing continues/ paragraphs related to topic of the day are written to enforce review of grammar

Speaking: speaking activities to enhance review of grammar concepts take place/partner and cooperative group speaking

Listening: CD series related to Deutsch Aktuell2 (review CD)

Unit 14: Lies mit Mir (Kapitel 9)-(2 weeks)

Grammar: review

Readingder Fischer, der Handschuh, and Belsatzar

Writing: email/journal writing continues/ worksheets/ paragraphs related to topics of the day

Speaking: discussion in target language of the various writers

Listening: CD review series from Deutsch Aktuell2

Unit 15: Final video project-(1-2 weeks)

Grammar: review of the year

Reading: various clips from other student writing (documentaries)

Writing: email/journal writing comes to an end/ documentary for the video project

Speaking: Video /discussion of videos made/class discussions

Listening: Videos that students have made/final review CD series

Final Exam/Wrap up for the year (remaining days)


Class participation, written classwork, and homework-25%



Oral presentations-25%

Teacher Resources:

Books, Videos and Short Readings:

Das Boot. Columbia Pictures. Wolfgang Petersen. 1981.

Dippmann, Gerda. A Practical Review of German Grammar, 2nd Edition: New Jersey: 1995.

Flippo, Hyde and Herb Kernecker. Detusche Sagen und Legenden: National Textbook Company: Illinois: 1998.

Grimm, Jacob and Wilhelm. Ausgewaehlte Maerchen. New York: 2003.

Koenig, Hans J. Geheime Mission: EMC Publishing. Minnesota. 1975.

Koenig, Hans J. Die Spur fuehrt nach Bayern: EMC Publishing. Minnesota. 1984.

Kraft, Wolfgang S. Deutsch Aktuell2, 5th Edition: Minnesota: EMC Paradigm, 2004.

Kraft, Wolfgang S. Deutsch Aktuell3, 5th Edition: Minnesota: EMC Paradigm, 2005.

Ravioli. 1997. German Impex International, Inc. U.S.A.

Reiter, Kurt. Von Helden und Schelmen. Illinois: NTC Publishing, 1992.

Specht, Roland H. and Harry A. Walbruck. Deutsch gestern und heute: EMC Publishing: Minnesota: 1987.

Strutz,Henry. 501 German Verbs, 2nd Edition: New York: 1990.

The Blue Angel. 1949. directed by Fletcher Markle. Canada.

Uebe, Ingrid. Meine gruseligsten Gespenster Geschichten: Czech Republic: 1993.

Winkler, George. Lies mit mir!: Holt, Rinehart and Winston

Zuckmayer, Carl. Der Hauptmann von Koepenick: Fischer. 1993.



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