Deutsch 101 Kursinformation – Winter 2019
“With every mistake we must surely be learning.” [George Harrison]
Unterrichtsmaterialien [=Class/Lesson Materials]
|Semesterplan & Daily Lesson Plan Outlines Winter 2019|
|Index of Video Lectures and Vocabulary Resources||Index of “Videos zum Spaß”|
Course Components and Logistics
|Required Texts||Recommended Texts|
|Course Components & Grading||Canvas Expectations|
|Oral Tests||Final Role Play|
|Attendance and Participation Policy and Grading; Laptops & Cell Phones|
Course Methods, Policies, Help, Resources and Advice
Vorsprung, ENHANCED 3rd Edition + iLrn™ Online Access
Janosch: Oh, wie schön ist Panama [Paperback edition; ISBN: 9783407760067] (P)
If you want a paper dictionary, try:
|Zorach & Melin: English Grammar for Students of German, 6th ed. See below for more info!|
|Gabriel Wyner: Fluent Forever: How to Learn Any Language Fast and Never Forget It [ISBN: 0385348118]|
|Attendance & Participation||15%|
|Homework and blog assignments||15%|
|Preparing a delicious SPAM-based feast||0%|
Letter Grade / Point Value Conversions
You will receive letter grades for essays and role plays. These will be entered into Canvas as follows:
Canvas will convert your numerical final grades to letter grades as follows (Please note: at the final grade stage, there will be only minimal “rounding up”: e.g. 92.95-92.99 may be rounded up to a straight A, but 92.50, 92.60, 92.70, 92,80, 92.90, 92.94 would all translate into an A-, not an A):
We expect you to check Canvas regularly for:
- Assignments in your assignment calendar (this includes reading the information/instructions in assignments for which there is nothing to submit!)
- Assignments are due at the beginning of class. The due date time of 5 p.m. on Canvas is only there for logistical reasons!
- Announcements: Enable notifications and check your email inbox daily OR: visit Canvas daily to check for new Announcements.
- Gradebook: Please check regularly to make sure you have gotten credit for all assignments you have submitted, tests you have taken etc. Notify your instructor within a week of a grade being entered if you think there may be a mistake.
- “A&P Tally”: Your instructor will enter a weekly “Attendance & Participation Tally” grade, as described below. S/he will use the “comment” section of the assignment to explain any deductions from the maximum number of points available each week. If you wish to contest an “A&P Tally” grade, YOU MUST DO SO WITHIN ONE WEEK OF IT BEING ENTERED. ==> Please check your “A&P Tally” grades regularly!
- iLrn comments: When entering your iLrn grades, your instructor may edit the “comment” section to let you know if you have overlooked some of the assigned activities.
- ==> Please check Canvas regularly for notifications about instructor comments. Gradebook comments do not generate email notifications ==> log into Canvas to see them!
Oral Tests will consist of two informal conversations in your instructor’s office.Practicing for the oral exams using the “Sprechtestindexkarten” on Canvas is an excellent way to review what we have learned and to build your confidence in all aspects of German.You will sign up to take the oral exams in pairs (10-15 minute conversation) or groups of three (15-20 minute conversation); if that is not possible, you may take them individually (5-8 minute conversation). You may retake each of the two oral exams ONCE if you are not satisfied with how you did!
- Speaking and listening in class are the most important part of this course. We will keep track of your attendance and participation by an “A&P Tally” grade on Canvas, as follows:
- Each day, you will earn two “attendance points” for coming to class, and two “participation points” for participating actively.
- If you are absent unexcused, you lose all four attendance & participation points for that day.
- If you are absent for an excused reason (e.g. documented medical, psychological or family issues; religious holidays; family events such as weddings, funerals or graduations; job interviews; musical performances or athletic events in which you are participating, etc.), you will still earn the two attendance points for that day, but you cannot earn participation points if you are not in class.
- As a courtesy to your instructor, please explain ALL absences, even if the reason is e.g. oversleeping, or work for another course, a trip, going to a concert etc.!
- Lateness: Loss of 1-4 points for that day, depending on how late you were.
- Inattention (inappropriate cell phone or laptop use, “zoning out,” etc.): Loss of one or both participation points for that day.
- Difficulty participating: The “A&P Tally” grade is primarily an effort grade, but it does have an achievement component. If you are in class and making an effort to participate, but you have noticeable linguistic difficulties understanding and carrying out partner activities and/or responding when called on in class, you will lose two (or one) participation points per week.
- BUT: We expect mistakes! Research has shown that language acquisition happens in a predictable sequence of stages. Each stage is characterized by certain patterns of mistakes. So: you have to make mistakes in order to learn!! ==> Difficulty participating (on an ongoing basis) may reduce your A&P grade. Making mistakes will not!
- Absence Make-Ups/Participation Bonus: You can earn 2 make-up/bonus participation points for attending events such as
- Max Kade Kaffeestunde or Deutschtisch
- German Club events
- Conversation and Free-Writing Hour
- Actively engaging with an instructor in the German Lab for more than 30 minutes
- Attending your instructor’s office hours for more than 30 minutes
- Occasional special events, as announced by your instructor
- You can earn a maximum of 10 make-up/bonus points in the first 2 calendar months of the semester, and up to 10 more in the second 2 calendar months of the semester.
- Your instructor will enter “A&P Tally” grades weekly. S/he will enter a “Comment” in the “A&P Tally” score for that week whenever the grade is different from the “standard” four points per class hour. If you wish to contest an “A&P Tally” grade, YOU MUST DO SO WITHIN ONE WEEK OF IT BEING ENTERED. ==> Please check your “A&P Tally” grades regularly!
- ***If you have lost a net total of 40 or more points (the equivalent of 10 unexcused absences) in your “A&P Tally” by the end of the semester, your FINAL COURSE GRADE will be an AUTOMATIC E***
- We will translate your final “A&P Tally” grade into your actual Attendance & Participation grade for the semester as follows:
- “A&P Tally” of 96 percent or more ==> 96 percent for the final Attendance & Participation grade (i.e. an “A”)
- Only in very exceptional cases (“A+” level of participation throughout the semester), your instructor may enter a higher final grade of 97-100.
- 95 percent or less: Your final Attendance & Participation grade will be the same as your “A&P Tally” grade.
- “A&P Tally” of 96 percent or more ==> 96 percent for the final Attendance & Participation grade (i.e. an “A”)
Laptops and Cell Phones
- We do not recommend using laptops in class: class activities frequently require students to move around, and a laptop could easily get knocked over. If you bring one, BE CAREFUL!!
- Inappropriate laptop/cell phone use (e.g. texting, chatting, checking Facebook or sports scores, answering the phone) will lower your attendance/participation grade, as described above!
- Please silence your cell phone when class begins. It’s OK if you forget this once or twice and it rings during class (it may even happen to your instructor…): just silence it quickly (or answer it in German if your instructor encourages you to do so!), apologize auf Deutsch (“Entschuldigung!”) and try not to let it happen again. If you MUST answer a call, please leave the room to do so, and please explain the reason to your instructor afterwards.
- Check out the “Pocketpoints” app: earn food discounts and other rewards for locking your phone in class!
Homework is graded on a scale of “check”/”check +”/”check -“:
- “Check” (2 points on Canvas): the “normal” homework grade
- “Check +” (3): the assignment has been done exceptionally well
- “Check –” (1): the assignment is late, incomplete, or done poorly
- Assignments are due at the beginning of class. The due date time of 5 p.m. on Canvas is only there for logistical reasons!
- Homework will not be accepted if it is more than two class days late (unless there is a good reason)
- Missing assignments receive 0 points on Canvas
- We will translate your final “Homework Tally” grade into your actual Homework grade for the semester as follows:
- 125-150% ==> 100% for the final Homework grade
- 115-124.99% ==> 98% for the final Homework grade
- 96-114.99% ==> 96% for the final Homework grade (i.e. an “A”)
- 95.99% or less: Your final Homework grade will be the same as your “Homework Tally” grade.
- ==> To make sure you are on track for an “A” for your homework grade, look for an average of 96% or above in your overall Canvas Homework Tally grade.
The best and most motivating way to learn all aspects of language (vocabulary, grammar, pronunciation, fluency, etc.) is by speaking. We will use as much class time as possible to let you speak. We use a lot of partner and group activities, so that you can speak for most of each class hour, rather than just once or twice when your instructor calls on you. The activities are meant to be interesting and fun. You will learn the most by relaxing, having fun, and experimenting with new words and structures without worrying too much about mistakes.
The in-class activities are designed to let you actively practice the chapter vocabulary. Building your vocabulary is the most important part of learning a language, MUCH more important than learning grammar. Please ask about unfamiliar words, and please try to experiment with new vocabulary we are learning during these activities. This will save you a lot of memorization time before the tests – AND it will make it much easier to learn and practice grammar!
We spend very little time explaining grammar in class, but we will constantly be practicing it. Research has shown that grammar is learned most efficiently and lastingly by using it to communicate, not by explanations and drills. You will watch video explanations at home, and practice with worksheets and online exercises. Watch the videos attentively: pause, rewind, take notes, write down questions, and review them regularly. Class activities will clear up many questions “automatically.” When the class needs it, your instructor will provide explicit explanations. Please ask questions when you have them: that is essential to making this work! You should focus on communicating in class, but also notice consciously how the activities review and practice new and old grammar.
Language Learning Anxiety
Researchers have found that about 1/3 of students feel anxious when learning a new language, in part because their limited language proficiency keeps them from “being themselves” when using the new language. They suggest two things that may be helpful in this context:
- Know that you are not alone. Consider letting your instructor know how you feel.
- Anxiety is often connected to perfectionism. As we will keep telling you throughout this course, your goal in speaking German should not be to “avoid mistakes,” but rather, to “keep talking”!
- HAVE FUN!! Make up amusing sentences. Notice cultural differences. Notice words you like. Enjoy funny mistakes you make. Notice your progress. Listen for interesting things your classmates say, and for differences and things you have in common. Get to know new music, movies, cartoons, stories, characters. See how your ideas evolve when you try to express them simply in a new language. Think in German, or “Denglisch” [Deutsch + Englisch]. Say random things in German to your friends. Try fun activities from class in your “regular” life. Daydream about living in Germany, Austria or Switzerland, or make actual plans to go there – ETC.!
- ASK QUESTIONS!! For every question you ask, there are likely to be multiple other students who will be grateful you asked it.
- FIGHT PERFECTIONISM! (1) Don’t worry about mistakes. Making mistakes is an essential part of learning a language. The more you speak, the more you learn; the less you obsess about mistakes, the more you can speak and the more conversations you can have. (2) When you hear or read German, make it your goal to understand the message, as opposed to trying to understand every word. Research has shown that students who look up every unknown word when they read actually understand and retain LESS than students who look up only the words they need in order to follow the text. Use your knowledge and common sense to help you fill in the gaps, as you would in English e.g. when you are having a conversation in a noisy place. If you know what a word probably means, don’t look it up unless what you read or hear later suggests that your guess must have been wrong.
- …BUT DO PAY ATTENTION TO DETAIL! Fight perfectionism in the ways described above – but DO pay just enough attention to little details so that your brain can slowly, unconsciously notice and absorb them. 98% of your attention should go to the meaning of what you’re saying and hearing – but leave 2% for the details: the forms of articles, the endings of verbs, nouns and adjectives. That tiny bit of “noticing” in the back of your mind can make a huge difference over time. When your instructor repeats something you’ve said, try to notice whether any changes s/he makes are corrections, or just a different way of saying the same thing. If you’re writing an essay, DO take the time to look up verb forms, and the genders and plurals of nouns; if you’re doing a regular homework assignment, just pick one or two things to look up that feel important to you.
- Find a study partner! You’ll have more fun, two heads are better than one, and you never learn a thing as well as when you try to explain it to someone else.
- Click on this page with General Language Learning Advice for additional ideas, including headings such as
- DO NOT MULTITASK!!
- Work in small chunks
- Grammar matters. Vocabulary matters more!
This class really depends on all of us being comfortable interacting informally with each other, experimenting with the language, taking risks, and being playful. That makes what is important in every college classroom especially important for us: that the classroom should be a comfortable environment in which everyone feels welcome and respected. That means thinking about the things we say, not perpetuating stereotypes, and apologizing if we say something we didn’t mean. It also means that we really want you to let your instructor know, in class or outside of class, in person or via email, if something happens in class that makes you uncomfortable – or if you believe your own words or actions have made someone else in the class feel uncomfortable – so that we can talk about how to make things better. If in doubt, please say something: your instructor will always be happy to hear from you.
- Please look carefully at these Guidelines for Classroom Interactions!
- In this context, please bear in mind the University of Michigan’s non-discrimination policy: The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions.
One simple way to maintain an open and inclusive classroom environment is to be mindful and respectful of our classmates’ gender identity and preferred pronouns for class discussion and speaking activities. This will also be good practice for all of us to have before visiting the German-speaking countries. The German language does not yet include any generally accepted pronoun options for non-binary gender identities (in part because the case system makes this complicated), but many options have been proposed. If you identify outside the gender binary or have any other concerns about gender pronouns, your instructor will be happy to meet with you to find a solution that empowers you to comfortably participate in in-class language practice. This will include planning for how best to communicate this solution to your classmates, and how to set realistic expectations in a context where language mistakes of all kinds are an important and expected part of the learning process.
In the German language, nouns denoting people and professions also frequently have different forms based on a binary grammatical gender (e.g. der Student = the male student, die Studentin = the female student). In addition to being inherently problematic as regards non-binary gender identities, this has in the past led to absurd conventions such as using the male plural for mixed-gender groups, or ignoring the female forms of nouns when making general references to students, members of a profession etc. Your instructor will attempt to model an inclusive use of gendered nouns. This can be difficult to do consistently in German, and people differ as to how it should be done. Your instructor may also intentionally use multiple approaches. Please let your instructor know if you have any questions about this as you proceed through the course!
- A “Schokoladenstunde” will take place weekly (or twice weekly) in the Language Resource Center in North Quad. All students at all levels are welcome to come and chat and play games in German (e.g. Tabu etc.), and enjoy some German chocolate.
- The Max Kade Haus is the University’s German Residence, located in North Quad. It hosts a weekly “Kaffeestunde” (informal conversation hour, perhaps with coffee) and a weekly “Deutschtisch” (same as Kaffeestunde, but over dinner), where residents and guests can chat informally in German. Don’t be intimidated: try it out and have fun!
- Look for a sign-in sheet at these events. Schokoladenstunde will be facilitated by a German instructor; Kade events will be facilitated by the Head Resident. The facilitator will inform your instructor that you were there.
- ALTERNATIVELY, you can write about the experience for an “Abenteuer mit Deutsch” blog entry. Note that you can EITHER make up an absence by attending a conversation hour, OR write an AMD blog entry about it, but NOT BOTH!
- For more information about the Kade house, check out its website – see the link in the footer!
- Your instructor’s office hours: Please take advantage of this resource – don’t be shy!!
- German Lab: Mon – Thu 1-4 pm: German Lab Alcove in the Language Resource Center in North Quad: You can go to the German Lab for help with any kind of German-related question. You can ask for help with assignments, for grammar explanations, or you can just go to practice speaking. If the instructor is speaking to another student when you arrive, please let him/her know you’re there and where you’ll be waiting so s/he can get you when s/he’s ready!
- Language Program Director: Hartmut Rastalsky (3214 MLB; 647-0404). Your instructor may pass some questions on to Hartmut. Let Hartmut know if you notice broken links or find a great learning resource!
- English Grammar for Students of German: This book explains English grammar simply, with lots of English & German examples to compare and contrast. It’s the ideal remedy if you’re having difficulty understanding the grammar explanations you encounter in class and for homework. We recommend that you read the relevant sections of the book quickly, like a novel, but that you read them multiple times, to let the material slowly sink in. The book is available at the campus bookstores as recommended reading for this course. You can borrow a copy in order to decide if you would like to buy the book – just ask your instructor!
- LS&A Academic Advising ((734) 764-0332; 1255 Angell Hall). If you are falling behind or doing poorly in one or more courses, or just want advice on how to study more effectively, please make an appointment to see an academic adviser as soon as possible: the earlier you try to address the problem, the better your chances of solving it. If you are not an LS&A student, please consult the Academic Advising Office for your school.
If you may need an accommodation for a disability, please let your instructor know. Tests and other aspects of this course may be modified to facilitate your participation and progress. Appropriate accommodations are determined by the Services for Students with Disabilities (SSD) office, in consultation with instructors. SSD (ssd.umich.edu; (734) 763-3000; G-664 Haven Hall) typically recommends accommodations through a Verified Individualized Services and Accommodations (VISA) form. If/When you receive a VISA form from SSD, please present it to your instructor as soon as possible, so s/he can implement the appropriate accommodations. Any information you provide is private and confidential and will be treated as such.
If you begin to notice a disproportion between how hard you are working and the results you are achieving, but you are unsure whether or not to contact SSD, please consider the following:
- A diagnosis from SSD may make you eligible for accommodations that will help you more accurately demonstrate your abilities in all your courses.
- In addition to diagnosing a disability and recommending possible accommodations, SSD can direct you to advice and resources that may help you to minimize the effects of this disability over the years, and to harness the abilities and talents that often accompany such disabilities.
- It is possible that SSD may not diagnose a disability. This may help you to decide on next steps, such as contacting Academic Advising or Counseling Services, or seeking advice from your instructors, your family, your friends, or others.
The University of Michigan is committed to advancing the mental health and wellbeing of its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of support, services are available. For help, contact Counseling and Psychological Services (CAPS) at (734) 764-8312 and https://caps.umich.edu/ during and after hours, on weekends and holidays, or through its counselors physically located in schools on both Central and North Campus. You may also consult University Health Service (UHS) at (734) 764-8320 and www.uhs.umich.edu/mentalhealthsvcs, or for alcohol or drug concerns, see www.uhs.umich.edu/aodresources.
For a listing of other mental health resources available on and off campus, visit: http://umich.edu/~mhealth/
The University of Michigan is committed to fostering a safe, productive learning environment. Title IX and our school policy prohibit discrimination on the basis of sex, and all forms of sexual misconduct, including harassment, domestic and dating violence, sexual assault, and stalking. We encourage students who have experienced some form of sexual misconduct to talk to someone about their experience, so they can get the support they need.
The Sexual Assault Prevention and Awareness Center (SAPAC) provides free and confidential crisis intervention, advocacy, and support for survivors of sexual assault, intimate partner violence, stalking and sexual harassment who are University of Michigan students, faculty and staff. SAPAC can be reached on their 24-hour crisis line, 734-936-3333 and at http://sapac.umich.edu/. Violations can also be non-confidentially reported to the Office for Institutional Equity (OIE) at firstname.lastname@example.org. Reports to law enforcement can be made to the University of Michigan Police Department at 734-763-3434.
This course is governed by the prevailing Codes of Student Conduct and of Academic Integrity of the University of Michigan and the College of Literature, Science and the Arts (LSA). All work submitted must be original student work produced for this course, with proper quotation and citation of the contributions of others. Violations of Academic Integrity will be taken seriously and can in serious cases result in a failing grade for the course and/or referral to the LSA Assistant Dean for Undergraduate Education. Click here to see the official LSA pages on Academic Integrity, including a quiz on Academic Integrity.
ESSAYS: The four essays you submit for this course are where this policy crucially applies.It is your responsibility to demonstrate that your essay is your work by following the guidelines for citing sources carefully. Failure to do so may result in a citation for academic dishonesty. These guidelines are integrated into each essay assignment. The guidelines for citing sources for essays are also available here.
Test Essays and Homework: No Need to Cite Sources! The above instructions for citing sources apply only to the four essay assignments in this course. They do NOT apply to regular homework assignments, or to essays you draft for the chapter tests. Read on for more details!
Test Essays: Test review sheets for this course will always include the essay topics for the test. You are allowed (and even encouraged!) to get help from others when drafting your test essays. Online translator use is also permitted, but discouraged. As with regular essays, you should view test essays as an opportunity to put into practice what you have learned. Leaf through the course materials to find ideas. You can be very creative in this way, and you will learn much more from writing the essays. Applying something you have learned will “make it stick,” much more than new words and phrases you look up.
- If you do use an online translator for a longer phrase or sentence when drafting a test essay, take a moment to reflect consciously on how the resulting German phrase/sentence works, what you can learn from it, and whether you could have said the same thing more simply using what we have learned: this will make the difference between learning more and learning less!
Homework: You are allowed (and even encouraged!) to get help from others and to collaborate with classmates on homework; you may also use online translators and other sources without citing them. Although you are not required to cite your sources, we encourage you to do so if you have time. Your instructor can then give you feedback on your use of these resources. In many cases, this feedback will be positive: s/he may encourage you to continue getting help from the person who helped you, or may let you know that you are using translation resources well (which is a difficult and valuable skill to learn). If your instructor is concerned that you are getting too much help and/or making excessive use of online translators and not learning as much as you could from the assignments, s/he will discuss this with you.