2010 Italian IV Honors

8/20/2019 2010 Italian IV Honors

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

CLASSICAL AND WORLD LANGUAGES

ITALIAN IV HONORS

COURSE PHILOSOPHY

Italian IV Honors is designed to promote the learning of new concepts and to enhancethe usage of previously learned language skills to achieve proficiency in the targetlanguage. The focus of this course is to increase linguistic and cultural awareness bymaking use of a variety of methodologies. Teachers will choose techniques based on theirown teaching styles and preferences according to the needs of their individual classes. The methodologies used in this course are to develop skills in the areas of listening,

speaking, reading and writing.

COURSE DESCRIPTION


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COURSE DESCRIPTION

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Ronald G. Lawson, PresidentMr. Heshy Moses, Vice President

Mr. William BrunoMr. Tom Caiazza

Mrs. Elizabeth CanarioMr. Barry HochbergMrs. Kathie Lavin

Mr. Christopher Placitella

Mrs. Jennifer Sutera

Dr. Suzanne Koegler, Acting SuperintendentMs. Donna M. Evangelista, Assistant Superintendent for Curriculum and

Instruction


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Course Philosophy and Description

Italian IV Honors is designed to promote the learning of new concepts and to enhance the usage ofpreviously learned language skills to achieve proficiency in the target language. The focus of thiscourse is to increase linguistic and cultural awareness by making use of a variety of methodologies. Teachers will choose techniques based on their own teaching styles and preferences according to theneeds of their individual classes. The methodologies used in this course are to develop skills in theareas of listening, speaking, reading and writing.

The textbook and its supporting materials will be used as a basis for instruction. They will besupplemented with teacher-generated practices /activities that include the use of pattern drills, variousquestion and answer exercises, translations, internet websites and computer software. Other subjectarea skills will be reinforced in this course through collaborative learning strategies, peertutoring/teaching, peer editing, group projects/presentations, computer via the internet, independentresearch, note-taking and study skills.

A myriad of activities will be used to present the new concepts and reinforce the previously learned

language skills. The material will be presented in a variety of formats such as passages, short stories,dialogues, brief articles, questionnaires, advertisements, letters and official forms. Students willparticipate in numerous individual and cooperative authentic activities both written and oral in nature. While oral practice will be related to everyday surroundings and experiences, written practice willprovide students with a time to reflect on the selected topics. Through these activities students will havethe opportunity to express their likes, dislikes, interests, and aspirations.

Students will be able to increase their understanding of the Italian language and culture as they explore

the values and ideas expressed by the people of Italy. They will compare these cultural characteristicsand practices with those of the United States. Through the study of the Italian language and culturestudents will be able to reinforce knowledge first acquired in their language arts, history and art classes.Culture will be infused through the study of readings from authentic texts and discussions of current


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Freehold Regional High School DistrictCourse Map

ITALIAN IV HONORS

RelevantStandards1

Enduring Understandings Essential Questions Assessments

Diagnostic(before)

Formative(during)

Summative(after)

7.1 IH. A2, A3, A7, A8

The correct use of grammar, vocabulary,gestures, and idiomatic expressions areessential in developing speaking, reading and writing skills.

How does the correct use of grammar, vocabulary, gestures and idiomaticexpressions affect communication?How does the study of the linguisticelements of Italian and thosecomparable in English improve the useof language?

Ask a series ofquestions about thetopic

-Anticipatory sets-Daily homework-Practice exercises:creating, completing written and Oralsentences-Appropriate studentresponses to teacherpromptsRespond to a seriesof questions relatedto the topic

- Mini oralpresentations,students selfassessment

Quizzes Tests Writing AssignmentsOral presentations/dialogues, skits,reviews, interviews

7.1. IH. B4,B5, B6, C2,C38.1. 12. A.4

Writing about topics of personal or socialinterest and/or those studied acrossdisciplines is a way to explore and developideas in Italian.

How can we communicate informationon topics of personal, academic andsocial nature?

Writing portfolio/Digital writingportfolio(withappropriate rubrics)

7.1. IH. A3,

B2, B3, C2

An effective presentation in Italian must

include the following techniques:enunciation, projection, inflection, bodylanguage and gestures.

How can we effectively present

information on various topics in Italian?

-Give a brief

presentation- Ask students tocritique techniques

Oral presentations,

dialogues, skits,interviews

7.1. IH. B1,B2, B3, C29.1.12.D.3

Active participation in speaking exercises,activities, and discussions reinforces the useof culturally appropriate verbal and non- verbal communication strategies.

How does participating in speakingactivities improve fluency in Italian?

Appropriate studentresponses to teacherprompts

Oral presentations,dialogues, skits,interviews

7.1. IH. A2, A5, A7, B29.1.12.D.1

Listening to a dialogue between native Italianspeakers will improve understanding ofspoken and written Italian.

How can listening to a dialogue betweennative speakers enrich ourunderstanding of Italian?

Discuss key vocabularyand expressions

Appropriate studentresponses to teacherprompts

Respond to a series ofquestionsShort quiz

7.1. IH. A1, A5, A6, A7,

C3, C49.1.12.D.1

Analyzing and critiquing readings fromauthentic text will lead to a better

understanding of the Italian language andculture.

How can the study of works/ readingsfrom authentic texts increase our

understanding of the Italian languageand culture?

Discuss key vocabularyand expressions related

to topic

-Anticipatory sets-Daily homework

-Practice exercises:creating, completing written and Oralsentences-Appropriate studentresponses to teacherprompts

Book review(withappropriate rubrics)

Reenactment of ascene, skits7.1. IH. C36.1.4.D.13

The media of the Italian culture reflects arange of values and ideas expressed by itspeople.

How does the media contribute to theunderstanding of culture and language?

-Ask a series ofquestions about acurrent event/Italianculture-Discuss key vocabulary andexpressions

Writing assignments,Summary and/oropinion essay (withappropriate rubrics)Short quiz/test

7.1. IH. A4,B1, C3, C5,C6

The cultural characteristics and practices ofthe United States are different from those ofItaly.

How is Italian culture different fromthat of the United States?

7.1. IH. A4,B1, C3, C56.1.4.D.14

Italian history and politics influenced thedevelopment of particular products andpractices within Italian culture.

How do history and politics impactculture?

Ask a series ofquestions about a pastevent/ Italian culture

1 Including computer / information literacy, cross content work place readiness standards, and other relevant content area stan dards


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Freehold Regional High School DistrictCourse Proficiencies and Pacing

Italian IV Honors

Unit Title Unit Understandings and GoalsRecommended

Duration

Unit 1- “Tifermi apranzo?”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy.

Students will be able to create original sentences and discussion by applying basic rules of grammar, reflexive verbs, possessive adjectives,the present progressive, indefinite expressions and essential vocabulary and expressions.

Compare the characteristics of the “Italian lifestyle” with those of the “American lifestyle.”

4 weeks

Unit 2- “Checosa ci

consiglia?”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal

communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. The media of the Italian culture reflects a range of values and ideas expressed by its people. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy.

Students will be able to use the forms and functions of the “particelle” “ci and “ne” and the verbs “provare” and “riuscire” correctly whenspeaking and writing in Italian.

Students will be able to express views and emotions, possibili ty and uncertainty when putting the subjunctive into use in Italian.

Students will be able to compare the characteristics and practices surrounding Italian cuisine with those of the United States.

3 weeks

Unit 3-Reader

Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills.

Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Students will be able to interpret, analyze and evaluate the selected reading in Italian. Converse, ask and answer questions relating to theauthentic text in Italian.

2 weeks

Unit 4- “Haiportatotutto?”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate communication strategies. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Students will be able to use the forms and functions of the indefinite pronouns, negative expressions, the particelle “ci” and “ne,” and

direct object pronouns correctly when speaking and writing in Italian. Compare the common Italian traditions, holidays, and superstitions with those of the United States.

3 weeks


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Duration

Unit 5- “Chestudi hafatto?”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy. Analyzing and critiquing readings from authentictext will lead to a better understanding of the Italian language and culture.

Students will be able to create original sentences and discussion when putting the present perfect tense of reflexive verbs and module verbs into use in Italian. Use the forms and functions of the gerund, comparatives, superlatives, indirect object pronouns and the verb“sapere” correctly when speaking and writing in Italian. Explore the cultural differences of the transitions from high school to theuniversity or workplace in Italy and the United States.

4 weeks

Unit 6- “Hai visto checasa?”

The correct use of grammar, vocabulary, gestures, and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. The media of theItalian culture reflects a range of values and ideas expressed by its people.

Students will be able to use the forms and functions of irregular comparatives and superlatives, relative pronouns and certain suffixescorrectly when speaking and writing in Italian. Express requests, wishes, and preferences when using the conditional tense in Italian.Identify and discuss key information presented in each real estate advertisement.

3 weeks

Unit 7-“Sentiti a casatua!”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Students will be able to give instructions when using the informal “tu” of the imperative mood together with the appropriate objectpronouns in Italians. Use conjunctions appropriately and express amazement, grief, gratitude and reassurance in Italian.

3 weeks

Unit 8- “Cipensi Lei!”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions, reinforces the use of culturally appropriate verbal and non- verbal

communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Students will be able to delegate and express orders when using the formal “Lei” of the imperative mood together with the appropriateobject pronouns in Italian. Use the verb “servire” correctly when considering a possible action useful or not.

3 weeks

Unit 9- “Nonlo sapevo!”

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Students will be able to use the verbs “sapere” and “conoscere” appropriately when expressing “to know” in Italian. Determine when to

use the imperfect and present perfect tenses correctly when narrating an event in Italian. Put the forms and functions of adjectives and thegerund into use when writing and speaking in Italian.

3 weeks


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Duration

Unit 10-Italian Film

Italian history and politics influenced the development of particular products and practices within Italian culture. The cultural characteristics and practices of the United States are different from those of Italy. The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Students will be able to interpret, analyze and evaluate the selected Film in Italian. Compare the cultural characteristics and practices ofItaly with those that existed in the United States during that time in history.

2 weeks

Unit 11-Unafiaba italiana!( An ItalianFairy tale)

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Students will be able to identify the “passato remoto” when read ing a fairy tale in Italian. Converse, ask and answer questions relating tothe authentic text in Italian. Design a fairy tale that includes all the appropriate grammar, vocabulary and key literary expressions in Italian.

1 week

Unit 11-“Unalezioneitaliana!” (AnItalian lesson)

An effective presentation in Italian must include the following techniques: enunciation, projection, inflection, body language and gestures. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbalcommunication strategies. The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Students will be able to present a basic Italian grammar and/or vocabulary lesson to an Italian I class. Put the appropriate grammar, vocabulary, expressions and commands into use when designing the review lesson. Use culturally appropriate verbal and non- verbalcommunication strategies correctly when presenting the review lesson in Italian.

1 week


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Freehold Regional High School DistrictItalian IV Honors

Unit #1: “Ti f ermi a pranzo?”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communicationstrategies.

Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy.

Essential Questions: How does the correct use of grammar, vocabulary, gestures, and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?How can we communicate information on topics of personal, academic and social nature?How is Italian culture different from that of the United States?

Unit Goals: Students will be able to create original sentences and discussion by applying basic rules of grammar, reflexive verbs, possessive adjectives, and the present progressive,indefinite expressions and essential vocabulary and expressions.Compare the characteristics of the “Italian lifestyle” with those of the “American lifestyle.”

Duration of Unit: 4 weeks NJCCCS: 7.1.IH. A1-8, B1-6, C2-6; 8.1.12. A4; 9.1.12.D1,3

Guiding / TopicalQuestions

Content and SkillsInstructional

Resourcesand Materials

TeachingStrategies

Assessment Strategies

What are the basiclinguistic principles thatmust be applied when writing and speaking inItalian?

Gender and number agreement between nouns, articles and adjectivesSubject and verb agreementinfinitive vs. conjugationusage of prepositions, simple and contractedcorrect usage of conjugation models and verb tenses

Textbook (s) Activity book(s) Teacher generatedexercises/activitiesand power pointpresentations

WebsitesCDs

DirectInstruction JigsawGuidedquestioning /discussions

RandomizedquestioningGroupdiscussion

Anticipatory Set (s)Practice exercisesDaily homework Appropriate studentresponses to teacherprompts

Writing Assignments(withappropriate rubric)Quizzes and TestsOralpresentations/dialogues,skits, interviews ( withappropriate rubric foreach)

What is “modo” and whatare the moods that exist inthe Italian language?

Indicates the point of view and/or psychological disposition of the speaker;Indicative, Imperative, Subjunctive, Conditional

How do Italians state factsand convey both certaintyand objectivity?

Indicative mood; all persons; present, past and future tenses; simple and compoundtenses; regular and irregular models

What is a reflexive verband in what other ways cana reflexive verb be used inItalian?

The action reverts/reflects back to the subject; it is what “one does to oneself,” -more common in Italian- does not always express meanings that are reflexive in nature-a mutual or reciprocal action- to emphasize the involvement of the subject in the action expressed by the verb-structure- infinitive -ARSI, ERSI, IRSI , reflexive pronouns

How is possessionexpressed in Italian?

Preposition “di” and name, possessive adjectives, possessive expressions


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TeachingStrategies


What are “ogni,” ognuno”and “tutti/e?”

Indefinite adjectives and/or pronouns. -“ogni” adjective, invariable, singularnouns.- “ognuno” pronoun, only in singular form. – “tutti/e”pronoun and/oradjective

Textbook (s) Activity book(s) Teacher generatedexercises/activitiesand power pointpresentations WebsitesCDs

DirectInstruction JigsawGuidedquestioning /discussionsRandomizedquestioningGroupdiscussion

Anticipatory Set (s)Practice exercisesDaily homework Appropriate studentresponses to teacherprompts Writing Assignments(withappropriate rubric)Quizzes and TestsOralpresentations/dialogues,skits, interviews ( withappropriate rubric foreach)

What is the presentprogressive and when doItalians use the presentprogressive?

Model- present tense of “stare” + the present gerund, -ando/ -endo-Emphasize the “ing” action - present tense also expresses the present progressive

How do we extend andaccept an invitation inItalian?

Interrogative words and/ or rise in intonation, unit vocabulary and expressions

What is being discussed inthe dialogue between thetwo native speakers?

Recall essential vocabulary and expressions. Interpret, analyze and evaluate thedialogue

-Textbook- LineaDiretta, chapter 8

-CD 2, track 1

ListeningComprehension

Exercise

-ListeningComprehension Assessment,

“questionario,” pg 99 What is the main idea ofthe short story?

Recall unit vocabulary. Read, analyze and evaluate the short story -Suggested reader:series of short stories, Avventure in città, “Cisiamo perduti,”chapter 4

-Readingcomprehension-Guidedquestioning / discussion

Anticipatory Set (s)-Practice exercises-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments-Quizzes and TestsPresentations/dialogues,skits, interviews (withappropriate rubric for

each)

What are the roles andsignificance of the maincharacters?

Do Italians lead a lessactive lifestyle than Americans?

Read and discuss the articleCompare the mentioned characteristics of the “Italian lifestyle” with those of the“American lifestyle.”

Textbook- LineaDiretta ,chapter 8, “Gli

italiani- un popoloattivo o pigro?”

Guidedquestioning / discussionStudentreflectionthrough writing

Practice exercises Writing portfolio/Digital writing portfolio(with appropriate rubric)Do you think the “Italian

lifestyle” is healthier thanthe “American lifestyle”and why?Suggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in group discussions, activities or projects to enhance lea rning.


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Unit #2: “Che cosa ci consiglia?”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communicationstrategies.

Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. The media of the Italian culture reflects a range of values and ideas expressed by its people. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy.

Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparabl e in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of Italian?How does the media contribute to the understanding of culture and language?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?How can we communicate information on topics of personal, academic and social nature?How is Italian culture different from that of the United States?

Unit Goal: Students will be able to use the forms and functions of the “particelle” “ci and “ne” and the verbs “provare” and “riuscire” correctly when speaking and writing in Italian.Express views and emotions, possibility and uncertainty when putting the subjunctive into use in Italian. Compare the characteristics and practices surrounding Italiancuisine with those of the United States.





Teaching Strategies Assessment Strategies

What are the basiclinguistic principles thatmust be applied when writing and speaking in

Italian?

- Gender and number agreement between nouns, articlesand adjectives

- Subject and verb agreementinfinitive vs. conjugation

- usage of prepositions, simple and contracted- correct usage of conjugation models and verb tenses

Textbook (s)- Activity book(s)- Teacher generated

exercises/activities and

power pointpresentations

- Websites- CDs

Direct Instruction- Jigsaw- Guided

questioning/discussions

- Randomized questioning- Group discussion

Anticipatory Set (s)- Practice exercises, both written

and oral- Daily homework

- Appropriate student responsesto teacher prompts

- Writing Assignments(withappropriate rubric)

- Quizzes and Tests, written andoral

- Oral presentations/dialogues,skits, interviews (withappropriate rubrics)

What is “modo” and whatare they in the Italianlanguage?

- indicates the point of view and/or psychologicaldisposition of the speaker; Indicative, Imperative,Subjunctive, Conditional

How do Italians giveorders, advice, andexhortations?

Imperative mood; tu, Lei, noi, voi (Loro); present tense;regular and irregular models

How do Italians state factsand convey both certaintyand objectivity?

Indicative mood; all persons; present, past and futuretenses; simple and compound tenses; regular andirregular models

How do Italians express

views and emotions,possibility and uncertainty?

Subjunctive mood; all persons; present, past and future

tenses; simple and compound tenses; regular andirregular models


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What are the commonforms and functions of the“particella ci” in this unit?

-idiomatic function-- “ci” +“riuscire” “ci” + “provare”

What are the commonforms and functions of the“particella ne” in this unit?

-replace a partitive or an expression of approximatequantity

How do we ask for andobtain an explanation inItalian?


What are the commoncharacteristics of themodern Italian cuisine?

Read and discuss the articlesCompare the characteristics of the “traditional” Italiancuisine and eating patterns with those of todayCompare these characteristics with those of the “Italian American” cuisine Compare the eating habits of Italians with those of Americans

Suggested Reading: Textbook- Ponti, chapter5, “Pizza, pasta ecappuccino?” “I consigli di un espertoper scegliere i cibi giusti” Textbook- Linea Diretta ,

chapter 9, “ LocandaDa Merzi”

Websites (eg. Restaurantreviews in Italian)Current Events/ ArticlesItalian News

-Reading comprehension-Guided questioning/discussion-Student reflection through writing

Practice exercises Writing Portfolio (digital) and oralpresentation- review of an ItalianRestaurant (with appropriaterubrics for each)

Is the Italian cuisineconsidered to be the samethroughout Italy?Does lunch remain theprincipal meal for allItalians throughout Italyand why? Are the eatingpatterns/habits of theItalians of this generation very different from thoseof the “older” generationsand why?How are the eatingpatterns of this and theprevious generations inItaly different from thosein the United States?


Recall essential vocabulary and expressionsInterpret, analyze and evaluate the dialogue

-Textbook- Linea Diretta, chapter 9-CD 2, track 7

Listening ComprehensionExercise- (dialogue, nativeItalian speakers)- Guided questioning/discussion

-Listening Comprehension Assessment, “questionario,”pg 113- Appropriate student responsesto teacher prompts

Suggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in group d iscussions, activities or projects to enhance learning.


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Unit #3: Reader

Enduring Understandings: Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communication

strategies. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Essential Questions: How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can we communicate information on topics of personal, academic and social nature?

Unit Goal: Students will be able to interpret, analyze and evaluate the selected reading in Italian. Converse, ask and answer questions relating to the authentic text in Italian.Duration of Unit: 2 weeks NJCCCS: 7.1.IH. A1-8, B1-6, C2-4; 8.1.12. A4; 9.1.12.D1,3

Guiding / Topical Questions Content and SkillsInstructional Resources

and Materials Teaching Strategies Assessment Strategies

What are the key expressions and vocabulary presented in “Mio marito?” Identify and use unit vocabulary Teacher generated vocabulary lists,exercises/activities and power pointpresentation

-Direct instruction-Group work- Guidedquestioning/discussions

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments(with appropriate rubric)- short quizzes/tests

What are the roles and the significanceof each main character?

Read, analyze and evaluate theshort story

Reader- Mio marito/l’altra famiglia (Mayuse any of the readers from the EasyReader series)-Power point presentation

-Reading comprehension-Guidedquestioning/discussion- Group work/discussion What are the main events and conflicts

presented in the story? What are the key expressions and vocabulary presented in“l’altra/famiglia?”

Identify and use unit vocabulary Teacher generated vocabulary list,exercises/activities and power pointpresentations


What are the roles and the significanceof each main character?

Read, analyze and evaluate theshort story

Reader- Mio marito/l’altra famiglia (Mayuse any of the readers from the EasyReader series)

-Reading comprehension-Guidedquestioning/discussion- Group work/discussion

What are the main events and conflictspresented in the story?How is the female protagonist in “Miomarito” different from that of “L’altrafamiglia?”

Compare the two femaleprotagonistsDiscuss the role of each within the“family” (as a wife and/or“homemaker”) and within “society (presence and/or absence of acareer)

Guidedquestioning/discussionStudent reflection through writing

Writing Portfolio/ Digital writing portfolio (withappropriate rubric)

What underlining message does theauthor reveal about women in Italiansociety in each of these two stories?Suggestions on how to differentiate in this unit: Allow students to take on different roles and /or assume different responsibilities in group discussions, activities or projects toenhance learning.


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Unit #4: “Hai portato tutto?”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate communication strategies.

Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How does participating in speaking activities improve fluency in Italian?How can we communicate information on topics of personal, academic and social nature?How is Italian culture different from that of the United States?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?

Unit Goal: Students will be able to use the forms and functions of the indefinite pronouns, negative expressions, the particelle “ci” and “ne,” and direct object pronouns correctly whenspeaking and writing in Italian. Compare the common Italian traditions, holidays, and superstitions with those of the United States.

Duration of Unit: 3 weeksNJCCCS: 7.1.IH. A1-8, B1-6, C2-6; 8.1.12.A4; 9.1.12.D1,3

Guiding / Topical Questions Content and SkillsInstructional


TeachingStrategies


What are the basic linguistic principles that must beapplied when writing and speaking in Italian?

Gender and number agreement between nouns, articles andadjectivesSubject and verb agreementinfinitive vs. conjugationusage of prepositions, simple and contracted-correct usage of conjugation models and verb tenses

Textbook (s)-Activity

book(s)-Teachergeneratedexercises/activities/ power pointpresentations

-Websites-CDs

DirectInstruction-Jigsaw- Guidedquestioning /discussions-Randomized

questioning- Groupdiscussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments

(with appropriate rubric)-Quizzes and Tests, writtenand oral- Oralpresentations/dialogues,skits, interviews (withappropriate rubrics)

How do we ask for assistance and/or obtaininformation?


What are some commonly used indefinite pronounsin this unit?

qualcuno, qualcosa [ di + aggettivo] [da + infinito], nessuno,niente

What is a direct object and why are direct objectpronouns useful for communication in Italian?

Answers the question “whom” or “what”- it is the person orthe thing that directly receives the action of the verb-take the place of a direct object

Why do Italians, at times use an appropriate directobject pronoun together with the direct object within the same sentence?

Place emphasize on the object; style; expression

What are the negative expressions used in this unit? Non…ancora; non…nessuno; non…niente What are the common forms and functions of the“particella ci” in this unit?

Idiomatic function with the following verbs: “volerci”“metterci” “farcela” “avercela”

What are the common forms and functions of the

“particella ne” in this unit?

Replace a partitive or an expression of approximate quantity

or nouns whose quantity is expressed with a number


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TeachingStrategies


What are the most commonly practiced/ celebratedItalian traditionsand holidays throughout Italy?

What are some common superstitions maintained bythe Italian people?

Read and discuss the articles about Italian traditions,holidays and superstitionsCompare these practices with those of the traditions andholidays typically celebrated in the United States

Suggestedreading: Textbook- Ponti,chapter 6,“Tarantella,malocchio e…?”

“Superstizioni Universitarie” Textbook- LineaDiretta ,chapter 10, “San

Silvestro” -Teachergenerated vocabolario lists,exercises/activities and powerpoint

presentation Websites

-Readingcomprehension-Guidedquestioning / discussion

-Studentreflectionthrough writing

Practice exercisesQuiz Writing Portfolio/ Digital writing portfolio (withappropriate rubric)

What is “San Silvestro” and how is it celebrated inItaly?

How are Italian traditions and holidays differentfrom those celebrated in the United States?

What is being discussed in the dialogue between thetwo native speakers?


-Textbook- LineaDiretta, chapter 10-CD 2, track 13

ListeningComprehensionExercise-(dialogue,nativeItalianspeakers)

- Guidedquestioning / discussion

-Listening Comprehension Assessment, “questionario,”pg 125- Appropriate studentresponses to teacherprompts

Suggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in group discussions, activities or projects to enhance lear ning.


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Unit #5: “Che studi hai fatto?”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. The cultural characteristics and practices of the United States are different from those of Italy. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can we communicate information on topics of personal, academic and social nature?How is Italian culture different from that of the United States?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?

Unit Goal: Students will be able to create original sentences and discussion when putting the present perfect tense of reflexive verbs and module verbs into use in Italian.Use the forms and functions of the gerund, comparatives, superlatives, indirect object pronouns and the verb “sapere” correct ly when speaking and writing in Italian.Explore the cultural differences of the transitions from high school to the university or workplace in Italy and the United States.

Duration of Unit: 4 weeks NJCCCS: 7.1.IH. A1-8, B1-6, C2-6; 8.1. 12. A4; 9.1.12.D1,3



TeachingStrategies


What are the basic linguistic principlesapplied when writing and speaking in Italian?

Gender and number agreement between nouns, articles andadjectives-Subject and verb agreement-infinitive vs. conjugation-usage of prepositions, simple and contracted-correct usage of conjugation models and verb tenses

Textbook (s)-Activitybook(s)-Teachergeneratedexercises/activities and power

pointpresentations-Websites-CDs

DirectInstruction-Jigsaw- Guidedquestioning/discussions-Randomized

questioning- Groupdiscussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts

- Writing Assignments(with appropriate rubric)-Quizzes and Tests, writtenand oral- Oralpresentations/dialogues,skits, interviews(withappropriate rubrics)

What is a reflexive verb? The action reverts/reflects back to the subject, infinitive-ARSI,

ERSI, IRSI reflexive pronounsExpress meanings that are not reflexive, a mutual or reciprocalaction and/or to emphasize the involvement of the subject inthe action expressed by the verb-use of essere as the auxillary verb in the present perfect tense

In what other ways can a reflexive verb beused in Italian?

How are reflexive verbs put into use in thepresent perfect tense?

What are module verbs and how are used inthe present perfect tense?

-dovere, potere, volere- helping verbs- essere/avere (main verb) as the auxillary verb in the presentperfect tense

How do we express “to know how to dosomething” in Italian?

Sapere + infinitive of a verb

What is an indirect object and why areindirect object pronouns useful for

communication in Italian?

-answers the question “to or for whom” the action of the verbis directed; always preceded by the preposition “a’ or “per”

-take the place of an indirect object


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TeachingStrategies


How do we express the “gerundio” of a verbin Italian?

-gerund of verb is formed by adding – ando (are), -endo(ere/ire) - “ing” of a verb

Textbook (s)-Activitybook(s)-Teachergeneratedexercises/activiti

es and powerpointpresentations-Websites-CDs

DirectInstruction-Jigsaw- Guidedquestioning/discussions

-Randomizedquestioning- Groupdiscussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacher

prompts- Writing Assignments(with appropriate rubric)-Quizzes and Tests, writtenand oral- Oralpresentations/dialogues,skits, interviews(withappropriate rubrics)

How do we express a comparison of equalityin qualities, attributes, or actions?

“comparativo di uguaglianza”- così…come; tanto…quanto

How do we express a comparison ofinequality?

“comparativo di maggioranza”- “più di/più che” “comparativodi minoranza”-“meno di/meno che” Regular models

How do we express the ultimate degree of acertain quality compared to that of otherpeople and/or things?

“superlativo relativo”- definite article, adjective, più or menoRegular models

How do we express the highest possibledegree of a quality of someone orsomething?

“superlativo assoluto”- Suffix- “issimo/a/i/e certain adverbs + adjectiveregular models

What are the essential elements needed indesigning a curriculum vitae?

Design a resume that reflects who they will hope to be,academically and/or professionally, five years from today

Textbook- LineaDiretta, chapter 11,

“lettura,curriculum vitae” Websites Teachergeneratedpractices

- DirectInstruction- Guided

questioning/discussion- Group Work

-Quiz-Writing portfolio /digital writing portfolio - Resume

- Job Interview- Oralpresentation(with appropriate rubric foreach))

What is the main idea of the short story? Recall unit vocabularyRead, analyze and evaluate the short story

-SuggestedReader:- series of shortstories, Avventure in città,

“Padrone…io ti

pianto” chapter27

-Readingcomprehension-Guidedquestioning/discussion- Group

discussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacher

prompts- Writing Assignments(with appropriate rubric)-Quizzes and Tests- Oralpresentations/dialogues,skits, interview

What are the roles and significance of themain characters?

What is being discussed in the dialoguebetween the two native speakers?



ListeningComprehensionExercise- nativeItalian speakers)

-Listening Comprehension Assessment, “questionario,”- Appropriate studentresponses to teacherprompts

Suggestions on how to differentiate in this unit:

Allow students to take on different role s and /or assume different responsibilities in group discussions, activities or projects to enhance learning .


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Unit #6: “Hai visto che casa?”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active

participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture. The media of the Italian culture reflects a range of values and ideas expressed by its people.

Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can we communicate information on topics of personal, academic and social nature?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?How does the media contribute to the understanding of culture and language?

Unit Goal: Students will be able to use the forms and functions of irregular comparatives and superlatives, relative pronouns and certain suffixes correctly when speaking and writing inItalian. Express requests, wishes, and preferences when using the conditional tense in Italian. Identify and discuss key information presented in real estate advertisement.Duration of Unit: 3 weeksNJCCCS: 7.1.IH. A1-8, B1-6, C2-4; 8.1.12. A4; 9.1.12.D1, 3; 6.1.4.D13





What are the basic linguisticprinciples that must beapplied when writing andspeaking in Italian?

Gender and number agreement between nouns, articles and adjectives-Subject and verb agreementinfinitive vs. conjugationusage of prepositions, simple and contracted-correct usage of conjugation models and verb tenses

Textbook (s)-Activity book(s)-Teacher generatedexercises/ activitiesand power pointpresentations-Websites-CDs

Direct Instruction-Jigsaw- Guidedquestioning/discussions-Randomized questioning- Group discussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments(with appropriaterubric)-Quizzes and Tests, written and oral- Oralpresentations/dialogues,skits, interviews (withappropriate rubric foreach)


- indicates the point of view and/or psychological disposition of thespeaker; Indicative, Imperative, Subjunctive, Conditional

How do we express requests, wishes, and preferences inItalian?

Conditional – present/past; simple and compound tenses; regular andirregular models

How do we compare andcontrast characteristics /items regarding a houseand/or apartment in Italian?

-comparisons of equality and inequality, regular and irregular models-relative and absolute superlative, regular and irregular models-unit vocabulary and expressions

What part of speechcombines a main clause witha subordinate clause?

-relative pronouns-“che” -“cui”


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Why are the “suffixes” that we add to nouns, adjectivesand adverbs important forcommunication in Italian?

-express size-smallness or largeness-express the speaker’s feelings about a person, place or thing - worthlessness, cuteness, affection

What is the main idea of theshort story?

Recall unit vocabularyRead, analyze and evaluate the short story

Read and discuss each real estate advertisement

-Suggested Reader:series of short

stories, Avventure in città,

“Affittasiappartamento”chapter 3- Textbook- LineaDiretta, chapter 12,“Con affreschid’epoca” -Newspaper articles-Websites- apartmentfor rent

advertisements inItalian-Teacher generated vocabulary lists,exercises/activitiesand power pointpresentation

- Reading comprehension- Guided

questioning/discussion-Group work

Oral presentation/ skitin pairs-

Looking to buy/rent ahome/ an apartment ina city in Italy( with appropriaterubric)-Writing assignment/digital portfolio- designan “ Apartment forrent” advertisement(with appropriaterubric)

What are the roles andsignificance of the maincharacters?

How is eachhouse/apartment describedin each advertisement?

What is being discussed inthe dialogue between the twonative speakers?



ListeningComprehensionExercise- (dialogue,native Italian speakers)- Guided questioning/

discussion

-ListeningComprehension Assessment,“questionario,”pg 151

- Appropriate studentresponses to teacherprompts



19/27


Unit #7: “Sentiti a casa tua!”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian.

Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?

How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can we communicate information on topics of personal, academic and social nature?

Unit Goal: Students will be able to give instructions when using the informal “tu” of the imperative mood together with the appropriate object pronouns in Italians. Use conjunctionsappropriately when writing and speaking in Italian. Express amazement, grief, gratitude and reassurance in Italian.



Content and SkillsInstructional Resources


What are the basiclinguistic principles thatmust be applied when writing and speaking inItalian?

Gender and number agreementbetween nouns, articles andadjectives-Subject and verb agreementinfinitive vs. conjugationusage of prepositions, simple andcontracted-correct usage of conjugation modelsand verb tenses

Textbook (s)-Activity book(s)-Teacher generated practices/activities and power pointpresentation-Websites

-CDs

Direct Instruction-Jigsaw- Guided questioning/discussions-Randomized questioning- Group discussion

Anticipatory Set (s)-Practice exercises, both writtenand oral-Daily homework-Appropriate student responses toteacher prompts- Writing Assignments(withappropriate rubric)-Quizzes and Tests, written andoral- Oral presentations/dialogues,skits, interviews (with appropriaterubric for each)


Indicate the point of view and/orpsychological disposition of thespeaker; Indicative, Imperative,Subjunctive, Conditional

How does a friend giveinstructions to anotherfriend in Italian?

Imperative mood; “ TU”, presenttense; regular and irregular models-Appropriate unit vocabulary andexpressions


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What are direct andindirect objects and whyare object pronouns usefulfor communication inItalian?

-answers the question “whom” or“what”- it is the person or the thingthat directly receives the action of the verb-answers the question “to or for whom” the action of the verb isdirected; always preceded by the

preposition “a’ or “per” -take the place of a direct and/orindirect object

Textbook (s)-Activity book(s)

-Teacher generated practices/activities and power pointpresentation-Websites

-CDs

Direct Instruction-Jigsaw- Guided questioning/discussions-Randomized questioning- Group discussion

Anticipatory Set (s)-Practice exercises, both writtenand oral-Daily homework-Appropriate student responses toteacher prompts- Writing Assignments(with

appropriate rubric)-Quizzes and Tests, written andoral- Oral presentations/dialogues,skits, interviews (with appropriaterubric for each)

How are object andreflexive pronouns and“ne” used in informalcommands?

-they are always attached to theaffirmative informal imperative-they are attached or can precede anegative informal imperative-irregular verbs, “tu”-

What is a conjunction? -“introduces an entire clause or verb” What are the principalelements needed in writinga letter to a friend that

provides the instructionshe/she is to follow inItalian?

Read an informal letter in ItalianRecall essential unit vocabulary andexpressions

Put the object pronouns and theinformal commands (tu) into use when designing a similar letter inItalian

- Textbook- Linea Diretta, “Lettura,” pg 175 -power point presentation

-Reading comprehension-Group discussion/ questioning

-Writing assignment (withappropriate rubric), “adesso toccaa voi!”pg 175

-Writing assignment (withappropriate rubric), design andsend an email of informal letter toa fellow classmate in Italian


Recall essential vocabulary andexpressionsInterpret, analyze and evaluate thedialogue

-Textbook- Linea Diretta, chapter 13-CD 2, track 30

Listening Comprehension Exercise-(dialogue, native Italian speakers)- Guided questioning/ discussion

-Listening Comprehension Assessment, “questionario,”pg 165- Appropriate student responsesto teacher prompts



21/27


Unit #8: “Ci pensi Lei!”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions, reinforces the use of culturally appropriate communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken a nd written Italian.

Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?

How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can we communicate information on topics of personal, academic and social nature?How can the study of works/ readings from authentic texts increase our understanding of the Italian language and culture?

Unit Goal: Students will be able to delegate and express orders when using the formal “Lei” of the imperative mood together with the appropriate object pronouns in Italian.Use the verb “servire” correctly when considering a possible action useful or not.

Duration of Unit: 3 weeksNJCCCS: 7.1.IH. A1-8, B1-6, C2-4; 8.1.12. A4; 9.1.12.D1,3



TeachingStrategies


What are the basic linguisticprinciples that must be applied when writing and speaking in Italian?

Gender and number agreement between nouns, articles andadjectives

- Subject and verb agreementinfinitive vs. conjugationusage of prepositions, simple and contracted- correct usage of conjugation models and verb tenses

Textbook (s)-Activity

book(s)-Teachergeneratedpractices/activities andpower pointpresentations-Websites

-CDs

DirectInstruction-Jigsaw- Guidedquestioning/discussions-Randomizedquestioning- Groupdiscussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments(with appropriate rubric)-Quizzes and Tests,

written and oral- Oralpresentations/dialogues,skits, interviews (withappropriate rubric foreach)-Writing portfolio/Digital Writing portfolio(with appropriate rubric)

What is “modo” and what are theyin the Italian language?

- indicates the point of view and/or psychological disposition ofthe speaker; Indicative, Imperative, Subjunctive, Conditional

How does a boss/ manager giveinstructions and/or orders to an

employee in Italian?

Imperative mood; “ Lei”, present tense; regular and irregularmodels

Appropriate unit vocabulary and expressions What are direct and indirect objectsand why are object pronouns usefulfor communication in Italian?

- answers the question “whom” or “what”- it is the person or thething that directly receives the action of the verb

- answers the question “to or for whom” the action of the verb isdirected; always preceded by the preposition “a’ or “per”

- take the place of a direct and/or indirect objectHow are object and reflexivepronouns used in formal commands?

- they precede a formal imperative

Why is the verb “servire” differentfrom other verbs and what are someother verbs that function like“servire?”

- is it most commonly used in the 3 rd person singular or plural withan indirect object or indirect object pronoun

- some similar verbs: piacere, bastare, mancare,occorrere,restare


22/27



TeachingStrategies


How do we express “by now/ bythis time”and “at this point” inItalian?

-ormai -a questo punto

What is the main idea of the shortstory?

Recall unit vocabularyRead, analyze and evaluate the short story

-SuggestedReader:series of short

stories, Avventure in città,

“Cercasisegretaria,”chapter 24-teachergenerated vocabulary list,exercises/activities and powerpointpresentation

-Readingcomprehension-Guided

questioning/discussion- Groupdiscussion

What are the roles and significance

of the main characters?

What are the essential elementsneeded to create a formal businessletter in Italian?

Read a formal business letter in Italian. Recall essential unit vocabulary andexpressionsPut the object pronouns, “La” “Le” and “Vi” into use when analyzing andinterpreting the letter

- Textbook- LineaDiretta, “Lettura,” pg190-191

-Readingcomprehension-Guideddiscussion/questioning

-Textbook exercises, pg191- appropriate studentresponses to teacherprompts-short quiz

What is being discussed in thedialogue between the two nativespeakers?

Listen to the dialogue in ItalianRecall essential vocabulary and expressionsInterpret, analyze and evaluate the dialogue


ListeningComprehension Exercise-(dialogue,native Italianspeakers)

- Guidedquestioning/discussion

-ListeningComprehension Assessment,“questionario,”pg 179- Appropriate student

responses to teacherprompts



23/27


Unit #9: “Non lo sapevo!”

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Active participation in speaking exercises, activities, and discussions, reinforces the use of culturally appropriate communication strategies.Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian.

Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How does participating in speaking activities improve fluency in Italian?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How can we communicate information on topics of personal, academic and social nature?

Unit Goal: Students will be able to use the verbs “sapere” and “conoscere” appropriately when expressing “to know” in Italian.Determine when to use the imperfect and present perfect tenses correctly when narrating an event in Italian.Put the forms and functions of adjectives, the comparative and the gerund into use when writing and speaking in Italian.

Duration of Unit: 3 weeksNJCCCS: 7.1.IH. A2-8, B1-6, C2,3; 8.1.12. A4; 9.1.12.D1,3

Guiding / Topical

Questions


Resources

and Materials


What are the basic linguisticprinciples that must beapplied when writing andspeaking in Italian?

Gender and number agreement between nouns, articles andadjectives-Subject and verb agreementinfinitive vs. conjugationusage of prepositions, simple and contracted-correct usage of conjugation models and verb tenses

Textbook (s)-Activity book(s)-Teacher generatedpractices/ activitiesand power pointpresentations-Websites-CDs

Direct Instruction-Jigsaw- Guidedquestioning/discussions-Randomizedquestioning- Group discussion

Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- Writing Assignments(with appropriate rubric)-Quizzes and Tests, written and oral

- Oralpresentations/dialogues,skits, interviews (withappropriate rubric foreach)

How are the present perfectand imperfect useddifferently to talk aboutactions of the past?

Present perfect- specific, completed actions “tells what happened” Imperfect- describes actions and conditions that continued for anindefinite period in the past; tells what was going on; tells what usedto happen/ one used to do

What do the verbs

“conoscere” and “sapere”express in the present perfectand imperfect?

-conoscere- to meet someone (for the first time)

-sapere- to find out somethingImperfect they both mean “to know” (follow rules for use of both verbs in present tense)

What is the present gerundof a verb in Italian and whatdoes it express?

-are verbs- “ando” to the stem-ere/-ire verbs- “endo”to the stem- the –“ing” of a verb, describes an action in progress

How do we compare twoqualities or attributes of asingle person, place or thing?

Comparativo di maggioranza/ minoranza- “più che/ meno che”


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What are the principalelements needed in narratingan event in Italian?

Read the passage in ItalianRecall unit vocabulary and expressionsIdentify and discuss use of the present perfect and the imperfect inthe passagePut all necessary linguistic principles into use when narrating anevent in Italian

Textbook- Linea Diretta, “Lettura” pg 200 -Power pointpresentation

-Readingcomprehension-guideddiscussion/questioning-Student reflectionthrough writing

-Textbook exercise, pg200- appropriate studentresponses to teacherprompts-Power point

presentation/ Digital writing portfolio – narrate a childhoodevent in Italian (withappropriate rubric)

What is being discussed inthe dialogue between the twonative speakers?

Recall essential unit vocabulary and expressionsInterpret, analyze and evaluate the dialogue


ListeningComprehensionExercise- (dialogue,native Italian speakers)- Guided questioning/discussion

-ListeningComprehension Assessment,“questionario,”pg 193- Appropriate studentresponses to teacher

promptsSuggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in group d iscussions, activities or projects to enhance learning.


25/27


Unit #10: Italian Film

Enduring Understandings: Italian history and politics influenced the development of particular products and practices within Italian culture. The cultural characteristics and practices of the United States are different from those of Italy. The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills.

Listening to a dialogue between native Italian speakers will improve understanding of spoken and written Italian. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communicationstrategies. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.

Essential Questions: How do history and politics impact culture?How is Italian culture different from that of the United States?How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How can listening to a dialogue between native speakers enrich our understanding of spoken and written Italian?How does participating in speaking activities improve fluency in Italian?How can we communicate information on topics of personal, academic and social nature?

Unit Goal: Students will be able to interpret, analyze and evaluate the selected Film in Italian.Compare the cultural characteristics and practices of Italy with those that existed in the United States during that time in history.

Duration of Unit: 2 weeksNJCCCS: 7.1.IH. A1, A2, A3, A4, A5, A7, A8, B1, B2, B3, B3, B4, B5, B6, C2, C3, C5, C6; 8.1.12. A4; 9.1.12.D1, D3; 6.1.4.D14




What are the key expressions and vocabulary presented in the film?

Identify and use unit vocabulary and expressions

Teacher generated vocabulary lists

- Direct instruction- Guided questioning

Anticipatory Set (s)- Practice exercises, both written and oral- Appropriate student responses to teacherprompts- Writing Assignments- a summary of each of thedifferent scenes- Oral skits/power point presentation -

Reenactment of a scene from the movie;predications of the next scene/ending of the film

What are the roles and the significance ofeach of the main characters?

Interpret, analyze andevaluate each scene of thefilm

Suggested Films-La vita è bellaRocco e I tre fratelliTre fratelliIl giardino dei finzi contino

Teacher generated vocabulary lists,exercises/activities andpower pointpresentations

-Watching the Film (20-25 min segments)-Guidedquestioning/discussion- Group

work/discussion

What are the main events and conflictspresented in each scene of the film? What do you think will happen in the next

scene?How do you think the film will end?How do the events described in the filmrelate to the actual events that took placeduring that period of time in history in Italyand the United States?

Compare the events thattook place in the film withthose that actually occurredin Italy; Compare the sameevents with those thatoccurred in the United StatesDiscuss how these events inhistory influenced thedevelopment of Italy as aculture, a society and a nation

Guided questioning/discussionStudent reflectionthrough writing

Practice exercises Writing portfolio/ digital writing portfolio (withappropriate rubric)

How did these events affect the Italianculture/ society of today?



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Unit #11: “Una fiaba italiana” (An Italian Fairy Tale)

Enduring Understandings: The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian. Analyzing and critiquing readings from authentic text will lead to a better understanding of the Italian language and culture.

Essential Questions: How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How can we communicate information on topics of personal, academic and social nature? How can the study of works/ readings f rom authentic texts increaseour understanding of the Italian language and culture?

Unit Goal: Students will be able to identify the “passato remoto” when reading the fairy tale in Italian. Converse, ask and answer questions relating to the authentic text in Italian.Design a fairy tale that includes all the appropriate grammar, vocabulary and key literary expressions in Italian.Duration of Unit: 1 weekNJCCCS: 7.1 IH. A1, A2, A3, A5, A6, A7, A8, B4, B5, B6, C2, C3, C4; 8.1.12. A4; 9.1.12.D1




What are the keyexpressions and vocabularyused in an Italian fairy tale?

Identify and use unit vocabulary and expressions -Textbook (s)-Activity book(s)-Teacher generated vocabulary lists,exercises/activities andpower pointpresentations


Anticipatory Set (s)-Practice exercises, both written and oral-Daily homework-Appropriate studentresponses to teacherprompts- short quizzes/tests-Writing Portfolio/Digital writing portfolio -Design a Fairy Tale (withappropriate rubric)

What is a fairy tale and what are the principalcharacteristics of a fairytale in Italian?

-a simple narrative, narrated in the passato remoto, usuallybeginning with “C’era una volta…” and ending with “vissero persempre felici e contenti”, usually containing the followingelements:-characters (good and evil)-a message/moral-conflicts-symbolism- a happy ending

What is the passato remotoand when is it used?

-remote/ literary past; absolute past-used to express “completed actions that have no continuing effecton the present.” - cultural differences- northern regions rarely use it in conversation;southern regions use it more than the passato prossimo-used in literary texts such as fairy tales

What are the roles and thesignificance of each of themain characters?

Recall unit vocabularyRead, analyze, discuss and answer questions about the Italian fa irytale

Suggested Fairy tales-Fiabe italiane, ItaloCalvino-Teacher generated vocabulary lists,exercises/activities andpower point presentation

-Readingcomprehension-Guidedquestioning/discussions- Group work/discussion

What are the conflicts thecharacters must overcome?

What is the message/moralof the story?

Suggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in group discussions, activities or projects to enhance l earning.


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Unit #12: “Una lezione italiana!” (An Italian lesson)

Enduring Understandings: An effective presentation in Italian must include the following techniques: enunciation, projection, inflection, body language and gestures. Active participation in speaking exercises, activities, and discussions reinforces the use of culturally appropriate verbal and non- verbal communicationstrategies.

The correct use of grammar, vocabulary, gestures and idiomatic expressions are essential in developing speaking, reading and writing skills. Writing about topics of personal or social interest and/or those studied across disciplines is a way to explore and develop ideas in Italian.Essential Questions: How can we effectively present information on various topics in Italian?

How does participating in speaking activities improve fluency in Italian?How does the correct use of grammar, vocabulary, gestures and idiomatic expressions affect communication?How does the study of the linguistic elements of Italian and those comparable in English improve the use of language?How can we communicate information on topics of personal, academic and social nature?

Unit Goal: Students will be able to present a basic Italian grammar and/or vocabulary lesson to an Italian I class.Put the appropriate grammar, vocabulary, expressions and commands into use when designing the review lesson.Use culturally appropriate verbal and non- verbal communication strategies correctly when presenting the review lesson in Italian.

Duration of Unit: 1 weekNJCCCS: 7.1 IH. A1, A2, A3, A5, A6, A7, A8, B4, B5, B6, C2, C3, C4; 8.1.12. A4; 9.1.12.D3

Guiding / Topical

Questions Content and Skills

Instructional Resources

and Materials Teaching Strategies Assessment Strategies What are the basiclinguistic principles thatmust be applied when writing and speaking inItalian?

Gender and number agreementbetween nouns, articles andadjectives-Subject and verb agreementinfinitive vs. conjugationusage of prepositions, simple andcontracted-correct usage of conjugation modelsand verb tenses

Textbook (s)-Activity book(s)

-Teacher generated practices/activities

-Randomized questioning-Group work/discussion

- Short comprehensive test-review basic linguistic principles

How does the teacher giveinstructions to the

students/class in Italian?

-imperative mood- “tu” or “voi” - classroom commands/ expressions

-Teacher designed practiceactivities

-Randomized questioning -Appropriate student responses toteacher prompts

What are the essentialelements needed indesigning and presenting abasic grammar and/or vocabulary lesson inItalian?

-In pairs, design an Italian I finalexam review lesson plan that includesan anticipatory set and reviewexercises/activitiesPresent the review lesson in Italianusing all necessary linguisticprinciples and key expressionsappropriately

-Sample lesson plans-Textbook (s)-Activity book(s)

-Websites-Power point presentation

-Guided questioning/discussion-Group work/ discussion in pairs

Writing portfolio- an Italian Ilesson plan ( with appropriaterubric)Oral presentation- Teach/ presentan Italian I lesson ( withappropriate rubric)

Suggestions on how to differentiate in this unit: Allow students to take on different roles and /o r assume different responsibilities in designing the lesson plan to enhance learning .

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2010 Italian IV Honors

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