lgarfield Public Schools Italian One 5 Credits Course Description

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1 lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great deal of stress is placed on the development of audio-lingual skills, including correct punctuation, intonation, accentuation and the use of appropriate native gestures. The rudiments of grammar are taught as they are needed for oral and written expression. Basic units on culture of Italy are introduced. Topics to be covered include the ability to describe oneself (age, origin, nationality, family, likes, dislikes ), acquiring conversational vocabulary to greet someone and ask questions on a variety of topics, subject pronouns, adjectives, counting with numbers, conjugating and using are and ere verbs like mangiare and leggere in sentences and/or readings, classroom objects, etcetera.

2 Content Area: World Language/ Italian Unit Title: Lezione Preliminaria: Il Saluto (Greetings) Unit Overview Target Course/Grade Level: Level 1 (Grades 9 through 12) Duration: Description: By the end of this unit students will be able to greet others, express how they feel, use numbers 0 to 100, and discuss geography of Italy. Concepts & Understandings Concepts Understandings Greet and take leave Recognize that ciao is both hello and Discuss classes, subjects, teachers goodbye. Recognize that there are both Numbering formal and informal responses to taking Express how you are feeling leave. Express what you like There are multiple ways to express how one is feeling in Italian in response to question, how are you feeling? Responses can use different verbs. Identify numbers 0 to 100. Use verb piacere to express likes and dislikes. (Activities, foods, people, things). Learning Targets CPI Codes. 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 21 st Century Themes and Skills Website building, web 2.0 applications, Ipad applications, presentational computer applications such as Powerpoint and Prezi. Ms works and word processing. Guiding Questions

3 How do you say hello and goodbye? What does informal and formal mean? Are there formal ways to say hello and goodbye? How do you ask one s name? How do you give your phone number and zip code? How do you ask how someone is feeling? How do you tell what subject and teachers you have? How do you ask someone what teacher they have? How do you express likes and dislikes using piacere? How many forms of piacere are there? What activities do you like to do more than others? What foods do you like to eat? Unit Results Students will... Students will be able to greet others and say good-bye. Students will be able to express how they are feeling. Students will be able to tell which subjects they are taking and with which teacher. Students will be able to give street address, zip codes and recite numbers to 100. Students will be able to locate Italy on a map. Students will be able to express likes and dislikes using piacere. Students will be able to say recognize Italian male and female first names. Students will be able to use a variety of newly acquired conversational vocabulary to engage in authentic conversation. Suggested Activities The following activities can be incorporated into the daily lessons: Lectures Note-taking Critiquing (large & small groups) Presentations (individual & groups) Small group activities (brainstorming, projects, independent class work ) Discussions Conversations Dialogues Workbook Exercises Comprehension and true/false exercises Unscrambling puzzles, crossword puzzles, word games and activities Unscrambling puzzles, crossword puzzles, word games and activities Student to teacher one-on-one conferences Review of assessment Progress reports weekly (discuss progress, grades, work completed/not completed) Scramble activities Review

4 Content Area: World Language/ Italian Unit Overview Unit Title: Lezione 1 Come si chiama Lei? (What is your name?) Target Course/Grade Level: Level 1 (Grades 9 through 12) Duration: Description: By the end of this unit students will be able to describe themselves and others by age and place of origin. Make negative statements, indicate possessions, create monologues, create dialogues to summarize and present understanding. Concepts & Understandings Concepts Understandings Numbering Review numbers from 0 to 100 Express possession Use the verb piacere to express dislikes. Express origin, age Create mini-dialogues discussing oneself Describe oneself and one s family. Recognize subject pronouns Ask and respond to simple cues such as Identify classroom objects quanti anni hai?, di dove sei?, ti Identify definite articles piace? Talk about likes and dislikes Express where someone is from, how old Make negative statements they are and what they study. High School in Italy Be able to identify io, tu, lui, lei, noi, voi and loro. Recognize common classroom objects and their definite articles for example a pen is una penna, a calendar is un calendario, a backpack is uno zaino. Compare and Contrast high school choices in the United States with those in Italy including what high schools offer as after school activities in Italy vs. the US. Express possession using the verb avere to have and conjugate this irregular verb. Express origin, and attributes using the irregular verb essere to be. Learning Targets CPI Codes 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written

5 descriptions. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.B.2 Give and follow simple oral and written directions, commands and requests when participating in age appropriate classroom and cultural activities. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 21 st Century Themes and Skills Website building, web 2.0 applications, Ipad applications, presentational computer applications such as Powerpoint and Prezi. Ms works and word processing. Guiding Questions How do you say I have a pen, a calendar, a pencil, etc.? How do you change the above sentences to relate them to other people? How do you say you don t like something? How do you give personal information about your family members? What is your mom s name? How old is she? How many brothers and sisters do you have? How do you express where you are from, what school you attend, what type of student you are, your nationality? How do you use numbers to express age, telephone numbers, addresses, shopping list, math problems? What you expect might be some differences between Italian HS and your high school. Unit Results Students will... Students will be able describe themselves and others by age, and place of origin. Students will be able to express things that they own and those others own. Students can tell about what they don t have using negatives. Students will be able to describe their family in terms of numbers, and ages. Students will be able to give street address, zip codes and recite numbers to 100. Students will be compare and contrast what they now know of Italian schools and their school. Students will be able to conjugate irregular verbs essere and avere for all pronouns. Students will be able to use a variety of newly acquired conversational vocabulary to engage in authentic conversation. Suggested Activities The following activities can be incorporated into the daily lessons: Lectures Note-taking Critiquing (large & small groups) Presentations (individual & groups) Small group activities (brainstorming, projects, independent class work ) Discussions

6 Unscrambling puzzles, crossword puzzles, word games and activities Conversations Dialogues Workbook Exercises Comprehension and True/False Exercises Student to teacher one-on-one conferences Review of assessment Progress reports weekly (discuss progress, grades, work completed/not completed) Scramble activities Review

7 Content Area: World Language / Italian Unit Title: Unit 2 Presentazioni Unit Overview Target Course/Grade Level: Level 1 (Grade 9 through 12) Duration: Description : By the end of the unit students will be able to give personal information about themselves, talk about likes and dislikes, tell time, talk about classes they take and express possession. Concepts Give personal information Tell time and tell at which time events take place Outline course subjects Relate to last unit s features Compare and contrast singular and plural nouns. Compare and contrast feminine/ masculine nouns Point out definite articles and match with plurals Identify and demonstrate possessive adjectives. Cultural note: Italian Universities comparing and contrasting with United States. Concepts & Understandings Understandings Expressing ownership and describing oneself (pets, children, places you could live, parents, family, live, work, teach..) Create descriptions about people using new vocabulary Model new vocabulary by asking questions Where do you live? Do you have a cat or dog? What is the dog s name? Do you have a brother? A sister? (Review expressions and verbs from last chapter. Review essere and avere and people.) List class subjects (math, biology, anatomy ) and diagram questions and answers.do you have Spanish class with Miss Diceglie?...Yes, I have Spanish class with Miss Diceglie. Create mini conversations with another student to see what teachers you have in common by using complete questions and answers. Express specific time, at what time or what time it is..excuse me, what time is it?...at what time do you study?...at what time do you eat dinner?...i eat dinner at 6pm. Use role playing to ask about certain activities and when someone does them. Outline & Indicate the plural rules in chart form with examples of each rule. (Review numbers because they will be important) Create lists of objects you own and how many of each item you have. Pretend you share an apartment in college and take inventory of how many items you have for example televisions, computers,.

8 Expressing possession with di + a person s name.tell who s dog is who s Read the decriptions of the college students and tell who s items is who s based on the descriptions Use simple possession with di = Il cane di Marco si chiama Rocco. CPI Codes Learning Targets 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts 7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes

9 21 st Century Themes and Skills Guiding Questions Do you have a dog or cat? Do you have brothers or sisters? What is his/her name? Do you live in an apartment or a house? Alone or with someone? Do you go to school or work? What do you think colleges/universities are like in Italy? What are the similarities? What are the differences? Would you want to study abroad? Do you know what study abroad is? What teachers in the high school do you have? What courses do you take? What courses do you like? How can you tell the difference between a masculine or feminine noun? If you have more than one object, would it be considered plural? If so, what happens to the noun? When you see di + a person s name, what does this indicate? Are the verbs essere and avere irregular or regular? What are the six conjugations of essere? Do you need to memorize them? What are the main uses of essere? What are the six conjugations of avere? Do you need to memorize them? What are the main uses of avere? Unit Results Students will... Summarize yourself: Describe themselves/others by stating family members, what type of home they live in, what type of pet they have, what they study, if they brothers and sisters, married or single, children or no children Recognize the use of the verbs essere and avere to describe Recall conjugations of the verbs essere and avere Compose sentences using avere to show possession Compose sentences using essere to show origin or description Tell courses one can take in college/high school Compose simple conversations asking teachers and courses from high school/college Prepare an inventory list of your college apartment and items Illustrate possession by reading descriptions and writing sentences using di plus the person s name Suggested Activities The following activities can be incorporated into the daily lessons: Lectures Note-taking Vocabulary lists Critiquing (large & small groups) Presentations (individual & groups) Small group activities (brainstorming, projects, independent class work ) Discussions

10 Unscrambling puzzles, crossword puzzles, word games and activities Conversations Dialogues Workbooks Comprehension and true/false exercises Student to teacher one-on-one conferences Review of assessment Progress reports weekly (discuss progress, grades, work completed/not completed) Scramble activities Review

11 Content Area: World Language/Italian Unit Title: Unit 3 Che cosa fai di bello? Unit Overview Target Course/Grade Level: Level 1 (Grades 9 thorugh 12) Duration: Description : By the end of this unit students will be able to talk about leisure time, name places in the city, be able to communicate places and street names by using a map, how to ask where something is, conjugate are verbs in the present tense, Concepts Talk about leisure time Learn about bars/sandwich shops in Italy Make plans to do something Places in the city (for example the post office) How to ask directions or where something is located Use idiomatic expressions/avere expressions Conjugate -are verbs, know definitions of each verb, and how to use in context. Review subjects me, you, him, her, us, you all, them and how you match up verb forms. Learn about Le Piazze in Italy. Concepts & Understandings Understandings Use simple cues to ask someone what they are doing and be able to respond with what you are doing. Use simple cues to order something at a restaurant or be able to respond to the waiter. Use simple cues to ask a friend to do something Be able to state facts about bars in Italy and the differences/similarities in the United States Recognize the places in your city and be able to ask someone where they are. Produce miniconversations between two people that are lost and need help finding places. Use a map to tell where certain places are and street names Use associations to name places where you would find specific things. Conjugate the are verbs, learn meanings, use the verbs in context appropriately. Use inventing machines to learn how to place words in the correct order in sentences. Recognize all verb conjugations and practice writing skills by forming sentences and short paragraphs. Culture : Bars/Le piazze in Italy CPI Codes Learning Targets 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests

12 through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts 7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes 21 st Century Themes and Skills Guiding Questions What are you doing this weekend? What activities do you like to do in your free time? What kinds of places are meeting spots in your town or city? Where do Italians like to meet up? What places in your town do you frequent often? Do you know what streets they are on? Would you be able to give someone directions there? What are the singular subject pronouns in Italian? What are the plural subject pronouns in Italian? What does conjugating mean? Why do we conjugate verbs? How do you tell a conjugated verb from a verb that is not conjugated? How do you choose the correct ending? What are the present tense endings of are verbs? How do you conjugate a verb in Italian? What does present tense mean? Can you conjugate two verbs back to back? Why is it important to know the definitions of your are verbs?

13 Students will... Model mini-conversations where people are deciding to do something in their free time Model mini-conversations where people are ordering food or talking with the waiter/waitress Compose a dialogue where a friend wants to go see a movie Outline facts about bars in Italy Outline facts about Le Piazze in Italy Name places in the city one can frequent often Construct questions based on places in the city and where one can locate them Use a map to locate places and give street names. Also, create questions based on places/streets located in the map. Identify are verbs as infinitives Identify present tense are verb endings Compose sentences and questions using are verbs Suggested Activities The following activities can be incorporated into the daily lessons: Lectures Note-taking Vocabulary lists Critiquing (large & small groups) Presentations (individual & groups) Small group activities (brainstorming, projects, independent class work ) Discussions Conversations Comprehension and true/false exercises Unscrambling puzzles, crossword puzzles, word games and activities Dialogues Workbook Exercises Student to teacher one-on-one conferences Review of assessment Progress reports weekly (discuss progress, grades, work completed/not completed) Scramble activities Review

14 Content Area: World Language/Italian One Unit Title: Unit 4 Cosa Prendono I Signori? Unit Overview Target Course/Grade Level: Level 1 (Grades 9 through 12) Duration: Description : By the end of the unit Concepts & Understandings Concepts Understandings Order a snack at a restaurant Using cues, answer a friend who ask if you are Talk about and make plans for a specific free Thursday night. day of the week and times of the day. Using cues, at an outdoor café, tell the waiter Accept and refuse invitations you will have coffee and order for everyone else. Talk about a variety of activities Using chapter vocabulary to help understand Use expressions of time : days of the week, what Lorenzo and Bettina talking about in the months of the year, and daily time dialogue expressions like today, tomorrow, tonight Recognize days of the week, times of day, and Conjugate ere verbs, know definitions of months of the year. each verb, and how to use in context. Use daily time expressions in the appropriate Formulate questions in different ways context in senences and questions Use the irregular verbs dare, fare, stare in Cite the questions words and meanings context Formulate questions using tag phrases, Use the idiomatic expressions with fare declarative sentences and moving the subject placement. Practice questions words by using the answer to a question to figure out what the questions may be Use present tense conjugations of ere verbs, meanings of the verbs, and using the verbs in context appropriately. Use inventing machines to learn how to place words in the correct order in sentences. Recognize all verb conjugations and practice writing skills by forming sentences and short paragraphs. Practice present tense conjugations of the verbs dare, fare, and stare. Use the verbs in context. Recognize and understand the use of the fare expressions. Learning Targets CPI Codes 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes

15 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.IL.A.4 Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. 7.1.IL.A.5 Demonstrate comprehension of conversations and written information on a variety of topics. 7.1.IL.A.7 Infer the meaning of a few unfamiliar words in some new contexts 7.1.IM.A.1 Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes 21 st Century Themes and Skills Guiding Questions What activities do you like to do in your free time? What are you doing this weekend? Do you want to see a movie? What are you going to have to drink? To eat for lunch? What are the days of the week in Italian? What are the months of the year in Italian? What holidays fall in which months? What would your monthly calendar look like? What activities do you daily? When? What are three ways to form questions? Give an example of each and explain. What are ere verbs? What is the difference between conjugating an ere verb and are verb? What are the endings for ere verbs in the present tense? What is the io form of the verb prendere? What are the steps to follow to conjugate? Are there any spelling changes for ere verbs?

16 What is an irregular verb? Why are the verbs dare, fare, stare different than the verb prendere? How do you conjugate them? What does fare due passi mean? Fare una gita? Fare colazione? Unit Results Students will... Model mini-conversations where people are deciding to do something in their free time Model mini-conversations where people are ordering food or talking with the waiter/waitress Compose a dialogue where a friend wants to make plans. Include time expressions. Devise a calendar of activities for the week that you will be doing and when Construct questions based on three ways learned: tag phrases, declarative sentences and subject placement. Construct questions based on information given Select questions that could have been asked based on information given about certain people Identify ere verbs as infinitives Identify present tense ere verb endings Compose sentences and questions using ere verbs Identify the verbs dare, fare, stare as infinitives Identify present tense conjugations of the verbs dare, fare, and stare Compose sentences and questions using the verbs dare, fare and stare. Create sentences using the fare expressions. Suggested Activities The following activities can be incorporated into the daily lessons: Lectures Note-taking Vocabulary lists Critiquing (large & small groups) Presentations (individual & groups) Small group activities (brainstorming, projects, independent class work ) Discussions Conversations Comprehension and true/false exercises Unscrambling puzzles, crossword puzzles, word games and activities Dialogues Workbook Exercises Student to teacher one-on-one conferences Review of assessment Progress reports weekly (discuss progress, grades, work completed/not completed) Scramble activities Review

17

18 Content Area: Unit Title: Target Course/Grade Level: Duration: Description : Concepts CPI Codes Unit Overview Concepts & Understandings Understandings Learning Targets 21 st Century Themes and Skills Guiding Questions Students will... Unit Results Suggested Activities The following activities can be incorporated into the daily lessons:

19 Content Area: Unit Title: Target Course/Grade Level: Duration: Description : Concepts CPI Codes Unit Overview Concepts & Understandings Understandings Learning Targets 21 st Century Themes and Skills Guiding Questions Students will... Unit Results Suggested Activities The following activities can be incorporated into the daily lessons:

20 Content Area: Unit Title: Target Course/Grade Level: Duration: Description : Concepts CPI Codes Unit Overview Concepts & Understandings Understandings Learning Targets 21 st Century Themes and Skills Guiding Questions Students will... Unit Results Suggested Activities The following activities can be incorporated into the daily lessons:

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