FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION CLASSICAL AND WORLD LANGUAGE DEPARTMENT ITALIAN I COURSE PHILOSOPHY

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1 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION CLASSICAL AND WORLD LANGUAGE DEPARTMENT ITALIAN I COURSE PHILOSOPHY Learning a world language is a tool that can be used throughout a student's life. It broadens the horizons of the student's knowledge of a global economy, as well as, fosters a practicality of application. In this course, students will be examining the Italian and Italian-American cultures that exist in our world. They will gain an appreciation for how these cultures have evolved over time and impacted their daily lives, along with the global society. COURSE DESCRIPTION Grade Level: 9-12 Department: Classical and World Languages Course Title: Credits: 5 Course Code: BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2009

2 Board of Education and Administration Mr. Ronald G. Lawson, President Mr. Christopher Placitella, Vice President Mr. William Bruno Mr. Tom Caiazza Mrs. Elizabeth Canario Mr. Barry Hochberg Mrs. Kathie Lavin Mr. Heshy Moses Mrs. Jennifer Sutera Mr. James Wasser, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction Curriculum Writing Committee Ms. Lauren M. Negraval Supervisors Mr. David Bleakley Ms. Magda Fama Mr. José Francis Dr. Meryl Norych

3 Course Philosophy is taught through a cultural lens where it is understood that language and culture are interdependent of one another. One cannot exist without the other. Therefore they must be taught with interchangeable flexibility and viewed as having a cause and effect relationship. Language is taught through the vehicles of cultural products, practices, perspectives, beliefs, and values. Throughout this course, the students will be asked to think critically about the structure of the Italian language and compare it to that of American-English. Doing so fosters a deeper understanding of their own language, along with an appreciation for language learning. The Italian language is taught as a product of the Italian culture. Within the frameworks of the language lie the cultural perspectives, values, and belief systems that are reflected; thus reinforcing the notion that language and culture are intertwined and define each other. By continuing the knowledge of the Italian language structure, the students will begin to deepen their understanding of their own culture, adopt another culture, and recognize similarities and differences that create cultural boundaries. As a result, the students will be discovering their cultural identity and understanding the importance of time and place. Technology and technological resources will also aid in learning the Italian language. It will be the facilitator for Italian current events and news which depict Italy's position in our global society. Technology will also be the guided force behind research projects for Italian history, geography, politics, multimedia, landmarks, monuments, cuisine, holidays and events, and various other cultural components. Course Description World language learning provides the opportunity for expanding one s own views and perspectives of the global society in which we live. In this course, Italy is represented as a nation that plays an integral role in the international economy. Therefore, by studying the Italian language and culture, one gains the advantage and knowledge of another facet of the global society. It broadens the possibilities in the job market, social situations, and in the academic world. Incorporated into world language learning is the cultural perspectives, products, and practices of a society, the advancement of technology, and the inclusion of sciences and mathematics. The use of technology, science, and mathematics is an asset to language acquisition, as they present the opportunity for expansion to foster practicality and new development.

4 Curriculum Map Relevant Standards 1 Enduring Understandings Essential Standard 7.1 Communication All students will be able to communicate in at least one world language in addition to English. They will use language to: engage in conversation, understand and interpret spoken and written language, present information, concepts, and ideas while making connections with other disciplines, and compare the language/culture studied with their own. Strand A. Interpretive Mode Strand B. Interpersonal Mode Strand C. Presentational Mode Standard 7.2 Culture All students will demonstrate an understanding of the perspectives of a culture(s) through experiences with its products and practices. Strand A. Interpretive Mode Strand B. Interpersonal Mode Strand C. Presentational Mode Language is a tool that facilitates communication. The structure of a language reflects the cultural and communicative values of a society. Language learning is a skill that is relevant in forums other than the classroom. (i.e media travel, the workplace, etc.) World language learning yields a deeper understanding of one s own language structure and cultural values. When speaking in the target language, it is important to be aware of the target audience and to use the appropriate communicative skills in basic conversation. Language and culture are interdependent of each other. Adopting another culture yields the discovery of one s own cultural identity. Making a conscious distinction between values and beliefs from one society to another creates the vehicle necessary to view different perspectives through a cultural lens. Culture is made up of beliefs, practices, perspectives, and products. Italy has a substantial and integral position in our global economy. What is language? What is communication? How are they related? What is the structure of language? How is the structure of a language indicative of cultural values? Where is the target language spoken? How is it used outside of the world language classroom? What are some of the cultural values present in your native language? How are they different from those in the target language? What is formal conversation? What is informal conversation? Who are the recipients of each? What is language? What is culture? How are they related? What is cultural identity? How does one discover their cultural identity? What does it mean to adopt another culture? What are some examples of cultural beliefs and values? What is a perspective of the target culture as seen through the cultural lens? What are cultural beliefs? Cultural practices? Cultural perspectives? Cultural products? How are they related? What is Italy s position in the global economy? How does the Euro affect our economy? Where does Italy stand on political and social issues that impact the world? Diagnostic (before) Teacher constructed evaluative tools, including but not limited to: Aural tests O.P.I. Essays Objective tests Reading comprehension Informal surveys regarding reasons for choosing this culture to study, and what predispositions they may have before learning about the target culture. Self-reflective essay to determine assumptions about culture(s) Assessments Formative (during) Performance s Class participation Surveys Quizzes Interpretive activities Interpersonal activities Picture Prompts Surveys Interviews of people of the Italian and Italian- American culture. Picture Prompts Summative (after) Unit tests Performances O. P. I. Midterm/Final exams Quizzes Projects Portfolios Role-plays Interpretive activities Interpersonal activities Presentations Role-plays Reaction essays Portfolios Replications of certain cultural products. Group/Individu al projects 1 Including computer / information literacy, cross content work place readiness standards, and other relevant content area standards 4

5 Relevant Standards 1 Enduring Understandings Essential Standard 8.1 Computer and information literacy All students will use computer applications to gather and organize information and to solve problems Strand A. Basic Computer Skills and Tools Technology is an adaptable tool to facilitate language learning. Technology is embedded into our daily lives and therefore should be incorporated into the classroom setting. How can I transfer my language acquisition to current technological situations/experiences? What technological applications can be employed to facilitate my language acquisition? Diagnostic (before) Computer application task employing word processor, internet, power point and other applications Assessments Formative (during) Research projects Power point presentation Technology portfolios Summative (after) Web quest Web page design Multimedia presentation Strand B. Application of Productivity Tools Standard 8.2 Technology Education All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the design world as they relate to the individual, society, and the environment. Strand A. Nature and Impact of Technology Strand B. Design Process and Impact Assessment Strand C. Systems in the Designed World The advancement in technology has created an opportunity for rapid global communication. Thinking systematically means understanding that technology is related to language and culture. The impact that technology has on written forms of a language. Technological activities can be used as a resource for language acquisition. How is global communication facilitated by technology? How does systematic thinking vary from the target language/culture to my own language/culture? How has written language evolved due to technology advancement? Why is technology a valuable resource for language acquisition? Cooperative research project employing technology Survey and investigation regarding use of technology Cross generational survey about the use of technology Log of technological activities that facilitate language acquisition Timeline of the historical development of the written target language compared to the student s native language Portfolio Debate or presentation to draw conclusions based on findings from summative assessments 5

6 Course Proficiencies and Pacing Unit Title Unit Understandings and Goals Recommended Duration Unit 1: Learning the Italian alphabet and cognates. Unit 2: Basic Conversation Unit 3: Numbers, Dates, and Schedules Unit 4: The geography of Italy Unit 5: Who am I? Unit 6: The Italian School System Unit 7: Food and Dining Unit 8: Talking on the phone and making plans Unit 9: Family Unit 10: Traveling and Making reservations Language is a tool that facilitates communication. 1. Students will develop an understanding of the Italian alphabet, letter sounds, phonetic pronunciation and English cognates that exist in the Italian language. When speaking in the target language, it is important to be aware of the target audience and to use the appropriate communicative skills in basic conversation. 1. Students will develop an understanding of formal and informal conversation; establishing your audience and communicating effectively with them; and the importance of sentence subjects, subject pronouns, and number. The structure of a language reflects the cultural and communicative values of a society. 1. Students will develop an understanding of the standard numerical system, and the structure of writing dates and schedules in Italian. Italy has a substantial and integral position in our global economy. 1. Students will develop an understanding of the geography of Italy through the use of essere, the introduction of singular/plural and masculine/feminine nouns, and the use of definite and indefinite articles. Language and culture are interdependent of each other. 1. Students will develop an understanding of Italian sentence structure with adjectives, avere/avere phrases, and quanto when describing themselves and others. World language learning yields a deeper understanding of one s own language structure and cultural values. 1. Students will develop an understanding of the Italian school system through the use of are verbs, prepositions and prepositional phrases, and quale/che. Culture is made up of beliefs, practices, perspectives, and products. 1. Students will develop an understanding of Italian restaurants and meals using ere/-ire/-isc verbs, the partitive and quantitative adjectives. Language learning is a skill that is relevant in forums other than the classroom. (i.e media travel, the workplace, etc.) 1. Students will develop an understanding of proper phone etiquette by using irregular are, -ere, -ire verbs, fare expressions which express activities and past times, direct object pronouns, and adverbial prepositions. Adopting another culture yields the discovery of one s own cultural identity. 1. Students will develop an understanding of importance and role of the Italian family; the uses of possessive adjectives; the differences between sapere vs. conoscere. Making a conscious distinction between values and beliefs from one society to another creates the vehicle necessary to view different perspectives through a cultural lens. 1. Students will develop an understanding of making travel arrangements by utilizing the past tense, learning to tell time, and applying certain prepositions that indicate location, direction, and transportation. 3 weeks 3 weeks 3 weeks 3 weeks 3 weeks 3 weeks 4 weeks 4 weeks 4 weeks 4 weeks 6

7 Unit #1: Learning the Italian alphabet and cognates. Enduring Understanding: Language is a tool that facilitates communication. Essential : What is language? What is communication? How are they related? Unit Goal: Students will develop an understanding of the Italian alphabet, letter sounds, phonetic pronunciation and English cognates that exist in the Italian language. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2 Guiding / Topical What is the difference between the Italian alphabet and the American alphabet? What does phonetic mean? What do you notice about the letter sounds in Italian? What is a cognate? How do cognates illustrate cultural traits that carry over into other cultures? Content, Themes, Concepts, and Skills Students will understand: The phonetics of the Italian alphabet. The rules of cognates as words transcend across different languages. Students will be able to: Recognize letter sounds in the Italian alphabet. Reproduce letter sounds in the Italian alphabet. Recognize the cognates in Italian and English. Reproduce and apply cognate rules to the Italian language. Instructional Resources and Materials Ciao Fifth Edition- pp. 2-8 (including workbook, CDs) Supplementary audio/video aids materials Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication Flash cards with different words or letter combinations. Students will listen attentively to the phonetics of the Italian alphabet. Students will compare Italian letter sounds with those in English and discuss differences and similarities. The instructor can introduce C & G with each vowel and compare letter combination sounds, with and without the letter h Students will practice saying various Italian words by sounding them out. Students will practice writing what they hear from oral dictations made by the instructor. Tests/quizzes provided by textbook Teacher constructed evaluative tools, including but not limited to: O. P. I. Quizzes Projects Aural tests Dictations The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 7

8 Unit #2: Basic Conversation Enduring Understanding: When speaking in the target language, it is important to be aware of the target audience and to use the appropriate communicative skills in basic conversation. Essential : What is formal conversation? What is informal conversation? Who are the recipients of each? Unit Goal: Students will develop an understanding of formal and informal conversation; establishing your audience and communicating effectively with them; and the importance of sentence subjects, subject pronouns, and number/gender. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2 Guiding / Topical In what situations are formal and informal conversations appropriate? What are some cultural expectations of basic conversation? What are some cultural repercussions for inappropriate use of either formal or informal conversation? What are the components of a sentence? What is a subject? A subject pronoun? Why are they important to a sentence? What is first, second, and third person? What role does gender play? Content, Themes, Concepts, and Skills Students will understand: The situational relevance for formal and informal conversation. Students will be able to: Use basic conversation for introducing themselves, greetings, and salutations. Students will know: How to distinguish between formal and informal greetings and questions. When it is appropriate to apply formal and informal conversation. How to introduce people. Instructional Resources and Materials Ciao Fifth Edition- pp (including workbook, CDs) Supplementary audio/video aids materials Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication Student generated dialogues illustrating the interpretive, interpersonal, and presentational modes. The instructor can construct neutral skeletons of both formal and informal dialogues which the students can use as reference points for their own dialogues. Students can create their own situational dialogues and present them to the class. The instructor can pair or group students together, give them various situations, with which to create/act out dialogues, based on the nature of the scenario. The instructor can use flash cards with subjects on them, which students will have to write down the appropriate Italian subject pronoun, and identify number and gender. The students can create a Venn Diagram of the differences and similarities between formal and informal greetings, questions, salutations, responses, etc. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Projects Rubrics for oral presentations. Interpretive activities: Figure out whether a situation is formal or informal. Interpersonal activities Students will act out dialogues. Presentational activities Students will present their own dialogues and situations to the class. Role playing The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 8

9 Unit #3: Numbers, Dates, and Schedules Enduring Understandings: The structure of a language reflects the cultural and communicative values of a society. Technology is embedded into our daily lives and therefore should be incorporated into the classroom setting. Essential : What is the structure of language? How is the structure of a language indicative of cultural values? What technological applications can be employed to facilitate my language acquisition? Unit Goal: Students will develop an understanding of the standard numerical system, and the structure of writing dates and schedules in Italian. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2, 8.1, 4.1 Guiding / Topical What is the one and eight rule? What are the differences between the way the date is written in Italian and in English? What are the differences between the Italian and American calendar? What is your daily schedule? What are some holidays that are celebrated in Italy? Content, Themes, Concepts, and Skills Students will understand: The structure of the Italian date. Students will be able to: Use the numerical system to count to 100. Write the date in Italian. Reproduce their daily and weekly schedules in Italian. Students will know: That the Italian calendar differs from the American calendar by several factors. Which holidays Italy celebrates. How to count from Instructional Resources and Materials Ciao Fifth Edition- pp (including workbook, CDs) Sample Italian Calendars Art supplies List of Italian Holidays Number Flash cards Addition, subtractions, multiplication, and division flash cards. materials Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication Introduce the numbers 0-20, and then teach by 10 s. The instructor can give basic mathematical operations equations. The instructor can introduce the one and eight rule and apply it to all other divisions of 10. Students will answer questions like, What s the date? When is your birthday? Etc. Use classroom vocabulary to write out schedules. Use the internet to look up Italian holidays and important events in Italy. The instructor can assign a webquest for annual events in Italy. Students can use their ability to write out the date to create a weekly, monthly, or 12 month calendar. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Projects Aural assessment Interpretive activities: Look at a list of Italian holidays and translate them into the English equivalents. Interpersonal activities Writing dialogues that include dates and holidays. Presentational activities Students can act out their dialogues in front of the class. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 9

10 Unit #4: The geography of Italy Enduring Understandings: Italy has a substantial and integral position in our global economy. The advancement in technology has created an opportunity for rapid global communication. Essential : What is Italy s position in the global economy? How does the Euro affect our economy? Where does Italy stand on political and social issues that impact the world? How is global communication facilitated by technology? Unit Goal: Students will develop an understanding of the geography of Italy through the use of essere, the introduction of singular/plural and masculine/feminine nouns and the use of definite and indefinite articles. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2, 8.2 Guiding / Topical Content, Themes, Concepts, and Skills Instructional Resources and Materials What are some of Students will understand: Ciao Fifth Edition- pp Have students do a web quest to research Teacher constructed evaluative the basic The basic geography of Italy. various cities in Italy. tools, including but not limited to: geographical The structure and conjugations of (including workbook CDs,) Students will fill in blank maps of Italy to Quizzes/Tests features that you the verb, essere. Map of Italy reinforce geographical location. Blank Map Test notice by looking at The importance of gender and Internet resources Students will write sentences using essere. the map of Italy? number in terms of verbs, Blank Maps of Italy for Introduce some common subject pronoun Aural assessment What is a subject subjects, and definite and students to fill-in substitution rules. pronoun and how indefinite articles. Have students create a map of an imaginary do they impact the Students will be able to: materials city that reinforces the city vocabulary and Interpretive activities: verb in a sentence? Identify and locate the regions in Flash cards of the 6 forms of directional words. Writing sentences using essere to What role does Italy, the bodies of water that essere. The instructor can require the students, in describe things. gender play when surround Italy, and other Flash cards of subjects with groups, to create a dialogue that involves Interpersonal activities dealing with nouns? geographical characteristics of the corresponding flash cards of giving directions from one place to another Map activity- students will point How does the country. subject pronouns. Using the vocabulary list, students will apply out and ask questions about Italian language Use the verb essere, which Flash cards of interrogative the definite and indefinite articles to each things on the map of Italy, using show plurality? means to be, when describing words. word. Dov e, Dove sono, C e, and Ci How is it different themselves and others. Teacher generated materials to Students will make every vocabulary word sono. from that of the Apply directional and city/town reinforce interpretive, plural and apply the definite articles to them. Presentational activities English language? vocabulary with the appropriate interpersonal, and Students can present sentences articles when discussing the presentational communication and descriptions to the class. geography of Italy. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 10

11 Unit #5: Who am I? Enduring Understanding: Language and culture are interdependent of each other. Essential : What is language? What is culture? How are they related? Unit Goal: Students will develop an understanding of Italian sentence structure with adjectives, avere/avere phrases, and quanto when describing themselves and others. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2 Guiding / Topical What is the difference between adjective placement in the Italian language and in the English language? How does adjective placement reflect culture? What are the subject pronoun rules? What is an idiomatic expression? How are the avere idiomatic expressions translated into English? Content, Themes, Concepts, and Skills Students will understand: Adjective placement Avere and avere expressions The uses and forms of quanto. Students will be able to: Describe themselves and others using adjectives and avere/avere expressions. Students will know: That the Italians place emphasis on adjectival agreement and placement. How to use avere and avere expressions for descriptions. Instructional Resources and Materials Ciao Fifth Edition- pp and (including workbook, CDs) Art supplies materials Student generated descriptions of people. Flash cards of the 6 forms of avere. Flash cards and picture prompts of the avere expressions. Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication. Describe yourself using the adjectives, essere, and avere. Play guess who using descriptions of famous people. Write a description of the person you admire most. Using picture prompts, students can write descriptions of them. Write sentences using avere and avere phrases. Students create selfstudy tools i.e. flashcards, diagrams, charts, etc. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Aural assessment Interpretive activities: Describe several picture prompts using essere, avere, avere expressions, and adjectives. Interpersonal activities Write a dialogue using essere, avere, avere expressions, and adjectives. Presentational activities Present dialogues to the class. Present the descriptions of the person you admire to the class. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 11

12 Unit #6: The Italian School System The Enduring Understandings: World language learning yields a deeper understanding of one s own language structure and cultural values. Technology is an adaptable tool to facilitate language learning. The Essential : What are some of the cultural values present in your native language? How are they different from those in the target language? How can I transfer my language acquisition to current technological situations/experiences? Unit Goal: Students will develop an understanding of the Italian school system through the use of are verbs, prepositions and prepositional phrases, and quale/che. Duration of Unit: 3 weeks NJCCCS: 7.1, 7.2, 8.1 Guiding / Topical How is the Italian school system different from the American school system? How are are verbs different from essere and avere that I already learned? What is a prepositional phrase? Content, Themes, Concepts, and Skills Students will understand: The Italian school system. Proper usage of are verbs. Proper usage of prepositions and prepositional phrases. Usage of quale and che Students will be able to: Ask and answer questions using are verbs. Apply quale and che to their interrogative words bank, and use it in daily conversation. Instructional Resources and Materials Ciao Fifth Edition- pp (including workbook, CDs). Flash cards on different subjects and vocabulary words. Internet resources. Art supplies. materials. Articles regarding the explanation of the Italian school system. Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication. Compare and contrast the Italian school system with the American school system. Create a Venn Diagram comparison. Web quest for information on the Italian school system. Read and translate articles on the Italian school system. Write sentences using the are verbs. Write a paragraph describing you using essere, avere, and are verbs. Artistically represent various prepositional phrases and have the class guess, in the target language, what prepositional phrase is being portrayed. Interview a classmate, using the tu form of the are verbs and the interviewee responds in the io form. Students create self-study tools i.e. flashcards, diagrams, charts, etc. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Aural assessment Interpretive activities: Read and translate an article or reading selection about the Italian school system. Interpersonal activities Interview a classmate, using the tu form of the are verbs and the interviewee responds in the io form. Presentational activities Write a paragraph about your interview, in the third person and present to the class The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 12

13 Unit #7: Food and Dining The Enduring Understandings: Culture is made up of beliefs, practices, perspectives, and products. Technology is embedded into our daily lives and therefore should be incorporated into the classroom setting. The Essential : What are cultural beliefs? Cultural practices? Cultural perspectives? Cultural products? How are they related? What technological applications can be employed to facilitate my language acquisition? Unit Goal: Students will develop an understanding of Italian restaurants and meals using ere/-ire/-isc verbs, the partitive and quantitative adjectives. Duration of Unit: 4 weeks NJCCCS: 7.1, 7.2, 8.1, 5.1 Guiding / Topical What is the partitive? What is the difference between the are, -ere, and ire verb endings? What is the difference between the different types of restaurants in Italy? What are the typical Italian meals? What do they consist of? Content, Themes, Concepts, and Skills Students will understand: Subject/verb agreement for all verbs in the present tense. Different types of restaurants in Italy. What Italian meals consist of? Students will be able to: Apply subject/verb agreement rules to all regular verbs in the present tense and use them when writing and speaking. Students will know: The difference between Italian restaurants. The Italian cultural traditions regarding food and dining. How to use regular Italian verbs in the present tense. Instructional Resources and Materials Ciao Fifth Edition- pp , 112 (including workbook, CDs). Internet resources. Art supplies. materials. Subject pronoun flash cards Verb ending flash cards Verb charts Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication. Web quest five different types of restaurants that exist in Italy. Internet research- find example of each, including their menu. Create a menu that is characteristic of one of the five types of restaurants. (This can be done in groups or individually) Be prepared to present your restaurant to the class. Venn diagram making comparisons of the characteristics of the restaurants. Make a shopping list. Plan an authentic and typicfal Italian, breakfast, lunch, and dinner. Write a paragraph using the verbs learned and acquired in this unit. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Aural assessment Grammar drills TPR activities Interpretive activities: Research the different types of restaurants and write out the defining characteristics. Interpersonal activities In groups, make a menu, characteristic of one of the restaurants. Presentational activities Present menu to the class. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 13

14 Unit #8: Talking on the phone and making plans Enduring Understanding: Language learning is a skill that is relevant in forums other than the classroom. (i.e media travel, the workplace, etc.) Essential : Where is the target language spoken? How is it used outside of the world language classroom? Unit Goal: Students will develop an understanding of proper phone etiquette by using irregular are, -ere, -ire verbs, fare expressions which express activities and past times, direct object pronouns, and adverbial prepositions. Duration of Unit: 4 weeks NJCCCS: 7.1, 7.2, 8.1, 8.2 Guiding / Topical Instructional Resources Content, Themes, Concepts, and Skills What is the proper etiquette of a phone conversation in Italy? How are irregular verb conjugated? How are fare expressions used? What are direct objects? How are they used? What is a direct object pronoun? Students will understand: Proper etiquette for phone calls. Fare expressions Irregular verbs. Adverbial expressions Direct object pronouns Students will be able to: Write and use all Italian verbs in the present tense. How to have a phone conversation in Italian. How to use direct object pronouns in conversation. Students will know: How to use fare expressions and irregular verbs in the present tense. How to make phone calls and plans. How to use direct object pronouns. and Materials Ciao Fifth Edition- pp. 97, , (including workbook, CDs). Flash cards for direct object pronouns. Internet resources. Art supplies. materials. Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication. Write out dialogues using the fare expressions to make plans. Practice making mock phone calls and using proper phone etiquette. Write out a paragraph about yourself using irregular and regular verbs. Interview a friend about the things they are doing today. Write out questions and answers for interview. Write a synopsis about your interview in the third person. Write out sentences using direct objects and then replace them with the direct object pronoun. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Grammar drills Aural assessment Interpretive activities: Written and oral dialogue between friends who are discussing their plans for the day. Interpersonal activities Mock phone call using the previous dialogues as a script. Presentational activities Present the dialogue to the class. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 14

15 Unit #9: Family Enduring Understandings: Adopting another culture yields the discovery of one s own cultural identity. Technological activities can be used as a resource for language acquisition. Essential : What is cultural identity? How does one discover their cultural identity? What does it mean to adopt another culture? Why is technology a valuable resource for language acquisition? Unit Goal: Students will develop an understanding of importance and role of the Italian family; the uses of possessive adjectives; the differences between sapere vs. conoscere. Duration of Unit: 4 weeks NJCCCS: 7.1, Guiding / Topical What are possessive pronouns? What are possessive adjectives? What is the role of family? How does it impact Italian and Italian- American culture? Content, Themes, Concepts, and Skills Students will understand: Possessive adjectives Possessive pronouns The role of family in the Italian culture. Students will be able to: Write and speak using all agreement rules for possessive adjectives and pronouns. Define the role of family. Students will know: How to show ownership. How the family shapes Italian and Italian- American culture. Instructional Resources and Materials Ciao Fifth Edition- pp , (including workbook, CDs). La Vita E Bella- a film by Roberto Benigni Flash cards of possessive adjectives/pronouns Internet resources Art supplies materials. Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication. Students can create a family tree in which they incorporate all family vocabulary and possessive adjectives when necessary. Students can complete drills and exercises where one must choose the appropriate possessive adjective. Venn Diagram- to illustrate the usages and situations of sapere and conoscere. Write a paragraph about the things you know how to do, people you know, places you know, facts you know, etc. Picture prompt activity where students will be shown a number of different pictures and they will have to choose to apply sapere or conoscere. Students create self-study tools i.e. flashcards, diagrams, charts, etc. Research the role of the Italian family and compare it to that of American families. Use a cultural lens to figure out how family impacts modern-day society. Watch La Vita E Bella and write an essay on the role of family and discuss how it relates to cultural products, practices and perspectives. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Projects Aural assessment Grammar Drills Essay on the role of family in the Italian culture. Interpretive activities: Answer the question: What do you know? Students will write a paragraph using sapere and conoscere. Interpersonal activities Interview a friend about what they know. All questions must be asked in the second person and answered in the first person. Presentational activities Present answers from the interview, to the class, using the third person singular conjugation. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 15

16 Unit #10: Traveling and Making Reservations Enduring Understandings: Making a conscious distinction between values and beliefs from one society to another creates the vehicle necessary to view different perspectives through a cultural lens. Technological activities can be used as a resource for language acquisition. Essential : What are some examples of cultural beliefs and values? What is a perspective of the target culture as seen through the cultural lens? Why is technology a valuable resource for language acquisition? Unit Goal: Students will develop an understanding of making travel arrangements by utilizing the past tense, learning to tell time, and applying certain prepositions that indicate location, direction, and transportation. Duration of Unit: 4 weeks NJCCCS: 7.1, 7.2, 8.1, 8.2 Guiding / Topical What is the 24 hour clock? How does it work? How are travel arrangements different with Italian hotels, transportation, etc.? How is the past tense different in Italian, rather than English? What s the difference between a verb that takes essere in the past and a verb that takes avere in the past? Content, Themes, Concepts, and Skills Students will understand: Past tense Telling time The 24 hour clock Usages for a, in, da, and per. Students will be able to: Tell time Speak and write in the past tense. Students will know: How to tell time How to use the past tense How to use the time expressions How to use a, in, da, and per Instructional Resources and Materials Ciao Fifth Edition- pp (including workbook, CDs) Travel brochures Flash cards for telling time Past tense verb charts Art supplies Internet resources materials Teacher generated materials to reinforce interpretive, interpersonal, and presentational communication Research hotels in Italy for prices and availability to begin creating your itinerary. Use picture prompts to tell time with the time expressions. Write sentences for each time expressions. Write a paragraph about what you did over the weekend, using the past tense and time expressions. Be sure to use time expressions for each activity mentioned. Venn Diagram for uses of a, in, da, and per Students create self-study tools i.e. flashcards, diagrams, charts, etc. Teacher constructed evaluative tools, including but not limited to: Quizzes/Tests Projects- make a traveling itinerary Aural assessment Interpretive activities: Write a paragraph about what you did yesterday. Interpersonal activities Write a dialogue for a phone conversation with a friend about what you did over the weekend. Presentational activities Act it out in front of the class. The instructor can use various techniques, in conjunction with the suggested strategies listed above, such as, cooperative group learning, peer review, think pair share activities, role playing, sentence strip activities, student-generated question and answer sessions, song parodies, musical activities, and artistic representations of key concepts. These will differentiate instruction and appeal to the diverse learning styles. 16