FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION CLASSICAL AND WORLD LANGUAGES DEPARTMENT ITALIAN II COURSE PHILOSOPHY In a constantly changing world, studying a second language is an essential part of becoming a culturally diverse citizen. By understanding Italian culture, its history and language students will be able to make connections to other school subjects as well as their surrounding communities. COURSE DESCRIPTION is a continuation of Italian I where an increase in vocabularies will help develop listening and speaking skills. Grammar concepts will be expanded to help students increase their spoken and written language. Exposure to regional differences and cultural understanding are driven by cultural readings and use of media and technology. Grade Level: 9-12 Department: Classical and World Languages Course Title: Credits: 5 Course Code: 056400 BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2009
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education 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. Gianna Rivezzi Supervisors Mr. David Bleakley Ms. Magda Fama Mr. José Francis Dr. Meryl Norych
Course Philosophy In a constantly changing world, studying a second language is an essential part of becoming a culturally diverse citizen. By understanding Italian culture, its history and language students will be able to make connections to other school subjects as well as their surrounding communities. Word association between English and Italian will help individuals understand languages, language arts, its history and formation. Technology along with hands-on individual and group activities will help link the two countries together to create a successful understanding of the Italian people today. Many aspects of the Italian culture lives in our student environment, therefore it is very important to help them understand why being open and empathetic to the many cultural differences that exist around the world is beneficial to help them develop problem solving skills and cooperative working abilities that they will need to help their future careers. Course Description is a continuation of Italian I where an increase in vocabularies will help develop listening and speaking skills. Grammar concepts will be expanded to help students increase their spoken and written language. Exposure to regional differences and cultural understanding are driven by cultural readings and use of media and technology. Practice exercises along with authentic Italian readers are used to reinforce grammar and vocabulary mastery. Multiple visuals and techniques are used to stimulate discussions in Italian. Each unit will focus on the Modes of Communication and Culture Interpretive, Interpersonal and Presentational in compliance with the New Jersey State Core Curriculum Content Standards 7.1 and 7.2.
Curriculum Map Relevant Standards 1 7.1 A 1-3 ; B 4,5; C 1,2; 7.2 B 1-2; C 1-3 7.1 A 4 7.1 B 4 7.2 A 1-4 7.2 B 1,2 7.2 C 1-3 7.1 A 1-3, 4; B 1-3, 5; C 2, 4; 7.2 A 1; B 2; C 1 7.1 A 1-6 7.1 B 1-3 7.1 C 1,2 7.2 A 1-4 7.1 A 1-6 7.1 B 1-3 7.1 C 1,2 7.2 A 1-4 Enduring Understandings Many countries in Europe, including Italy have joined together to form L Unione Europea, (UE). Understanding cultural diversity is the key to future success. Italian fashion, cuisine, art and history live in our everyday world. Learning a foreign language is a building block; repetition, practice and integration is the key to language acquisition. Fluency in a second language opens the door to a world of opportunities. Essential Why do you think the UE was formed? What kind of benefits do European countries have by joining the UE? How can we compare the UE to the US? Why do people from different cultures act differently? Are traditions a factor, and how important are they? Why is it important to accept cultural differences? What are some things that can be done to stop cultural discrimination? What are considered socially acceptable ways to greet one another in the U.S. versus in Italy? How does Italian fashion and its artists influence today s youth? What are some Italian writers and/or artists that have had a major impact on American history? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? What are some important reasons of studying Italian? What are some jobs that require fluency in Italian? How will our government benefit from bilingual U.S. citizens? Diagnostic (before) Pretest Student Survey Oral / Discussion Anticipatory Set Aural/Oral Tests Essays Objective Tests Reading Comprehension Class Discussion Assessments Formative (during) Chapter Tests Quizzes Written Assignments Oral Presentations Class Participation Class Participation Participatory Rubrics Anticipatory Sets Interpretive & Interpersonal Activities Role Play Journals Research Summative (after) Chapter Tests Quizzes Written Assignments Oral Presentations Class Participation Class Participation Participatory Rubrics Anticipatory Sets Interpretive & Interpersonal Activities Role Play Journals Research 7.1 A 1,6 7.1 B 1-3, 5 7.1 C 1,4 The use of technology, including media, enhances foreign language acquisition and promotes fluency. How can technology enhance your reading, speaking, listening and writing abilities in Italian? What are some things you can do at home on your own to help you develop your foreign language communication skills? 4
Course Proficiencies and Pacing Unit Title Unit Understandings and Goals Recommended Duration Unit #1: Italian I Review Unit #2: Money Unit #3: Media Unit #4: Italian Fashion Unit #5: Italian Cuisine Fluency in a second language opens the door to a world of opportunities. 1. The student will review grammar learned in Italian I; verb to be and to have, definite and indefinite articles, agreement of adjectives, -are, -ere, -ire and -isc verbs, prepositions, direct object pronouns, irregular verbs and present perfect. 2. The students will review vocabularies of greetings, words related to the city, descriptive adjectives, classroom objects, foods, phone conversation, family members and travel. Many countries in Europe, including Italy have joined together to form L Unione Europea, (UE). 1. The students will develop an understanding of the changes that have taken place within Italy and how it directly affected its people and economy. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to money, travel, banks and hotels. 3. The students will develop an understanding of the use of reflexive and reciprocal verbs, along with the formation of present perfect and construction of adverbs. The use of technology, including media, enhances foreign language acquisition and promotes fluency. 1. The students will develop an understanding and importance of the different means of communication available in Italy and the USA. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to press, media, television and film. 3. The students will develop an understanding of the formation of the imperfect and pluperfect, and compare the use of imperfect versus present perfect. Italian fashion, cuisine, art and history live in our everyday world. 1. The students will examine the importance of Italian fashion and its industries, how fashion is viewed in Italy and the USA and the importance of making a good impression. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to clothing, seasons, sports, weather and holidays. 3. The students will identify the use of the imperative mood and practice the use of demonstrative adjectives. Italian fashion, cuisine, art and history live in our everyday world. 1. The students will broaden their understanding of Italian eating habits, regional cuisine and the importance of family gatherings. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to kitchen, cooking, ingredients and dining. 3. The students will analyze the use of direct and indirect object pronouns, express its use with an infinitive and imperative. 3 weeks 5 weeks 5 weeks 6 weeks 5 weeks 5
Unit Title Unit Understandings and Goals Recommended Duration Unit #6: Vacations Unit #7: Home Cultural diversity is the key to future success. 1. The students will explore various travel opportunities within the different regional sectors of Italy. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to travel and vacations. 3. The students will understand formation of the future tense and the irregular verb to like, state plural of irregular nouns and identify the use of si. Learning a foreign language is a building block; repetition practice and integration is the key to language acquisition. Fluency in a second language opens the door to a world of opportunities. 1. The students will further their understanding of Italian social classes, specifically different living conditions within suburbs and rural communities. 2. The students will expand their knowledge of Italian vocabulary by practicing terms related to homes, furniture and ordinal numbers. 3. The students will develop an understanding of the use of the invariable pronoun ne, the adverb ci, and construction of double pronoun and formation of the gerund. 5 weeks 5 weeks 6
Unit #1: Review Enduring Understandings: Fluency in a second language opens the door to a world of opportunities. Essential : Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? How can one effectively communicate in a foreign language? What are some important reasons of studying Italian? What are some jobs that require fluency in Italian? How will our government benefit from bilingual U.S. citizens? Unit Goals: The student will review grammar learned in Italian I; verb to be and to have, definite and indefinite articles, agreement of adjectives, -are, -ere, -ire and -isc verbs, prepositions, direct object pronouns, irregular verbs and present perfect. The students will review vocabularies of greetings, words related to the city, descriptive adjectives, classroom objects, foods, phone conversation, family members and travel. Duration of Unit: 3 weeks NJCCCS: 7.1 A 1-6, 7.1 B 1-3, 7.1 C 1, 2, 7.2 A 1-4 Guiding / Topical Use internet for research and presentations. Listen to audio material, and watch video/film related to unit. Content, Themes, Concepts, and Skills Identify vocabularies related to cities, self describing adjectives, school, meals, phone, family and travel. Discuss different topics by identifying and implementing grammar points such as: the verb to be and have articles, present tense of regular and irregular verbs, prepositions, direct and indirect object pronouns, and present perfect. Instructional Resources and Materials Textbook and workbook, (Ciao chapters 1-7) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.com Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Listen to audio material, and watch video related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammartranslation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 7
Unit #2: Money Enduring Understandings: Many countries in Europe, including Italy have joined together to form L Unione Europea, (UE). Essential : Why do you think the UE was formed? What kind of benefits do European countries have by joining the UE? How can we compare the UE to the US? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? Unit Goal: The students will develop an understanding of the changes that have taken place within Italy and how it directly affected its people and economy. The students will expand their knowledge of Italian vocabulary by practicing terms related to money, travel, banks and hotels. The students will develop an understanding of the use of reflexive and reciprocal verbs, along with the formation of present perfect and construction of adverbs Duration of Unit: 5 weeks NJCCCS: 7.1 A 1-3, 7.1 B 4, 5, 7.1 C 1, 2, 7.2 B 1-2, 7.2 C 1-3 Guiding / Topical What is the history of UE? How did it form, and why? How did the exchange of lira to euro dollars impact the Italian economy and how did the people respond to it? How does the Italian banking system differ from the American system? What are the important key points of reflexive verbs? What are some expressions that can be used to refer to events that happened some time ago? How are adverbs formed in Italian versus in English? Content, Themes, Concepts, and Skills Explore the different reasoning of the European Union and relate to the United States. Compare and contrast the US dollar, Eurodollar and Lira. Identify new vocabulary terms related to travel and money. Understand the uses of grammar points, such as: present and past participle of reflexives and reciprocal verbs. Express past events. Formulate adverbs. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 8) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.com TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues in chapter 8, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Listen to audio material, and watch video related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project/research assessments Notebook checks Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 8
Unit #3: TV, News & Film Enduring Understandings: The use of technology, including media, enhances foreign language acquisition and promotes fluency. Essential : How can technology enhance your reading, speaking, listening and writing abilities in Italian? What are some things you can do at home on your own to help you develop your foreign language communication skills? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? Unit Goals: The students will develop an understanding and importance of the different means of communication available in Italy and the USA. The students will expand their knowledge of Italian vocabulary by practicing terms related to press, media, television and film. The students will develop an understanding of the formation of the imperfect and pluperfect, and compare the use of imperfect versus present perfect. Duration of Unit: 5 weeks NJCCCS: 7.1 A 1, 6, 7.1 B 1-3, 5, 7.1 C 1, 4, 7.2 A 2, 4, 7.2 B 1, 7.2 C 1, 3 Guiding / Topical What are some things that the RAI television station is doing to help keep the Italian language alive? How can the students benefit? What are some authentic Italian films, and characters that students will be able to discuss and relate to? How do Italian vocabularies influence English vocabularies and vice versa? What are the different uses of the imperfect tense versus present perfect in Italian? Content, Themes, Concepts, and Skills Demonstrate awareness of current events in Italy. Identify Italian films, writers and create reviews. Express preferences and dislikes of television shows. Specify vocabulary words related to cinema, press and television. Distinguish actions that have taken place in the past by comparing and contrasting the uses of the imperfect and present perfect. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 9) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.com Read and discuss Italian newspapers. Watch clips of Italian news, and films. TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present a television show. Use internet for research and presentations. Listen to audio material, and watch video/film related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 9
Unit #4: Fashion Enduring Understandings: Italian fashion, cuisine, art and history live in our everyday world. Essential : How does Italian fashion and its artists influence today s youth? What are some Italian writers and/or artists that have had a major impact on American history? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? Unit Goals: The students will examine the importance of Italian fashion and its industries, how fashion is viewed in Italy and the USA and the importance of making a good impression. The students will expand their knowledge of Italian vocabulary by practicing terms related to clothing, seasons, sports, weather and holidays. The students will identify the use of the imperative mood and practice the use of demonstrative adjectives. Duration of Unit: 6 weeks NJCCCS: 7.1 A 1-3, 4, 6, 7.1 B 1-3, 5, 7.1 C 2, 4, 7.2 A 1, 7.2 B 2, 7.2 C 1 Guiding / Topical Content, Themes, Concepts, and Skills What is the definition of fare la bella figura? Who are some Italian fashion stylists and clothing lines that play a big part of today s youth? How does expressing the imperative mood differ in Italian from English? How does the climate in Italy differ from the climate in the United States? What are some authentic Italian sports, games and activities? What are the similarities and differences of the Italian versus the American lottery? Translate fare la bella figura, Demonstrate awareness of northern Italy s economy and its fashion industries. Design a fashion show by practicing vocabulary terms related to clothing Express commands, invitations, exhortation and advice. Express preferences for likes and dislike, using questo and quello. Analyze the different seasons by distinguishing weather, moths and specifying different dates. Perform different Italian sports, games and activities. State favorite hobbies and past times. Demonstrate awareness of the Italian lottery. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 10) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguem os.com TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Listen to audio material, and watch video related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 10
Unit #5: Cuisine Enduring Understandings: Italian fashion, cuisine, art and history live in our everyday world. Essential : How does Italian fashion and its artists influence today s youth? What are some Italian writers and/or artists that have had a major impact on American history? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? Unit Goal: The students will broaden their understanding of Italian eating habits, regional cuisine and the importance of family gatherings. The students will expand their knowledge of Italian vocabulary by practicing terms related to kitchen, cooking, ingredients and dining. The students will analyze the use of direct and indirect object pronouns, express its use with an infinitive and imperative. Duration of Unit: 5 weeks NJCCCS: 7.1 A 5-7, 7.1 B 1, 5, 7.1 C 1-4, 7.2 A 1-4, 7.2 B1, 2, 7.2 C 3 Guiding / Topical What does a typical meal in Italy consist of, at home and at formal events? What types of celebration do students in Italy look forward to? What are some of the northern, southern and central specialties? What are some of their major ingredient differences? Why is it so important to understand the difference between direct and indirect pronouns? Content, Themes, Concepts, and Skills Create menus and model a cooking show. Express food preferences. Plan a party. Design table setting. Label and draw kitchen related vocabularies. Analyze the importance of the quality of the Italian cuisine, and distinguish regional cuisine. Explain the uses of direct and indirect pronouns. Express wishes and feelings. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 11) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.co m TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Listen to audio material, and watch video related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 11
Unit #6: Vacations Enduring Understandings: Understanding cultural diversity is the key to future success. Essential : Why do people from different cultures act differently? Are traditions a factor, and how important are they? Why is it important to accept cultural differences? What are some things that can be done to stop cultural discrimination? What are considered socially acceptable ways to greet one another in the U.S. versus in Italy? Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? Unit Goals: The students will explore various travel opportunities within the different regional sectors of Italy. The students will expand their knowledge of Italian vocabulary by practicing terms related to travel and vacations. The students will understand formation of the future tense and the irregular verb to like, state plural of irregular nouns and identify the use of si. Duration of Unit: 5 weeks NJCCCS: 7.1 A 4, 7.1 B 4, 7.2 A 1-4, 7.2 B 1, 2, 7.2 C 1-3 Guiding / Topical How does north, south and central Italy differ? What are some popular vacation spots in Italy? Why do most Italians take their vacation in August? What are some the uses of the impersonal si? Content, Themes, Concepts, and Skills State the different regional landscapes throughout Italy. Compare and contrast Italian holidays and vacation retreats. Practice terms related to tourism. Discuss future vacations by identifying words related to travel, and practicing the future tense. Express likes and dislike, specify the use of si + verb, and identify irregular plural forms of nouns and adjectives. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 12) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.com TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 12
Unit #7: In the Home Enduring Understandings: Learning a foreign language is a building block; repetition practice and integration is the key to language acquisition. Fluency in a second language opens the door to a world of opportunities. Essential : Why is it so important to learn grammar? What is the importance of recognizing key terms in a foreign language? What are some important reasons of studying Italian? What are some jobs that require fluency in Italian? How will our government benefit from bilingual U.S. citizens? Unit Goals: The students will further their understanding of Italian social classes, specifically different living conditions within suburbs and rural communities. The students will expand their knowledge of Italian vocabulary by practicing terms related to homes, furniture and ordinal numbers. The students will develop an understanding of the use the invariable pronoun ne, the adverb ci, construction of double pronoun and gerund. Duration of Unit: 5 weeks NJCCCS: 7.1 A 5, 6, 7.1 B 4, 7.2 A 1-4 Guiding / Topical What are some of the major differences in Italy s urban and suburban areas? How are houses in Italy built? What are some of the different characteristics that they possess? When is ne and ci used? What are the differences that apply in single object pronouns and double object pronouns? What are the rules that apply to ordinal numbers? What form of the English verbs does the gerund correspond to? Content, Themes, Concepts, and Skills Explain, design and create an ideal home by practicing new vocabulary terms. Show appreciation of historical buildings that exist in Italy. Identify the different meanings and uses of ne and ci. Evaluate the uses of double pronouns. State and practice ordinal numbers. Identify uses and practice the gerund form. Instructional Resources and Materials Textbook, workbook, and audio CD (Ciao, Chapter 13) Multimedia and technology material. Supplementary audio/video aids. Teacher generated materials. Internet websites: www.conjuguemos.com TPR/TPRS Choral Chants Give do now and homework to reinforce lesson. Read and translate dialogues, respond to questions, create and present student made up dialogues. Use internet for research and presentations. Listen to audio material, and watch video related to unit. Use flashcards to introduce and reinforce concepts. Compare and discuss student responses pertaining to unit questions. Create posters and/or power point presentations. Use meaningful drills, games and graphic organizers, to help students to master concept, incorporating pair and group work. Assessment Strategies Project assessments Notebook assessments Responses to discussion questions Listening comprehensions Teacher may incorporate different foreign language teaching methods and strategies including and not limited to; TPR, TPRS, direct/reading/grammar-translation approach and audio-lingual method to appeal to multiple intelligences and students different learning styles, and for purposes of re-teaching and reinforcing content, themes, concepts and skills of the unit. Teacher may also assist individual students need by having a variety of assignments, assessments tools and making adjustments where needed. 13