Italian V - Madison Public Schools

MADISON PUBLIC SCHOOL DISTRICT
ITALIAN V HONORS
Authored by: Silvana Berardo
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider
Supervisor of Visual & Performing Arts/World Language
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Italian V Honors continues the Italian language sequence at Madison High School. This full year course
continues the development of listening, speaking, reading and writing competency in Italian. It is designed for
students who have successfully completed Italian IV. Students improve their control of the past tense, learn to
express their desires and recommendations via the past subjunctive, and understand the uses of compound tenses.
All objectives are practiced with the goal of communicative and cultural awareness. Students will communicate
with spoken and written forms using interpretive, interpersonal and presentation modes. Students will
demonstrate understanding of a culture via these same three modes.
II. RATIONALE
New Jersey citizens are part of a dynamic, interconnected, and technologically driven global society
centered on the creation and communication of knowledge and ideas across geographical, cultural, and
linguistic borders. Individuals who effectively communicate in more than one language, with an
appropriate understanding of cultural contexts, are globally literate.
The study of another language and culture enables individuals to communicate with people from diverse
cultures. The study of another language fosters attitudes, values, and skills that indicate a positive
disposition and understanding of cultural differences and that enhance cross-cultural communication.
III. GOALS (Linked to NJ Core Content Standards)
7.1 World Languages: All students will be able to use a world language in addition to English to engage in
meaningful conversation, to understand and interpret spoken and written language, and to present
information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures.
Through language study, they will make connections with other content areas, compare the language and
culture studied with their own, and participate in home and global communities.
Language learners can be expected to move through levels of proficiency at different rates. In addition,
language learners may demonstrate differing proficiencies depending upon the communicative mode in
which they are functioning (interpersonal, interpretive, or presentational). In Madison High School,
students who are taking Italian V Honors should meet the cumulative progress indicators for the
Intermediate-Mid Level of proficiency. Intermediate-Mid Level students communicate using strings of
sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk
about subject matter studied in other classes. By the end of Italian V Honors, students taking a continuing
sequence of language from middle school will:
A. Interpretive Mode:
1. Compare and contrast information contained in culturally authentic materials using
information sources related to targeted themes.
electronic
2. Demonstrate comprehension of oral and written instructions connected to daily activities and to
some unfamiliar situations through appropriate responses.
3. Analyze the use of verbal and non-verbal etiquette (i.e., gestures, intonation, and cultural practices)
in the target culture(s) to determine the meaning of a message.
4. Use target language to paraphrase what is heard or read in oral or written descriptions of people,
places, objects, and daily activities.
5. Comprehend conversations and written information on a variety of familiar and some unfamiliar
topics.
6. Compare and contrast the main idea, theme, main characters, and setting in readings from age- and
level-appropriate, culturally authentic materials
7. Infer the meaning of some unfamiliar words in some new contexts.
8. Use knowledge of structures of the target language to deduce meaning of new and unfamiliar
structures.
B. Interpersonal Mode:
1. Use digital tools to participate in short conversations and to exchange information related to a
variety of familiar topics and some unfamiliar topics.
2. Give and follow a series of oral and written directions, commands, and requests for participating in
age- and level-appropriate classroom and cultural activities in familiar and some unfamiliar
situations.
3. Use appropriate gestures, intonation, and common idiomatic expressions of the target
culture(s)/language in familiar and some unfamiliar situations.
4. Ask and respond to factual and interpretive questions of a personal nature, on school-related
topics, and on some unfamiliar topics and situations.
5. Engage in short conversations about personal experiences or events, topics studied in other content
areas, and some unfamiliar topics and situations.
C. Presentational Mode:
1. Synthesize information related to the cultural products, cultural practices, and cultural perspectives
associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to
be shared virtually with a target language audience
2. Dramatize student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
3. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar
and some unfamiliar situations.
4. Synthesize information found in age- and level-appropriate culturally authentic materials
5. Compare the cultural perspectives of the target culture(s) with those of one’s own culture, as
evidenced through the cultural products and cultural practices associated with each.
IV. ESSENTIAL CONTENT AND ACTIVITIES
See attached.
V. EVALUATION
Listening, speaking, reading and writing in a variety of modes will be considered to determine the final
grade. Assessments will include:
▫ Tests and quizzes that accompany the text
▫ Written evaluations in interpersonal and
presentational modes
▫ Teacher-made achievement tests and quizzes
▫ Homework
▫ Oral
testing
in
interpersonal
and
presentational modes
▫ Aural testing
VI. RESOURCES
Ciao, Cengage
Workbook accompanying Ciao
DVD/CD accompanying Ciao
Internet activities accompanying Ciao
Mistero in Piazza del Campo, Cideb
Avventure in Citta, AMSCO
Graded Italian Reader. AMSCO
Grammatica essenziale italiana, Alma
Edizione
Nuovo Progetto Italiano 2, Edilingua
Madison School District
HONORS ITALIAN 5 Scope and Sequence
Unit of
Study
SeptemberOctober
(Chap 16)
Lo sport
Key Vocabulary/ Language in
Key
Use Vocabulary/ Language in
Use
• Attività sportive
• Il calcio
• Review of uses of
present and past tenses
• Review of the gerund
and the present
progressive
• Relative pronouns
• Indefinite Pronouns
• Passato Remoto
• Negative expressions
• Transitions words, for
persuasion
Activities/Assessment/Project
Activities/Assessment/Project
•
•
•
•
•
•
•
•
•
•
•
Writing an informal
email
Internet activities
Oral presentations –
famous Italian athletes
Speaking activities
Listening Activities
Role playing
Retelling stories
Writing stories
Vocabulary fill-ins
Written Test
Short essays
Cultural Connections
Cultural Connections
•
•
•
•
•
•
•
•
Sports in Italy
Soccer, the National
Pastime
Il CUS di
Milano(Centro
Universitario Sportivo)
Totocalcio
L’automobilismo
Formula 1
Monza
I Pazzi Sport
Related Literature, Video, and
Related
Songs Literature, Video, and
Songs
Songs: Daniele Silvestri “Le
cose in commune”
• La Gazzetta dello Sport
–online newspaper
• DVD: Ciao, Sulla Strada
• Con Fantasia “A tutto
Sponsor”- Alberto
Tomba
• Ciao Workbook/Lab
Manual
Reader:
• Delitto in Campo
• Capucetto Rosso
Unit of
Study
November
December
Chapter 17
Health &
the
Environme
nt
Key Vocabulary/ Language in
Use
•
•
•
•
•
•
•
•
•
•
•
•
Body Parts
Health and Fitness
Environment
Present Subjunctive
Uses of the present
subjunctive with:
Wishes
Emotions
Opinion
Doubt/uncertainty
Impersonal expressions
After conjunctions
Suffixes with nouns and
adjectives
Activities/Assessment/Project
•
•
•
•
•
•
•
•
•
Writing activities
Speaking activities
Dialogues
Oral presentaions
Writing a formal
letter to the editor
Flashcards
Sentence
completions
Vocabulary Fill-ins
Written tests
Cultural Connections
•
•
•
•
•
•
National Health care in
Italy
Tessera Sanitaria
Pronto Soccorso
Golletta Verde
L’agriturismo
Slow Food
Related Literature, Video, and
Songs
•
•
•
•
•
•
Internet sites for
agriturismi
DVD Ciao, Sulla Strada
You Tube
Sentieri: Slow food
Sei Pronto a cominciare
Ciao: Workbook/Lab
manual
Unit of
Study
January February
Chapter 18
Key Vocabulary/ Language in
Use
•
•
•
•
Art &
theater
•
•
Art world
Music terminology
Theater terminology
Other uses of the
subjunctive: after
indefinites, negatives,
and superlatives, relative
clauses
Imperfect Subjunctive
Review of the future and
conditional tenses
Activities/Assessment/Project
•
•
•
•
•
•
•
•
•
Writing activities
Speaking activities
Oral presentations on
Famous artists
Retelling story
Vocabulary Fill-ins
Dialogue
Writing sentences
Discussions
Writing short poem
Cultural Connections
Opera
Giusepppe Verdi
Giacomo Puccini
Il Rinascimento
• Firenze: Cradle of the
Renaissance
• Michelangelo’s Sistine
Chapel
• Leonardo da Vinci
• Giotto
• Sandro Botticelli
• Dario Fo
• Luigi Pirandello
•
Related Literature, Video, and
Songs
•
•
•
•
DVD: Michelangelo’s
Sistine Chapel
You Tube: The Agony
and the Ecstasy
Verdi’s La Bohème
La Commedia dell’arte
Songs:
• Gianmaria Testa
“Dentro al cinema”
• Laura Pausini: Selected
songs
Reader:
• Maschere a Venezia
•
Sei pronto a
perfezionarti
Unit of
Study
Key Vocabulary/ Language in
Use
•
March –
April
The
Influence
of the
Media
•
•
•
•
•
•
Media, Print media,
cinema
Imperfect subjunctive
Past perfect subjunctive
“Se” clauses
All pronoun use:
personal, demonstrative,
interrogative, direct and
indirect
Formal and informal
commands with
pronouns
Positive and negative
commands
Activities/Assessment/Project
•
•
•
•
•
•
•
•
•
Corriere della sera
Retelling
Summaries of online
news articles
Plot summaries
Oral presentations
Listening activities
Writing sentences
Vocabulary Fill-ins
Written Tests
Project: Power point on
selected Italian film with
appropriate clips illustrating
central theme
Cultural Connections
•
•
•
La Stampa
Rai International
Neorealism in Film
Rossellini, Visconti,
Fellini, Gassman
Related Literature, Video, and
Songs
•
Film: Federico Fellini,
La Dolce Vita
•
Reader: Giallo al Grand
Hotel du Lac
•
YouTube: Roma, Città
Aperta
Unit of
Study
Key Vocabulary/ Language in
Use
•
May-June
Evolving
Society
•
•
•
•
•
•
•
•
•
Prepositions before
infinitives
Passive voice
(recognition only)
Fare, lasciare +
infinitive
Si passivante and si
impersonale
Indirect discourse
Immigration
Discrimination/Stereoty
pes
Crime
Unemployment
The North & the South
Activities/Assessment/Project
•
•
•
•
•
•
•
•
Listening Activities
Speaking Activities
Vocabulary Fill-ins
Sentence writing
Timed readings
Expressing opinions
CD Progetto
CD Ciao
Cultural Connections
•
•
•
•
L’unita d’Italia
Divide between the
North & the South
Oriana Fallaci
Il Campanilismo
Related Literature, Video, and
Songs
Cortomettraggi (Short film)
• Lacreme Napulitane
DVD: Lamerica
Songs: Jovanotti, Io, no
Excerpt: Oriana Fallaci,
Lettera ad un bambino mai nato
Cronaca: Progetto 3
Reader: Non soltanto un baule
Una lettera mai spedita
Internethttp://www.italiannoteb
ook.com/local-interest/auguriitalia/