Standards – Based Instructional Unit
Subject: WORLD LANGUAGES
COURSE: ITALIAN III
GRADE/LEVEL: 3rd year/ juniors
Topic: Communication, Culture, Connections, Communities and Comparisons
Lesson Objective(s):
 Communication “Communication in other languages other than English”: Listening,
Speaking, Reading Comprehension and Writing
 Culture “ Gaining knowledge and understanding of other cultures”: Customs, Beliefs,
Traditions, Compare and Contrast lifestyles
 Connections “Connection with other disciplines and acquisition of information”: Connections
to other disciplines including Geography, Art, Music, English, and Science
 Communities “Participation in multilingual communities at home and around the world”: Using the new language outside of the environs of the classroom and demonstrating skills of
being life-long learners which allow for communication in modern languages for personal
goals and enjoyment
 Comparisons “Developing insight into the nature of language and culture:- Understanding
culture and the nature of language from a culturally specific standpoint- mastering grammar
through the comparison of native and studied language- appreciating culture and diversity
though the comparison of cultural traditions in the US and of those studied.
Graduation Expectation(s): 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3 A1, A2, A5.
National Foreign Language Standards
Standards: Standards: National Foreign Language
Standards: ACTFL National Standards for Foreign
Language Learning: Communication, Cultures,
Comparisons, and Connections:
1.1, 1.2, 1.3, 2.1, 2.2, 3.2, 4.1, 4.2
Standards for Foreign Language Learning
GSES/ Applied Learning:
Performance, Creation, Technology,
numbers, geography, historical events
and people, poetry, social issues,
Goal 1: Communication - Students communicate in languages
other than English
Standard 1.1 Interpersonal Mode: Students engage in
conversations, provide and obtain information, express feelings and
emotions, and exchange opinions.
Standard 1.2 Interpretive Mode: Students understand and interpret
written and spoken language on a variety of topics.
Standard 1.3 Presentational Mode: Students present information,
concepts, and ideas to an audience of listeners or readers on a variety
of topics.
Goal 2: Culture - Students gain knowledge and understanding of
other cultures.
Standard 2.1 Perspectives and Practices: Students demonstrate an
understanding of the relationship between the perspectives and
practices of the cultures studied.
Standard 2.2 Perspectives and Products: Students demonstrate an
understanding of the relationship between the perspectives and
products of the cultures studied.
Goal 3: Connections - Students connect with other disciplines and
acquire new knowledge
Standard 3.1 Knowledge: Students reinforce and further their
knowledge of other disciplines through the foreign language.
Standard 3.2 Point of view: Students acquire information and
recognize viewpoints that are only available through the foreign
language and its cultures.
Goal 4: Comparisons - Students develop insight into own
language and culture
Standard 4.1 Linguistic Comparisons: Students demonstrate
understanding of the nature of language through comparisons of the
language studied and their own.
Standard 4.2 Cultural Comparisons: Students demonstrate
understanding of the concept of culture through comparisons of the
cultures studied and their own.
Goal 5: Communities - Students participate in multilingual
communities at home and around the world
Standard 5.1 Use of Language: Students use the language both
Literature Oral Presentations,
Reading, Writing, Travel, Technology,
authentic life skills, music and the
Fine Arts.
within and beyond the school setting.
Standard 5.2 Enjoyment and Life-Long Learning: Students show
evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment
Reading R2, R3, R4, R7 R8 R11
 Interpreting written language in context- various sources of text in target language including:
texts, worksheets, magazines, advertisements, newspaper articles, internet sites, brochures,
lyrics, information tables, schedules, poetry, short stories, dialogues, For example traditional
Italian Literature would include writers such as Collodi- le Avventure di Pinocchio or Dante
Alighieri- la Commedia (Inferno).
 Process of reading- scanning, skimming, comparisons of languages- vocabulary, cognates,
grammatical structures, tone, phrasing, punctuation and interpretation of language
read individually, silently, in groups, in pairs or as class designed to assess
understanding and comprehension of text.
Writing W1, W2, W3 W4, W6 W9 W10, W11, W14
 Essays, composition, short pieces (post cards, poetry, descriptions, letters, film critiques,
interviews) also dialogues and scripts with varying degree of difficulty depending on level.
PowerPoint projects, picture story, video scripts, quizzes and persuasive compositions.
 Process of writing- free write, peer edits, revisions, conferencing, prewriting, short answer,
interview questionnaires including various genres- poetry, information, descriptive,
narrative and expressive.
Problem Solving 2.1, 2.2, 2.3, 2.4
OC1 and OC2 Interactive Listening and Oral Presentations for most projects and or portfolio
assignments
Essential Question(s):

How can students continue, enhance and use their knowledge and skills across the
curriculum in the target language?
 How can an understanding of the target language and culture reinforce academics, personal
skills, the school and the community?
Content Topics: The future tense, impersonal si, review of Piacere; conditional, role of women;
employment; vacations, comparisons, superlatives, subjunctive, sports, remote past, environment, art
film, theatre. La Divina Commedia (L’inferno) by Dante Alighieri; Le avventure di Pinocchio written
by Collodi
Student-Centered Instructional Strategies:
 Graphic organizers, games, group work, pairs- A/B standard exchanges, puzzles, videos,
projects, dialogues, scenes, peer tutoring.
Student-Centered Learning Tasks and Opportunities:
 Weekly conversations in the target language, picture story about their future, best friend
presentation, social issue project, travel video, read Pinocchio, compare/ contrast original
Pinocchio with American version, critique film, write poem, speak/write about opinions,
sports, holiday traditions, written and oral quizzes and fine tuning pronunciation.
Instructional Resources and Equipment:
 DVDS, CDS, POWERPOINT, TPR scripts, displays, authentic representations and objects,
supplemental materials, music, quizzes, tests, projects, posters, charts, maps, overhead
images, props, fine arts.
Assessment Task(s):
 Students will demonstrate mastery, fluency (depending on level), understanding and application
of skills within the four scaffold tiers of depth of knowledge: Level 1- identification, recall,
memorization, recitation, quoting, reporting, matching, illustrating, restating and recognizing.
Level 2 includes Compare and contrast, organize, making observations, interpreting, relating,
inferring and summarizing. Level 3- Constructing, Creating, Revising, Critiquing, and
Formulating. Level 4 Designing, Creating, Connecting and Applying skills and concepts across
other disciplines and within other fields.
Rubric(s) for Assessment:
 See attached rubrics
Reflection/Comments: Students are expected to be able to talk and write about what they did during
their summer vacation in the target language. As they progress and learn new forms, they begin to
discuss future plans(career, home, travels, etc). Continuing to making comparisons and stating their
opinion with the introduction of the Subjunctive mood. The Social Issue project involves research,
opinions, fine arts and a 10 minute oral presentation in the target language. The final exam is a mock
travel video to Italy discussing historical points of interest, restaurants and hotels. By the end of this
course, they learn an appreciation and understanding of a diverse world and become stronger in
necessary life skills such as public speaking, problem solving, working cooperatively (sharing, leading,
directing and following directions)meeting deadlines, time management, using and applying
technology, working independently or get first- hand experience with being part of a team with each
student having responsibility for a particular task, they also practice active listening skills, helping
others, setting goals and develop personal interests. I hope the students leave the course with an
understanding of the Italian culture, traditions, intermediate conversational skills and passion to
further their studies of Italian in the future.