MADISON PUBLIC SCHOOL DISTRICT
Italian I MHS
Authored by: Dana Marchionne
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 I begins the Italian language sequence at Madison High School. This full year course provides an
introduction to the four basic communication skills of language learning: listening, speaking, reading and
writing with an emphasis on the oral/aural skills.
All objectives are practiced with the goal of communicative and cultural awareness. Students will
communicate with spoken and written forms using interpretive, interpersonal, and presentational 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 I 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 I, students taking a continuing sequence of language from middle school
will:
A. Interpretive Mode:
1. Compare and contrast information contained in culturally authentic material using electronic information
sources related to targeted themes.
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 levelappropriate, culturally authentic.
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 ageand level- appropriate classroom and cultural activities in familiar and 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 ACTIVITES
See attached., “Scope & Sequence”.
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
▪ Teacher-made achievement tests and quizzes
▪ Aural testing
▪ Oral testing in interpersonal and presentational modes
▪ Written evaluations in interpersonal and presentational modes
▪ Student projects and presentations
▪ Homework
VI. RESOURCES
CIAO!, Sixth Edition: Carla Larese Riga
Madison School District
Italian I - Scope and Sequence
Unit of
Study
Preliminary
Unit
Key Vocabulary/ Language in
Key
Use Vocabulary/ Language in
Use
• Pronunciation
• Syllables
• Intonation
• Introductions
• Salutations and
expressions of courtesy
• Classroom expression
• Numbers
• The Calendar
• Culture – Italian
Language & its Dialects
Activities/Assessment/Project
Activities/Assessment/Project
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Pronunciation Cards
Mamma Mia
Matematica con I
Numeri
Scavenger Hunts
Relay Races
Slap it
Smart Board Activities
Listening Activities
Card Games
Songs
Posters
Bulletin Boards
Picture/ Visual cues
Cultural Connections
Cultural Connections
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La Lingua Italiana
I Dialetti
TV & Film
Sports
I Giornali
Le Reviste
Le Persone Famose
Musica Italiana
Related Literature, Video, and
Related
Songs Literature, Video, and
Songs
• Italian National Anthem
• Italian Vs. European
stereotypes
• La Lettura – I Dialetti
• Il Video – “ Come
Stai?”
• Sito WEB
Unit of
Study
Capitolo 1
– La Città
Key Vocabulary/ Language in
Use
• In Centro
• La Città
• Ufficio Turistico
• Essere
-c’è, ci sono, ecco
• Il nome
• Gli articoli
• Espressioni interrogative
• Cosa c’è in una città?
• Parliamo & Scriviamo
insieme
• Cultura - Milano / La
Lombardia
Activities/Assessment/Project
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Quaderni di esercizi
Una Mappa della città
Ascolti
Charts
Conversazione
Adjective card game
Magazine cut-outs
Smart Board
Famous People
Pictionary
Relay Races
“Slap It”
Una Gara
Horoscope
Listening Activities
Group Dialog &
Presentations
Internet games /
activities
Quia
Compiti / Compitini
Cultural Connections
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La Carta Geografica
In Tabaccheria
Azienda di Promozione
Turistica del Milanese
Il Teatro
I Negozi
Il Duomo
Related Literature, Video, and
Songs
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•
Sito WEB
Video – In Centro
La Lombardia – Il video
ed La Lettura
La Lombardia – I
Scrittori Famosi
Unit of
Study
Key Vocabulary/ Language in
Use
•
Capitolo 2
– Persone e
personalità
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Com’è il tuo compagno
di stanza?
La Descrizione
La sera della festa
L’aggettivo
Buono/Bello
Avere
Frasi ideomatiche con
AVERE
Cultura – Il turismo
nelle regioni d’italia &
informazioni
geografiche
Activities/Assessment/Project
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Adjective card game
Magazine cut-outs
Smart Board
Famous People
Pictionary
Relay Races
“Slap It”
Una Gara
Horoscope
Listening Activities
Group Dialog &
Presentations
Internet games /
activities
Quia
Compiti / Compitini
Cultural Connections
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•
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•
La Bandiera Italiana
Musica
TV
I Giornali
I Telegiornali
Il Calcio
Complimenti &
Abitudini
Related Literature, Video, and
Songs
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•
Musica - Nicola
Arigliano, “Carina”
Università Stranieri di
Siena
Sito WEB
Attori Famosi
La lettura delle
informazioni
geografiche
Unit of
Study
Capitolo 3
–
All’univers
ità
Key Vocabulary/ Language in
Use
•
•
•
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Gli esami
Il sistema Italiano degli
studi
In Classe
Verbi Regolari al
Presente (-ARE)
Le Preposizioni
Le Preposizioni
Avverbiali
Quale? E Che?
Cultura – Una Sceda
Personale &
Informazioni
Scolastiche
Activities/Assessment/Project
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Quaderni di esercizi
La Pagella Italiana
(Report Card)
Ascolti
Charts
Conversazione
Card game
Magazine cut-outs
Smart Board
People
Pictionary
Relay Races
“Slap It”
Una Gara
Listening Activities
Group Dialog &
Presentations
Internet games /
activities
Quia
Compiti / Compitini
Scriviamo
La Scheda Personale
Cultural Connections
• L’universita di Firenze
• Gli Esami
• La Scuola Italiana
• Il Sistema
-Similarities
-Differences
• Musica
• TV
• I Giornali
• I Telegiornali
• Le Città ed Gli
Università
• Facoltà e Diplomi di
Laurea
• Un/Una
Studente/Studentessa
universitario/a
• Studiare all’estero
Related Literature, Video, and
Songs
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Cantanti Famosi
Scrittori Famosi
Chi Va a L’università?
Corsi Di Laurea
Sito WEB
Ascolto – Liceo
Le Pubblicità –
Gli Annunci - Cerco una
Stanza.
Unit of
Study
Capitolo 4
– A Tavola
Key Vocabulary/ Language in
Use
Al Ristorante
Pasti e piatti
Colazione
Verbi Regolari al
Presente (-ERE)
& (-IRE) (*isc)
• Il Partitivo
-alcuni
-qualche
-un po di
-di + articoli
• Quanto
• I Numeri Cardinali
• Molto, Tanto, Troppo,
Poco, Tutto, Ogni
• Cultura – Dove andiamo
a mangiare? & I pasti
degli Italiani
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Activities/Assessment/Project
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Dialoghi
Ascolti
Charts
Conversazione
Card game
Magazine cut-outs
Smart Board
People
Pictionary
Relay Races
“Slap It”
Una Gara
Listening Activities
Group Dialog &
Presentations
Internet games /
activities
Quia
Compiti / Compitini
Scriviamo
Cultural Connections
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Il Cibo Italiano
Il menù tipico
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I Ristoranti
In Trattoria
In Pizzeria
Al Tavola Calda
In Paninoteca
Al Bar
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Ordinare
(Non) Mi
Piace/Piacciono
La Lista Della Spesa
(Shopping List)
Il Compleanno
Celebriamo
Facciamo un Brindisi
La Dieta Personale
Un Picnic – Facciamo
una Scampagnata
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Related Literature, Video, and
Songs
Il Video “Al Ristorante”
Sito WEB
Intermezzo Musicale –
Giorgio Conte
“Cannelloni”
• Lo Scontrino
(Pane, Coperto, e Servizio)
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