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

I. OVERVIEW
Italian III continues the Italian language sequence at the 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 II. Students improve their control of the past tense and learn to express their desires and recommendations via the subjunctive.
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 III should meet the cumulative progress indicators for the Intermediate-
Mid Level of proficiency. Intermediate-Mid Level s tudents 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 III, 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 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 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 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

Unit of
Study
Capitolo 9
– Mezzi Di
Diffusione
Key Vocabulary/ Language in
Use Key Vocabulary/ Language in
Use
• Una serata alla TV.
• Televisione & Cinema
Italiana
• Il Tempo L’imperfetto
• Contrasto tra imperfetto
& passato prossimo
• Da quanto tempo & Da quando..?
• Il Trapassato Prossimo
Activities/Assessment/Project
Activities/Assessment/Project
Cultural Connections
Cultural Connections
• Attivit à- Al Cinema –
“Odeon”
• C’era una volta… Le
• favole italiane.
Ascolti
• Itinerari e luoghi
• Le reviste ed i giornali
• Role Play
• Charts
• Conversazione
• Smart Board
• Pictionary
• Relay Races
• “Slap It”
• Una Gara
• Listening Activities
• Group Dialog &
Presentations
• Internet games / activities
• Quia
• Compiti / Compitini
• Ascolto – Dove vi siete
• conosciuti?
Il cinema italiano
• Fellini e Neorealismo
• RAI 1,2,3
• Telegiornale
Related Literature, Video, and
Songs Related Literature, Video, and
Songs
• Fellini – il regista piu famoso dell’italia.
• Il Film “8 and ½”
• La Canzone “Cos’hai messo nel caffe?”
• Un’intervista con
Ermanno Olmi

Unit of
Study
Capitolo 10
– La Moda
Key Vocabulary/ Language in
Use
• Articoli di abbigliamento
• L’imperativo
• Aggettivi e pronomi dimostrativi
• I Mesi & La Data
• Le Stagioni & Il Tempo
• La Rinascente – Il grande magazzino!
Activities/Assessment/Project
• La Moda – Uomo,
Donna, e Bambini
• Acquisti in un negozio d’abbigliamento
• Ascolti
• Role Play
• Charts
• Conversazione
• Magazine cut-outs
• Smart Board
• Pictionary
• Listening Activities
• Group Dialog &
Presentations
• Internet games / activities
• Quia
• Compiti / Compitini
• La Lettura
• Le presentazioni
Cultural Connections
• La Taglia conversione
• Versace, Valentino,
Moschino, Prada
• Il Grande Magazzino –
Department Stores
• Alla Rinascente
• Le Date & Gli Eventi in
Italia
• Le Feste: La Pasqua,
Natale, Giorni di festa
•
Related Literature, Video, and
Songs
• Dolce & Gabbana – Una storia di successo
• Intermezzo Musicale –
“Le Traiettorie delle
Mongolfiere”
• Sito Web – Ciao
Capitolo 10
• Guardiamo il video
“L’abbigliamento”

Unit of
Study
Capitolo 11
– In Cucina
Key Vocabulary/ Language in
Use
• La Cucine
• Gli ingredienti
• La Pasqua
• I Pronomi Indiretti
• I Pronomi Diretti
• I Pronomi con l’infinito e Ecco
• L’Imperativo con un pronome ( diretto, indiretto o riflessivo);
Esclamazioni comuni
• Le abitudini alimentari
Activities/Assessment/Project
•
•
•
•
• Magazine cut-outs
•
•
Ascolti
Role Play
Charts
Conversazione
Smart Board
Pictionary
• Listening Activities
• Group Dialog &
Presentations
• Internet games / activities
• Quia
• Compiti / Compitini
• La Lettura
• Le presentazioni
Cultural Connections
• Una Buona Ricetta –
Tiramisù
• Ascoltiamo “Dopo il pranzo”
• Cultural Eating Habits /
Le Abitudini Alimentari
(Similarities and
Differences)
• La Cucina Italiana
• In Salumeria
• Una Riunione Tra Amici
• Il mercato all’aperto
Related Literature, Video, and
Songs
• Il Panettone – Il Dolce
Tradizionale
• Italian Cooking TV
• Il Mercato all’ aperto video a Roma
• La Lettura – Le
Abitudini Alimentary degli Italiani
• La Pasqua

Unit of
Study
Capitolo 12
– Le
Vacanze
Key Vocabulary/ Language in
Use
• Al Mare
• La Villeggiatura
• Il Futuro
• I Pronomi Tonici
• Piacere
• Si Impersonale
• Plurali Irregolari
Activities/Assessment/Project
• Ascolti
• Role Play- In Albergo
• Conversazione
• Magazine cut-outs
• Smart Board
• Pictionary
• Listening Activities
• Group Dialog &
Presentations
• Internet games /
• activities
Le presentazioni
• Quia
• La Lettura
• Compiti / Compitini
• Planning a vacation
Cultural Connections
• Un Salvataggio
• Vacanze in Sicilia
• Progetti di Vacanza:
•
•
Fare Il Campeggio,
Andare Al Mare…
Lago di Garda
Vacanze in Sicilia
Related Literature, Video, and
Songs
• Renato Carosone
“Piccolissima Serenata”
• La Sicilia – Video
• Le feste dell’anno in
Italia
• In Albergo
• Il teatro greco