Scope and Sequence of Content and Skills
West Essex World Languages Department
Course Name and level:
Content/Concepts
listed in chronological
order by unit.
(Chapter 1)
Pronunciation of the
Italian alphabet.
Vowels and consonants.
Italian 7
NJCCCS or
Common
Core
Standards
Estim.
time for
coverage
of material
7.1.NM.A.2, 3,
4,
Four-five
weeks.
7.1.NM.B.2, 3,
4,5
7.1.NM.C.2, 3
Greetings and making
friends.
Counting and translating
numbers.
Skills learned in context with content
covered
Suggested projects,
activities, and
resources used to
support content
covered
 Have the students
practice the
pronunciation after
the teacher.
 Conduct a TPR
activity and then
practice with the
students giving the
commands.
 Oral presentation
about likes and
dislikes.
 Create an original
skit/dialogue using
the vocabulary and
concepts from
chapter one.
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 Warm up activities.
 Vocabulary drills which
focus on pronunciation.
 Translations and
worksheets.
 Complete exercises
from AVANTI CON
L’ITALIANO Chapter 2.
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Interrogative words.
Likes and dislikes.
Introductions.
Health
The calendar.
7.1.NM.A.2, 3,
4, 5,
Dates.
7.1.NM.B.1,2,
4,5
Holidays.
7.1.NM.2,3
Five-six
weeks.
Prepared by: L.Bazzarelli
Date of Revision: May 2012
Board Approval: August 27, 2012
The following are
used throughout the
year:
 Say the alphabet in Italian.
 Count to 5,000.
 Ask questions using the interrogative
words.
 Express likes and dislikes.
 Give name.
 Ask someone’s name.
 Use expressions of health correctly in
spoken and written Italian.
Giving commands.
(Chapter 2)
Suggested
assessment(s) used:
Tell the date.
Talk about holidays.
Tell the address.
Give professions.
Identify nationalities.
Use grammatical structures correctly in spoken
and written Italian.
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Oral quizzes
Written quizzes
Oral Tests
Written Tests
Skits
Flip poster
activities
TPR exercises
Cultural projects
Presentations
Conversations
Picture prompts
Compositions
Skits
Puzzles
Reports
Graded
homework
assignments
 Use school vocabulary to talk about the
classroom and the school
Address.
Write a report and present it
for the class.
Nationalities.
Complete a PowerPoint
Project using classroom
objects.
Professions.
Grammar: masculine and
feminine nouns.
Do a podcast description of
your daily activities.
Indefinite and definite
articles.
Prepositions.
Classroom and school
vocabulary.
(Chapter 3)
7.1.NM.A.1,3,
4, 5
Four-five
weeks.
Subject pronouns.
Saying no and negative
sentences.
7.1.NM.B3, 4,
5
7.1.NM.C.3,4,5
Describe people and
objects.
 Describe people using the new adjectives.
 Make sentences negative.
 Use the verb essere correctly in spoken and
written Italian.
 Give the opposite of adjectives in Italian.
 Ask and answer basic questions in Italian.
 Identify popular Italian holidays, and give
examples of the types of food eaten on those
days.
The verb essere.
Adjectives and opposites.
Asking questions.
Holiday traditions in Italy.
Italian cuisine.
(Chapter 4)
7.1.NM.A.1,2,3
,5
Four-five
weeks.
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Seasons.
The verb ‘stare’.
7.1.NM.B.2,3,4
,5
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Additional classroom
7.1.NM.C.2,3
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Prepared by: L.Bazzarelli
Date of Revision: May 2012
Board Approval: August 27, 2012
Correctly differentiate between the verbs
‘stare’ and ‘essere’.
Use vocabulary about the classroom and
school to make statements and ask
questions.
Use colors as part of descriptions of
 Composition- describe a
picture of a person from
a magazine.
 Make a podcast
description of a family
member.
 Write sentences using
essere verbs.
 Complete exercises
from chapter 3 in the
AVANTI CON
L’ITALIANO textbook.
 Give explanation of the
new grammar and have
students complete
practice exercises from
the workbook.
 Converse with students
in Italian about their
favorite holidays.
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 Put grammatical
explanation on board
with examples.
 Worksheets and
translations.
 Exercises from chapter
4 of the textbook and
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vocabulary.
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Animals and Colors.
people and animals.
Form questions.
Use the definite articles in the singular
form.
workbook.
 PowerPoint project on
the seasons.
 Podcast about their pet.
Clarifying for information.
.
(Chapter 5)
7.1.NM.A.2, 4,
5
Five-six
weeks.
 Tell age and ask age.
 Compare and contrast the weather in Italy to
the weather in the United States.
 Express possession in informal conversation.
 Make a polite request.
 Describe how Italians use certain words and
gestures as forms of respect.
 Use the –verbs correctly in spoken and written
Italian.
4-5 weeks.
 Use new vocabulary and grammar from
chapter 6 correctly in spoken and written
Italian.
 Tell where he/she is going and ask where
people are going using –andare.
 Identify at least ten of the regions of Italy.
 Ask and answer questions in Italian on a
variety of topics learned throughout the year.
 Differentiate correctly between ‘there is and
there are’.
Culture: Weather in Italy.
Grammar: -are verbs in
positive and negative
sentences and questions.
7.1.NM.B.2,3,4
,5
7.1.NM.C.4,5
Age
Possession
Culture: Courtesies and
polite requests.
(Chapter 6)
7.1.NM.A.2,3,4
,5
“There is” and “There are”.
7.1.NH.B.2,3,4
Additional practice asking
and answering questions.
7.1.NH.C.2,3,4
,5
The preposition ‘di’.
The verb ‘andare’.
Introduction to the
geography of Italy.
Prepared by: L.Bazzarelli
Date of Revision: May 2012
Board Approval: August 27, 2012
 Students will complete
exercises from chapter
5 of the textbook, in
addition to worksheets
and workbook
exercises.
 Students will practice
the proper
pronunciation of the
vocabulary.
 They can make a short
PowerPoint showing
extreme weather in
different regions of Italy.
 Communicative
activities.
 Put examples on verbs
on the board and give
an explanation.
 Complete workbook and
textbook activities on
the topics in chapter 6.
 Do worksheet
translations.
 Composition on a
region of Italy.
 Video “Enchanted Italy”.
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