New Jersey Quality Single Accountability Continuum (NJQSAC)
7.1IM. A 1-8, B 1-5, C 1-5This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World languages
Essential Question(s):
Content
Skills:
Standards/Benchmarks
Assessments/Resources
Course Title Italian II
Unit 1, September review of chapters 1-3
How do we conjugate the Avere verb and how do we form complete sentences
with it?
Review of Italian alphabet
Review of numbers 0-100
Review of vocabulary covered from Italian I
Review of cose utili (useful things)
Review of the auxiliary verb Avere and its forms.
Pronunciation of Italian alphabet in relation to pronouncing words correctly.
Correctly forming numbers in Italian and pronunciation.
Use of le cose utili in complete sentences.
Use of previously learned knowledge of vocabulary in sentences.
Use of auxiliary verb Avere in complete sentences.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
Unit 2, October review of chapters 3-5
How do we conjugate the Essere verb and how do we form complete sentences
with it.
How do we conjugate –ARE verbs and use them in complete sentences.
Review of vocabulary covered from Italian I
Review of la citta` Various places commonly found in a city.
Idiomatic expressions using Avere
Present tense of –ARE verbs.
Italian prepositions combined with articles. (oral and written)
Using places in a city to ask and give directions to and from one place to
another.
Understanding and using idiomatic expressions with Avere.
Conjugating ARE verbs.
Using the appropriate definite article in sentences. (oral and written)
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters 3-5 textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
1
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World Languages
Course Title Italian II
Unit 3, November chapter 4-5
How do we conjugate –ERE verbs and use them in complete sentences?
Essential Question(s):
How do we conjugate –IRE verbs and use them in complete sentences?
Content
Skills:
Standards/Benchmarks
Assessments/Resources
Review of –ERE verbs from Italian I
Present tense of IRE verbs
Personal characteristics
Adjectives and nouns in sentences.
Verbs Andare and Venire
conjugation of ERE
conjugation of IRE verbs
incorporating adjectives (personal characteristics) in complete sentences.
Using Andare and Venire in complete sentences.
Positioning and use of adjectives and nouns in complete sentences.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
Unit 4, December Chapter 6
How do we form sentences using the passato prossimo in Italian?
How do we use the past participle of verbs in written and spoken language in
Italian?
Introduction to new vocabulary
Seasons and months of the year.
Selected expressions commonly used to refer to events in the past.
The passato prossimo (present perfect tense)
Passato prossimo with Essere verb.
Past participles of irregular verbs.
Present tense of Irregular verbs Bere (to drink) dire (to say) and Uscire (to go
out)
Use of the seasons and months of the year in complete sentences. Through
conversation and written work.
Incorporating into our sentences expressions used to refer to things in the past.
Again through one on one and group interaction.
Use of the past perfect tense in complete sentences.
Student interaction using sentences containing past participle irregular verbs.
Asking and answering questions using present tense of Bere, Dire, uscire.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
2
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World languages
Essential Question(s):
Content
Skills:
Standards/Benchmarks
Assessments/Resources
Course Title Italian II
Unit 5, January Chapter 7
How do we communicate using demonstrative adjectives and pronouns to form
sentences in Italian?
The numbers 100 – a million
Food products
Demonstrative adjective
Demonstrative pronouns
Use of the numbers 100- a million both in oral and written language.
Asking and answering for the likes and dislikes of food in Italian.
Dialogue between students in groups of four ordering a meal in a restaurant in
Italian.
Using demonstrative adjectives in complete sentences both verbal and written.
Using demonstrative pronouns in complete sentences both in verbal and
written language.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
Unit 6, February continuation of Chapter 7
How do we use reflexive verbs in sentences in Italian?
How do we use imperative forms of verbs in sentences in Italian?
Reflexive verbs
Imperative forms of regular verbs.
Negative imperative forms of regular verbs.
Use of reflexive verbs in complete sentences in Italian.
Student interaction in group work incorporating the use of the imperative form
in verbal language.
Use of imperative and negative imperative for commands in written language.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
3
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World languages
Essential Question(s):
Content
Skills:
Standards/Benchmarks
Assessments/Resources
Course Title Italian II
Unit 7, March Chapter 8
How do we use possessive adjectives to form sentences in Italian?
Immediate Family and relatives
Verbs Dovere Potere and Volere
Possessive adjectives (singular)
Possessive adjectives (plural)
Direct object pronouns
Asking and answering questions on various family members.
Conjugating and forming sentences with the verbs dovere (to must0 volere (to
want) and potere (to be able to)
Student interaction incorporating the singular possessive adjectives in their
verbal vocabulary.
Forming sentences using the plural possessive adjectives.
Students create a dialogue conversation incorporating the direct object
pronouns.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
Unit 8, April Chapter 9
How do we use the imperfect tense in Italian?
Weather conditions and expressions
Imperfetto (imperfect tense) Provare (to try) scrivere (to write) and sentire (to
hear/feel)
Irregular verbs Essere (to try), bere (to drink) dire (to say) fare (to do, to make)
Students ask and answer questions on weather conditions.
Use of the imperfect tense in complete sentences with provare, scrivere,
sentire.
Use of the imperfect tense with the irregular verbs essere, bere, dire, fare.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia chapters textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
4
New Jersey Quality Single Accountability Continuum (NJQSAC)
This Curriculum Map is a model for content, skills, and pacing. Teachers will adapt the map in light of students’ prior knowledge.
Department: World languages
Essential Question(s):
Content
Skills:
Standards/Benchmarks
Assessments/Resources
Course Title Italian II
Unit 9, May Chapter 10
What is the difference between the verbs conoscere and sapere in Italian?
Articles of clothing and fabrics.
Sapere (to know) and conoscere (to know) verbs.
Plural forms of nouns and adjectives ending in ca/ ga and cia/gia in target
language.
Students interact in group work asking and answering about the own personal
preferences in clothes.
Students know the difference between sapere and conoscere and when to use
them, as they both mean ‘to know.’
Students work on and create sentences of their own using nouns and
adjectives ending in ca/ga and cia/gia in Italian.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
Unit 10, June Review of Chapters 5-10
How do we use what we have learned to real life situations?
Review of all vocabulary words and grammar of chapters 5-10 (including all
new verbs introduced in the course)
Use vocabulary and verbs in written work.
Use of sapere and conoscere, ERE / IRE verbs and Imperfect tense in group
work.
Prepare and review for final examination.
7.1IM. A 1-8,B 1-5, C 1-5
Oggi in Italia textbook
Homework assignments
Chapter dialogue readings
Student interaction (oral skills)
Worksheets
Review sheets (only before quizzes or exams)
Quizzes/exams assessments.
5