Pascack Valley Regional High School District
Pascack Hills High School, Montvale New Jersey
Pascack Valley High School, Hillsdale, New Jersey
Course Name:
Honors Italian III
Honors Italian III
Honors Italian III is designed to be a continuation of Honors Italian II. The course is proficiency-based which involves meaningful use of
language for real communicative purpose. Instruction focuses on what students can do with the language. Students will interact and communicate
with others while gaining a greater understanding of and respect for the cultural perspectives, practices and products of different cultures. Critical
thinking skills will be strengthened through problem solving, conceptualizing and reasoning. Connections are made between various disciplines by
incorporating visual and performing arts, health and physical education, language art literacy, science, social studies and workplace readiness into the
classroom. The New Jersey Core Curriculum Standards will continue to be met with an emphasis on the upper level standards.
In Comparison to Italian III, Honors Italian III will receive additional instructional content. In addition, speaking, reading , listening and
writing skills are focused upon in greater depth and breadth. Students will be required to express themselves in the target language utilizing a variety
of time frames and moods and extensive vocabulary. Students will learn how to communicate in everyday situations as outlined in the scope and
sequence. Units are organized thematically around situations and scenarios that can be applied to real life. Students will continue to acquire a
measurable degree of proficiency in interpersonal, presentational and interpretive modes. Performance assessment (i.e. role-plays, interviews, pen
pal letters, journals) is utilized to evaluate students’ progress.
The primary text is Parliamo italiano, Houghton Mifflin Company, 2006. This includes grammar and vocabulary workbooks, audio CD’s,
videocassettes, interactive CD-ROM’s, teacher transparencies, and a testing program. Houghton Mifflin and Company also provides interactive
activities and quizzes on their web site. Other materials include teacher-prepared materials, short stories, materials from various teacher resource
texts and other materials available from school and county media centers. The Italian Cultural Institute of New York has also offered the use of their
library and media resources. Authentic media and other realia representative of the target language and culture will be integrated.
SUBJECT: Honors Italian III
OBJECTIVES
Vestirsi–Vestiamoci alla
moda!
(Fashion- Let’s dress in
style!)
A. Il corpo, la salute (The
Body & Health)
The student will be able to:
 Learn about
Lombardy and its
capital city, Milan.
 Talk about routine
daily activities.
 Discuss illnesses
and visits to the
doctor.
 Give commands.
ACTIVITIES &
EXPERIENCES
Suggested activities and
experiences. Additional web
sites, software, multimedia, and
activities may be added as
deemed appropriate.
 Read about Milan. Take
virtualtour
(www.virtourist.com/
Europe/Milan)
 Compare/ contrast Italian
fashion designers to American
fashion designers
 Compare/contrast Milan to
New York City
 Read and discuss fashion in
Italy, and its fashion capital,
Milan.
 www. Quia.com – games to
reinforce
fashion/clothing/illness
vocabulary
 Prepare Powerpoint
presentation with oral of
Italian fashion and its
capital, Milan
 Use Interactive Parliamo
Italiano software related to
STRUCTURES











Reinforcement of all vocabulary and
grammatical structures using Interactive
Parliamo Italiano CD-Rom, Video and
audio CD.
Additional links and Internet
projects are on the
Parliamo Italiano
CD-Rom and text website
(http:college.hmco.com/languages/
Italian/branciforte/parliamo/2e/students)
Vocabulary related to the body
Vocabulary related to illness
Vocabulary related to clothing and
fashion
Vocabulary – idiomatic expressions
Use of reflexive verbs (i verbi riflessivi)
Use of the relative and absolute
superlative (il superlative relative e
assoluto)
Use of the comparative and superlative
irregular verb tenses (i comparativi e
superlativi irregolari)
Use of the conditional tense (il
EVALUATION
N.J.C.C.C.S.
 Role-Plays
 Interviews
 Dialogues
 Pen Pal letters
 Journals
 Targeted
Listening
 Quizzes
 Tests
 Oral/Written
Cultural
Presentations
 Oral/Written
Original Skits
 Presentations
through use of
laptops (i.e.
PowerPoint,
Moviemaker,
Photo Album)
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
(ACTFL
Performance
Guidelines for
K-12
Learners:
Novice high to
Intermediate
Low
OBJECTIVES
B. La moda (Fashion)
 Compare people,
places and
things.
 Buy clothing and
talk about fashion.
 Express wishes and
requests politely.
 Talk about what you
and others would do
in different
circumstances.
ACTIVITIES &
EXPERIENCES
Italian fashion and Milan.
Suggested web sites
(www.dolcevita.com
STRUCTURES


www.mondadori.com/

Donna moderna)
 Prepare Fashion Show
 Compare and contrast Italian
and American fashion trends
 Prepare a “best” poster list
using superlative.
 Create a skit about daily
morning routines.
 Create a conversation about a
trip to the doctor.
 Create a conversation
discussing the past and
future plans.
 Create a skit using commands,
i.e. daily routines in a family.
 Create a conversation about
choosing & buying clothing.
 Prepare oral/written
presentation on what you
would do if you: became
president, won the lottery,
traveled back in time. Use
of conditional.
 Use art and songs to discuss/
enrich vocabulary usage
condizionale)
Use of the imperative, or command,
tense (l’imperativo)
Use of imperative with essere and avere
Imperative with andare, dare, dire, fare
and stare
EVALUATION
N.J.C.C.C.S.
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
(ACTFL
Performance
Guidelines for
K-12
Learners:
Novice high to
Intermediate
Low
OBJECTIVES
ACTIVITIES &
EXPERIENCES
TECH BASED PROJECTS
1. VORREI: Students use the
internet, Iphoto and
PhotoBooth to practice body
parts vocab and grammatical
structures (vorrei) to create an
ideal self image by using
parts from famous people and
assembling them in a collage
of “I wish I had”
2. CULTURA: Studente use the
internet to explore different
cultural practices which apply
to the reflexive verbs they are
learning. They will produce a
multimedia presentation of
i.d. “greeting practices
around the world”. The
technology product will be
used as a departure point for
classroom conversation
3. INDUSTRIA ITALIANA:
students use the internet to
exlore, compare and contrast
Italian and American
industry. They will select a
field of interest and, using the
company website, they will
STRUCTURES
EVALUATION
N.J.C.C.C.S.
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
(ACTFL
Performance
Guidelines for
K-12
Learners:
OBJECTIVES
ACTIVITIES &
EXPERIENCES
fill out a job application.
They will also develope a
multimedia resume to be sent
to the company. Students
acting as the hiring
committee will use the
technology product to hire the
right person for the job
STRUCTURES
EVALUATION
N.J.C.C.C.S.
Novice high to
Intermediate
Low
SUBJECT: __Honors Italian III _
OBJECTIVES
Viaggiare- Andiamo in
vacanza!
(Travel- Let’s go on
vacation!)
A. Le ferie (Holidays)
The student will be able to:
 Learn about Sardegna
(Sardinia), an island
region of Italy in the
Mediterranean.
 Learn about various
holidays and vacation
in Italy.
 Describe past actions.
 Express doubt,
opinions, and
emotions about past
events.
 Make negative
statements.
B. Partire in vacanza
(Leaving for Vacation)
 Make travel plans.
 Take a train of plane.
 Learn about different
methods of
ACTIVITIES &
EXPERIENCES
Suggested activities and
experiences. Additional web
sites, software, multimedia, and
activities may be added as
deemed appropriate.
STRUCTURES

 Read about Sardinia and its
history and take a virtual tour.
(www.isolasarda.com)
Reinforcement of all
vocabulary and grammatical
structures using Interactive
Parliamo Italiano CD-Rom,
Video and audio CD.
Additional links and Internet
projects are on the
Parliamo Italiano
CD-Rom and text website
(http:college.hmco.com/langu
ages/
Italian/branciforte/parliamo/2
e/students
 Read and discuss Sardinia’s role
as a large tourist location for
Italians and other Europeans.
 Role-play a tourist agent and a
customer planning a vacation
to Italy.
 Create a dialog about traveling
by train or plane in Italy.
 Create an oral and written
PowerPoint project designing
a long trip throughout Italy
using information about
holidays, vacations, and
transportation.



Vocabulary related to vacation
 www.Quia.com – games to
reinforce vocabulary and
structures
 Use Interactive Parliamo
Italiano CD-Rom related to

Vocabulary -Idiomatic
expressions

Use of the past perfect (il
trapassato prossimo)


Vocabulary related to trains
and planes
EVALUATION
 Role-Plays
 Interviews
 Dialogues
 Pen Pal letters
 Journals
 Targeted
Listening
 Quizzes
 Tests
 Oral/Written
Cultural
Presentations
 Oral/Written
Original Skits
 Presentations
through use of
laptops (i.e.
PowerPoint,
Moviemaker, Photo
Album)
N.J.C.C.C.S.
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
(ACTFL
Performance
Guidelines for K-12
Learners:
Novice high to
Intermediate Low)
OBJECTIVES
ACTIVITIES &
EXPERIENCES
Sardinia, holidays, vacation
expressions
transportation used
during holiday and
vacation seasons.
Post WW2 Italy- Italy
Today/ Political and Social
issues




STRUCTURES

Use of the imperfect
subjunctive(il congiuntivo
imperfetto)

Use of imperfect subjunctive
with essere, dire, bere, fare
Use of the past subjunctive
(il congiuntivo passato)
Use of negative pronouns
expressions (i negativi)
View “Cinema Paradiso”

Research paper on neo-realism.
Read Pinocchio

Listen to Bennato’s song, “Il
Gatto e la Volpe”
 Read “Pinocchio il Furbo”
 Compare/contrast songs and
different versions of
“Pinocchio”
 Access the Internet to complete
teacher developed
exercises
EVALUATION
N.J.C.C.C.S.
 7.1
A: 1,2,3,4,5,6
 Students write
original
endings.
 Student research
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
 Recognize ‘il passato remoto”
(ACTFL
Performance
Guidelines for K-12
Learners:
Novice high to
Intermediate Low)
OBJECTIVES
ACTIVITIES &
EXPERIENCES
THE POWER OF INFLUENCE
EXPERIMENT:
UNIT TITLE: “Non é bello Students will be given color coded
tickets without instruction. They
ció che é bello, é bello ció
will experience the subliminal
che piace….O no?” (“Is
effect of symbols on the human
beauty in the eye of the
psyche prior to engaging in the
beholder?”)
learning of symbolism



learn about the historical
period of the Renaissance
analyze the works of art
from the major artists of
the period
examine the use of
symbolism in art and
evaluate the usage of
symbols through history
of communication (from
hieroglyphics to modern
marketing)
BEAUTY IS IN THE EYE OF
THE BEHOLDER?
Students will be given the same
artistic drawing but they will be
told that they have 2 different
ones. Each student will be asked to
interpret and take notes on his
drawing. A class discussion will
ensue to prove that “People see
what they want to see”
THE LANGUAGE OF
STRUCTURES
EVALUATION
Criteria referenced
assessment:
Quizzes:
i.Quiz on the
Renaissance: the
historical period and
artistic analysis
ii.Quiz on Leonardo
Da Vinci: Ultima
Cena e
Annunciazione
iii.Quiz on Raffaello
Sanzio: The life and
the works
iv.Essay on the
Renaissance:
History, Artists,
N.J.C.C.C.S.
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
OBJECTIVES


compare and contrast the
art and language in both
the native and target
cultures
understand the ways in
which aesthetics
influences human
development (THE
ESSENTIAL
QUESTION).
ACTIVITIES &
EXPERIENCES
SYMBOLS: power point
presentation on how symbols have
been used in human
communication from
Hieroglyphics to modern
marketing. The teacher generated
instructional presentation will be
followed by the students generated
multi media presentation
mentioned in the “assessment”
section
THE LANGUAGE OF
GESTURES: MATDID online
lessons. Students utilized authentic
material from the Online archive
of the Scuola di Italiano per
Stranieri in Rome to decipher the
language of gestures used both by
the renaissance artists and Italian
people in general .
1.
Il linguaggio dei Gesti di
Leonardo
2.
Raffaello Rubacuori
3.
Italians do it better
THE CHECKER SPEECH:
Students will watch a web based
video of Nixon’s Checkers Speech
. In groups of 4 they will identify
and analyze the gestures/symbols
STRUCTURES
EVALUATION
N.J.C.C.C.S.
Symbols
v.WebQuest:
LEONARDO DA
VINCI : LA
GIOCONDA

Unprompted
assessment and self
assessment:
i.Continuous
monitoring of new
vocab and content in
target language
conversation
(ACTFL
Performance
Guidelines for K-12
Learners:
Novice high to
Intermediate Low
ii.Peer evaluations of
individual work
iii.Evaluation of
fluency and accuracy
of meaning
 7.1
A: 1,2,3,4,5,6
 7.1
C: 1,2,3,4
OBJECTIVES
ACTIVITIES &
EXPERIENCES
utilized by the president in what is
considered one of the most
persuasive speeches in U.S.
history
HE RENAISSANCE: Students
learn Italian history from the XIII
to the XVI century making the
necessary historical connection to
the middle ages and Classical
Greek culture.
i.
Internet research
ii.
Video clips and activities
from unitedstreaming.com
iii.
DVD: Leonardo the
Renaissance man
iv.
FILAMENTALY WEB
QUEST on Leonardo da Vinci
“chi cerca trova”
http://www.UnitedStreaming.com
http://www.matdid.org
http://www.filamentality.com
http://www.quia.com/quiz/
STRUCTURES
EVALUATION
N.J.C.C.C.S.
 7.2
A: 1,2,3,4
 7.2
B: 1,2
 7.2
C: 1,2,3
(ACTFL
Performance
Guidelines for K-12
Learners:
Novice high to
Intermediate Low