NORTHERN VALLEY REGIONAL HIGH SCHOOL DISTRICT
Office of Curriculum and Instruction
World Language Department
Demarest and Old Tappan
Italian 3
June 2015
Unit 1:
Le Vacanze
Unit 2:
Il Futuro
Unit 3:
La Gastronomia
Unit 4:
La Casa
Unit 5:
La Musica
Unit 6:
Ecologia ed Ambiente
Curriculum Addendum: Grades 9 - 12
Interdisciplinary
Connections
21st Century Skills
Standards:
9.1 Per. Financial Lit.
9.2 Career Awareness
Technology
Core Instructional
Materials
ELA:
Engagement in literacy
practices as described
CCSS/ELA
Math:
Physical Models,
Transparencies, Geometric
Software, Cylinders, Cones,
Spheres
Science:
Matter, Forms of Energy,
Forces, Motion, Heredity,
Climate, Weather, Objects
in the Universe
Social Studies:
Westward Expansion, Slavery, Civil
War
WW I, WW II, Advertising
Influences, Economics,
Industrialization, Prejudice and
Discrimination, Genocide
9.1.12.A.3: Analyze the relationship between various careers and personal earning goals.
9.1.12.A.4: Identify a career goal and develop a plan and timetable for achieving it, including educational/training
requirements, costs and possible debt.
9.1.12.A.9: Analyze how personal and cultural values impact spending and other financial decisions.
9.2.12.C.4: Analyze how economic conditions and societal changes influence employment trends and future education.
9.2.12.C.7: Examine the professional, legal, and ethical responsibilities for both employers and employees in the global
workplace.
8.1.12.A.1: Create a personal digital portfolio which reflects personal and academic interests, achievements, and career
aspirations by using a variety of digital tools and resource.
8.1.12.D.1: Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.
8.1.12.D.2: Evaluate consequences of unauthorized electronic access (e.g., hacking) and disclosure, and on dissemination of
personal information.
8.1.12.D.4: Research and understand the positive and negative impact of one’s digital footprint.
See “Suggested Strategies and Resources” list for each unit of study.
Unit 1: Le Vacanze
Timeline: 6 weeks
Stage 1 – Desired Results
Content Standard(s):
7.1.IM.A.2: Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate
responses.
7.1.IM.B.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.
7.1.IL.C.1: Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually
with a target language audience.
Understanding:
Students will understand that:
 Vacation is viewed differently in the Italian culture.
 Italians take vacations at specific times during the year.
 Italian cities are rich in historically significant sites.
Essential Question(s):
1. What does one need to travel abroad?
2. What are culturally and historically significant sites in Italy?
3. What is the currency of Italy?
4. What are the modes of transportation in Italy.
Student objectives (outcomes):
Students will be able to:
•
Identify and explain vocabulary pertaining to travel and vacations.
•
Construct sentences and mini skits utilizing domain specific vocabulary in the target language.
•
Generate an interactive map of an Italian city and explain directions and modes of transportation used to travel.
•
Design a multimedia rich presentation detailing a personal vacation in the target language.
Stage 2 – Assessment Evidence
Performance Task(s):
• Interpretive — homework assignments and formative
assessments
• Interpersonal — mini skits and maps
• Presentational — multimedia rich presentation
Other Evidence:
Students will show they have achieved Stage 1 goals by:
Conducting a multimedia rich presentation about a personal vacation that demonstrates
their understanding of the unit vocabulary and the cultural differences that exist
between a typical American vacation and a typical Italian vacation.
Stage 3 – Learning Plan
1. Materials & resources — textbook, culturally authentic online resources, laptops
2. Developmental activities:
Interpretive — complete daily homework assignments throughout the unit as well as various formative assessments, like classroom participation and exit
slips, to show progression of comprehension during the unit.
Interpersonal — constructing sentences, collaborative group work, mini skits/dialogues, and interactive maps
Presentational — multimedia rich presentation detailing a personal vacation that utilizes domain specific vocabulary and targeted themes from the unit.
3. Closing Activity
Students will share their individual presentations.
Suggested Organizer
Learning Plan Organizer
What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
#
Lesson Title
1
Lesson Activities
Ci must be covered throughout the unit.
Introduction
2
Review irregular verbs, specifically ‘andare’
Must go over ‘andare in’ and ‘andare a’
Review differences btw. andare, uscire, and venire
3
Students read, research and present information on major Italian Holidays and celebrations:
Christmas (Natale), La Befana , Easter (Pasqua), La Festa della Donna, 25 Aprile, Festa del
lavoro, Primo maggio, Festa della Repubblica. etc.
4
Students integrate teacher-generated packet on Italian festivities with Internet sources and
articles from Eli magazines and view authentic Italian TV programs about regional festivities
from Video Italiano.
Standard
Resources
Unit Plan 2: il Futuro
Timeline: 1 month
Stage 1 – Desired Results
Content Standard(s):
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3
Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target
culture(s) and in one’s own culture.
7.1.IL.B.1
Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.6
Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the 16
Career Clusters.
Understanding (s)/goals:
 There are a multitude of choices that affect one’s future.
 Italian students make academic choices sooner than American
students.
 A country’s economy affects citizen’s future prospects.
Student objectives (outcomes):
Students will be able to:
 Discuss future goals.
 Talk about future plans and actions.
 Express probability in the present with the future tense.
 Describe professions, places of employments, and job descriptions.
 Talk about job prospects and necessary qualifications
Essential Question(s):
1. What are your future plans?
2. What are your future employment goals?
3. How will the world we live in be different in the future?
4. How does one plan for the future?
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence:
•
Interpretive: job ads
•
Interpersonal: interview with resume, predict the future as a fortune
teller
•
Presentational: create your curriculum vitae
Dialog: during an interview
Stage 3 – Learning Plan
Materials & resources — textbook, culturally authentic online resources, laptops
Developmental activities:
Interpretive — job ads
Interpersonal — interview with resume, predict the future as a fortune teller
Presentational — create your curriculum vitae; Dialog: during an interview
Closing Activity
Students will share their presentations.
Suggested Organizer
Learning Plan Organizer
What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
#
1
2
3
4
5
6
7
8
9
10
Lesson Title
Lesson Activities
Standard
Resources
Unit Plan 3:
La Gastronomia
Timeline: 1 month
Stage 1 – Desired Results
Content Standard(s):
7.1.IM.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through
appropriate responses.
7.1.IM.B.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.
7.1.IL.C.1
Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
Understanding (s)/goals
 There are regional differences in all cuisine.
 Eating varies depending on tradition and product availability.
Student objectives (outcomes):
Students will be able to:
•
Discuss Italian customs about meals and courses
•
Identify the differences in regional specialties
•
Debate about the increased presence of fast food in Italy
•
Compare and contrast Italian versus Italian American cuisine
Essential Question(s):
1. Where does one shop for specialty products?
2. How does the mercato differentiate from the supermercato?
3. Why is food central to Italian life?
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence:
•
Interpretive
 Oral interviews
Read current magazine articles about food and nutrition and
 Guided dialogues
answer content questions and summarize.
 Teacher-students interview
View a segment from an Italian Chef TV gram and listen to a
 Spontaneous dialogues and discussions
radio program presenting different regional recipes
 Oral reporting
•
Interpersonal:
 Class discussions
interview a partner about their food preferences
 Re-narrating

Presentational
prepare coffee and pasta, and narrate their actions in Italian using
new vocabulary and targeted grammar functions (si
impersonale).
Students bring prepared food to share in class and make brief
presentations, using targeted grammar functions (such as ci vuole
vs. ci vogliono when listing ingredients, the imperative form and
si impersonale).
Stage 3 – Learning Plan
1. Materials & resources
2. Developmental activities:
Interpretive
Interpersonal
Presentational
3. Closing Activity
Suggested Organizer
Learning Plan Organizer
What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
1. equip students to complete the assessment tasks identified in Stage 2?
#
1
2
3
4
5
6
7
8
9
10
Lesson Title
Lesson Activities
Standard
Resources
Unit Plan 4: La Casa
Timeline: 4-5 weeks
Stage 1 – Desired Results
Content Standard(s):
7.1.IL.A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.4
Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions.
7.1.IL.B.5
Engage in short conversations about personal experiences or events and/or topics studied in other content areas.
7.1.IL.C.2
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.4
Compare and contrast age- and level-appropriate culturally authentic materials orally and in writing.
Understanding (s)/goals
Students will understand that:
•
There is a designated tense for polite requests in Italian.
•
There are different living options in Italy.
•
Italian cities and suburbs are different from American ones.
Essential Question(s):
1. What are the living options in Italy?
2. What are typical residences in Italy and in America?
3. How would one describe one’s home?
Student objectives (outcomes):
Students will be able to:
 Describe a home.
• Discuss opinions of what an ideal home would be.
• Identify furniture specific to rooms in a house.
• Differentiate between the American and the Italian meaning of home.
• Create a floor plan of your house and/or apartment and present it orally to the class.
• Make courteous requests.
Stage 2 – Assessment Evidence
Performance Task(s):
 Interpretive — formative assessments, classroom activities
 Interpersonal — quizzes/test, dialogues, essays
 Presentational — language lab, presentation
Other Evidence:

Oral evaluation

Homework

Quizzes/tests (listening comprehension, reading and writing)

Class participation/discussion

Dialogues

Essays & projects

Language Lab evaluation.
Stage 3 – Learning Plan
Materials & resources
Da Capo: p. 79 Vivere in Italia: La citta` italiana: quartieri antichi e nuovi, Da Capo p. 110
Oggi p.313-316, p. 251
Lists provided in Eccoci p. 231
Suggested Organizer
Learning Plan Organizer
What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
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Lesson Title
Lesson Activities
Practice using CI with each room of a house
Standard
Resources
Unit Plan 5: La Musica
Timeline: 1 month
Stage 1 – Desired Results
Content Standard(s):
7.1.IL.
A.2
Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.B Give and follow a series of oral and written directions, commands, and requests for participating in age- and level-appropriate classroom and
.2
cultural activities.
7.1.IL.C Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared virtually
.1
with a target language audience.
7.1.IL.C Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
.2
Understanding (s)/goals:
 The music of a place reflects its culture.
 Knowledge of the subjunctive is necessary to express
accurately emotions, doubts, desires.
 Other subjective interpretations of an action or situation can
be expressed using the indicative.
Essential Question(s):
1. Is the subjunctive more communicative in other languages than in English?
2. What role does l’opera play in an Italian’s life?
3. Why do Italians connect to music other than their own?
Student objectives (outcomes):
Students will be able to:
 State which music genre and instruments they like or dislike using the subjunctive
 Students will present written and oral descriptions of key vocabulary terms connected to music
 Discuss various kinds of music and instruments
 Express personal preferences, emotions, doubts, beliefs, and opinions about present events
 Decipher when to use the present subjunctive or the present indicative
 Research the synopsis and characters and listen to famous arias for the specific performance.
 Students learn about and then listen to most famous Neapolitan songs.
 Students read about famous classical composers, popular cantautori and current singers and the history of the Festival di San Remo.
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence:
•
Interpretive
 Students complete a research project, and present summaries of famous
Read along from the libretto, and fill-in missing words from
Italian operas to the class.
the text while listening
 As a listening assessment, students are expected to be able to identify the
Re-narrate what a song sings about
opera and its composer by listening to selected famous arias.
•
Interpersonal
CREATE a dialog of a famous musician is being
interviewed
•
Presentational
Select an extraordinary picture and use subjunctive to draw
conclusions about it.
Create a music video for an Italian song.
Stage 3 – Learning Plan
1. Materials & resources
2. Developmental activities:
Interpretive
Interpersonal
Presentational
3. Closing Activity
Suggested Organizer
Learning Plan Organizer
What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
#
1
2
3
4
5
6
7
8
9
10
Lesson
Title
Lesson Activities
Standard
Resources
Unit 6: Ecologia ed Ambiente
Stage 1 – Desired Results
Content Standard(s):
7.1.IM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources
related to targeted themes.
7.1.IL.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response.
7.1.IL.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions.
7.1.IL.A.5 Demonstrate comprehension of brief oral and written messages using age- and level-appropriate, culturally authentic materials on familiar
topics.
Understanding (s)/goals
Students will understand that:




The Italian government has different solutions set in
place to combat high smog levels and decrease pollution
Italians have many means of transportation
There is a correlation between the price of gas in Italy
and the number of cars per family
Italians walk and ride bicycles more than Americans do
Essential Question(s):
1. What does the Italian government do to preserve the environment and reduce
pollution?
2. What benefits are there to recycling and reusing?
3. Why is it so expensive to drive a car in Italy?
4. What are Italians’ main concerns about the environment?
5. What are pros and cons to living in the city?
Student objectives (outcomes): (From Curriculum)
Students will be able to:

Communicate what can be done to protect the environment using a variety of media

Develop a vocabulary based on alternate energy, environmental issues and social responsibility.

Express their opinions about global challenges orally and in writing

Explain the pros and cons of alternative energy

Interpret statistics as to which forms of alternate energy are more widely used in Italy

Discuss Italian vs. American points of view on environmental issues for example: ocean clean up, fracking

Develop self-knowledge of what they do as environmentally concerned citizens
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence: be more specific
 Interpretive

Oral evaluation- identify environmental issues in illustration
Listening to several audio recordings, complete

Quizzes/tests (listening comprehension, reading and writing)
accompanying exercises.

Class participation/discussion: Oggi p. 410-411
Visit the Vespa website and choose your favorite model, 
Dialogues: Eccoci wkbk. 174 Cosa fai per l’ambiente 15.3
then write about what affected and determined your

Essays: Un rapporto sull’ambiente Eccoci wkbk. p. 183 ACE the AP
choice

Reading comprehension: Oggi p.406

Interpersonal

Language Lab cultural comparison
Interview a classmate about what his family can do to be
more environmentally friendly

Presentational
Present a current event to class (rubric provided).