Madison Public Schools Honors Italian V

Written by: Silvana Berardo

Reviewed by: Jane Mullins Jameson Interim Director of Curriculum and Instruction

Stacy Snider District Supervisor of Visual and Performing Arts/World Languages

Approval date: September 2017

Members of the Board of Education: Lisa Ellis, President Shade Cronan, Vice President David Arthur Debra Coen Johanna Habib Leslie Lajewski Thomas Piskula Abi Singh

Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org

Course Overview

Description

Italian 5 Honors is offered to students at the intermediate-mid proficiency level. As defined by the American Council on the Teaching of Foreign Languages (ACTFL), a student functioning at the intermediate-mid proficiency level exhibits the following characteristics:

● Interpersonal communication ○ participates in conversations on familiar topics using sentences and series of sentences. ○ handles short social interactions in everyday situations by asking and answering a variety of questions. ○ says what they want to say about themself and their everyday life.

● Presentational speaking ○ makes presentations on a wide variety of familiar topics using connected sentences.

● Presentational writing ○ writes on a wide variety of familiar topics using connected sentences.

● Interpretive listening ○ understands the main idea in messages and presentations on a variety of topics related to every day life and personal interests and studies. ○ understands the main idea in conversations that they overhear.

● Interpretive reading ○ understands the main idea of texts related to everyday life and personal interests or studies.

The Italian V course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills to real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The Italian V course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught exclusively in Italian.

Goals

By the end of the course, students functioning at the intermediate-high proficiency level should exhibit the following characteristics:

● Interpersonal communication ○ participates with ease and confidence in conversations on familiar topics. ○ talks about events and experiences in various time frames. ○ describes people, places, and things. ○ handles social interactions in everyday situations, sometimes even when there is an unex pected complication ● Presentational speaking ○ makes presentations in a generally organized way on school, work, and community topics, and on topics researched. ○ makes presentations on some events and experiences in various time frames. ● Presentational writing ○ writes on topics related to school, work, and community in a generally organized way. ○ writes some simple paragraphs about events and experiences in various time frames. ● Interpretive listening ○ easily understands the main idea in messages and presentations on a variety of topics related to everyday life and personal studies. ○ usually understands a few details of what they overhear in conversations, even when something unexpected is expressed. ● Interpretive reading ○ understands the main idea of texts related to everyday life, personal interests, and studies. ○ sometimes follows stories and descriptions about events and experiences in various time frames. ○ sometimes follows what they hear about events and experiences in various time frames.

Students should also be able compare and contrast their own culture with the target language culture.

Materials

Core: Sentieri/ImmaginaTextbook

Supplemental: quizlet.com, edpuzzle.com youtube.com, kahoot.com, gimkit.com, quizizz.com Resources

Suggested activities and resources page - Honors Italian 5

Suggested activities and resources page

Benchmark Assessments

Benchmark assessments are given quarterly and focus on the main ideas and standards of the course.

Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Students with Special Needs, At-Risk Students, and Students with 504 Plans)

Unit 1 Overview

Unit Title: Lo spirito creativo-Lo spettacolo / The Creative spirit - Performing Arts Unit Summary:

This unit focuses on the performing arts. Students will practice talking about the performing arts, theater and music of Italy, specifically, lyric opera, the commedia dell’arte and popular music. Students will learn the pattern for using infinitives with various prepositions. They will also learn non-standard noun forms in both singular and plural forms.

This unit corresponds with the AP theme of Beauty and Aesthetics.

Suggested Pacing: 13 lessons/3-4 weeks

Learning Targets

Unit Essential Questions:

● What are “stock characters” in the Commedia dell’arte? ● How can I describe shows and music? ● How does Italian lyric opera serve as a precursor to American musical theater? ● How can I recognize patterns of non-standard noun forms?

Unit Enduring Understandings:

● The “Commedia dell’arte” plays an important role in the development of modern theater. ● Lyric opera as an original form of theatrical expression has evolved. ● Some verbs require prepositions before infinitives ● Non-standard noun forms follow a predictable recognizable pattern.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Written and Oral Assessment: In groups of 3 or 4 students will write an original scene using stock characters of the Commedia dell’arte. Each student will select a different character to portray in the scene. They must show the correct relationships, attributes, movements, status and plot functions of the selected characters. They must include unit vocabulary and grammar.

Alternative Assessment: Students should prepare an interview between a journalist and a famous Italian popular singer in groups of 2 or 3 to perform without scripts in front of the class. The interview should include: ● An appropriate introduction by the TV journalist ● A series of questions and answers regarding their life story, how they began their musical career and how they feel about their latest recordings using unit vocabulary and grammar ● An appropriate conclusion to the interview wishing them continued success.

Objectives Essential Suggested Standards Pacing (Students will be able to…) Content/Skills Assessments

Use verbs followed by a Content: Any combination of call NJCCCS - World Languages 2 lessons preposition before Two verb constructions and response, 7.1.IM.A.2 infinitives with prepositions “a” or think/pair/share activities, Demonstrate comprehension of oral and “di” conversations and/or short written instructions connected to daily Idiomatic usage of “fare” & pieces of writing as in Act activities and to some unfamiliar lasciare with infinitives in 3, 5 on the Suggested situations through appropriate responses. present and past tenses Activities and Resources 7.1.IM.A.4 Object pronouns used with page Use target language to paraphrase what is infinitive constructions heard or read in oral or written Grammar and/or descriptions of people, places, objects, and vocabulary quizzes daily activities. Skills: Picture prompts 7.1.IM.B.3 Use the correct Use appropriate gestures, intonation, and prepositions with common idiomatic expressions of the infinitives to describe what target culture(s)/language in familiar and people do or did some unfamiliar situations. 7.1.IM.B.5 Use “fare” with infinitives Engage in short conversations about to describe what someone personal experiences or events, topics makes someone else do studied in other content areas, and some unfamiliar topics and situations. Use “lasciare” with infinitives to describe what someone lets someone else do

Apply listening Content: Create an original scene NJCCCS - World Languages 4 lessons comprehension strategies Sentieri video “ I sogni son using the characters of the 7.1.IM.C.2 to short video regarding desideri” commedia dell’arte Dramatize student-created and/or the Commedia dell’arte to Theater vocabulary characters using the authentic short plays, skits, poems, songs, examine stock characters. Maschere of the Commedia vocabulary and grammar of stories, or reports. dell’arte the unit. See Suggested 7.1.IM.C.3 Storia della Commedia Activities and Resources Use language creatively to respond in dell'arte writing to a variety of oral or visual Youtube La commedia prompts about familiar and some dell'arte unfamiliar situations. Ted talks Commedia dell'arte CRPs CPR 7 Employ valuable & reliable Skills: research strategies Make predictions about video/audio based on the NJSLSA.SL1. Prepare for and participate title of the episode effectively in a range of conversations and collaborations with diverse partners, Listen to an audio to building on others’ ideas and expressing identify key familiar terms to summarize the general their own clearly and persuasively. meaning 8.1.12.E.1 Produce a position statement Listen to an audio a second about a real world problem by developing time to identify additional a systematic plan of investigation with details peers and experts synthesizing

information from multiple sources. Listen to the audio while reading the transcript to further train the ear

Use non-standard noun Content: Any combination of call NJCCCS - World Languages 2 lessons form correctly Non-standard nouns and response, 7.1.IM.A.5 ending in -ma think/pair/share activities, Comprehend conversations and written Nouns of professions conversations and/or short information on a variety of familiar and ending in -ista pieces of writing as in Act some unfamiliar topics. Non-standard nouns in the 3, 4 as in Suggested 7.1.IM.B.5 plural Activities and Resources Engage in short conversations about personal experiences or events, topics Grammar and/or studied in other content areas, and some vocabulary quizzes unfamiliar topics and situations. Picture prompts 7.1.IM.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations.

Use music vocabulary to Content: Any combination of call NJCCCS - World Languages 2 lessons describe types of music, Vocabulary for music, and response, 7.1.IM.A.5 musicians, shows and musical instruments and think/pair/share activities, Comprehend conversations and written concerts performing arts conversations and/or short information on a variety of familiar and Vocabulary for the opera pieces of writing as in Act 1, some unfamiliar topics 2, 3 as in Suggested 7.1.IM.B.4 Skills: Activities and Resources Ask and respond to factual and Identify different images interpretive questions of a personal Grammar and/or nature, on school-related topics, and on Recognize new vocabulary vocabulary quizzes some unfamiliar topics and situations in short audio segments 9.3.12.AR VIS.1 Describe the history and - State and defend opinions evolution of the visual arts and its role in regarding popular and and impact on society. traditional Italian music.

CRP6. Demonstrate creativity and innovation.

Read and respond to target Content: Reading comprehension NJCCCS - World Languages 3 lessons language mini-texts “Opera e affini” questions and activities 7.1.IM.A.7 regarding the opera and “Io canto...Laura Pausini” based on each text found in Infer the meaning of some unfamiliar popular Italian singers In assenza di te Sentieri. See Activities 1, 2, words in some new contexts. 3 on the Suggested Festival di San Remo 2015 Activities and Resources 7.1.IH.A.2 Vincitore 2015 - Il Volo page Demonstrate comprehension of spoken and written language as expressed by Skills: Cloze activities. See speakers of the target language in formal Make predictions about a Suggested Activities and and informal settings, through text based on the title, Resources appropriate responses. subtitle or photos 7.1.IH.A.5 Read a short text and Synthesize information from oral and identify key familiar terms written discourse dealing with a variety of to summarize the general topics meaning

Unit 2 Overview

Unit Title: Lo spirito creativo (Le arti) The creative Spirit/ Art

Unit Summary:

This unit continues to explore the arts with emphasis on reading comprehension and cultural knowledge as students read short texts about famous artists, works of art and art museums in Italy. They will explore the city of Florence as the cradle of the Renaissance and the art world. Structurally, students practice art vocabulary and the present progressive tense to create and interpret descriptions of paintings while using the past tense to explain biographical information about Italian artists.

This unit corresponds with the AP theme of Beauty and Aesthetics.

Suggested Pacing: 19-20 lessons /5 weeks Learning Targets

Unit Essential Questions:

● How do I describe biographical information in the past? ● How can I describe pictures and images that I see? ● Who are famous Italian artists and what are their famous works? ● How did the Renaissance influence famous artists and their masterpieces? ● What strategies can I use to read/listen and comprehend a target-language text/audio?

Unit Enduring Understandings:

● Italy has produced many artists & sculptors. ● Many artistic movements began in the city of Florence. ● The Renaissance produced ideas leading to important artistic movements. ● Michelangelo and DaVinci are not the only Italian Renaissance artists ● Comprehension of a text or audio does not necessarily mean understanding every word

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Oral and Written Assessment Students must develop an oral presentation providing biographical information about an Italian artist while describing and evaluating a work of art by the selected artist. In addition students should listen to an audio describing two works of art, then read a text about those works, and write a comparison of the two. This should include unit vocabulary and grammar.

Objectives Essential Suggested Standards Pacing (Students will be able to…) Content/Skills Assessments

Use vocabulary for the fine Content: Any combination of call and NJCCCS - World Languages 3 lessons arts, painting and various Painting and art supply response, think/pair/share 7.1.IH.A.1 media to describe works of vocabulary activities, conversations Analyze and critique information art Vocabulary to describe and/or short pieces of contained in culturally authentic artistic movements writing as in Act 2, 3, 4 on materials using electronic information Vocabulary describing the Suggested Activities and and other sources related to a variety of artistic influence Resources familiar and some unfamiliar topics.

Skills: 7.1.IH.A.2 Identify different images, Demonstrate comprehension of spoken types of media, colors, and written language as expressed by geometric shapes, artistic speakers of the target language in formal styles in the target and informal settings, through language appropriate responses

7.1.IH.A.3 Express & defend opinions Compare and contrast the use of verbal regarding various art forms and non-verbal etiquette to perform a variety of functions (such as persuading, Recognize new vocabulary negotiating, or offering advice) in the in short audio & readings target culture(s) and in one’s own culture.

7.1.IH.A.5 Synthesize information from oral and written discourse dealing with a variety of topics.

7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.

9.3.12.AR VIS.1 Describe the history and - evolution of the visual arts and its role in and impact on society.

CRP6. Demonstrate creativity and innovation.

Read and respond to a Content: Any combination of call and NJCCCS - World Languages 2 lessons target language mini text “La Culla dell’arte” response, think/pair/share 7.1.IH.A.1 regarding Renaissance Musei e curiosità activities Analyze and critique information artists and architects from Brunelleschi’s dome contained in culturally authentic Florence Reading comprehension materials using electronic information Youtube: La cupola di activities and other sources related to a variety of Brunelleschi familiar and some unfamiliar topics. Jeopardy game 7.1.IH.A.2 Architettura La Cupola di Demonstrate comprehension of spoken S. Maria del Fiore and written language as expressed by speakers of the target language in formal Skills: and informal settings, through Make predictions about a appropriate responses. text based on the title, 7.1.IH.A.4 subtitle or photos Analyze historical and political contexts that connect or have connected famous Read a short text & identify people, places, and events from the target key familiar terms to culture(s) with the United States. summarize the general meaning NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and Identify additional details collaborations with diverse partners, in short reading through building on others’ ideas and expressing unfamiliar terms their own clearly and persuasively.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Use the present progressive Content: Any combination of call and NJCCCS - World Languages 2 lessons tense to describe an action Formation of the gerund of response, think/pair/share 7.1.IH.A.7 that is or was in progress regular -are, -ere and -ire activities, conversations Infer the meaning of some unfamiliar to describe a work of art verbs and/or short pieces of words and phrases in new formal and Irregular gerund forms of writing using Act 5 on the informal contexts bere, fare, dire and Suggested Activities and tradurre Resources Page 7.1.IH.A.8 Placement of object Analyze structures of the target language pronouns with the Grammar and/or and comparable linguistic structures in progressive tense vocabulary quizzes English. Verb “stare” in present and imperfect tense

Skills: Use the correct forms of the present and past progressive tenses to describe what people and things are or were doing

Use suffixes to convey Content: Any combination of call and NJCCCS - World Languages 1 lesson idiomatic meaning to Suffixes -ino, -ello, response, think/pair/share 7.1.IH.A.8 describe things and people -etto,-uccio to convey activities, conversations Analyze structures of the target language smallness and/or short pieces of and comparable linguistic structures in Suffixe -one/a to express writing using Act 3, 4, 5 on English. largeness or importance the Suggested Activities and Suffixes -accio/a to convey Resources pejorative or disparaging connotation Grammar and/or vocabulary quizzes Skills: Use correct common altered nouns & adjectives to convey additional description

Apply reading Content: Reading comprehension NJCCCS - World Languages 3 lessons comprehension strategies “Il Rinascimento” activities in Sentieri in 7.1.IH.A.1 to longer target language “L’Artigianato: una carta Suggested Activities and Analyze and critique information reading about Florence speciale” Resources contained in culturally authentic “La storia “ una famiglia materials using electronic information potente” Any combination of call and and other sources related to a variety of “ Porto vecchio” response, think/pair/share familiar and some unfamiliar topics activities 7.1.IH.A.4 Skills: Analyze historical and political contexts Make predictions about a that connect or have connected famous text based on the title and people, places, and events from the target subtitle culture(s) with the United States. 7.1.IH.A.5 Read a text & identify key, Synthesize information from oral and familiar terms to written discourse dealing with a variety of summarize the general topics meaning

Identify unfamiliar terms to further clarify meaning of a text using online resources

Word Reference

Plan and present an oral Content: Unit benchmark NJCCCS - World Languages 3 lessons presentation on an Italian Vocabulary for describing assessment 7.1.IH.C.1 artist incorporating unit art, images, works of art Explain and compare how a cultural grammar and vocabulary and biographical perspective led to the development of a information cultural product or cultural practice in the The two past tenses target culture(s) and in one’s own culture, through a multimedia-rich presentation Skills: to be shared virtually with a target Find factual information language audience. through Internet research 7.1.IH.C.2 Create and perform stories, poems, short Form sentence-long plays, or oral reports based on personal descriptions of an artist’s experiences and/or that reflect cultural life and descriptions of his perspectives associated with the target a work of art culture(s). 7.1.IH.C.4 State and defend opinions Explain the structural elements and/or about a work of art cultural perspectives found in culturally authentic materials.

CRP CPR 7 Employ valuable & reliable research strategies Apply reading and listening Content: Novella Any combination of call and 7.1.IH.A.1 Analyze and critique 5-6 lessons comprehension strategies Il Manoscritto di Giotto response, think/pair/share information contained in culturally to a short mystery activities authentic materials using electronic revolving around a famous Youtube information and other sources related to a manuscript of the artist Giotto di Bondone Reading comprehension Giotto activities variety of familiar and some unfamiliar topics. Express opinions about the Skills: Grammar and/or story Read a short novel by vocabulary quizzes/ 7.1.IH.A.5 Synthesize information from chapter and identify key, formative assessments oral and written discourse dealing with a familiar terms to variety of topics. summarize general meaning 7.1.IH.B.4 Ask and respond to questions

Read a text a second time as part of a group discussion of topics and to identify additional situations of a personal, academic, or meaning social nature.

Describe their feelings about decisions that characters make and compare and contrast these with decisions that they would make

Use online tools (www.wordreference.com to help with text comprehension

Unit 3 Overview

Unit Title: Offerte di lavoro/ Professions and careers

Unit Summary: This unit includes the study of careers. Upon completion of this unit students will be able to communicate about skills and qualities needed for certain jobs or careers. Students will also be able to talk about job-seeking skills, including interviewing techniques as well as deciding how to choose a career. Students will also be able to read and listen to interviews of workers describing their career selection and preparation. They will also be able to summarize their education and training, career path and note positive or negative implications about their career choice. Finally students will be able to complete a “Curriculum Vitae” or resume with biographical data, education and work history and create a cover letter in which career and workplace desires are described, highlighting personal characteristics that make one well-suited for a particular career.

This unit corresponds with the AP theme of Contemporary Life.

Suggested Pacing: 18 lessons (4/5 weeks)

Learning Targets Unit Essential Questions:

● Which skills, talent and education are valued by potential employers? ● How do I evaluate my skills and aptitudes to find a suitable career? ● What factors are important to me when choosing a career? ● What are the most popular and best paying careers today? ● How can I make myself understood when I don’t know all of the necessary words? ● What strategies can I use to read/listen and comprehend a target-language text/audio?

Unit Enduring Understandings:

● There is a professional process to finding a job. ● Students have different career goals and interests. ● Perspectives toward work and education vary across cultures. ● Comprehension of a text does not necessarily mean understanding every word. ● Circumlocution is vital when communicating in a second language.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Students will complete an Integrated performance assessment which include interpretive, interpersonal and presentational activities as their final assessment for this unit. ● Interpretive: Read interviews of workers in the target culture describing their career selection and preparation. Summarize their education and training, career path. Note positive or negative implications about their career choice. ● Interpersonal: Using questions adapted from career preference surveys, students interview each other about what is important in a chosen profession including talents, interests, skills, education preparation, opportunities. ● Presentational: Complete a “Curriculum Vitae” or resume with biographical data, education and work history. Create a cover letter in which career and workplace desires are described, highlighting personal characteristics that make one well-suited for a particular career.

Essential Suggested Standards Objectives Pacing (Students will be able to…) Content/Skills Assessments (NJSLS)

Use vocabulary for Content: Any combination of NJCCCS 2 lessons personality traits, job skills personality traits call-and-response, 7.1.IH.A.1 and careers or professions job skills think/pair/share, Analyze and critique information to describe career goals careers goals conversations and/or short contained in culturally authentic materials and preferences. professions pieces of writing using using electronic information and other activities on the sources related to a variety of familiar and Skills: Suggested Activities and some unfamiliar topics. Identify personality traits, Resources job skills, careers and 7.1.IH.A.2 career goals in the target Demonstrate comprehension of spoken language and written language as expressed by Grammar and/or speakers of the target language in formal Recognize new vocabulary vocabulary quizzes/ and informal settings, through appropriate in short audio segments. formative assessments responses

Ask and answer a variety of Picture prompts 7.1.IH.A.3 questions that elicit Compare and contrast the use of verbal elaboration on what and non-verbal etiquette to perform a particular career path variety of functions (such as persuading, entails such as negotiating, or offering advice) in the responsibilities, benefits, target culture(s) and in one’s own culture. qualifications of candidates, interests, 7.1.IH.A.5 education, skills, and Synthesize information from oral and experience written discourse dealing with a variety of topics. Express, defend, and provide a complete 7.1.IH.A.7 explanation with detail Infer the meaning of some unfamiliar about personal preferences words and phrases in new formal and regarding careers. informal contexts.

Read and listen to Content: Any combination of NJCCCS 3 lessons information about work, Vocabulary of professions, call-and-response, 7.1.IH.A.1 job searches and Office tasks, job think/pair/share, Analyze and critique information employment types, sites descriptions conversations and/or short contained in culturally authentic materials and skills pieces of writing using using electronic information and other Skills: activities on the sources related to a variety of familiar and Read and interpret a text Suggested Activities and some unfamiliar topics. and summarize general Resources meaning with supporting 7.1.IH.A.2 details. Info-gap activities Demonstrate comprehension of spoken and written language as expressed by Read a short text and speakers of the target language in formal identify key, familiar terms and informal settings, through appropriate to summarize the general responses. meaning 7.1.IH.A.7 Infer the meaning of some Read a text a second time unfamiliar words and phrases in new to possibly identify formal and informal contexts additional details 7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Read a short article about Content: Any combination of NJCCCS 2 lessons the types of careers and Vocabulary of the working call-and-response, 7.1.IH.A.7 jobs available in Italy world think/pair/share, Infer the meaning of some unfamiliar conversations and/or short words and phrases in new formal and Skills: pieces of writing using informal contexts. Recognize new vocabulary activities on the Suggested in short texts. Resources and Activities 7.1.IH.A.8 Correct false statements Analyze structures of the target language and comparable linguistic structures in English

Use impersonal Content: Any combination of NJCCCS 2 lessons constructions to make Impersonal expressions call-and-response, 7.1.IH.A.8 general statements about used with infinitive think/pair/share, Analyze structures of the target language job qualifications conversations and/or short and comparable linguistic structures in Skills: pieces of writing using English Use impersonal activities on the Suggested expressions to describe Resources and Activities professions Grammar and/or vocabulary quizzes/ formative assessments

Give advice, Content: Any combination of NJCCCS 2 lessons recommendations and Present subjunctive tense call-and-response, 7.1.IH.A.3 suggestions about what of regular and irregular think/pair/share, Compare and contrast the use of verbal students can do in school verbs conversations and/or short and nonverbal etiquette to perform a and outside of school in pieces of writing using variety of functions (such as persuading, order to achieve their Skills: activities on the Suggested negotiating, or offering advice) in the career goals Use the present Resources and Activities target culture(s) and in one’s own culture subjunctive to give advice, make recommendations Grammar and/or 7.1.IH.A.8 and suggestions vocabulary quizzes/ Analyze structures of the target language formative assessments/ and comparable linguistic structures in Interpret short texts and picture sequences English. audios using the present subjunctive verbs to 7.1.IH.B.2 describe advice or Give, respond to, and ask for clarification recommendations about on detailed oral and written directions, work commands, and requests.

7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

View a short film about a Content: Comprehension questions NJCCCS 1 lesson woman who is unhappy in Short film: True or false 7.1.IH.A.2 her job which subsequently “Viola fondente” Demonstrate comprehension of spoken affects other aspects of her Imagine a conversation and written language as expressed by life. between Viola & her speakers of the target language in formal Skills: husband after she leaves and informal settings, through appropriate Make predictions about a her job responses. video/audio based on the title Any combination of 7.1.IH.A.7 call-and-response, Infer the meaning of some unfamiliar Listen to an audio and think/pair/share, words and phrases in new formal and identify key familiar terms conversations and/or short informal contexts. to summarize the general pieces of writing using meaning activities on the Suggested Resources and Activities

Use the present perfect to Content: Any combination of NJCCCS 2 lessons describe activities you have Present perfect tense call-and-response, 7.1.IH.A.8 done or experiences you think/pair/share, Analyze structures of the target language have had. Skills: conversations and/or short and comparable linguistic structures in Use the present perfect to pieces of writing using English. Prepare and write a describe activities you have activities on the personal profile done or experiences you Suggested Resources and 7.1.IH.C.3 Use language creatively in highlighting personality have had. Activities writing for a variety of purposes. traits, skills and experiences Interpret short texts and Grammar and/or audios using present vocabulary quizzes/ perfect tense verbs to formative assessments describe activities or experiences Read and analyze a short Content: Reading comprehension NJCCCS 2 lessons article about the changing Traditional professions and activities 7.1.IH.A.7 job market in Italy newly formed professions Infer the meaning of some unfamiliar Any combination of words and phrases in new formal and Read and analyze a short Skills: call-and-response, informal contexts. article about the future job Identify traditional job think/pair/share, market in Italy descriptions and conversations and/or short 7.1.IH.A.8 pieces of writing using Analyze structures of the target language Compare and contrast the Interpret short texts and activities on the and comparable linguistic structures in future job market in the audios describing Suggested Resources and English. target culture and the traditional and future Activities student’s own culture professions

Interpretive: Content: Unit Benchmark NJCCCS 2 lessons Read interviews and Career vocabulary See Suggested Resources 7.1.IH.A.3 summarize education and Present perfect tense and Activities Compare and contrast the use of verbal training, and career paths. Future tense and non-verbal etiquette to perform a Note positive or negative variety of functions (such as persuading, implications about their negotiating, or offering advice) in the career choice Skills: target culture(s) and in one’s own culture. Read and interpret a text Interpersonal: and summarize general 7.1.IH.A.7 Interview each other about meaning with supporting Infer the meaning of some unfamiliar what is important in a details. words and phrases in new formal and chosen profession. informal contexts Question, state and defend Presentational: opinions regarding chosen 7.1.IH.B.2 Complete a “Curriculum professions. Give, respond to, and ask for clarification Vitae” or resume and a on detailed oral and written directions, cover letter for a particular Write a CV in the target commands, and requests career. language in the style of a target language Curriculum 7.1.IH.B.3 Vitae Interact in a variety of familiar situations using culturally appropriate verbal and Write a cover letter for a non-verbal communication strategies particular career. 7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Unit 4 Overview

Unit Title: Offerte di lavoro/In Ufficio

Unit Summary:

This unit includes the study of careers. Upon completion of this unit students will be able to communicate about skills and qualities needed for certain jobs or careers. Students will also be able to talk about job-seeking skills, including interviewing techniques as well as deciding how to choose a career. Students will also be able to read and listen to interviews of workers describing their career selection and preparation. They will also be able to summarize their education and training, career path and note positive or negative implications about their career choice. They will compare and contrast the process of finding work and the discuss the challenges faced by young people in the target language culture compared to their own culture. Finally students will be able to complete a “Curriculum Vitae” or resume with biographical data, education and work history and create a cover letter in which career and workplace desires are described, highlighting personal characteristics that make one well-suited for a particular career.

This unit corresponds with the AP theme of Contemporary Life.

Suggested Pacing: 17 lessons- 4 weeks

Learning Targets

Unit Essential Questions:

● Which skills, talents and education are valued by potential employers? ● What challenges are faced by young people in Italy in trying to find a job? ● What factors are important when trying to obtain a job? ● What are the most popular and best paying careers today? ● How can I make myself understood when I don’t know all of the necessary words? ● What strategies can I use to read/listen and comprehend a target-language text/audio?

Unit Enduring Understandings:

● There is a professional process to finding a job. ● The economy of Italy proposes special challenges for young people in search of careers. ● Perspectives toward work and education vary across cultures. ● Comprehension of a text does not necessarily mean understanding every word. ● Circumlocution is vital when communicating in a second language.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Alternative Assessment: ● Presentational: Complete a “Curriculum Vitae” or resume with biographical data, education and work history. Create a cover letter in which career and workplace desires are described, highlighting personal characteristics that make one well-suited for a particular career.

Essential Suggested Standards Objectives Pacing (Students will be able to…) Content/Skills Assessments (NJSLS)

Use office vocabulary to Content: Any combination of NJCCCS 2 lessons describe job applications Office vocabulary call-and-response, 7.1.IH.A.1 and interviews. interviewing think/pair/share, Analyze and critique information Personality traits conversations and/or short contained in culturally authentic materials pieces of writing using using electronic information and other Skills: activities on the sources related to a variety of familiar and Identify personality traits, Suggested Activities and some unfamiliar topics. job skills, careers and Resources career goals in the target 7.1.IH.A.2 language Demonstrate comprehension of spoken and written language as expressed by Recognize new vocabulary speakers of the target language in formal in short audio segments. and informal settings, through appropriate responses Ask and answer a variety of questions that elicit 7.1.IH.A.3 elaboration on what Compare and contrast the use of verbal particular career path and non-verbal etiquette to perform a entails such as variety of functions (such as persuading, responsibilities, benefits, negotiating, or offering advice) in the qualifications of target culture(s) and in one’s own culture. candidates, interests, education, skills, and 7.1.IH.A.5 experience Synthesize information from oral and written discourse dealing with a variety of Express, defend, and topics. provide a complete explanation with detail 7.1.IH.A.7 about personal preferences Infer the meaning of some unfamiliar regarding careers. words and phrases in new formal and informal contexts.

Read and listen to a job Content: Any combination of NJCCCS 1 lesson interview to understand personality traits call-and-response, 7.1.IH.A.1 skills needed for given job skills think/pair/share, Analyze and critique information professions careers goals conversations and/or short contained in culturally authentic materials pieces of writing using using electronic information and other activities on the Suggested sources related to a variety of familiar and Skills: Resources and Activities some unfamiliar topics. Recognize new vocabulary in short audio segments. 7.1.IH.A.2 Demonstrate comprehension of spoken Ask and answer a variety of and written language as expressed by questions that elicit speakers of the target language in formal elaboration on what and informal settings, through particular career path appropriate responses. entails such as responsibilities, benefits, qualifications of candidates, interests, 7.1.IH.A.7 Infer the meaning of some education, skills, and unfamiliar words and phrases in new experience. formal and informal contexts

7.1.IH.C.6 Explain/demonstrate cross-cultural skills needed for a variety of professions and careers within the global workforce.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Read and respond to Content: Correct false statements NJCCCS 2 lessons target language mini-text “Dalla scuola al lavoro” 7.1.IH.A.7 regarding job prospects for “I luoghi dove cercare Class discussion: What Infer the meaning of some unfamiliar recent Italian graduates lavoro” similarities and differences words and phrases in new formal and “ il primo maggio” exist for graduates in the informal contexts. U.S. Skills: 7.1.IH.A.8 Read a text to identify key Any combination of Analyze structures of the target language familiar terms to call-and-response, and comparable linguistic structures in summarize think/pair/share, English conversations and/or short Read a text a second time pieces of writing using to identify more details activities on the Suggested Resources and Activities

Use the regular and Content: Any combination of NJCCCS 3 lessons irregular present Irregular subjunctive forms call-and-response, 7.1.IH.A.8 subjunctive to express Verbs of emotion, desire, think/pair/share, Analyze structures of the target language emotions and attitudes hope and will conversations and/or short and comparable linguistic structures in about things Verbs & expressions that pieces of writing using English do not trigger the activities on the Suggested subjunctive Resources and Activities

Grammar and/or Skills: vocabulary quizzes/ Express opinions about formative assessments various professions

Use the regular and Content: Any combination of NJCCCS 3 lessons irregular subjunctive to Irregular present call-and-response, 7.1.IH.A.3 express opinion, doubt and subjunctive forms, avere, think/pair/share, Compare and contrast the use of verbal uncertainty regarding job dare, essere, sapere stare conversations and/or short and nonverbal etiquette to perform a opportunities pieces of writing using variety of functions (such as persuading, Skills: activities on the Suggested negotiating, or offering advice) in the Express opinions about Resources and Activities target culture(s) and in one’s own culture

Grammar and/or 7.1.IH.A.8 vocabulary quizzes/ Analyze structures of the target language formative assessments/ and comparable linguistic structures in picture sequences English.

7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests.

7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

Apply listening Content: Listening comprehension NJCCCS 1 lesson comprehension strategies Vocabulary: professions, questions 7.1.IH.A.1 to a conversation regarding the workplace, job Analyze and critique information the professional experience qualifications Any combination of contained in culturally authentic materials of two Italian women call-and-response, using electronic information and other Skills: think/pair/share, sources related to a variety of familiar and Listen and interpret a conversations and/or short some unfamiliar topics. conversation to summarize pieces of writing using meaning with supporting activities on the 7.1.IH.A.5 details Suggested Resources and Synthesize information from oral and Activities written discourse dealing with a variety of Listen to an audio to topics. identify key, familiar terms to summarize the general 7.1.IH.B.5 meaning Engage in oral and/or written discourse in a variety of timeframes on topics of Listen to an audio a second personal or social interest or on topics time to note the similarities studied in other content areas. and differences of each person’s experience

Read and analyze a short Content: Any combination of NJCCCS 2 lessons article about the changing Traditional professions and call-and-response, 7.1.IH.A.7 job market in Italy newly formed professions think/pair/share, Infer the meaning of some unfamiliar conversations and/or short words and phrases in new formal and Read and analyze a short Skills: pieces of writing using informal contexts. article about the future job Identify traditional job activities on the market in Italy descriptions and current Suggested Resources and trends in the Italian job Activities Compare and contrast the market future job market in the target culture and the Interpret short texts and student’s own culture audios describing traditional and future professions

Interpretive: Content: Unit Benchmark NJCCCS 3 lessons Read interviews and Career vocabulary Assessment 7.1.IH.A.1 summarize education and Present perfect tense See Suggested Resources Analyze and critique information training, and career paths. Future tense and Activities contained in culturally authentic materials Note positive or negative Subjunctive mood with using electronic information and other implications about their impersonal expressions sources related to a variety of familiar and career choice some unfamiliar topics Skills: 7.1.IH.B.6 Interpersonal: Read and interpret a text Use language in a variety of settings to Interview each other about and summarize general further personal and/or academic goals. what is important in a meaning with supporting 7.1.IH.C.6 chosen profession. details. Explain/demonstrate cross-cultural skills needed for a variety of professions and Presentational: Question, state and defend careers within the global workforce Complete a “Curriculum opinions regarding chosen Vitae” or resume and a professions. cover letter for a particular career. Write a CV in the target language in the style of a target language Curriculum Vitae

Write a cover letter for a particular career.

Unit 5 Overview

Unit Title: L’ambiente naturale/All’aria aperta

Unit Summary:

This unit includes the study of the environment, including nature and outdoor activities. Upon completion of this unit students will be able to communicate about things found in nature and activities that can be done outdoors. Students will also be able to talk about natural places to visit in Italy. Students will also be able to read and listen to interviews about natural destinations and the importance of preservation of green space. They will be able to plan a vacation to an “agriturismo” and discuss the benefits of such a vacation. Students will examine the various organizations in Italy dedicated to the preservation of nature and green spaces.

This unit corresponds with the AP theme of Global Challenges and Contemporary Life

Suggested Pacing:16 lessons (5 weeks)

Learning Targets

Unit Essential Questions:

● What is the importance of preserving green space in order to improve quality of life? ● How have “agriturismi” changed the landscape of the travel industry? ● How do national parks in Italy differ from those in the US? ● How can I make myself understood when I don’t know all of the necessary words? ● What strategies can I use to read/listen and comprehend a target-language text/audio? ● How can i make myself understood when I don’t know all the necessary words?

Unit Enduring Understandings:

● The preservation of green space is important to the quality of life ● The Italian landscape provides people with varied opportunities to enjoy various activities ● The concept of “agriturismi” travel has become an important part of the Italian travel industry ● Comprehension of a text does not mean understanding every word ● Circumlocution is vital when communicating in a second language

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Students will complete an Integrated performance assessment which include interpretive, interpersonal and presentational activities as their final assessment for this unit. ● Interpretive: Read article on popular agriturismi in Italy to become familiar with the various amenities ● Interpersonal: Students interview one another about their personal interests to determine the best agriturismo or nature park to go to. ● Presentational: Design an original poster advertising a visit to natural park or agriturismo in Italy touting the advantages and benefits to this type of visit

Essential Suggested Standards Objectives Pacing (Students will be able to…) Content/Skills Assessments (NJSLS)

Use outdoor vocabulary to Content: Any combination of NJCCCS 2 lessons describe outdoor Nature vocabulary call-and-response, adventures and the natural including landscape, think/pair/share, 7.1.IH.A.1 environment weather conditions, conversations and/or short Analyze and critique information animals found in nature pieces of writing using contained in culturally authentic materials and activities activities on the using electronic information and other Suggested Activities and sources related to a variety of familiar and Skills: Resources some unfamiliar topics. Identify different landscapes, types of Info-gap activities 7.1.IH.A.2 outdoor activities and Demonstrate comprehension of spoken adventures, weather Grammar and/or and written language as expressed by events, and animals in the vocabulary quizzes. Picture speakers of the target language in formal target language sequences. and informal settings, through appropriate responses Recognize new vocabulary in short audio segments. 7.1.IH.A.7 State and defend opinions Infer the meaning of some unfamiliar regarding the outdoors and words and phrases in new formal and nature informal contexts.

Read and respond to a Content: Reading comprehension NJCCCS 2 lessons target language mini texts questions based on the text regarding nature, national “Una gita fuori porta” 7.1.IH.A.1 and popular excursions in “Vacanze in Correct false statements Analyze and critique information the Italian speaking world campagna:agristurismi” contained in culturally authentic materials “A favore della natura” Any combination of using electronic information and other call-and-response, sources related to a variety of familiar and think/pair/share, some unfamiliar topics. conversations and/or short Skills: pieces of writing using 7.1.IH.A.2 Make prediction about the activities on the Demonstrate comprehension of spoken text based on the title, Suggested Activities and and written language as expressed by and/or photos Resources speakers of the target language in formal and informal settings, through Read a short text and appropriate responses. identify key, familiar terms to summarize the general 7.1.IH.A.7 meaning Infer the meaning of some unfamiliar words and phrases in new formal and Read a text a second time informal contexts to possibly identify additional details 7.1.IH.A.5 Synthesize information from oral and Identify a maximum of written discourse dealing with a variety of difficult words the student topics. must define to understand the text

Use conjunctions that Content: NJCCCS 2 lessons require the subjunctive to Conjunctions requiring the Any combination of describe nature and subjunctive mood: call-and-response, 7.1.IH.A.7 outdoors activities affinché, in modo che, think/pair/share, Infer the meaning of some unfamiliar benché, sebbene, a conversations and/or short words and phrases in new formal and condizione che, purché, pieces of writing using informal contexts. prima che, senza che, a activities on the Suggested meno che...non Resources and Activities 7.1.IH.A.8 Analyze structures of the target language Create a class chain story and comparable linguistic structures in Skills: using key conjunctions English Use both regular and irregular subjunctive forms to describe feelings, wishes, desires and opinions about nature

Interpret short texts and audios using conjunctions to describe certain conditions in nature

Apply listening Content: Listening comprehension NJCCCS 1 lesson comprehension strategies activities 7.1.IH.A.1 toa fragment from an Youtube: Analyze and critique information authentic target language Class discussion: How is contained in culturally authentic materials video about agriturismi Agristurismo a San the agriturismo experience using electronic information and other Gimignano changing the vacation sources related to a variety of familiar and experience? some unfamiliar topics. Intervista 7.1.IH.A.5 Storia di successo Synthesize information from oral and Agriturismo La Tavola written discourse dealing with a variety of Marche topics.

7.1.IH.B.5 Skills: Engage in oral and/or written discourse in Make predictions about a a variety of timeframes on topics of video/audio based on the personal or social interest or on topics title studied in other content areas.

Listen to an audio and NJSLSA.SL1. Prepare for and participate identify key, familiar terms effectively in a range of conversations and to summarize general collaborations with diverse partners, meaning building on others’ ideas and expressing

Listen to an audio a second their own clearly and persuasively. time to possibly identify additional meaning 8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Use the past subjunctive to Content: Any combination of NJCCCS 2 lessons describe opinions, feelings Past subjunctive of regular call-and-response, and wishes about past and irregular verbs think/pair/share, 7.1.IH.A.3 events conversations and/or short Compare and contrast the use of verbal Skills: pieces of writing using and non-verbal etiquette to perform a activities on the Suggested variety of functions (such as persuading, Use the past subjunctive to Resources and Activities negotiating, or offering advice) in the express feelings about past target culture(s) and in one’s own culture events Grammar and/or vocabulary quizzes/ 7.1.IH.A.8 Interpret and respond to formative assessments/ Analyze structures of the target language questions about past picture sequences and comparable linguistic structures in activities English.

7.1.IH.B.2 Interpret short texts and Give, respond to, and ask for clarification audios using the past on detailed oral and written directions, subjunctive commands, and requests.

7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.

Apply listening skills to a Content: Any combination of NJCCCS 2 lessons short film about the Short film: call-and-response, meaning nature from the Lo sguardo ritrovato think/pair/share, 7.1.IH.A.2 Demonstrate comprehension of perspective of 2 different conversations and/or short spoken and written language as expressed generations Skills: pieces of writing using by speakers of the target language in Make predictions about a activities on the formal and informal settings, through video/audio based on the Suggested Resources and appropriate responses. title Activities 7.1.IH.B.4 Listen to an audio and Comprehension questions Ask and respond to questions as part of a identify key, familiar terms group discussion of topics and situations to summarize general Based on stills from the of a personal, academic, or social nature. meaning short describe the importance of the scene 7.1.IH.C.4 Listen to an audio a second Explain the structural elements and/or time while reading the cultural perspectives transcript to train the ear.

Design an original poster Content: Use benchmark assessment NJCCCS 3 lessons advertising a visit to Outdoor vocabulary 7.1.IH.B.1 natural park or agriturismo Present and past See Suggested Resources Use digital tools to participate in extended in Italy subjunctive verb tense with and Activities conversations using a variety of appropriate conjunctions timeframes to exchange information.

7.1.IH.C.2 Skills: Create and perform stories, poems, short Find factual information plays, or oral reports based on personal through Internet research experiences and/or that reflect cultural perspectives associated with the target Form sentence-long culture(s). descriptions of national parks, natural landscapes 7.1.IH.C.3 and agriturismi Use language creatively in writing for a variety of purposes. Form complex sentences to describe activities using conjunctions and personal opinions and impersonal expressions

Apply reading Content: Reading comprehension NJCCCS 2 lessons comprehension strategies “Come parlare degli questions 7.1.IH.A.1 to a target language text animali” by Umberto Eco Analyze and critique information about the perception and Summarize text in 50-60 contained in culturally authentic materials reality of animals in nature words using electronic information and other Skills: sources related to a variety of familiar and Make prediction about the Any combination of some unfamiliar topics. text based on the title, call-and-response, and/or photos think/pair/share, 7.1.IH.A.2 conversations and/or short Demonstrate comprehension of spoken Read a short text and pieces of writing using and written language as expressed by identify key, familiar terms activities on the speakers of the target language in formal to summarize the general Suggested Resources and and informal settings, through meaning Activities appropriate responses.

Read a text a second time 7.1.IH.A.7 to possibly identify additional details Infer the meaning of some unfamiliar Identify a maximum of 5 words and phrases in new formal and difficult words the student informal contexts. must define to understand the text 7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature

9.3.12.ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts.

Unit 6 Overview

Unit Title: L’Ambiente naturale- Proteggere il pianeta / Protecting the planet

Unit Summary:

In this unit students will be able to understand that there are many environmental problems that affect our communities. Students will be able to understand that there are many things we can do to promote awareness of environmental problems and to help prevent further environmental problems. Students will be able to understand that environmental problems affect everyone in the world and it is important to find solutions together.

This unit corresponds with the AP theme of Global Challenges.

Suggested Pacing: 19 lessons (5-6 weeks)

Learning Targets

Unit Essential Questions:

● What is our relationship to the earth? ● What environmental issues pose challenges to our world? ● What are some possible solutions to these challenges? ● What do young people think about the environmental issues threatening their communities? ● What can young people do to effect positive change regarding the environment? ● How can I make myself understood when I don’t know all of the necessary words? ● What strategies can I use to read/listen and comprehend a target-language text/audio?

Unit Enduring Understandings:

● Environmental conditions affect daily life. ● Every individual can and should contribute to the protection of our natural resources and a safe environment. ● Geography, economics, and cultural perspectives and practices affect how different countries respond to environmental concerns and to the preservation of natural resources. ● Comprehension of a text does not necessarily mean understanding every word. ● Circumlocution is vital when communicating in a second language.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as comprehension checks; participation throughout the lessons; completion of required activities.

Summative Assessment:

Students will complete an Integrated performance assessment which include interpretive, interpersonal and presentational activities as their final assessment for this unit. ● Interpretive: A representative of congress is coming to your school during Earth Day week to discuss environmental problems. You read an article or watch an authentic video about a problem you consider important. ● Interpersonal: You and another classmate discuss what you would like to discuss with the visiting congressman. Prepare to explain the problem and say what changes are necessary to improve the situation ● Presentational: Prepare to persuade the congressman that the government should do more to alleviate the problem and be prepared to give suggestions.

Essential Suggested Standards Objectives Pacing (Students will be able to…) Content/Skills Assessments (NJSLS)

Identify information about Content: Any combination of NJCCCS 2 lessons environmental issues Vocabulary: the call-and-response, 7.1.IH.A.1 environment, types of think/pair/share, Analyze and critique information Discuss what we can do to energy, environmental conversations and/or short contained in culturally authentic materials protect the planet problems, solutions, pieces of writing using using electronic information and other geography, natural activities on the sources related to a variety of familiar and Complete and interpret a disasters, recycling Suggested Activities and some unfamiliar topics. personal survey that Resources identifies your 7.1.IH.A.2 environmental habits Skills: Grammar and/or Demonstrate comprehension of spoken vocabulary quizzes/ and written language as expressed by Identify environmental formative assessments/ speakers of the target language in formal problems picture sequences and informal settings, through appropriate responses Recognize new vocabulary Paired info-gap activity in short audio segments 7.1.IH.A.3 Compare and contrast the use of verbal Ask a variety of questions and non-verbal etiquette to perform a regarding what jobs variety of functions (such as persuading, become important to negotiating, or offering advice) in the combat environmental target culture(s) and in one’s own culture. problems 7.1.IH.A.5 Express, defend and Synthesize information from oral and provide explanations about written discourse dealing with a variety of what we can do to protect topics. the environment. 7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts.

Apply reading Content: Reading comprehension NJCCCS 1 lesson comprehension strategies “Un problema ambientale” activities 7.1.IH.A.1 to a target language text Analyze and critique information about the use of clean Skills: Correct false statements contained in culturally authentic materials energy to reduce smog in Make prediction about the using electronic information and other large urban cities text based on the title, sources related to a variety of familiar and and/or photos some unfamiliar topics.

Read a short text and 7.1.IH.A.2 identify key, familiar terms Demonstrate comprehension of spoken to summarize the general and written language as expressed by meaning speakers of the target language in formal and informal settings, through Read a text a second time appropriate responses. to possibly identify additional details 7.1.IH.A.5 Synthesize information from oral and Identify a maximum of 5 written discourse dealing with a variety of difficult words the student topics. must define to understand the text 7.1.IH.A.7 Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts

Apply listening Content: Cloze activity for the audio NJCCCS 2 lessons comprehension strategies “Facciamo la nostra parte” 7.1.IH.A.5 to authentic public service Listening comprehension Synthesize information from oral and announcement about Skills: questions written discourse dealing with a variety of environmental issues Make predictions about a topics. video/audio based on the Any combination of title call-and-response, 7.1.IH.A.7 think/pair/share, Infer the meaning of some unfamiliar Listen to an audio and conversations and/or short words and phrases in new formal and identify key, familiar terms pieces of writing using informal contexts. to summarize general activities on the Suggested meaning Resources and Activities 7.1.IH.A.8 Analyze structures of the target language Listen to an audio a second and comparable linguistic structures in time while reading the English transcript to train the ear. NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Apply reading Content: Any combination of NJCCCS 1 lesson comprehension strategies “Un mondo piu pulito” call-and-response, 7.1.IH.A.5 to target language “Raccolta differenziata” think/pair/share, Synthesize information from oral and mini-texts about the “Slow food” conversations and/or short written discourse dealing with a variety of problem of smog in Italian pieces of writing using topics. urban environments, activities on the Suggested recycling and the slow food Skills: Resources and Activities 7.1.IH.A.8 movement Make predictions about the Analyze structures of the target language text based on the title, Grammar and/or and comparable linguistic structures in and/or photos vocabulary quizzes/ English formative assessments Read a short text and 7.1.IH.B.2 Give, respond to, and ask for identify key, familiar terms clarification on detailed oral and written to summarize the general directions, commands, and requests. meaning

Read a text a second time to possibly identify additional details

Identify a maximum of 5 difficult words the student must define to understand the text

Discuss the principal Content: Listening comprehension NJCCCS 3 lessons elements of the Slow food Video: activity using EdPuzzle 7.1.IH.A.3 movement founded in Italy Carlo Petrini Il movimento Compare and contrast the use of verbal as a solution to an Slow food Group discussion and nonverbal etiquette to perform a environmental problem comparing & contrasting variety of functions (such as persuading, Video: the Slow Food movement negotiating, or offering advice) in the Identify the principals Slow food revolution in Italy and America target culture(s) and in one’s own culture behind the slow food movement Video: Any combination of 7.1.IH.A.4 Alice Waters; The Mother call-and-response, Analyze historical and political contexts of Slow Food in America think/pair/share, that connect or have connected famous conversations and/or short people, places, and events from the target Video: pieces of writing using culture(s) with the United States. Terra Madre 2014 activities on the Suggested Resources and Activities 7.1.IH.A.8 Skills: Analyze structures of the target language Make predictions about a and comparable linguistic structures in video/audio based on the English. title 7.1.IH.B.2 Listen to an audio and Give, respond to, and ask for clarification identify key, familiar terms on detailed oral and written directions, to summarize general commands, and requests. meaning 7.1.IH.B.4 Ask and respond to questions as Listen to an audio a second part of a group discussion of topics and time while reading the situations of a personal, academic, or transcript to train the ear. social nature.

Use the imperfect Content:Imperfect Any combination of NJCCCS 3 lessons subjunctive to describe subjunctive verb forms of call-and-response, 7.1.IH.A.3 hypothetical statements regular -are, -ere, ire verbs; think/pair/share, Compare and contrast the use of verbal concerning the Imperfect subjunctive verb conversations and/or short and nonverbal etiquette to perform a environment forms of essere, dare, stare, pieces of writing using variety of functions (such as persuading, fare and dire activities on the Suggested negotiating, or offering advice) in the Resources and Activities target culture(s) and in one’s own culture

7.1.IH.A.8 Skills: Use regular and irregular Grammar and/or Analyze structures of the target language conjugations to accurately vocabulary quizzes/ and comparable linguistic structures in describe what you would formative assessment English. do in hypothetical situations (if clauses) 7.1.IH.B.2 Give, respond to, and ask for clarification Create hypothetical on detailed oral and written directions, situations based on picture commands, and requests. prompts 7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature

Use the past perfect Content: Any combination of NJCCCS 2 lessons subjunctive to describe Past perfect subjunctive of call-and-response, 7.1.IH.A.8 what one would have done regular & irregular verbs; think/pair/share, Analyze structures of the target language under certain conditions regular and irregular past conversations and/or short and comparable linguistic structures in participles pieces of writing using English. activities on the Skills: Suggested Resources and 7.1.IH.B.2 Use the past perfect Activities Give, respond to, and ask for clarification subjunctive conjugations on detailed oral and written directions, accurately to describe what Grammar and/or commands, and requests. you would have done in the vocabulary quizzes/ past if certain conditions formative assessments 7.1.IH.B.4 Ask and respond to questions as had been met part of a group discussion of topics and situations of a personal, academic, or Interpret and respond to social nature. questions about past activities

Interpret short texts and audios using the past perfect subjunctive

Identify the causes of Content: Group discussion: What NJCCCS 2 lessons global warming and Carbon footprint calculator are some solutions to the 7.1.IH.A.7 understand how an problem of global Infer the meaning of some unfamiliar individual contributes to L'effetto serra warming? words and phrases in new formal and the problem informal contexts. Article: Any combination of Determine what is their Come proteggere il pianeta call-and-response, 7.1.IH.B.2 carbon footprint think/pair/share, Give, respond to, and ask for clarification conversations and/or short on detailed oral and written directions, pieces of writing using commands, and requests. activities on the Skills: Suggested Resources and 9.3.12.ED.2 Demonstrate effective oral, Identify the causes of Activities written and multimedia communication in global warming and how an multiple formats and contexts. individual contributes to the problem

Presentational: In groups Content: Unit Benchmark NJCCCS 3 lessons of three, a representative of Article or video on current assessment (IPA) 7.1.IH.A.1 congress is coming to your environmental problem Interpretive Analyze and critique information school to discuss an (article/video); contained in culturally authentic materials important ecological Table or chart using electronic information and other problem. The group must substantiating position Interpersonal (discussion) sources related to a variety of familiar and must be prepared to some unfamiliar topics. explain the problem, 7.1.IH.A.2 suggest possible solutions Skills: Presentational (oral Demonstrate comprehension of spoken and convince the communication and written language as expressed by representative that the This presentational speakers of the target language in formal government can do to comprises addresses two and informal settings, through make things better skills corresponding to the appropriate responses AP Italian Language & 7.1.IH.A.7 Culture Persuasive essay Infer the meaning of some unfamiliar and cultural presentation words and phrases in new formal and informal contexts. 7.1.IH.B.2 Give, respond to, and ask for clarification on detailed oral and written directions, commands, and requests 7.1.IH.B.3 Interact in a variety of familiar situations using culturally appropriate verbal and nonverbal communication strategies 7.1.IH.B.4 Ask and respond to questions as part of a group discussion of topics and situations of a personal, academic, or social nature.