MONTVILLE TOWNSHIP PUBLIC SCHOOLS Italian IV Honors

MONTVILLE TOWNSHIP PUBLIC SCHOOLS OFFICE OF CURRICULUM & INSTRUCTION

ITALIAN IV HONORS

Grades: 11-12

Prerequisite: Italian III

Credits: 5

ABSTRACT

This class is designed to reinforce the skills that were introduced in Italian I, II, and III. Students will further gain insight into the life and customs of Italian culture while at the same time recognizing that language is a reflection of one’s own culture. This course will allow students to compare and contrast between their own culture and the Italian culture that expands deep into other areas bordering the Mediterranean Sea. Students will develop skills at the intermediate low and intermediate mid levels and will further build them towards higher proficiency in reading, writing, speaking, listening, and thinking in the Italian language.

BOE Approved 06/19/2018

MONTVILLE TOWNSHIP PUBLIC SCHOOLS Italian IV Honors

Unit of Study: Theme 1: Shopping and Theme 2: Environment and Energy Theme 3: Separation of Italy and (Timeframe) Technology (Week 5; 8 weeks) Politics (Week 1; 4 weeks) (Week 13; 8 weeks) STAGE 1: Desired Results Established Goals: World Language Standards World Language Standards World Language Standards NJSLS: 7.1.IM.A.1-8 7.1.IM.A.1-8 7.1.IM.A.1-8 (Standards that are only 7.1.IM.B.1-5 7.1.IM.B.1-5 7.1.IM.B.1-5 applicable to the unit; include st 7.1.IM.C.1-5 7.1.IM.C.1-5 7.1.IM.C.1-5 technology and 21 century standards) Educational Technology Educational Technology Educational Technology 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.E.1, 8.1.12.F.1 8.1.12.E.1, 8.1.12.F.1 8.1.12.E.1, 8.1.12.F.1

21 st Century Life & Careers 21 st Century Life & Careers 21 st Century Life & Careers 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.3, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.3, 9.3.HT-TT.3, 9.3.HT-TT.6, 9.3.HT-TT.6, 9.3.HT-TT.7, 9.3.HT-TT.10 9.3.HT-TT.6, 9.3.HT-TT.7, 9.3.HT-TT.10 9.3.HT-TT.7, 9.3.HT-TT.10

Career Ready Practices Career Ready Practices Career Ready Practices CRP4, CRP12 CRP4, CRP12 CRP4, CRP12 Enduring ● The use of technology in Italy is ● Italy and other European countries ● There are a number of political Understandings: similar to and different from the use various types of fuel and parties in Italy and knowing the (What big ideas will students United States. energy (nuclear, gas, solar, etc.) platform for each is important in know?) ● Technology will change Italy ● The various political parties in the study of Italian culture. and the United States over the Italy (Forza Italia, Lega Nord, ● The present subjunctive tense can next few years. Partito Socialista, etc.) have be used to justify one’s opinion in a ● Italy is obsessed with clothing different opinions about energy debate setting. and the need to “fare una bella consumption. ● Some Italians would like to figura.” ● Conditional tense is important to separate Northern Italy and ● Clothing companies to explain what WOULD you do headquartered in Italy MONTVILLE TOWNSHIP PUBLIC SCHOOLS

(predominantly Milan) work if you were the mayor, president, Southern Italy into two distinct closely with the United States to etc. countries. sell and produce clothing. ● Taxes, politics and economics ● Globalization affects the affect the general population. economic markets in Italy as ● The biggest social problems in Italy well as in the United States. are causing such political and social divide amongst citizens of the north and the south.

Essential Questions: 1. How did the “Made in Italy” 1. What types of energy are available 1. How do economics affect the (What questions are phenomenon affect Italy’s to the world and which types are people of a particular region? open-ended, debatable, global and spark critical thinking?) growth in the 1980’s? the best for Italy and the United 2. Why do certain people want Italy 2. How does technology affect States based upon natural to split into two separate countries Italy and how do Italians react resources, money and energy and are these reasons legitimate in to technology as a whole? efficiency? your opinion? 2. Why is recycling important and how does reducing the amount of garbage we produce help the environment? STAGE 2: Evidence Assessment & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Quizzes/tests ● Quizzes/tests ● Quizzes/tests (Through what authentic ● Analyzing variety of student ● Analyzing variety of student ● Analyzing variety of student work performance tasks will students work work ● Strategic Questioning demonstrate the desired understandings?) ● Strategic Questioning ● Strategic Questioning ● Classroom Polls (By what criteria will ● Classroom Polls ● Classroom Polls ● Exit/Admin Tickets performances of understanding ● Exit/Admin Tickets ● Exit/Admin Tickets ● Class participation/ discussions be judged?) ● Class participation/ discussions ● Class participation/ discussions ● Daily communication activities via ● Daily communication activities ● Daily communication activities the 3 modes of communication via the 3 modes of via the 3 modes of ● Online mini-assessments communication communication ○ Socrative, Kahoot, ● Online mini-assessments ● Online mini-assessments Quizziz, VHL etc. ○ Socrative, Kahoot, ○ Socrative, Kahoot, ● Partner activities Quizziz, VHL etc. Quizziz, VHL etc. ● Individual/group response ● Partner activities ● Partner activities MONTVILLE TOWNSHIP PUBLIC SCHOOLS ● Individual/group response ● Individual/group response Summative ● Final interpersonal or speaking Summative Summative presentations ● Final interpersonal or speaking ● Final interpersonal or speaking ● Tests/quizzes presentations presentations ● Research papers ● Tests/quizzes ● Tests/quizzes ● End-of unit projects or ● Research papers ● Research papers assignments ● End-of unit projects or ● End-of unit projects or ● Culminating communicative assignments assignments activity ● Culminating communicative ● Culminating communicative ● Portfolio (multiple formats) activity activity ● Completion of Intermediate-Mid ● Portfolio (multiple formats) ● Portfolio (multiple formats) “Can-Do” statements for ● Completion of ● Completion of Intermediate-Mid interpersonal speaking, Intermediate-Mid “Can-Do” “Can-Do” statements for presentational speaking, statements for interpersonal interpersonal speaking, presentational writing, interpretive speaking, presentational presentational speaking, listening, and interpretive reading. speaking, presentational presentational writing, writing, interpretive listening, interpretive listening, and Benchmarks and interpretive reading. interpretive reading. ● Departmental benchmark given at the end of MP1 and MP3 Benchmarks Benchmarks ● Departmental benchmark given ● Departmental benchmark given at Alternative Assessments at the end of MP1 and MP3 the end of MP1 and MP3 ● Picture-prompted writing/speaking activities Alternative Assessments Alternative Assessments ● Interpretive, interpersonal and ● Picture-prompted ● Picture-prompted presentational activities assessed writing/speaking activities writing/speaking activities through use of rubrics ● Interpretive, interpersonal and ● Interpretive, interpersonal and ● Gallery walks of student work or presentational activities presentational activities assessed performance assessed through use of rubrics through use of rubrics ● Assessments of 3 modes of ● Gallery walks of student work ● Gallery walks of student work or communication via student choice or performance performance boards ● Assessments of 3 modes of ● Assessments of 3 modes of ● Student assessment through communication via student communication via student authentic interpretive, choice boards choice boards interpersonal and presentational ● Student assessment through ● Student assessment through activities authentic interpretive, authentic interpretive, ● Creative extension projects MONTVILLE TOWNSHIP PUBLIC SCHOOLS interpersonal and presentational interpersonal and presentational ● Student-designed assessment activities activities activities ● Creative extension projects ● Creative extension projects ● Portfolios ● Student-designed assessment ● Student-designed assessment activities activities ● Portfolios ● Portfolios STAGE 3: Learning Plan Learning Interpretive: Interpretive: Interpretive: Activities/Content: ● Match clothing vocabulary and ● Match power plant vocabulary ● Read Yahoo Answers responses (What is the core content of divide vocabulary into charts and environment vocabulary with where citizens post their opinions this unit? What performance and graphs. pictures. of separating online. tasks/ activities will students do? What skills will students ● Practice translating text ● Read small passages on energy ● Analyze the Industrial Triangle know?) message lingo into standard consumption. and the Virtuous Triangle and how Italian phrases. ● Describe giant recycling bins that they affect this argument. Analyze ● Calculate costs of clothes in are found all throughout Italy. why the north isn’t one binding standard stores compared to ● Listen to “Il mondo che vorrei” region to separate from the south. underground stores (secret by Laura Pausini and discuss Interpersonal: stores) some things that she would like ● Interpret street graffiti that in this world. Then students must ● Speak with a partner about their include messages using text give examples of some things that opinion on Italian economics and message lingo. they would do to help the whether it is better to keep money Interpersonal: environment. within the regional hands instead ● Write text messages to each ● Evaluate information from of the capital. other in class using the text scientists about global warming. ● Discuss the economics of Italy and message lingo. Interpersonal: the paying of taxes to the capital ● Predict the future with ● Prepares a written interview with (Rome) and the loss of money in technology and write a a partner (one being the the north as opposed to the south. summary of their thoughts. interviewer and one being the ● Diagram the money that the north ● Plan a skit with someone by Prime Minister of Italy) and they is losing and how it is benefiting talking about clothes that they must talk about energy the south. want to buy. consumption and energy policies Presentational: Presentational: in Italy. ● Prepare arguments for a class ● Design a graffiti style paper on ● Discuss with a partner the debate about whether the north the computer where it includes importance of recycling. Presentational: and south of Italy should separate. a message for someone in text ● Examine the facts about global message lingo in Italian. warming according to scientists MONTVILLE TOWNSHIP PUBLIC SCHOOLS ● Design and print an ad flyer for and discuss different ways the an Italian clothing company earth’s climate is changing. OR design a fake website Reconstruct your findings and where you can “sell” your your opinions and put them on a Italian clothing. Must include PowerPoint presentation. prices, styles, colors, sizes and ● Predict the future if we do not fake addresses for these stores change our energy consumption in a real Italian city. and record a news story for the class to see. Resources: Sentieri- Cozzarelli (Vista Higher Sentieri- Cozzarelli (Vista Higher Sentieri- Cozzarelli (Vista Higher Learning, 2011) Learning, 2011) Learning, 2011) Unità 4-Tecnologia e moda Unità 12-L’ambiente naturale -Yahoo Answers News Articles -Yahoo Answers (Type in “separazione d’italia”) www.ilgiornale.it (Type in “diversi tipi d’energia) www.yahoo.it www.repubblica.it www.yahoo.it -Lega Nord www.leganord.org -Youtube -Il Popolo della Libertà (Type in “Il mondo che vorrei Laura www.ilpopolodellaliberta.it Pausini”) www.youtube.it -Il Partito Democratico News Articles www.partitodemocratico.it www.ilgiornale.it www.repubblica.it Interdisciplinary Social Studies Social Studies 21st Century Life and Careers Connections: (e.g. ● 9.3.HU FAM.2 Identify ● 6.1.12.C.12.c Analyze how ● 6.2.12.C.3.d Determine how, and - writing, literacy, math, science, community resources to provide st scientific advancements the extent to which, scientific and history, 21 century life and family and community services. careers, technology) impacted the national and technological changes, global economies and daily life. transportation, and new forms of energy brought about massive ELA Writing ELA Writing social, economic, and cultural ● NJSLSA.W9. Draw evidence from ● NJSLSA.W9. Draw evidence changes. literary or informational texts to from literary or informational support analysis, reflection, and texts to support analysis, ELA Writing, Speaking and Listening research. reflection, and research. ● NJSLSA.W9. Draw evidence from literary or informational Technology Technology texts to support analysis, ● 8.1.12.A.2 Produce and edit a ● 8.1.12.A.2 Produce and edit a reflection, and research. multi-page digital document for a multi-page digital document for ● NJSLSA.SL1. Prepare for and commercial or professional audience and present it to peers MONTVILLE TOWNSHIP PUBLIC SCHOOLS

a commercial or professional participate effectively in a range and/or professionals in that related audience and present it to peers of conversations and area for review. and/or professionals in that collaborations with diverse related area for review. partners, building on others’ ideas Career Ready Practices and expressing their own clearly ● CRP2. Apply appropriate Career Ready Practices and persuasively. academic and technical skills. ● CRP4. Communicate clearly and ● CRP2. Apply appropriate ● NJSLSA.SL2. Integrate and academic and technical skills. evaluate information presented in effectively and with reason. ● CRP6. Demonstrate creativity and ● CRP4. Communicate clearly diverse media and formats, and effectively and with reason. including visually, quantitatively, innovation. ● CRP8. Utilize critical thinking to ● CRP6. Demonstrate creativity and orally. and innovation. make sense of problems and persevere in solving them. ● CRP8. Utilize critical thinking Career Ready Practices ● CRP11. Use technology to to make sense of problems and ● CRP2. Apply appropriate persevere in solving them. academic and technical skills. enhance productivity. ● CRP12. Work productively in ● CRP11. Use technology to ● CRP4. Communicate clearly and enhance productivity. effectively and with reason. teams while using cultural global competence. ● CRP12. Work productively in ● CRP6. Demonstrate creativity and teams while using cultural innovation. global competence. ● CRP8. Utilize critical thinking to Other Connections: make sense of problems and ● Politics (viewpoints of political Other Connections: persevere in solving them. parties with reference of the ● Technology (Impact of ● CRP11. Use technology to separation of Italy) technology on Italian society) enhance productivity. ● History/Culture (viewpoints of ● History/Culture- (Culture of ● CRP12. Work productively in citizens towards each other) clothing in Italy) teams while using cultural global ● Economics (taxation of students ● Economics (Made in Italy competence. and the distribution of government during the 1980’s, buying services. clothes in Italy) Other Connections: ● Science (study of the environment) ● Politics (differing opinions of preserving energy) ● Music (study of music for grammar points) MONTVILLE TOWNSHIP PUBLIC SCHOOLS

Differentiation: (What Special Education Special Education Special Education type of differentiated ● Modify activities and ● Modify activities and assessments ● Modify activities and assessments instruction will be used for assessments as per individual as per individual students’ IEPs as per individual students’ IEPs ELL, SP.ED. and G&T students?) students’ IEPs ● Learning style adaptation ● Learning style adaptation ● Learning style adaptation ● Scaffolding ● Scaffolding ● Scaffolding ● Tiered lessons ● Tiered lessons ● Tiered lessons ● Graphic organizers ● Graphic organizers ● Graphic organizers ● Modify time requirements ● Modify time requirements ● Modify time requirements ● Modify assessment type, length ● Modify assessment type, length ● Modify assessment type, length an/ or format an/ or format an/ or format ● Modify lesson pacing and/or ● Modify lesson pacing and/or ● Modify lesson pacing and/or structure structure structure ● Study guides ● Study guides ● Study guides ● Reduced choice on assessments ● Reduced choice on assessments ● Reduced choice on assessments ● Word banks ● Word banks ● Word banks English Language Learners English Language Learners English Language Learners ● Sheltered Instruction Observation ● Sheltered Instruction Observation ● Sheltered Instruction Protocol (SIOP) - instructional Protocol (SIOP) - instructional Observation Protocol (SIOP) - model that helps teachers plan model that helps teachers plan and instructional model that helps and deliver lessons that allow deliver lessons that allow English teachers plan and deliver English learners to acquire learners to acquire academic lessons that allow English academic knowledge as they knowledge as they develop learners to acquire academic develop English language English language proficiency knowledge as they develop proficiency ● Provide leveled or guided reading English language proficiency ● Provide leveled or guided reading ● Provide regular and/or picture ● Provide leveled or guided ● Provide regular and/or picture dictionaries reading dictionaries ● Couple new vocabulary with ● Provide regular and/or picture ● Couple new vocabulary with visual references dictionaries visual references ● Provide extended time ● Couple new vocabulary with ● Provide extended time ● Teacher Modeling visual references ● Teacher Modeling ● Simplify written and verbal ● Provide extended time ● Simplify written and verbal instructions ● Teacher Modeling instructions ● Use teaching strategies and

● Simplify written and verbal ● Use teaching strategies and learning resources that that make instructions learning resources that that make content comprehensible content comprehensible ● Cultural responsiveness MONTVILLE TOWNSHIP PUBLIC SCHOOLS ● Use teaching strategies and ● Cultural responsiveness ● Total Physical Response (TPR) - learning resources that that ● Total Physical Response (TPR) - direct action to internalize new make content comprehensible direct action to internalize new language learning concepts ● Cultural responsiveness language learning concepts ● Total Physical Response (TPR) Students “At Risk” (BSI) - direct action to internalize Students “At Risk” (BSI) ● Multimedia presentations new language learning concepts ● Multimedia presentations ● Tiered lessons ● Tiered lessons ● Grouped or “chunked” Students “At Risk” (BSI) ● Grouped or “chunked” assignments ● Multimedia presentations assignments ● Learning style adaptation ● Tiered lessons ● Learning style adaptation ● Guided reading ● Grouped or “chunked” ● Guided reading ● Graphic organizers assignments ● Graphic organizers ● Word banks ● Learning style adaptation ● Word banks ● Study guides ● Guided reading ● Study guides ● Modeling ● Graphic organizers ● Modeling ● Manipulatives ● Word banks ● Manipulatives ● Scaffolding ● Study guides ● Scaffolding ● Use of visuals ● Modeling ● Use of visuals ● Manipulatives G & T ● Scaffolding G & T ● Learning style adaptation ● Use of visuals ● Learning style adaptation ● Tiered lessons or accelerated ● Tiered lessons or accelerated choice work G & T choice work ● Project-based learning ● Learning style adaptation ● Project-based learning ● Modified assignments (more ● Tiered lessons or accelerated ● Modified assignments (more application and higher level choice work application and higher level thinking tasks – less ● Project-based learning thinking tasks – less comprehension) ● Modified assignments (more comprehension) ● Compact curriculum application and higher level ● Compact curriculum ● Independent projects thinking tasks – less ● Independent projects ● Interest centers comprehension) ● Interest centers ● Interest groups ● Compact curriculum ● Interest groups ● Flexible skills grouping ● Independent projects ● Flexible skills grouping ● Learning centers ● Interest centers ● Learning centers ● High-level questions ● Interest groups ● High-level questions ● Contracts/management plans ● Flexible skills grouping ● Contracts/management plans ● Choice activities MONTVILLE TOWNSHIP PUBLIC SCHOOLS ● Learning centers ● Choice activities ● High-level questions 504 Plans ● Contracts/management plans 504 Plans ● Modify activities and assessments ● Choice activities ● Modify activities and assessments as per individual students’ 504 as per individual students’ 504 ● Preferential seating 504 Plans ● Preferential seating ● Extended time on tests and ● Modify activities and ● Extended time on tests and assignments assessments as per individual assignments ● Reduced homework or classwork students’ 504 ● Reduced homework or classwork ● Verbal, visual, or technology aids ● Preferential seating ● Verbal, visual, or technology aids ● Modified textbooks or audio-video ● Extended time on tests and ● Modified textbooks or materials. assignments audio-video materials. ● Modeling ● Reduced homework or ● Modeling classwork ● Verbal, visual, or technology aids ● Modified textbooks or audio-video materials. ● Modeling

Unit of Study: Theme 4: Geography of Italy Theme 5: Entertainment in Italy Theme 6: Roman Empire and (Timeframe) (Week 21; 4 weeks) (Week 25; 5 weeks) Unification of Italy (Week 30; 8 weeks) STAGE 1: Desired Results Established Goals: World Language Standards World Language Standards World Language Standards NJSLS: 7.1.IM.A.1-8 7.1.IM.A.1-8 7.1.IM.A.1-8 (Standards that are only 7.1.IM.B.1-5 7.1.IM.B.1-5 7.1.IM.B.1-5 applicable to the unit; include st 7.1.IM.C.1-5 7.1.IM.C.1-5 7.1.IM.C.1-5 technology and 21 century standards) Educational Technology Educational Technology Educational Technology 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.A.2, 8.1.12.B.2, 8.1.12.D.1 8.1.12.E.1, 8.1.12.F.1 8.1.12.E.1, 8.1.12.F.1 8.1.12.E.1, 8.1.12.F.1

21 st Century Life & Careers 21 st Century Life & Careers 21 st Century Life & Careers MONTVILLE TOWNSHIP PUBLIC SCHOOLS 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.1.12.F.3, 9.1.12.F.5, 9.1.12.C.4, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, 9.3.12.AG-NR.2, 9.3.12.AC-DES.2, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, AR-JB.3, 9.3.12.ED.2, 9.3.HT.3, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.3, 9.3.HT-TT.1, 9.3.HT-TT.2, 9.3.HT-TT.3, 9.3.HT-TT.3, 9.3.HT-TT.6, 9.3.HT-TT.6, 9.3.HT-TT.7, 9.3.HT-TT.10 9.3.HT-TT.6, 9.3.HT-TT.7, 9.3.HT-TT.10 9.3.HT-TT.7, 9.3.HT-TT.10

Career Ready Practices Career Ready Practices Career Ready Practices CRP4, CRP12 CRP4, CRP12 CRP4, CRP12 Enduring ● Mountains, rivers, seas and ● Italian television shows are ● The Roman Empire is an important Understandings: weather affect cities, farming, similar to and different from factor on Italy/European culture . (What big ideas will students food and people. American television shows. ● Certain inventions set forth by the know?) ● People migrate to certain places ● Italians are fascinated with live Romans, such as aqueducts, roads, in Italy based on the geography performance television shows and sewers, etc., are still assets in a and climate. game shows. modern society. ● Geography and climate can ● Entertainment is an important ● The unification of Italy was affect the customs and traditions past-time in Italy. important to the political, of a culture. economic, and cultural structure of the country. ● Italy used to be a number of loosely tied regions. ● Italy as a nation in its current form may change in the near future.

Essential Questions: 1. How does geography affect the 1. What types of entertainment do 1. To what extent are inventions that (What questions are way that people settle in cities, Italians enjoy and how does it the Romans created still affecting open-ended, debatable, global and spark critical thinking?) farm, eat and live? compare to American the entire world? What make them 2. How did the geography of Italy entertainment? so important? help it spur growth during the 2. Who are the most popular Italian 2. How do countries/empires rise and 3. Renaissance? music artists and what does their fall throughout history? How is the 4. How did trade help shape the popularity say about Italian Roman Empire relatable to the Italy that we know today? society? Unification of Italy? 3. To what extent do entertainers- 3. How do you see Italy’s future? Will both past and present- reflect the Italy still be crucial to the world history of Italy? economy in the future? MONTVILLE TOWNSHIP PUBLIC SCHOOLS

4. What attracts people to Italian films and what do those films reveal or say about Italian culture? STAGE 2: Evidence Assessment & Formative Assessments Formative Assessments Formative Assessments Evidence: ● Quizzes/tests ● Quizzes/tests ● Quizzes/tests (Through what authentic ● Analyzing variety of student ● Analyzing variety of student ● Analyzing variety of student work performance tasks will students work work ● Strategic Questioning demonstrate the desired understandings?) ● Strategic Questioning ● Strategic Questioning ● Classroom Polls (By what criteria will ● Classroom Polls ● Classroom Polls ● Exit/Admin Tickets performances of understanding ● Exit/Admin Tickets ● Exit/Admin Tickets ● Class participation/ discussions be judged?) ● Class participation/ discussions ● Class participation/ discussions ● Daily communication activities via ● Daily communication activities ● Daily communication activities the 3 modes of communication via the 3 modes of via the 3 modes of ● Online mini-assessments communication communication ○ Socrative, Kahoot, ● Online mini-assessments ● Online mini-assessments Quizziz, VHL etc. ○ Socrative, Kahoot, ○ Socrative, Kahoot, ● Partner activities Quizziz, VHL etc. Quizziz, VHL etc. ● Individual/group response ● Partner activities ● Partner activities ● Individual/group response ● Individual/group response Summative ● Final interpersonal or speaking Summative Summative presentations ● Final interpersonal or speaking ● Final interpersonal or speaking ● Tests/quizzes presentations presentations ● Research papers ● Tests/quizzes ● Tests/quizzes ● End-of unit projects or ● Research papers ● Research papers assignments ● End-of unit projects or ● End-of unit projects or ● Culminating communicative assignments assignments activity ● Culminating communicative ● Culminating communicative ● Portfolio (multiple formats) activity activity ● Completion of Intermediate-Mid ● Portfolio (multiple formats) ● Portfolio (multiple formats) “Can-Do” statements for ● Completion of ● Completion of Intermediate-Mid interpersonal speaking, Intermediate-Mid “Can-Do” “Can-Do” statements for presentational speaking, statements for interpersonal interpersonal speaking, presentational writing, interpretive speaking, presentational presentational speaking, listening, and interpretive reading. speaking, presentational presentational writing, MONTVILLE TOWNSHIP PUBLIC SCHOOLS writing, interpretive listening, interpretive listening, and Benchmarks and interpretive reading. interpretive reading. ● Departmental benchmark given at the end of MP1 and MP3 Benchmarks Benchmarks ● Departmental benchmark given ● Departmental benchmark given at Alternative Assessments at the end of MP1 and MP3 the end of MP1 and MP3 ● Picture-prompted writing/speaking activities Alternative Assessments Alternative Assessments ● Interpretive, interpersonal and ● Picture-prompted ● Picture-prompted presentational activities assessed writing/speaking activities writing/speaking activities through use of rubrics ● Interpretive, interpersonal and ● Interpretive, interpersonal and ● Gallery walks of student work or presentational activities presentational activities assessed performance assessed through use of rubrics through use of rubrics ● Assessments of 3 modes of ● Gallery walks of student work ● Gallery walks of student work or communication via student choice or performance performance boards ● Assessments of 3 modes of ● Assessments of 3 modes of ● Student assessment through communication via student communication via student authentic interpretive, choice boards choice boards interpersonal and presentational ● Student assessment through ● Student assessment through activities authentic interpretive, authentic interpretive, ● Creative extension projects interpersonal and presentational interpersonal and presentational ● Student-designed assessment activities activities activities ● Creative extension projects ● Creative extension projects ● Portfolios ● Student-designed assessment ● Student-designed assessment activities activities ● Portfolios ● Portfolios

STAGE 3: Learning Plan Learning Interpretive: Interpretive: Interpretive: Activities/Content: ● Compare and contrast the ● Watch film clips of famous ● Read small paragraphs each (What is the core content of geography of Italy with the Italian movies and write basic depicting inventions from the this unit? What performance geography of the United States. notes on differences between Roman Empire, then summarize tasks/ activities will students do? What skills will students ● After studying information Italian and American movies how these inventions affect our know?) about historical trade routes as ● Write a diary in the place of Dora world today. well as the current economy, (La vita è bella) and her emotions ● Students given passages on the explain how the climate and by herself in the concentration Roman Empire and the Unification geography of Italy may have camp. of Italy and students must write MONTVILLE TOWNSHIP PUBLIC SCHOOLS impacted the goods and Interpersonal: small essay on why these two services produced and ● After watching the endings to periods of Italy are connected. purchased in Italy. many Italian movies, discuss the Interpersonal: ● After watching and lack of happy endings and the ● Discuss as a class how the informational video about the realist nature of Italians as a introduction of the European geography and climate of Italy, class. Then split into groups to Union can be compared to the explain the importance these discuss benefits and negatives of Unification of Italy. factors have on trade having realist endings. ● Role play a skit about two Roman throughout history. ● Interview a partner about a movie citizens discussing the conversion Interpersonal: they just viewed. of Rome from Paganism to ● In groups, discuss possible Presentational: Catholicism. One person may be a items that were obtained from ● Recreate an Italian music video Pagan and the other is a Catholic. other nations and brought into OR if the student is very Presentational: Italy. After, present group musically talented, they may ● Create a brochure on the computer findings to the class. write and create their own Italian to give to citizens in ● Evaluate how the geography of song and play it for the class. pre-unification Italy about the the United States affects your ● Create a slide presentation that benefits that Italians will receive if own life with a partner. Create highlights some of the most Italy is unified and ask for their Venn diagrams comparing and influential entertainers support to unify it. contrasting geography of Italy throughout Italian history- past and America and how they and present. affect the culture and growth of cities. Presentational: ● Draw and create a group map of Italy and the surrounding countries all in Italian. The map must include rivers, seas, mountain ranges, major cities and areas where political parties are very strong. This may be hand drawn or done on a computer (at the discretion of the teacher). ● Present a weather forecast based on the different regions in Italy. MONTVILLE TOWNSHIP PUBLIC SCHOOLS Resources: Sentieri- Cozzarelli (Vista Higher Sentieri- Cozzarelli (Vista Higher Sentieri- Cozzarelli (Vista Higher Learning, 2011) Learning, 2011) Learning, 2011) Google Maps www.maps.google.it Films Current Events -Amarcord http://www.onlinenewspapers.com/italy.ht -Notte prima degli esami (only clips) m -La vita è bella Roman Empire -Io non ho paura https://it.wikipedia.org/wiki/Storia_di_Ro -Il postino ma -L’ultimo bacio (only clips) https://www.disfrutaroma.com/imperio-ro -La dolce vita mano Music https://www.youtube.com/watch?v=UF_y -Festival di San Remo HrFP1Ls -Laura Pausini Inventions of Roman Times -Tiziano Ferro https://interestingengineering.com/19-great -Jovanotti est-inventions-of-the-roman-empire-that-h -Eros Ramazzotti elped-shape-the-modern-world -Modà -Ligabue

Interdisciplinary Social Studies Social Studies Social Studies Connections: (e.g. ● 6.2.8.B.4.a Explain how ● 6.1.12.B.6.a Determine the role ● 6.1.12.A.16.a Examine the impact writing, literacy, math, science, geography influenced the st geography played in gaining of media and technology on history, 21 century life and development of the political, careers, technology) access to raw materials and political and social issues in a finding new global markets to global society. economic, and cultural centers of promote trade. each empire as well as the ELA Writing, Speaking and Listening empires’ relationships with other ELA Writing ● NJSLSA.W9. Draw evidence parts of the world. ● NJSLSA.W9. Draw evidence from literary or informational from literary or informational texts to support analysis, ELA Writing, Speaking and Listening texts to support analysis, reflection, and research. ● NJSLSA.W9. Draw evidence from reflection, and research. ● NJSLSA.SL1. Prepare for and literary or informational texts to participate effectively in a range support analysis, reflection, and Technology of conversations and research. ● NJSLSA.SL1. Prepare for and ● 8.1.12.A.2 Produce and edit a collaborations with diverse multi-page digital document for partners, building on others’ ideas participate effectively in a range of a commercial or professional and expressing their own clearly conversations and collaborations with diverse partners, building on MONTVILLE TOWNSHIP PUBLIC SCHOOLS

audience and present it to peers and persuasively. others’ ideas and expressing their and/or professionals in that ● NJSLSA.SL2. Integrate and own clearly and persuasively. related area for review. evaluate information presented in ● NJSLSA.SL2. Integrate and diverse media and formats, evaluate information presented in Career Ready Practices including visually, quantitatively, diverse media and formats, including visually, quantitatively, ● CRP2. Apply appropriate and orally. academic and technical skills. and orally.

● CRP4. Communicate clearly Technology Career Ready Practices and effectively and with reason. ● 8.1.12.A.2 Produce and edit a ● CRP2. Apply appropriate ● CRP6. Demonstrate creativity multi-page digital document for a and innovation. commercial or professional academic and technical skills. ● CRP4. Communicate clearly and ● CRP8. Utilize critical thinking audience and present it to peers to make sense of problems and and/or professionals in that effectively and with reason. persevere in solving them. related area for review. ● CRP6. Demonstrate creativity and innovation. ● CRP11. Use technology to enhance productivity. Career Ready Practices ● CRP8. Utilize critical thinking to make sense of problems and ● CRP12. Work productively in ● CRP2. Apply appropriate teams while using cultural academic and technical skills. persevere in solving them. ● CRP11. Use technology to global competence. ● CRP4. Communicate clearly and effectively and with reason. enhance productivity. ● CRP12. Work productively in Other Connections: ● CRP6. Demonstrate creativity and ● Geography (geography of Italy) innovation. teams while using cultural global competence. ● History (Renaissance, Silk ● CRP8. Utilize critical thinking to Trading Route) make sense of problems and ● Politics (Political power) persevere in solving them. Other Connections: ● History (Roman empire, ● CRP11. Use technology to enhance productivity. Unification of Italy) ● Economics (European Union) ● CRP12. Work productively in teams while using cultural global ● Technology (Roman inventions competence. used and improved today

Other Connections: ● History and Culture (Lead years1970’s, WWII, Italian movies, Music festivals) ● Music (Italian music) MONTVILLE TOWNSHIP PUBLIC SCHOOLS