MONTVILLE TOWNSHIP PUBLIC SCHOOLS Italian IV Honors
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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.