wethersfield public schools course outline 1 grade 7 & 8 page 7 suggested instructional...

Italian 1 Grade 7 & 8

Wethersfield Public Schools

Course Outline

Course Name: Italian I Grades 7 & 8

Department: World Language

Grade(s): 7-8

Course Description:

This is an introductory course in the Italian language in which the student learns the sound system and the

rudiments of the four basic skills- listening comprehension, reading, speaking, and writing. The student

learns basic sentence structures and begins to communicate in the language, both in oral and written

forms. Students are encouraged to use Italian to communicate and participate orally at their level in class.

Students are introduced to Italian culture and customs through the use of the language, visual media, and

food.

World Languages are important vehicles in today’s world for knowledge, communication and worldwide

cultural understanding. The study of a world language is of great importance to the individual for self-

development, for personal enrichment, and for career choices.

Required Instructional Materials:

Ecco! Uno, Michael Sedunary, Nancy Posterino, Sophie Kearns, and Marisa Tarascio Spiller,

2009. (EMC/Paradigm Publishing)

Revised/Approval Date: June 28, 2012

Approved Administrative Team February 27, 2013

Approved Student Programs & Services Committee March 21, 2013

Approved Board of Education March 26, 2013

Authors/Contributors: Loredana Pluchino


Overarching Skills This section includes 21st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills,

etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught

in isolation as a separate unit.

Title: Overarching Skills

Enduring Understandings Essential Questions

Learning a world language opens doors

to a greater variety of career options,

increased lifelong learning

opportunities, and enhanced leisure

activities.

As students increase their proficiency

in another language, they acquire skills,

which empower them to gain

knowledge in other disciplines and

sensitivity to a variety of viewpoints in

the target cultures.

As the world moves toward a global

community, it is increasingly important

for world language study to result in

proficiencies that enable students to

engage in conversations, interpret

authentic materials, and recent concepts

in a language other than their own.

People use a variety of simple and

complex structures to communicate the

same thing.

Effective communication uses

appropriate vocabulary, correct

language structure, and patterns.

Why is it important to communicate in

another language?

What is culture?

Why is it important to understand the

perspectives (value systems) of another

culture?

What can you read about in your world

language that you would not be

exposed to in your native language?

Where can use this language other than

the classroom?

How can learning a world language

enrich your life?

Why are specific vocabulary groups

and language structures necessary for

effective communication?

How does word formation facilitate

clear communication?

How do sentence and paragraph

formations facilitate language

acquisition?

Objectives (skills) (Show link to standards in parenthesis after objective) The student will:

S.1. Imitate authentic Italian pronunciation and intonation.

S.2. Demonstrate comprehension of a variety of speakers with appropriate responses and

reactions.

S.3. Maximize the use of the Italian language.

S.4. Converse with peers and native speakers.

S.5. Compare target language with their own.

S.6. Compare formal versus idiomatic/conversational language.

S.7. Write basic compositions on a variety of topics.

S.8. Utilize strategies to read authentic text (e.g. magazine articles, cultural excerpts and

background information).

S.9. Use information from the text to make predictions.

S.10. Make connections between language and culture.


S.11. Compare Italian culture with their own to provide connections, contrasts, and

understanding.

S.12. Appreciate the contexts in which the language occurs.

S.13. Provide connections to other disciplines using current events and history.

S.14. Research and present using various technology tools.

Instructional Support Materials

Ecco! Uno, Michael Sedunary, Nancy Posterino, Sophie Kearns, and Marisa Tarascio

Spiller, 2009. (EMC/Paradigm Publishing)

Ecco! Uno. Workbook

Ecco! Uno. Audio CD program

Ecco! Uno Audio lab workbook

Avanti

Avanti Workbook

Magazines: Ciao and Azzurro

Suggested Instructional Strategies

Smart board documents

Power point presentations

Choral recitation and drill

Daily oral participation

Singing

Teacher-student question and answer sessions

Paired dialogues

Pair work

Group work

Audio clips

Video clips

Visual aids (transparencies, PowerPoint lessons, flashcards, original artifacts, etc.)

Cultural videos

Readings and articles

Internet based activities

Visual aids

Music

Games

Projects

Writing samples

Internet research

Field trips

Food Sampling

Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics)

Daily oral participation with teacher and peers


Teacher informal observation

Dialogues and oral presentations

Homework and brief writing assignments

Partner conversations

Oral and written assessments

Oral and written quizzes and tests

World Language rubrics to assess speaking and writing

Group presentations

Projects

Computer generated projects/presentations

Skits

Group presentations


Unit 1: Greetings and Introductions

Time Frame: September- mid October

Length of Unit: 1 1/2 months


Speaking another language opens doors

and makes connections.

Forms of address and choice of

expression vary according to social

expectations.

Studying other languages and cultures

offers insights into our own.

The Italian language follows

grammatical rules in some ways similar

to English and in some ways different.

Confidence in a new language requires

sustained practice.

Successful communication relies on the

ability to understand a variety of

speakers of the world language.

The origin of a language dictates its

structure.

How do I properly greet and address

someone in Italy?

How do I communicate using proper

social etiquette?

How can the study of Italian support

my goals and values?

How do my assumptions about Italy

and the Italians compare with current

beliefs?

How do I state my address, phone

number or age in Italian?

How was Dante Alighieri an important

influence in the development of the

Italian language?

Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will:

1.1. Imitate the Italian sound system to produce authentic language with a focus on the vowels.

1.2. Recite the Italian alphabet.

1.3. Use appropriate vocabulary to greet and say good-bye.

1.4. Employ titles when addressing people.

1.5. Show gratitude using expressions of courtesy.

1.6. Sustain brief exchanges to ask how someone is feeling and express how you are feeling.

1.7. Explore the advantages of studying Italian and how it can support your future goals.

1.8. Understand what makes Italian a romance language.

1.9. Explore how Dante Alighieri influenced the development of the Italian language.

1.10. Understand what makes Italian a romance language.

Foreign Language Learning Standards: CSDE 2005 (Connecticut World Language Curriculum

Framework)

CONTENT STANDARD 1: Communication (Interpersonal Mode)

How do I use another language to communicate with others?

Greet others and exchange essential information, including names, addresses, birthplaces,

telephone numbers and e-mail addresses

CONTENT STANDARD 2: Communication (Interpretive Mode)

How do I understand what others are trying to communicate in another language?


Identify people and objects in their environments, based on oral and written descriptions.

Recognize and respond appropriately to questions, statements or commands.

CONTENT STANDARD 3: Communication (Presentational Mode)

How do I present information, concepts and ideas in another language in a way that is

understood?

Give simple oral reports or presentations about family members and friends, objects, or

common school and home activities in their everyday environments.

Write short, informal notes in which they describe or provide information about

themselves, their friends and families, and their school activities.

CONTENT STANDARD 4: Cultures

How do I use my understanding of culture to communicate and function appropriately in

another culture?

Use appropriate gestures and oral expressions for greetings farewells, and common or

familiar classroom interactions of the target culture.

Recognize simple themes, ideas or perspectives of the target culture.

CONTENT STANDARD 7: Comparisons among Languages

How do I demonstrate an understanding of the similarities, differences and interactions across

languages?

Give examples of words borrowed from one language and used in another, and develop

an understanding of the process of borrowing.

Demonstrate an awareness of the target language’s phonetic and writing systems and how

they differ from the phonetic and writing systems in the English language.

Develop listening and speaking skills on a range of topics to facilitate skills.

CONTENT STANDARD 8: Comparisons among Cultures


cultures?

Use new information and cultural awareness to recognize the similarities and differences

across cultures.


See page 3.

Helpful internet sites

http://www.youtube.com/watch?v=7-nUEhTMlPg&feature=related

http://youtube.com

http://quia.com

http://enchantedlearning.com

http://streaming.discoveryeducation.com

http://www.uni.edu/becker/italiano2.html

http://www.oberoi-net.com/language.html

http://www.italianlanguageguide.com/

http://www.digitaldialects.com/Italian.htm

http://www.youtube.com/watch?v=7-nUEhTMlPg&feature=related

http://youtube.com/

http://quia.com/

http://enchantedlearning.com/

http://streaming.discoveryeducation.com/






http://www.bbc.co.uk/languages/italian/


Smart board documents Power Point presentations



Singing (alphabet and numbers)


Paired dialogues

Pair work

Group work

Audio clips

Video clips

Visual aids (PowerPoint lessons, flashcards, original artifacts, etc.)

Cultural videos (Italian gestures)



Visual aids

Games- Tombola

Projects



Homework and brief writing related to lessons (warm up)

Partner conversation

Written quizzes

Written test to include listening comprehension and mastery of vocabulary and key

concepts


Alphabet Book



Unit 2: In Italian Class

Time Frame: Mid October - Mid November

Length of Unit: One Month





Comparing English with other

languages allows us to understand the

nature of language.

Geography and topography of a nation

affect the lifestyle of its people.

How does the teacher communicate

what she wants students to do?

How do I express what I have or what I

need in the language in the classroom?

How do I express my actions in present

time?

What are some of the major geographic

features of Italy?


2.1. Imitate the Italian sound system to produce authentic language with focus on sc blends.

2.2. Form classroom commands appropriate for peers and for the teacher.

2.3. Label common classroom objects.

2.4. Use the indefinite articles to talk about classroom objects.

2.5. Recognize important geographic features and political divisions of Italy.


Framework)




telephone numbers and e-mail addresses

Describe various objects and people found at home and school.






understood?







another culture?












See page 3

Map of Italy

Videos

Discovery Atlas: Italy Revealed [DVD]

Helpful websites

http://youtube.com

http://quia.com










Power Point presentations



Singing (alphabet and numbers)


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos (Italian gestures)



Visual aids

http://youtube.com/

http://quia.com/









Games- Tombola

Projects





Written quizzes


concepts



Unit 3: Date and Time

Time Frame: Mid -November to Mid-January

Length of Unit: 1 ½ months





The calendar influences lifestyle and

choices.

How do I state or ask about the date or

time of year?

How do I communicate significant

dates in my life?

What major holidays should I recognize

and refer to in Italian?

How does Italy’s geography bring

variety and diversity to its regions?

How do I ask about the time or

communicate it in Italian?

What makes Christmas a strong family

tradition in Italy?

What is an Onomastico and how is it

celebrated?

How do I talk about my birthday and

someone else’s birthday?

What is the Epiphany and how is it

celebrated?


3.1. Tell time or ask about it in Italian.

3.2. Recognize additional important geographic features of Italy.

3.3. Compare local family Christmas traditions and practices with those of the Italians.

3.4. Imitate the Italian sound system to produce authentic language with focus on the letter g.

3.5. Communicate the days of the week, the months of the year and the seasons.

3.6. State the date or ask about it in Italian.

3.7. Communicate important dates and holidays in Italian.

3.8. Identify days celebrated in Italy.

3.9. Recognize additional important geographic features of Italy.

3.10. Use the 24 hour clock to express time.

3.11. Use vocabulary to express at what time they do things.

3.12. Recognize La Befana and why she is important an important part of the Christmas season.


Framework)




telephone numbers, e-mail addresses, birthday





Comprehend brief notes on familiar topics, including daily activities at home or school.



understood?





Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the

target culture.



another culture?






languages?








cultures?


across cultures.


See page 3

Helpful websites

http://youtube.com

http://quia.com



http://youtube.com/

http://quia.com/










Vocabulary and grammar posters





Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects





Written quizzes


concepts


Calendar project







Unit 4: Describing Ourselves and Others

Time Frame: Mid January - March



Studying other languages and cultures

offers insights into our own.







Appreciating and understanding the

variety of cultures that exist in a society

enriches that society.

How can I accurately describe myself

and the people around me?

How can I express my personal

preferences?

How can I express others personal

preferences?

How do I refer to Italian currency?

What are some major tourist attractions

in Rome?


4.1. Differentiate gender and adjective agreement.

4.2. Use pronouns to address and talk about others.

4.3. Use the verb essere to describe themselves and others.

4.4. Recognize nouns and their gender.

4.5. Use the verb piacere to express likes and dislikes.

4.6. Apply definite articles.

4.7. State numbers or quantities in Italian to refer to personal information and Italian currency.

4.8. Identify major attractions in Rome.


Framework)




telephone numbers, e-mail addresses, birthday

Describe their favorite activities at home and school.

Describe various objects and people.







understood?






Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the

target culture.



another culture?

Participate in age-appropriate cultural activities, such as games, songs, birthday

celebrations, storytelling, dramatizations or role-playing of the target culture.

Observe and identify tangible products of the target language, such as toys, dress, types

of dwellings, musical instruments and typical foods.




languages?








cultures?


across cultures.


See page 3

Helpful websites

http://youtube.com

http://quia.com








http://youtube.com/

http://quia.com/














Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects





Written quizzes


concepts


Monster project (using adjectives to write about the monster created)

Composition about Self

Piacere Poster


Unit 4: Pastimes and Hobbies

Time Frame: March- Mid april






Culture is a way of life.

Successful foreign language

communication involves expressing

what one does on a daily basis

How can I communicate actions in the

present tense?

How do I use nouns in Italian to

correctly state quantity and gender?

How do I express what I what to do?

How do I express personal preferences?

What are some of the contributions of

some great Italian cities?

What are the regions of Italy?

Objectives (skills) (Show link to standards in parenthesis after objective) The student will:

4.1. Identify nouns by gender.

4.2. Form the plural of nouns.

4.3. Apply the forms of the indefinite article.

4.4. Apply the forms of the definite article.

4.5. Form the present indicative tense using –ARE verbs.

4.6. Recognize some major Italian cities and their Regions.


Framework)







Comprehend short conversations among peers and familiar adults on well-known topics,

including their favorite activities at home or school.




understood?








another culture?






languages?








cultures?


across cultures.


See page 3

Map of Italy

Helpful websites

http://youtube.com

http://quia.com


http://streaming.discoveryeducation.comhttp://www.uni.edu/becker/italiano2.html










Singing


Paired dialogues

Pair work

Group work

Audio clips

http://youtube.com/

http://quia.com/









Video clips


Cultural videos



Visual aids

Games

Projects

Music (Io Canto-Laura Pausini)





Written and oral quizzes


concepts


-ARE verb book

-ARE verb comics

-ARE poster

-ARE composition


Unit 5: School

Time Frame: Mid April -June





in English and in some ways different.




Geography and topography of a nation

affect the lifestyle of its people.

There are various verbs to express

actions and needs in Italian.

How can I expand my ability to

communicate present actions?

How can I effectively communicate

about my schooling?

How do I talk about my school

schedule?

How do I use the verb avere to express

my needs?

How does the Italian school system

differ from our own?

How do I express personal preference?

Objectives (skills)

(Show link to standards in parenthesis after objective) The student will:

5.1. Form and apply the present tense of –ere and –ire verbs.

5.2. Describe needs using avere.

5.3. Discuss their school schedule.

5.4. Apply vocabulary to talk about school and school subjects.

5.5. Appreciate the similarities and differences of the Italian school system.

5.6. Show simple possession using di.

5.7. Use the verb piacere by applying simple structures and with indirect object pronouns.


Framework)



Exchange basic information about events, such as classes, meetings and meals.

Express their likes and dislikes regarding various people, objects, categories and events present in

their everyday environments.

Describe their favorite activities at home and school.








Identify people and objects in their environments, based on oral and written descriptions



How do I present information, concepts and ideas in another language in a way that is understood?

Give simple oral reports or presentations about family members and friends, objects, or common

school and home activities in their everyday environments.

Write short, informal notes in which they describe or provide information about themselves, their

friends and families, and their school activities.


How do I use my understanding of culture to communicate and function appropriately in another

culture?

Use appropriate gestures and oral expressions for greetings farewells, and common or familiar

classroom interactions of the target culture.


CONTENT STANDARD 5: Connections

How do I use my understanding of the similarities, differences and interactions across

languages?

Use simple information learned in other subjects in their study of a world language.

CONTENT STANDARD 7: Comparisons Among Languages


languages?

Give examples of words borrowed from one language and used in another, and develop an

understanding of the process of borrowing.

Demonstrate an awareness of the target language’s phonetic and writing systems and how they

differ from the phonetic and writing systems in the English language.


CONTENT STANDARD 8: Comparisons Among Cultures


cultures?

Use new information and cultural awareness to recognize the similarities and differences across

cultures.


See page 3

Helpful websites

http://youtube.com

http://quia.com








http://youtube.com/

http://quia.com/











PowerPoint presentations



Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects Music

Suggested Assessment Methods

(Include use of school-wide analytic and course specific rubrics)






concepts


-ere verb book

-ire comic

Composition about school and school subjects

Skit (school)


Unit 6: Family

Time Frame: September – November

Length of Unit: 2 Months


Family is a central institution across

cultures.







Geographic location and climate affect

lifestyle and choices.

How are families in Italy similar and

different to those in the US?

How can I accurately describe the

people and things around me?

What does the island of Sicily have to

offer?

How do I describe my family member

and relationships?

How do I use the verb avere and avere

expressions to express needs and feelings?

How do I express actions that occurred in

the recent past using avere?

How do I express what belongs to me?

How do I ask for information using

interrogatives?

What does the island of Capri have to

offer?


6.1. Apply vocabulary to talk about family and family relationships.

6.2. Recognize additional adjectives to describe family.

6.3. Compare and Contrast family life in the US and Italy.

6.4. Ask information using basic interrogatives.

6.5. Master common avere expressions to express feelings.

6.6. Use the passato prossimo with avere to express actions in the past.

6.7. Use possessives to show ownership and family relationships.

6.8. Form and apply –ire/isc verbs.

6.9. Identify important tourist attractions in Sicily.

6.10. Identify important tourist attractions in Capri.


Framework)






Exchange information with peers and the teacher (both face-to-face and in writing) about

events in their everyday lives and experiences from their past.

Exchange thoughts about people, activities and events in their personal lives or

communities.









Identify people and objects in their environments, based on oral and written descriptions









culture?






languages?




languages?








cultures?


cultures.


See page 3

Video: Rick Steves- Sicily and Capri

Helpful websites

http://youtube.com

http://youtube.com/


http://quia.com













Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects Music








concepts


Family Tree project

Family composition

http://quia.com/









Unit 7: The City

Time Frame: November - January

Length of Unit: 2 Months










Where you live determines how you live.

To appreciate aspects of current society

we must acknowledge the contributions

of ancient societies.

Means of transportation are influenced

by climate, economic stability and

personal choice.

Successful communication requires

knowledge of culture and customs.

What do I need to communicate to be

an efficient tourist in an Italian city?

How can I point things out that I want

or need?

Are cars necessary?

How can I effectively communicate

where I need to go?

Why visit Milano? What is a Piazza?

How do I talk about recent past events

using essere?


7.1. Master vocabulary that represents places in the Italian city.

7.2. Form the present indicative of the verb venire.

7.3. Form the present indicative of the verb uscire.

7.4. Form the present indicative of the verb andare.

7.5. Explore the common means of transportation in Italian cities.

7.6. Form common prepositional phrases.

7.7. Point out some places in the city using c’è, ci sono, ecco.

7.8. Apply the forms of demonstrative adjectives.

7.9. Express actions in the past using the passato prossimo with essere.

7.10. Identify the importance of a Piazza in an Italian city.

7.11. Identify important tourist attractions in Milano.


Framework)










communities.









Understand the main ideas, themes and some details from authentic television, radio,

Internet-based and digital (e.g., PowerPoint) or live presentations on topics that are of

interest to themselves as well as their peers in the target culture.









culture?




Observe and identify tangible products of the target language, such as toys, dress, types of

dwellings, musical instruments and food.



languages?


CONTENT STANDARD 6: Connections (Intradisciplinary Mode)

How do I use my understanding of another language and culture to broaden and deepen my

understanding of that language and culture and access and use information that would

otherwise be unavailable to me?

Use multiple media resources to access information regarding the target culture(s).

Recognize the various sources of information available only in the target language and

culture(s), e.g., newspapers, websites, television, etc.

Demonstrate the ability to access information about the target language and culture(s)

from various sources, including the Internet, with assistance if necessary.




languages?








cultures?


cultures.

Identify, compare and contrast different forms of communication across cultures, including signs,

symbols, advertisements, packages, displays, murals, songs, and rhymes.


See page 3

Video: Rick Steves- Milano

Helpful websites

http://youtube.com

http://quia.com













Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



http://youtube.com/

http://quia.com/









Visual aids

Games

Projects

Music (Opera)

Food








concepts


Create and label a city

City composition

Travel project- students plan a trip to Italy, including flight information, modes of

transportation they will use and tourist attractions they will visit on their trip.


Unit 8: Weather

Time Frame: January – March

Length of Unit: 2 months



languages is important to understanding

the nature of language.

Climate affects lifestyle and choices.




Successful foreign language

communication involves expressing what

one does on a daily basis.

There are beautiful places in the world

for leisure and vacationing.

How do I communicate what is

happening here and now?

How do I talk about the weather? How do I use fare, dare, and stare in

common expressions?

What is Carnevale?

What is special about Venice?


8.1. Learn expressions to talk about the weather.

8.2. Form present indicative of the verb fare.

8.3. Master common fare idioms.

8.3. Form the present indicative of the verb dare.

8.4. Master common dare idioms.

8.5. Form the present indicative of the verb stare.

8.6. Form and apply the present progressive tense.

8.7. Master common stare idioms.

8.8. Identify important tourist attractions in Venice.

8.9. Identify Carnevale and how it is celebrated.

8.10. Create a weather report for a city in Italy.


Framework)









communities.





















culture?








languages?













languages?









cultures?


cultures.




See page 3

Video: Rick Steves- Venice

Video: Globe Trekker- Venice

Helpful websites

http://youtube.com

http://quia.com













Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects Music

http://youtube.com/

http://quia.com/









Food








concepts

Teacher informal observation Weather Photostory project

Draw weather condition based on teachers description

Fare, Dare or Stare grammar poster


Unit 9: The House

Time Frame: March-Mid April

Length of Unit: 11/2 months






languages is important to understanding

the nature of language.

Climate affects lifestyle and choices.



Where you live determines how you live.

To appreciate aspects of current society

we must acknowledge the contributions

of ancient societies.

How do I talk about where I live?

How do I ask others about where they

live?

How do I use dovere to talk about what

I have to do?

How do I use potere to talk about what

I am able to do?

How do I use volere to talk about what

I want?

How are houses in Italy similar and

different to those in the US?

Why visit Florence?


9.1. Form the present indicative of the verb dovere and use it in compound verb structures.

9.2. Form the present indicative of the verb potere and use it in compound verb structures.

9.3. Form the present indicative of the verb volere and use it in compound verb structures.

9.4. Talk about their house and where they live.

9.5. Identify major tourist attractions in Florence.

9.6. Ask questions about where other people live.

9.7. Label rooms of the house.

9.8. Recognize different types of dwellings.


Framework)









communities.





















culture?








languages?













languages?









cultures?


cultures.




See page 3

Video: Rick Steves- Florence

Video: Rudy to the Max - Florence

Helpful websites

http://youtube.com

http://quia.com













Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects Music

Food

http://youtube.com/

http://quia.com/
















concepts


Design and label a room in a house and write a composition about the room

Mia Casa in Italia project


Unit 10: Food

Time Frame: Mid April- June

Length of Unit: 1 1/1 months





Cuisine is central to understanding a

culture.

Culture and climate affect cuisine.




How do I order food in a restaurant?

How do I express what I want?

How do I use dire to talk about present

actions?

Where can I eat in Italy?

What are similarities or differences in

mealtimes and meals?

Why is Bologna an important Italian

city?


10.1. Form the present indicative of the verb bere.

10.2. Learn the vocabulary to talk about basic foods.

10.3. Recognize mealtimes in Italy and the importance of sharing food with family and friends.

10.4. Recognize some popular culinary contributions by the Italians.

10.5. Learn some important facts about the city of Bologna.

10.6. Form the present indicative of dire.

10.7. Form the present indicative of the verb volere and use it in compound verb structures.

10.8. Make polite request using vorrei and desidero.

10.9. Use appropriate vocabulary to identify food and table settings.

10.10. Converse with peers about food and meals.


Framework)









communities.





















culture?








languages?













languages?









cultures?


cultures.




See page 3

Video: Rick Steves- Bologna

Video: Globe Trekker- Bologna

Helpful websites

http://youtube.com

http://quia.com













Singing


Paired dialogues

Pair work

Group work

Audio clips

Video clips


Cultural videos



Visual aids

Games

Projects Music

http://youtube.com/

http://quia.com/
















concepts

Teacher informal observations

Design a restaurant menu

Bar-skit

wethersfield public schools course outline 1 grade 7 & 8 page 7 suggested instructional...

Documents