Course Profile International Languages (Italian), Level 2, Academic, Catholic

Unit 1: In Una Scuola Cattolica

Time: 20 hours

Unit Description

“Il reciproco amore fra chi apprende e chi insegna è il primo e più importante gradino verso la conoscenza.”

Erasmo Da Rotterdam (1466-1536)

This unit explores the theme of the student in today’s Catholic classroom. The teacher introduces beginning students of Italian to basic greetings and salutations using the appropriate level of formality. Students prepare and present dialogues and talk about their timetables and the contents of their knapsacks or school bags. They begin to read simple stories and research specific Italian Catholic churches. The introduction to prayer in Italian assists students with the writing of their own personalized prayer. They also begin preparing for the final liturgical celebration by practising the Introductory Rites. The teacher assesses student progress in all skill areas.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1b, 1c, 1d, 1f, 1h, CGE2b, 2c, CGE3b, 3d, 3e, CGE4c, 4e, 4f, 4g, CGE5a, 5c, 5e, 5g, CGE7a, 7d, 7f, 7g, 7j.

Strand(s) and Expectations: Oral Communication, Reading, Writing

Overall Expectations: OLV.01, OSV.01, REV.01, WRV.01.

Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03, WR1.04, WR1.05.

Grammar and Language Knowledge: GL1.01, GL1.03, GL1.04, GL1.06, GL1.08, GL1.09, GL1.10.

Activity Titles (Time + Sequence)

Activity 1	Dialogo con i miei compagni di classe	220 minutes
Activity 2	Preparo il mio orario scolastico	180 minutes
Activity 3	Organizzo il mio zaino	250 minutes
Activity 4	Completo la mia pagella	150 minutes
Activity 5	Scopro l’Italia	250 minutes
Activity 6	Scrivo le mie preghiere	110 minutes
Activity 7	Imparo i Riti d’Introduzione	40 minutes

Prior Knowledge Required

None

Unit Planning Notes

The teacher:

· refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages;

· ensures students have an English-Italian/Italian-English dictionary;

· prepares a sign/banner of the unit proverb and posts it at the front of the classroom;

· gathers resources as listed;

· prepares copies of Appendix 1a for daily prayer;

· prepares activity sheets as reinforcement of the vocabulary and language structures;

· provides students with a copy of the Introductory Rites of the Catholic Mass, as listed in resources;

· prepares quizzes and a unit test as outlined throughout the activities.

Teaching/Learning Strategies

· The teacher introduces the unit inspirational quote.

· The teacher summarizes in simple Italian, Catholic and learning expectations of the unit. The teacher may translate into English, if necessary.

· The teacher gives students an overview of the activity expectations and asks them to gather art supplies and a dictionary

· The following teaching/learning strategies are used: audiotape exercises, teacher-modelling, choral reading, number games, role playing, labelling, conferencing, collaborative/ co-operative learning, Internet searches.

Assessment/Evaluation Techniques

Diagnostic, Formative Evaluation

· observation: formal and informal

· performance: oral presentations

· tools: checklists, anecdotal notes, marking schemes, rubrics, quiz

Summative Evaluation

· performance assessments: oral presentations

· unit test

Resources

Print

Authentic Maps

Barilli, Ettore e Sergio Pennacchietti. Dizionario delle Citazioni Milano. Rezzoli Editore, 1993.

Bevis, Rosemary. For Beginning Italian Students. Chicago Illinois: NTC Language Masters, 1999.
(pp. 14-18, 20, 21, 22)

Bozzo, Giovanni. Parole nel Contesto. Montréal: Eder & Eden, 1996. (p. 19)

Briefel, Liliana. Raccontini Simpatici. Illinois, U.S.A.: National Textbook Co., 1988.
(also accompanying audiotapes)

Buioni, Luca, Carmella Carnovale, Antonia DiBello, Marisa Manacorda, and Marisa Mirenzi. Io Amo l’Italiano 1, 2. Milano: Edizioni Arcobaleno. Toronto: Editore Soleil, 1994.

Danesi, Marcel. Adesso! 2nd ed. Toronto: Heinle Publishers, 1997. (text, workbook, audiotape)

D’Onofrio, Michela. Musica Contemporanea Italiana, 1988. (Gli Uccelli, p.60)

Encyclopedia Britannia World Atlas

Federici, Carla and Carla Riga. Ciao 2nd edition. Montréal: Holt, Rinehart & Winston Inc., 1990.

Fortunato, Mons. Rocco. La Santa Messa. Bari: Edizione Paoline, 1969.
(available through Daughters of St. Paul, 3022 Dufferin Street, Toronto, Ontario, (416) 781-9131)

Gavazzi, Elena and Giacomo Vittorio Paolozzi. Le Regioni d’Italia. Italy: Istituto Geografico de Agostino s.p.a., 1990.

Glasgow, Mary. Idee Pratiche. St. Paul, U.S.A.: EMC Publishing, 1994. (p.63)

Love, Catherine E. Dizionario Italiano/Inglese – Inglese/Italiano. Great Britain: Collins-Mordadori, 1989.

Macchi, Vladimino. I Dizionari Sansoni, Inglese-Italiano, Italiano-Inglese. Firenze: G.C. Sansoni Editore, 1985.

Merlonghi e Merlonghi. Oggi in Italia 6th ed. U.S.A.: Houghton Mifflin Company, 1998. (textbook,
p. 10; quaderno, p. 112, 13 (H, I))

Technology

http: //dir.yahoo.com/regional/countries/italy

http: //www.execute.com/travel/countries/italy (links-regions, cities, islands)

http: //italoculture.about.com/msub7.htm?p.d. = 2745 & cob = home (links-maps)

http: //www.italconsulate.org

Online Bibles

www.crs4.it/~riccardo/letteratura/bibbia/bibbia.html

www.bible.gospelcom.net/bible? - language = italiano

www.intratext.com/testi/NTPBibbia-it.txt/!indice.htm

Community

Consulate General of Italy, 136 Beverly Street, Toronto, Ontario, M5T 1Y5 Telephone No.
(416) 977-2193 Fax No. (416) 977-5422

Istituto Italiano di Cultura

496 Huron Street, Toronto, Ontario, M5R 2R3

Activity 1: Dialogo con i miei compagni

Time: 200 minutes

Description

Students listen to authentic dialogues which incorporate basic salutations, formal and informal greetings, and subject pronouns. Students learn the present tense of the verb “to have,” including its use idiomatically when stating one’s age. They also discover vocabulary related to school and the classroom. By following a model, students create a dialogue incorporating knowledge acquired throughout this unit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes and audiences using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes;

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;

OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);

OS1.03 - express opinions in conversations and other situations (e.g., express preferences, contribute opinions to a survey on television shows);

OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations);

RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);

RE1.02 - read aloud with expression, to further develop standard pronunciation, intonation, and tones;

RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentence structures, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs and the Internet);

WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);

WR1.02 - write a variety of questions and answers;

WR1.03 - write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);

WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);

GL1.03 - Pronouns: subject pronouns, singular and plural;

GL1.04 - Verbs: present tense of irregular verb, to have, – verbs in simple negative constructions

GL1.09 - Vocabulary: days of the week, months of the year, time of day – names of colours – words associated with places (e.g., school) – basic salutations.

Planning Notes

The teacher:

· prepares matching activity exercises related to school vocabulary such as those in Idee pratiche, p. 62 or in NTC Language Masters, For Beginning Italian Students, pp. 20, 21;

· prepares new vocabulary words related to basic salutations and formal greetings and posts at front of classroom;

· sets the tape for a dialogue which incorporates salutations and subject pronouns (such as Adesso 2nd edition, p. 2 or Oggi in Italia 6th edition, p.2);

· provides students with model dialogues, one formal and another informal (Appendix 1b, 1c), which students use to create their own dialogues;

· prepares a rubric for the student prepared dialogue presentation (Appendix 1d);

· prepares quizzes on subject pronouns and the verb “to have”;

Prior Knowledge Required

No prior knowledge required.

Teaching/Learning Strategies

1. Whole Class/Pairs: The teacher distributes, and students complete, a matching exercise pertaining to classroom and school vocabulary.

2. Whole Class: Students listen to an introductory dialogue (such as those in Adesso 2nd edition, p. 2 or in Oggi in Italia 6th edition, p. 2,) in which students are introduced to subject pronouns, basic salutations, and formal greetings.

3. Pair: Students read the presented dialogue orally focussing on correct pronunciation.

4. Whole Class: The teacher reinforces basic salutations using vocabulary cards. Students complete an activity sheet based on subject pronouns (such as Idee Pratiche, p. 110). The teacher summerizes the difference between the tu, Lei, voi, and Loro forms with concrete examples (e.g., tu, di dove sei?, Lei, di dov’è?) (such as Adesso 2nd edition, p.36).

5. Individual: Students complete two mini dialogues (Adesso 2nd edition, workbook, p.16) distinguishing between tu and lei. Students also complete an exercise by giving the correct form of the pronoun such as in Adesso 2nd edition, p. 36, 37.

6. Whole Class: The teacher teaches the present tense of “to have” and its idiomatic use when stating one’s age.

7. Individual: Students complete exercises reinforcing the forms of “to have” (e.g., Oggi in Italia 6th edition – quaderno, p. 12, 13H, I).

8. Individual: Students write a quiz on subject pronouns and the present tense of “to have”.

9. Whole Class/Pair: Students read appended model dialogues (Appendix 1b, 1c).

10. Pair: Students create two short dialogues. One should be an informal dialogue among friends, the other a formal one between student and teacher. Both should include salutations, subject pronouns “to have”, the present tense and the idiomatic use of “to have” with age. Students may follow the images in Adesso 2nd edition, quaderno p. 15.

11. Pair: Students practise and present their dialogues.

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/Understanding Application	RE1.03 GL1.09	observation	Students complete a matching exercise related to classroom and school vocabulary.
Knowledge/Understanding Communication	RE1.01 RE1.02	observation checklist	Students read a dialogue.
Knowledge/Understanding Thinking/Inquiry Communication Application	OS1.01 GL1.03 GL1.04	observation peer/teacher correction	Students complete exercises related to subject pronouns and the verb “to have”.
Knowledge/Understanding Thinking/Inquiry Communication Application	GL1.03 GL1.04 WR1.03	quiz	Paper and pencil activity on subject pronouns and “to have” in the present tense.
Knowledge/Understanding Thinking/Inquiry Communication Application	WR1.02, 03, 04 OL1.01 OS1.01, 02, 04 GL1.03, 04, 09	observation peer editing/teacher editing, rubric for oral presentation	Students prepare, practise, and present their dialogue to the class.

Accommodations

· Consult student’s Individual Education Plan (IEP).

· Allow more time to complete tasks.

· Pair stronger students with those experiencing difficulty.

· Reduce the length of the dialogue.

Resources

Bozzo, Giovanni. Parole nel contesto. Montréal: Eder & Eden, 1996 (p. 19).

Danesi, Marcel. Adesso! 2nd ed. Toronto: Heinle Publishers, 1997. (text, p. 36, 37; quaderno p.15, 16).

Federici, Carla, and Carla Riga. Ciao 2nd edition. Montréal: Holt, Rinehart & Winston Inc., 1990. (text,
p. 10, 11; quaderno p. 147).

Love, Catherine E. Dizionario Italiano/Inglese – Inglese/Italiano. Great Britain: Collins-Mondadori, 1989.

Mary Glasgow Productions. Idee pratiche. St. Paul, U.S.A.: EMC Publishing, 1994 (p. 110).

Merlonghi e Merlonghi. Oggi in Italia 6th edition, U.S.A.: Houghton Mifflin Company, 1998. (textbook
p. 19; quaderno p. 12, 13H, I)

Activity 2: Preparo il mio orario scolastico

Time: 180 minutes

Description

Students discover the present tense of “to be”, the use of c’è, ci sono, cardinal numbers 1-100, and telling time. Students prepare and present their personal timetables.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes;

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);

RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);

RE1.03 - use visual cues (e.g., illustrations, punctuation) and verbal cues (e.g., word endings, sentence structure, context) to determine the meaning of texts in print and other media (e.g., magazines, newspaper articles, texts on CD-ROMs and the Internet);

WR1.02 - write a variety of questions and answers;

WR1.03 - write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);

GL1.02 – Prepositions;

GL1.04 - Verbs: present tense, frequently used irregular verb (e.g., to be) – verbs in simple negative constructions;

GL1.09 - Vocabulary: time of day – words associated with television, advertisements – cardinal numbers (1-100).

Planning Notes

The teacher:

· prepares reinforcement activities for the verb “to be” and time such as those in NTC Language Masters, For Beginning Italian Students, p. 14-18 or Oggi in Italia 6th edition, teacher workbook pp. 11, 18, 19 or Adesso 2nd edition workbook p.75;

· gathers Italian TV guides, train schedules, and other such publications;

· prepares tic-tac-toe grids for students (Appendix 1e);

· prepares blank students timetable sheet such as Idee pratiche p. 63 or NTC Language Masters, For Beginning Italian Students, p. 23;

· prepares a quiz on the verb “to be” and its use with time.

Prior Knowledge Required

Understanding of subject pronouns

Teaching/Learning Strategies

1. Whole Class: The teacher teaches the cardinal numbers 1-100 with c’è and ci sono, incorporating vocabulary previously learned in Activity 1 (classroom and school) (e.g., Ci sono due finestre nell’aula).

2. Whole Class/Group: The teacher distributes tic-tac-toe grids to students and they label the grids with the numbers 1-100. The teacher calls out one number at a time and students cross out the number if it is on their grids. The first student to complete a row indicates this to the teacher and then reads out the numbers in Italian. Groups can repeat this activity.

3. Whole Class: Teacher distributes Italian TV guides, train schedules and other such publications, and asks students to identify program times, departure times (at least identify the numbers). The teacher teaches the present tense of “to be” and how to tell time (e.g., È l’una, Sono le due). Students complete related activity sheets such as Oggi in Italia 6th edition, workbook p. 11, 18, 19 or Adesso 2nd edition, workbook p. 75, NTC Language Masters, For Beginning Italian Students, p. 14-18.

4. Individual: Teacher administers paper and pencil quiz (present tense of “to be” and time).

5. Whole Class/Individual: The teacher distributes copies of a blank student timetable. The teacher pre-teaches all’una, alle due, dall’una, dalle due. Teacher pre-teaches mi piace, ti piace by modelling Mi piace l’italiano. Ti piace l’inglese? Each student prepares a personal timetable using Italian vocabulary.

6. Individual: Students present their timetables to the class and indicate their preferred courses (e.g., dalle nove alle dieci e un quarto, a geografia. Mi piace la geografia).

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Knowledge/Understanding Application	GL1.09	observation teacher feedback	Students complete tic-tac-toe grids.
Knowledge/Understanding Application	GL1.04	observation teacher feedback	Students complete activity sheets for “to be” (present tense0 and time.
Knowledge/Understanding Application	GL1.04 GL1.09	quiz	Paper and pencil exercise on “to be” (present tense) and time.
Knowledge/Understanding Communication Application	OS1.01 OS1.02 GL1.04 GL1.09	checklist rubric for oral presentation (Appendix 1d)	Students prepare and present “Il Mio Orario Scolastico”.

Accommodations

· consult student’s Individual Education Plan (IEP)

· pair stronger students with those experiencing difficulty

· stronger students may wish to express why they like a certain subject (e.g., Mi piace l’italiano perchè è interessante).

Resources

Bevis, Rosemary. For Beginning Italian Students. Chicago Illinois: NTC Language Masters, 1999.
(pp. 14-18, 20, 21, 22)

Danesi, Marcel. Adesso 2nd ed. Boston: Heinle and Heinle Publishers, 1997.

Glasgow, Mary. Idee pratiche. St. Paul, U.S.A.: EMC Publishing, 1994. (p.63)

Merlonghi, Merlonghi, Tusi, O’Connor. Oggi in Italia 6th ed. Boston: Houghton Mifflin Company, 1998.

Activity 3: Organizzo il mio zaino

Time: 250 minutes

Description

In this activity, students learn the gender and number of nouns, regular and irregular plurals, definite and indefinite articles. Students also create a visual representation of their knapsacks labelling items it contains. They present this task to the class.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7j - contributes to the common good.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes;

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level.

Specific Expectations

OL1.01 - respond to questions posed in conversation, statements, and commands, using simple vocabulary and language structures appropriate to the level;

OL1.02 - use visual cues (e.g., facial expressions and gestures) and verbal cues; (e.g., verb endings, time words) to interpret a variety of oral messages in presentations and dialogues (e.g., speeches, conversations, interviews on audiotape, videotape, and CD-ROMs);

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);

OS1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers, adapted short stories, articles);

RE1.02 - read aloud with expression, to further develop standard pronunciation, intonation, and tones;

WR1.03 - write in different forms to express ideas and opinions, using a model (e.g., prepare a questionnaire);

WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);

GL1.01 - Nouns: use of articles with nouns – formation of the plural; irregular plurals – gender of nouns – frequently used irregular nouns;

GL1.09 - Vocabulary: words associated with school, cardinal numbers (1-100);

GL1.10 - Other elements: expressions useful in the classroom – essential characteristics of the writing system, as required.

Planning Notes

The teacher:

· prepares reinforcement activities for nouns, gender of nouns, regular and irregular plurals, definite and indefinite articles (resources are listed);

· prepares quizzes for nouns, gender of nouns, regular and irregular plurals, definite and indefinite articles;

· prepares a visual representation of his/her briefcase;

· prepares copies of rubric for presentation of Il mio zaino (see Appendix 1d) and copies of marking scheme (see Appendix 1f);

· gathers art supplies for preparation of visual on Il mio zaino;

· collects song/songs which contain structures listed above such as Gli uccelli; (p. 60, Musica Contemporanea Italiana 1998) and Una Settimana – Un Giorno, p.96;

Prior Knowledge Required

· basic understanding of cardinal numbers

· the present tense of avere, essere, (c’è, ci sono)

· basic understanding of correct Italian pronunciation

· subject pronouns

Teaching/Learning Strategies

1. Whole Class: Students listen to a song (e.g., Gli Uccelli, p. 60 – Musica Contemporanea Italiana, 1988) and record nouns they hear. Students write nouns on board in appropriate category o a i e (e.g., uccello – o). The teacher then synthesizes the gender of nouns (regular and frequently used irregular nouns) and plural forms.

2. Individual/Pair: Students complete reinforcement activities on nouns and plural of nouns such as those in Parole Nel Contesto, pp. 8, 9 or in Ciao 2nd edition, workbook pp. 6, 104

3. Whole Class: The teacher presents concrete examples to teach definite and indefinite articles with nouns already studied (e.g., Ecco il libro di Roberto però dove sono i libri di Maria?)

4. Whole Class/Group: Students play a “Telephone Memory Game” (e.g., one student says “Rosa ha un libro”, the next, “Rosa ha un libro e due penne...” Students also complete paper and pencil reinforcement exercises such as Ciao 2nd edition, workbook pp. 6, 7 or listen to a song and complete blanks with definite/indefinite articles such as Musica Contemporanea Italiana, p. 96 – Una Settimana – Un Giorno by Eduardo Bennato. This also incorporates previous knowledge from this activity.

5. Whole Class: Students write a quiz or quizzes on nouns, plurals, definite and indefinite articles.

6. Whole Class: The teacher enumerates/illustrates contents of his/her briefcase.

(e.g., Nel mio zaino		c’è una matita, ci sono tre libri, c’è il quaderno
Nella mia cartella		d’italiano.)

7. Individual: Students prepare a visual representation of their personal knapsack/schoolbag and label the contents (e.g., due penne, una riga). Students must include 10 different items. They present “Il Mio Zaino” to the class.

Assessment/Evaluation Techniques

Categories

Expectations

Tools

Activities

Knowledge/Understanding

Application

WR1.04

GL1.01

GL1.10

observation

teacher feedback

Students record nouns from song in appropriate category.

Knowledge/Understanding

Application

Communication

OS1.01

OL1.01

GL1.01

observation

pair work

teacher feedback

Students complete paper and pencil activities on nouns, plurals of nouns, definite and indefinite articles.

Knowledge/Understanding

Application

RE1.04

GL1.04

WR1.02

quiz

teacher feedback

Students write a quiz on nouns, plurals, definite and indefinite articles.

Knowledge/Understanding

Communication

Application

OS1.01

OS1.02

RE1.02

WR1.01

GL1.01

teacher feedback

rubric for oral presentation (Appendix 1d)

marking scheme for visual representation (Appendix 1f)

Students prepare and present “Il Mio Zaino”.

Accommodations

· Consult student’s Individual Education Plan (IEP).

· Allow more time to complete tasks.

· Permit stronger students to be paired with those experiencing difficulty.

· Increase/decrease number of elements for “Il Mio Zaino.”

Resources

Bozzo, Giovanni. Parole Nel contesto. Montréal: Eder & Eden, 1996. (p.5-9)

Danesi, Marcel. Adesso! 5th ed. Toronto: Heinle Publishers, 1997.

D’Onofrio, Michela. Musica Contemporanea Italiana, 1988. (Gli Uccelli, p. 60)

(Una Settimana – Un Giorno p. 96)

Federici, Carla, and Carla Riga. Ciao 2nd ed. Orlando, Florida: Holt, Rinehart & Winston Inc., 1990. (workbook)

Activity 4: Completo la mia pagella

Time: 150 minutes

Description

In this activity, students listen to a taped recording of the reading “Una Lingua Straniera” in Raccontini Simpatici, page 1. They then read it aloud and complete exercises based on the story. Using the vocabulary learned in this unit, they produce a template for their school report card.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas experiences;

CGE5a - works effectively as an interdependent team member.

Strand(s): Oral Communication, Writing

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level;

Specific Expectations

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for word and in phrases and sentences);

RE1.01 - read a range of texts for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., readers adapted short stories, articles);

RE1.02 - read aloud with expression, to further develop standard pronunciation, intonation, and tones

RE1.04 - respond to what they read in a variety of ways (e.g., retell stories);

WR1.02 - write a variety of questions and answers;

WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers);

GL1.08 - Syntax: word order in simple sentences, positive, interrogative, negative – word order in complex and compound sentences – gender and number agreement;

GL1.09 - Vocabulary: days of the week, months of the year, time of day – words associated with the family, school – basic salutations – cardinal numbers (1-100) and ordinal numbers (e.g., the first day);

GL1.10 - Other elements: expressions useful in the classroom (e.g., expressions used to ask permission, simple commands) – idiomatic expressions – essential characteristics of the writing system, as required.

Planning Notes

The teacher:

· sets tape from Raccontini Simpatici for the story – “Una Lingua Straniera”;

· gathers the resources listed;

· prepares a model of a report card such as Idee pratiche, p. 64;

· prepares a rubric for oral evaluation (Appendix 1d);

· prepares a true/false quiz for Una Lingua Straniera (see Appendix 1g);

Prior Knowledge Required

· vocabulary of subject disciplines

· understanding of numbers and time

· understanding of the present tense of “to have” and “to be”

Teaching/Learning Strategies

1. Whole Class: The teacher sets story in context by asking “Cosa imparate voi in questo corso?”, eliciting from students “l’italiano – una lingua straniera”. Teacher says “Oggi leggiamo di un’altra lingua straniera”.

2. Whole Class: Students listen to the recorded reading of the story “Una Lingua Straniera” with their books closed so as to comprehend the general meaning.

3. Pair: Students reread anecdote while teacher circulates in the class and observes. They also complete accompanying comprehension exercises.

4. Whole Class: Students write answers on the board which the teacher corrects with students’ assistance.

5. Individual/Whole Class: Students prepare a template for their own school’s report card using a model such as Idee pratiche, p. 64. They present this to the class.

6. Individual: Students complete a true/false quiz based on “Una Lingua Straniera” (Appendix 1g).

Assessment/Evaluation Techniques

Categories	Expectations	Tools	Activities
Communication	OS1.01 RE1.02	observation	Students read story aloud.
Communication Application	GL1.08, 09, 10 REV.01 WRV.01 REL.01, 03, 04 WR1.02, 04	observation	Students complete exercises.
Communication Application	OL1.01, 02 WRV.01 OSV.01 OS1.01 WR1.02	observation	Students correct answers and repeat correct answers.
Thinking/Inquiry Application	WRV.01 WR1.02 WR1.04	checklist	Students complete La Mia Pagella – a template for their school report card.
Communication Application	OS1.01 OL1.02	rubric for oral presentation	Students present La Pagella di Fido.
Application	WRV.01 RE1.03, 04	quiz (Appendix 1g)	Students answer a true/false exercise.

Accommodations

· Consult student’s Individual Education Plan (IEP).

· Pair stronger students with those experiencing difficulties.

· Provide additional time for hearing impaired to listen to tape. For students with a greater command of Italian, add a “comportamento” section on La Mia Pagella, which might include adjectives or allow students to write two to three comments as the teacher. If class is able, an added activity may be role-playing of a parent-teacher interview for Fido.

· Give more time to complete quiz for weaker students.

Resources

Briefel, Liliana. Raccontini Simpatici. Illinois, U.S.A.: National Textbook Co., 1988.

Idee pratiche per lezioni d’italiano. St. Paul, Minnesota: EMC Publishing, 1994. (p. 64)

Activity 5: Scopro l’Italia

Time: 250 minutes

Description

Students learn about the location of European countries, focussing specifically on Italy. They prepare a map of the physical features of Italy and label the regions and capitals. Students also research information on a specific religious monument in Italy and prepare a presentation for the class.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;

CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures

CGE7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes;

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level

Specific Expectations

OL1.03 - identify features of the culture of countries where the language is spoken (e.g., holidays and cultural events);

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for word and in phrases and sentences)

OS1.02 - use simple vocabulary and language structures appropriate to the level to convey and respond to messages (e.g., relate an incident);

OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities (e.g., dialogues, simple presentations);

RE1.05 - identify features of the culture of countries where the language under study is spoken (e.g., festivals, historical sites)

WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers)

Grammar and Language Knowledge: No new structures.

Planning Notes

The teacher:

· prepares overhead of up-to-date map of European community such as one that appears in Idee pratiche, p. 24;

· prepares copies of a blank, unlabelled map of Italy such as one in Idee pratiche, p. 27;

· prepares list of Italian lakes, rivers, mountain ranges, and surrounding bodies of water (Appendix 1h);

· prepares copies of a political map of Italy without region names and city names (only includes region borders (2 copies per student));

· prepares a list of Italian regions and capitals (Appendix 1i);

· prepares reinforcement crossword/word search on regions and capitals of Italy (Appendix 1j, 1k);

· gathers art materials;

· reserves computer lab time for Internet searches;

· prepares a unit test.

Prior Knowledge Required

· basic use of atlas

· basic understanding of Italian pronunciation

· basic understanding of Internet searching

Teaching/Learning Strategies

1. Whole Class: On an overhead transparency, students identify European countries using a word pool.

2. Pair: Using an atlas and/or their Italian textbook (such as Ciao 2nd edition – inside front cover), students label the geographical features of Italy as listed in Appendix 1h).

3. Pair: Students label the political map of Italy using an atlas and/or their Italian textbook (Appendix 1i).

4. Small Group/Pair: Students complete a related crossword/word search exercise on regions and capitals of Italy (see Appendix 1j, 1k).

5. Group: Each group is given a religious monument (Appendix 1L provides a list; those monuments with a bullet have been searched on the Internet). Using the Internet, students must identify details teacher asks for (e.g., date of construction, builder, size and shape) and detail of their choice. Groups then prepare a PowerPoint presentation or use any other presentation software available to them.

6. Whole Class: Students complete a unit test.

Assessment/Evaluation Techniques

Categories

Expectations

Tools

Activities

Knowledge/Understanding

Communication

Application

RE1.05

WR1.04

OS1.01

OS1.02

observation

checklist

peer editing

teacher feedback

Students label geographical and political map of Italy.

Knowledge/Understanding

Communication

Application

RE1.03

WR1.04

observation

teacher feedback

Small groups/pairs complete a related crossword/word search.

Knowledge/Understanding

Thinking/Inquiry

Communication

Application

RE1.05

WR1.03

WR1.04

GL1.01

peer editing

teacher feedback

collaborative group work

checklist

Groups prepare presentation on assigned religious monument.

Knowledge/Understanding

Communication

Application

OS1.01, 02, 03

OS1.01, 02, 04

observation

Groups present the religious monument.

Knowledge/Understanding

Thinking/Inquiry

Application

WR1.02, 03

GL1.01, 02, 04, 09

unit test

Final test.

Accommodations

· Consult student’s Individual Education Plan (IEP).

· Permit stronger students to work with those experiencing difficulties.

· Allow more time to complete tasks.

· Allow stronger students to increase number of details they research and/or build a model of the monument.

Resources

Authentic Maps

Encyclopedia Britannia World Atlas

Gavazzi, Elena and Giacomo Vittorio Paolozzi. Le Regioni d’Italia. Italy: Istituto Geografico de Agostino s.p.a., 1990.

Idee pratiche per lezioni d’Italiano. St. Paul, Minnesota: EMC Publishing, 1994.

Technology

http: //dir.yahoo.com/regional/countries/italy

http: //www.execute.com/travel/countries/italy (links-regions, cities, islands)

http: //italoculture.about.com/msub7.htm?p.d. = 2745 & cob = home (links-maps)

http: //www.italconsulate.org

Community

Consulate General of Italy, 136 Beverly Street, Toronto, Ontario, M5T 1Y5 Telephone No.
(416) 977-2193 Fax No. (416) 977-5422

Istituto Italiano di Cultura 496 Huron Street, Toronto, Ontario, M5R 2R3

Activity 6: Scrivo le mie preghiere

Time: 110 minutes

Description

Students are introduced to prayers written by Saint Francis of Assisi and write a thank you prayer related to nature. Students personalize a model prayer which is included on the first page of “Il Libretto Liturgico”.

Strand(s) and Expectations

Ontario Catholic School Expectations

CGE1b - participates in the sacramental life of the church and demonstrates an understanding of Centrality of the Eucharist to our Catholic story;

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d - develops attitudes and values founded in Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3b - creates, adapts, evaluates new ideas in light of the common good;

GGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4e - sets appropriate goals and priorities in school, work and personal life;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE7d - promotes the sacredness of life;

CGE7j - contributes to the common good.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes

WRV.01 - write for different purposes and audiences, using simple language appropriate to the level;

Specific Expectations

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);

RE1.02 - read aloud the expression to further develop standard pronunciation, intonation, and tones

WR1.01 - write simple sentences and paragraphs, including dialogues, on a specific

theme or for a specific purpose using vocabulary and language structures appropriate to the level (e.g., describe an ideal friend);

WR1.04 - use resources to make their writing more effective (e.g., dictionaries, input from teachers).

Grammar and Language Knowledge: No new language structures.

Planning Notes

The teacher:

· prepares copies of prayers from Saint Francis of Assisi such as those in Io amo l’italiano 1, p. 11 and in Io Amo l’Italiano 2, p. 13;

· ensures students have dictionaries;

· prepares a model/prayer giving thanks for nature/element(s) of nature (Appendix 1m – “Ringrazio Dio”);

· prepares copies of model prayer (Appendix 1n – “La Mia Preghiera”);

· prepares copies of Rubric for written evaluation (Appendix 1o);

· prepares copies of the first page of “Il Libretto Liturgico” (Appendix 1p).

Prior Knowledge Required

· an understanding of how to use a dictionary

· an understanding of the present tense of the verbs “to have”, “to be”, numbers, gender and number of nouns, definite and indefinite articles

· an understanding of correct Italian pronunciation

Teaching/Learning Strategies

1. Whole Class: The teacher distributes copies of sample prayers of Saint Francis of Assisi (such as those in Io Amo l’Italiano 1 – p. 11 and Io Amo l’Italiano 2 – p. 13). Teacher and students read them out loud.

2. Individual: The teacher distributes model prayer “Ringrazio Dio” (Appendix 1m). Students complete and present in class.

3. Whole Class/Individual: The teacher offers his/her own prayer and provides students with a model with which to personalize their prayer (Appendix 1n). Students complete the model prayer with personal information. They then copy their prayer onto the first page of “Il Libretto Liturgico” (Appendix 1p).

Assessment/Evaluation Techniques

Categories

Expectations

Tools

Activities

Knowledge/Understanding

Communication

Application

WR1.01, 03, 04

OS1.01, 02

observation

teacher feedback

Students prepare and present prayer “Ringrazio Dio”.

Knowledge/Understanding

Communication

Application

WR1.01, 03, 04

GL1.01, 03, 09

OS1.01, 02

rubric for written work (Appendix 1o)

Students prepare and present “La Mia Preghiera”.

Accommodations

· consult student’s Individual Education Plan (IEP).

· increase/decrease number of elements required for prayers.

Resources

Macchi, Vladimiro. Dizionario Inglese-Italiano / Italiano-Inglese. Firenze, Italy: G.C. Sansoni Editore, 1985.

Community

School Chaplian

Local Parish Priest

Technology

La Sacra Bibbia. Edizione Ufficiale della Conferenza Episcopale Italiana. Milano: Edizioni San Paolo, 1985.

Activity 7: Imparo i riti d’introduzione

Time: 40 minutes

Description

Students begin to prepare for the final liturgy by repeating the Introductory Rites of the Catholic Mass.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1b - participates in the sacramental life of the church and demonstrates an understanding of Centrality of the Eucharist to our Catholic story;

CGE1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE2b - reads, understands, and uses written materials effectively.

Strand(s): Oral Communication, Reading

Overall Expectations

OLV.01 - demonstrate an understanding of simple spoken language, used in various situations and for different purposes, applying language knowledge appropriate to the level;

OSV.01 - communicate orally in various situations and for different purposes, using simple language appropriate to the level;

REV.01 - read age- and language-appropriate passages from various sources for different purposes.

Specific Expectations

OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences;

RE1.02 - read aloud with expression, to further develop standard pronunciation, intonation, and tones.

Grammar and Language Knowledge: No new structures.

Planning Notes

· The teacher ensures students have the first page of “Il Libretto Liturgico”, “I Riti d’Introduzione” which they received during Activity 6 (Appendix 1p) and on which they wrote “La Mia Preghiera”

Prior Knowledge Required

· an understanding of correct Italian pronunciation

Teaching/Learning Strategies

1. Whole Class: The teacher reads I Riti d’Introduzione and students repeat.

2. Group/Pair: Groups/pairs practise repeating the Introductory Rites. Teacher circulates to observe pronunciation.

Assessment/Evaluation Techniques

Categories

Expectations

Tools

Activities

Knowledge/Understanding

Application Communication

OS1.01

RE1.01

observation

teacher feedback

Students repeat Introductory Rites.

Accommodations

· Consult student’s Individual Education Plan (IEP).

· Pair stronger students with those experiencing difficulties.

Resources

Fortunato, Mons. Rocco. La Santa Messa. Bari: Edizione Paoline, 1969.

(New edition is available at Daughter’s of St. Paul, Toronto, Ontario, 3022 Dufferin Street,

Tel: (416) 781-9131)

Community

Local Parish Priest

School Chaplain

Technology

Online Bibles

www.crs4.it/~riccardo/letteratura/bibbia/bibbia.html

www.bible.gospelcom.net/bible - language = Italiano

www.intratext.com/testi/NTPBibbia-it.txt/!indice.htm

Appendix 1a

Le Preghiere

Il Segno Della Croce

Nel nome del Padre e del Figlio e dello Spirito Santo - AMEN

Il Padre Nostro

Padre nostro, che sei nei cieli, Sia santificato il Tuo nome,

Venga il Tuo regno, Sia fatta la Tua volontà.

Come in cielo così in terra.

Dacci oggi il nostro pane quotidiano, e rimetti a noi i nostri debiti

come noi li rimettiamo ai nostri debitori

e non c’indurre in tentazione ma liberaci dal male.

AMEN

L’Ave Maria

Ave Maria, piena di grazia. Il Signore è con te.

Tu sei benedetta fra le donne, e benedetto è il frutto del tuo seno,

Gesù.

Santa Maria, Madre de Dio, prega per noi peccatori,

Adesso e nell’ora della nostra morte.

AMEN

Il Gloria

Gloria al Padre ed al Figlio ed allo Spirito Santo,

Come era nel principio ora e sempre, nei secoli dei secoli.

AMEN

Appendix 1b

Dialogo: Presentiamoci

Dialogo A: A scuola, tra amici

Roberto: Ciao Clara, come stai oggi?

Clara: Bene, grazie e tu?

Roberto: Io sto molto bene. Ti presento la mia amica Marta.

Clara: Piacere di fare la tua conoscenza, Marta.

Marta: Molto piacere, Clara.

Clara: Di dove sei tu?

Marta: Io sono di Milano però adesso vivo qui a Roma.

Clara: Hai famiglia a Roma?

Marta: Sì, ho tre zie e quattro cugini.

Clara: Quanti hanni hai?

Marta: Io ho sedici anni e tu?

Clara: Io ho quindici anni.

Roberto: Clara, dobbiamo andare perchè la prima lezione comincia fra cinque minuti.

Clara: Ciao Marta, a presto.

Marta: Arrivederci Clara.

Appendix 1c

Dialogo: Presentiamoci

Dialogo B: A scuola con il professore

Mariella: Buon giorno Signor Rossi, come sta oggi?

Signor Rossi: Bene, grazie e Lei?

Mariella: Io sto benissimo, Le presento la mia amica Rosalba.

Signor Rossi: Piacere di fare la Sua conoscenza Rosalba.

Rosalba: Molto lieta, Signor Rossi.

Signor Rossi: Di dov’é Lei?

Rosalba: Sono di Torino.

Signor Rossi: Ha tanti amici a Roma?

Rosalba: Sí, ed ho due zie e 3 cugini.

Mariella: Quanti anni hanno i tuoi cugini?

Rosalba: Rocco ha sedici anni, Gianpiero ha diciotto anni e Maria ha venti anni.

Signor Rossi: Che bello! Buone vacanze, Rosalba. ArrivederLa! A presto, Mariella.

Rosalba e

Mariella: ArrivederLa, Signor Rossi!

Appendix 1d

Rubric for Oral Presentations

Rubric for Evaluating Oral/Aural Communication

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding	- uses recently taught language knowledge with limited accuracy	- uses recently taught language knowledge with some accuracy	- uses recently taught language knowledge with considerable facility and accuracy	- uses recently taught language knowledge with a high degree of facility and accuracy
Oral Communication (speaking)	- speaks with hesitation and llimited accuracy	- speaks somewhat fluently with some accuracy	- speaks quite fluently and with considerable accuracy	- speaks fluently and pronounces with a high degree of accuracy
Aural Communication (listening)	- demonstrates limited aural understanding	- demonstrates some aural understanding	- demonstrates considerable aural understanding	- demonstrates very good aural understanding
Application	- forms sentences and questions with limited accuracy - has difficulty responding to spoken cues	- forms sentences and questions with some accuracy - has occasional difficulty responding to spoken cues	- forms sentences and questions with considerable accuracy - responds to spoken cues quite accurately and appropriately	- forms sentences and questions with a high degree of accuracy - responds to spoken cues accurately and appropriately
Thinking/Inquiry	- expresses very few interesting and relevant details	- expresses a few interesting and relevant details	- expresses interesting and relevant details	- expresses many interesting and relevant details

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1e

(Activity 2)

1.	2.	3.

4.	5.	6.

7.	8.	9.

1.	2.	3.

4.	5.	6.

7.	8.	9.

Appendix 1f

Marking Scheme For Mini Project

Il Mio Zaino

Inclusion:

Items included 0 1 2 3 4 5 6 7 8 9 10 ____

in knapsack 10

(10 items requested

and each item labelled)

Correct use of 0 1 2 3 4 5 6 7 8 9 10 ____

Noun forms 10

(singular/plural)

Creativity 0 1 2 3 4 5 ___

(title, colours, neatness) 5

TOTAL: _____

Appendix 1g

Quiz: Una Lingua Straniera

Scrivere V se la frase è vera e F se è falsa.

1. Fido ha dodici anni. _______

2. Fido abita a Roma. _______

3. Fido arriva sempre in ritardo a scuola. _______

4. A Fido piace molto la scuola. _______

5. La mamma di Fido aspetta il cucciolo con grande interesse. _______

6. La mamma guarda lo specchio di tanto in tanto. _______

7. Fido arriva a mezzogiorno e mezzo. _______

8. Fido imita un gatto. _______

9. La madre domanda se lui non sa più miagolare. _______

10. Fido desidera mostrare che lui parla la lingua dei cani. _______

Appendix 1h

L’Italia Fisica

Confini: Francia, Svizzera, Austria, Iugoslavia

Montagne: le Alpi (al nord)

gli Appennini (dal nord al sud)

Mari: Mare Mediterraneo

Mare Ionio

Mare Tirreno

Mare Adriatico

Mar Ligure

Isole Grandi: la Sicilia

la Sardegna

Isole Piccole: Elba

Malta

Ischia

Lipari

Egadi

Vulcani: il Vesuvio

l’Etna

lo Stromboli

Fiumi: il Po

l’Adige

l’Arno

il Tevere

Laghi: il Lago Maggiore

il Lago di Lugano

il Lago di Como

il Lago d’Iseo

il Lago di Garda

Appendix 1i

Dopo aver consultato la carta geografica dell’Italia nell’atlante trova:

Le regioni

o Abruzzi	o Molise

o Basilicata	o Piemonte

o Calabria	o Puglia

o Campania	o Sardegna

o Emilia-Romagna	o Sicilia

o Friuli-Venezia Giulia	o Toscana

o Lazio	o Trentino-Alto-Adige

o Liguria	o Umbria

o Lombardia	o Valle d’Aosta

o Marche	o Veneto

I capoluoghi

o Ancona	o Milano

o Aosta	o Napoli

o L’Aquila	o Palermo

o Bari	o Perugia

o Bologna	o Potenza

o Bolzano	o Roma

o Cagliari	o Torino

o Campobasso	o Trento

o Catanzaro	o Trieste

o Firenze	o Udine

o Genova	o Venezia

Appendix 1j

Le Regioni

			4
		8			2		5
									7
1
				9
						6

				3


								11
	10

PAROLE CROCIATE

1. La città più importante della Sardegna

2. La città più importante della Lombardia

3. La capitale d’Italia

4. La città più importante del Friuli-Venezia-Giulia

5. La città più importante della Toscana

6. La città più importante della Sicilia

7. Il capoluogo dell’Emilia Romagna

8. Il capoluogo dell’Abruzzo

9. Il capoluogo dell’Umbria

10. Il capoluogo della Liguria

11. Il capoluogo della Puglia

Appendix 1k

Cruciverba Sulle Regioni

Trovate le seguenti regioni nel cruciverba:

TOSCANA PUGLIA VENETO BASILICATA MOLISE VALLE D’AOSTA

FRIULI CAMPANIA SICILIA ABRUZZO CALABRIA LIGURIA

Appendix 1L

Monumenti Religiosi in Italia

La Valle d’Aosta

· Aosta – La Collegiata di Sant’Orso

Il Piemonte

Torino – Il Duomo di San Giovanni

(con la Sacra Sindone)

La Lombardia

· Milano – Il Duomo

La Chiesa di Santa Maria delle Grazie

(con L’Ultima Cena di Leonardo Da Vinci)

La Basilica di Sant’Ambrogio

Il Trentino Alto-Adige

Trento – La Chiesa di Santa Maria Maggiore

Il Friuli Venezia-Giulia

· Trieste – La Cattedrale di San Giusto

Il Veneto

· Venezia – La Basilica di San Marco

La Chiesa di San Giorgio Maggiore

Padova – La Basilica di Sant’Antonio

La Liguria

Genova – La Cattedrale di San Lorenzo

L’Emilia-Romagna

Bologna – La Basilica di San Petronio

L’Arca di San Domenico

La Toscana

Firenze – La Cattedrale di Santa Maria del Fiore (Il Duomo)

La Chiesa di Santa Croce

Siena – La Chiesa di San Domenico

(con la Cappella di Santa Caterina)

Le Marche

· Loreto – Il Santuario della Santa Casa

Appendix 1L (Continued)

L’Umbria

Assisi – La Basilica di San Francesco

Il Lazio

· Roma/Il Vaticano – La Basilica di San Pietro

(con la Pietà di Michelangelo)

La Cappella Sistina

L’Abruzzo

L’Aquila – La Chiesa di San Bernardino

Il Molise

Campobasso – La Chiesa di San Bartolomeo

La Campania

· Napoli – La Cappella Sansevero

La Puglia

· Bari – La Basilica di San Nicola

Monte Sant’Angelo – Il Santuario di San Michele

San Giovanni Rotondo – La Tomba di Padre Pio

La Basilicata

Matera – La Chiesa di Santa Maria de Idris

La Calabria

Tropea – La Chiesa di Santa Maria della Isola

La Sicilia

Palermo – La Chiesa di San Giovanni degli Eremiti

Siracusa – Le Catacombe di San Giovanni

La Sardena

Pula – La Chiesa di Sant’Efisio

Note: Cities that have nuggets in front of them have been searched on the Internet.

Appendix 1m

(Activity 6)

Ringrazio Dio

Grazie, Signore, per _____ ___________________, ____ ____________________,

e _____ ____________________. Lode a te, mio Signore specialmente per _____

______________________ e _____ ________________________.

Appendix 1n

“La Mia Preghiera”

Dio

Mi chiamo __________________ e ________________ uno studente/una studentessa d’italiano

nella ____________________ del signor/della signora/della signorina __________________.

_______________ __________________ anni. __________________ bisogno del tuo aiuto.

Studio* ___ _______________, ____ __________________, ____ ___________________,

e ___ ________________________.

Nei miei studi, aiutami ad avere,

______ coraggio, ____ responsabilità e _______________________di continuare anche quando

_____ dei problemi e __________ dispiaciuto. Voglio diventare ______ studente esemplare.

Così _____ miei_____________ _______ orgogliosi di me.

Signore, includo in questa ________________ anche _____ desideri dei miei ________________

di classe. Aiutaci a essere come ________________ a scuola e a __________________.

*if your school is non-semestered, include eight spaces after [Studio... ]

Appendix 1o

Rubric for “La Mia Preghiera”

Rubric for Evaluating Writing:

Categories	Level 1 (50 –59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding	- uses recently taught language knowledge with limited accuracy on rough copy - has considerable difficulty making corrections on final copy	- uses recently taught language knowledge with some errors on rough copy - has some difficulty making corrections on final copy	- uses recently taught language knowledge with some facility on rough copy - corrects final copy quite easily and appropriately	- uses recently taught language knowledge with a high degree of facility on rough copy - corrects final copy easily and appropriately
Communication	- has considerable difficulty writing sentences to convey meaning	- has some difficulty writing sentences to convey meaning	- conveys meaning well through writing	- conveys meaning very well through writing
Application	- has considerable difficulty organizing the elements of a sentence	- has some difficulty organizing the elements of a sentence	- organizes the elements quite accurately and appropriately	- organizes the elements of a sentence with a high degree of accuracy and appropriateness
Thinking/Inquiry	- incorporates very few interesting and relevant details	- incorporates a few interesting and relevant details	- incorporates interesting and relevant details	- incorporates many interesting and relevant details

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1p

Riti Di Introduzione (in piedi)

La mia preghiera

Quando comincia la Messa, il Sacerdote dice: _______________________________

Nel nome del Padre

e del Figlio _______________________________

e dello Spirito Santo.

_______________________________

Noi diciamo: Amen. _______________________________

Il Sacerdote dice: Il Signore sia con voi. _______________________________

Noi diciamo: E con il tuo spirito. _______________________________

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Chiediamo a Dio di perdonarci per quelle volte _______________________________

che non siamo stati bravi.

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Chiediamo scusa.

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Il Sacerdote dice: Signore, pietà.

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Noi diciamo: Signore, pietà.

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Il sacerdote dice: Cristo, pietà.

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Noi diciamo: Cristo, pietà.

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Il Sacerdote dice: Signore, pietà.

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Noi diciamo: Signore, pietà.

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