Course Profile International Languages (Italian), Level 3, University Preparation, Catholic

Unit 2: Ricordi e pensieri

Time: 28 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Sudents honour and appreciate the development of Italian and Italo-Canadian cultures through the various arts (music, literature, art) and science, and religion. Through the study of influential Italian men and women both in Italy and in Canada, students integrate Catholic faith traditions while enhancing their knowledge and understanding of the lives of all Italians throughout history.

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1. Storia di Musica ed Arti in Italia	180 min.	LIV.01, REV.01, WRV.01 LI1.01,.02 RE1.01,.02,.04,.05 WR1.01,.02,.03,.04 CGE1a,1e,1h,1i,2a,2c, 3b,5g,6b,7f	Knowledge/ Understanding Thinking/ Inquiry Application	- Insegnare il vocabolario collegato alla musica ed alle arti (presentazione di diapositive e di musica)
2. Uno sguardo sull’arte italiana	360 min.	LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.02,.03,.04 RE1.01,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,1i,2b, 3e,4g,6b,7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Insegnare i pronomi relativi - Insegnare ed usare il passato remoto - Presentare l’arte italiana con diapositive o in “PowerPoint” - Fare ricerche tecnologiche dell’arte italiana - Creare una radiocronaca/telecronaca sull’ arte italiana
3. Breve studio della letteratura italiana	600 min.	LIV.01, SPV.01, REV.01, WRV.01 LI1.01,.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3a,3b,4b, 5a,5e,5f,7f,7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Insegnare i pronomi disgiuntivi - Breve studio della Commedia dell’arte, le novelle, le poesie, i drammi, ecc. - Preparare una recita che dimostri personaggi della Commedia dell’Arte oppure un’ intervista
4. Gli italiani gli italo-canadesi	300 min.	LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE2c,3b,4b, 5a,5e,5f,7f,7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Ricerca scritta ed orale su uno scrittore, un cantante, un poeta, uno scienziato, un compositore, un artista, un musicista, un atleta o santo/a incluso gli immigranti ed il loro contributo sulla cultura canadese/italo-canadese
5. Il Caffè degli artisti ed illustri	240 min.	LIV.01, SPV.01, REV.01, WRV.01 LI1.02,.03 SP1.01,.02,.03,.04 RE1.01,.02,.03,.04,.05 WR1.01,.02,.03,.04,.05 CGE1a,1e,1h,2a,2b,2e, 3a,3b,3e,4b,4g,6b,7f,7g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	- Continuare lo studio dei pronomi doppi - Creare un caffè degli artisiti ed illustri - Presentazione orale della recita preparata in Attività 2, 3, o 4

Unit Planning Notes

· Refer to The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000, document in order to establish the criteria checklists for the assessment and evaluation of student learning throughout the unit.

· The teacher prepares language/vocabulary worksheets and diagnostic quizzes to assess verb forms.

· The teacher prepares and/or finds pictures to represent new vocabulary.

· Teachers prepare the criteria checklists for the unit activities prior to introducing the unit and assessment sheets and/or rubrics for the assessment of oral and written activities.

Teaching/Learning Strategies

A variety of teaching and learning strategies have been provided to maintain the interest of the students and maximize success for all types of learners.

· The teacher pre-teaches/reviews functional language (structure, theme vocabulary) required for the successful completion of the tasks prescribed in this unit.

· Teaching and learning strategies used for the whole class are brainstorming, problem solving, general discussion, presenting/introducing.

· Other teaching and learning strategies are memorizing, collaborative/cooperative learning, interviewing, oral communication, reporting, Internet searching, and videotaping.

· Students use appropriate language structures in all three strands.

· The teacher tests vocabulary, verb tenses, and language conventions.

· The teacher provides listening comprehension activities that increase in complexity and establishes the use of portfolios as evidence of student growth.

Assessment & Evaluation of Student Achievement

· Note-taking, gathering and organizing information, reading age- and language-appropriate materials, writing, questioning, and conferencing

· Formal and informal observation, paper-pencil tests, improvisations, formal written assignment

· Survey assignment, listening exercises (i.e., dictations), and student portfolios

Accommodations

· Consult with Special Education staff for specific recommendations and accommodations for students identified with special needs according to IEPs.

· Pair students so that one student’s strengths help compensate for another student’s challenges.

· Adapt the number of required activities and the level of difficulty to agree with the IEPs for students identified as gifted and talented, ESL, ELD, or physically challenged.

Activity 1: Storia di Musica ed Arti in Italia e la loro importanza nell’ambiente italiano ed italo-canadese

Time: 180 minutes

Description

Students experience a glimpse of the Italian arts and science. Students come to appreciate the contributions and importance of Italian influences in art, literature, music, and science in Canada and throughout the world. Students learn vocabulary associated with science and the arts. Students learn to honour and value the greatness and diversity of God’s given world and its people.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

1a - illustrates a basic understanding of the saving story of our Christian faith;

le - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

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

li - integrates faith with life;

2a - listens actively and critically to understand and learn in light of gospel values;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

3b - creates, adapts, and evaluates new ideas in light of the common good;

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the works of others;

6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Overall Expectations

LIV.01 - demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes;

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

WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

LI1.01 - demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to the speaker’s comments and identify key information in a presentation;

LI1.02 - demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);

RE1.01 - read for comprehension of main ideas and expansion of vocabulary, selections from a variety of texts, * including a minimum of two genres (e.g., short stories, fables, poems, newspapers);

RE1.02 - read aloud with expression and accurate pronunciation;

RE1.04 - respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);

RE1.05 - demonstrate knowledge of the culture where the language is spoken in detailed and well-researched projects (e.g., prepare a presentation on a major literary figure from a country where the language is spoken);

WR1.01 - write sentences and paragraphs, including dialogues, using vocabulary and language structures appropriate to the level (e.g., write a short report comparing their school life to that of peers living in a country where the language is spoken);

WR1.02 - compose and answer a variety of questions;

WR1.03 - express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);

WR1.04 - revise and edit their work for accuracy of language, using input from teachers and peers and a variety of other resources (e.g., print and electronic dictionaries, spell-check feature of software programs).

Planning Notes

· Use the Internet and/or find coloured reproductions of masterpieces and individual masters.

· Prepare slides of various Italian masterpieces (art, architecture, science, and music) (refer to Appendices 2-A – Studio della letteratura, 2-B – Studio dell’arte, 2-C – Studio della musica,
2-D – Alcuni Santi italiani, and 2-E – Altre persone importanti della cultura italiana).

· Prepare review materials on nouns.

· Procure slide projector, screen, and adhesive tape of choice.

· Prepare visual aids for Memory game (pictures and name cards) and visual response worksheet for visual test for the end of Activity 1.

Prior Knowledge & Skills

· Language structures include possessive adjectives and pronouns and contracted articles.

· Verb tenses include the passato prossimo and the imperfetto.

Teaching/Learning Strategies

· The teacher reviews the singular and plural of regular and irregular nouns.

· The teacher prepares visual aids (mounted pictures and name cards, or slides) of various Italian artists, singers, scientists, architects, and their masterpieces (refer to Appendices 2-A – Studio della letteratura, 2-B – Studio dell’arte, 2-C – Studio della musica, 2-D – I Santi italiani, and
2-E – Altre persone importanti della cultura italiana).

· The teacher introduces students to vocabulary related to the arts and science of the Italian world with prepared visual aids and music.

· The teacher randomly places pictures and name cards separately, and faced down, on the classroom board with adhesive tape and students participate in a Memory game.

· Each of two teams alternates uncovering a picture and a name of an artist, a singer, a scientist or an architect, and a picture of his/her masterpiece. Students try to match the “artist” with the correct piece of work by remembering which pictures and names previously uncovered correspond. The successful group of students has the most amount of matches.

· The teacher quizzes students the next day on new vocabulary using a matching-type quiz.

· The teacher tests students using (approximately 20) chosen slides and students identify the master/masterpiece projected on screen by writing their answers on the visual response worksheet.

Assessment & Evaluation of Student Achievement

Technique	Tool/Method	Who	Strategy
Formative	Observation	Teacher	Introduction to vocabulary
Formative	Observation	Teacher	Memory game
Formative	Paper/pencil	Student	Worksheet – Vocabulary Match
Summative	Test	Student	Visual response worksheet/written

Accommodations

· Elicit the assistance of the Special Education personnel to provide remedial opportunities where needed.

· Refer to recommendations made by Special Education staff re: specific accommodations for students with special needs.

· Adjust the time allotted for completion of written quiz/test and worksheet.

Resources

Abbadessa, Felicia. All-Italy The Book of Everything Italian. Toronto: Stoddart Publishing Co. Ltd., 1987. ISBN 0-7737-5091-6

Batta, András. Opera-Composers-Works-Performers. Cologne: Könemann Verlagsgesellscharft mbH, 1999. ISBN 3-8290-3571-3

Beck, James. Italian Renaissance Painting. Köln: Könemann Verlagsgesellscharft mbH, 1999.
ISBN 3-8290-0486-9

Bellot, Gina and Vivia Benini. Storie di Maschere. Roma: Nuove Edizioi Romane s.r.l, 1980.

Beny, Rolaff and Peter Gunn. The Churches of Rome. New York: Simon and Schuster, 1981.
ISBN 0-671-43447-00

Buscaglia, Marco. Rome Art & Architecture. Cologne: Könemann Verlagsgesellschaft mbH, 1999.
ISBN 3-8290-2259-X

Cresti, Carlo and Claudia Rendina. Palazzi of Rome. Köln: Könemann Verlagsgesellscharft mbH, 1998.
ISBN 3-8290-1348-5

D’Onofrio, Michela. Musica Contemporanea Italiana. Canada: Astra Printers Limited, 1988.

Drury, Elizabeth. Self-Portraits of the World’s Greatest Painters. San Diego, CA: Thunder Bay Press, 1999. ISBN 1-571-45-230-03

Gotti, Annamaria Uberti and Oreste Provenziano. Parole 3. Milano: Casa Editrice Carlo Signorelli s.p.a., 1980.

Gotti, Annamaria Uberti and Oreste Provenziano. Parole 4. Milano: Casa Editrice Carlo Signorelli s.p.a., 1980.

Lawson, Carolina Donadio. Dieci Uomini e Donne Illustri. Lincolnwood, Illinois: National Textbook Company, 1985.

Pedretti, Carlo and Kenneth Clark. Leonardo da Vinci. Nature Studies from the Royal Library at Windsor Castle. Italy: Johnson Reprint Corporation, 1980. ISBN 0-384-32298-0

Toman, Rolf. Baroque: Architecture-Sculpture-Painting. Köln: Könemann Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6

Toman, Rolf. The Art of Gothic: Architecture-Sculpture-Painting. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-1741-3

Toman, Rolf. The Art of the Italian Renaissance. Köln: Könemann Verlagsgesellschaft mbH, 1995.
ISBN 3-89508-077-2

Activity 2: Uno sguardo sull’arte italiana

Time: 360 minutes

Description

Students study different Italian art forms (e.g., sculpture, painting, and architecture, etc.). Students are introduced to some of the great Italian masters, such as DaVinci, Michelangelo, Raffaello, Giotto, and Modigliani. Students learn to appreciate life as a gift from God that one needs to protect and cherish throughout life’s journey. Students learn to respect and understand the different faith traditions and cultural heritage of today’s society.

Strand(s) & Learning Expectations

Ontario Catholic Graduate Expectations

1a - illustrates a basic understanding of the saving story of our Christian faith;

le - speaks the language of life...“recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

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

li - integrates faith with life;

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Overall Expectations

LIV.01 - demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes;

SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;

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

WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

LI1.02 - demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);

LI1.03 - demonstrate knowledge of the culture of countries where the language is spoken by identifying information that is relevant to course themes (e.g., identify significant artists from a particular time period);

SP1.02 - convey and respond to a variety of messages, using vocabulary and language structures appropriate to the level (e.g., participate in a discussion of a topic);

SP1.03 - express opinions and ideas in prepared and open-ended conversations and discussions (e.g., comment on a newspaper article or literary work);

SP1.04 - demonstrate an understanding of the culture of countries where the language is spoken in oral presentations that draw on a variety of media (e.g., create a video commercial that illustrates cultural attitudes to the product advertised);

RE1.01 - read for comprehension of main ideas and expansion of vocabulary, selections from a variety of texts, * including a minimum of two genres (e.g., short stories, fables, poems, newspapers);

RE1.04 - respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);

WR1.02 - compose and answer a variety of questions;

WR1.03 - express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);

WR1.05 - demonstrate knowledge of the culture of countries where the language is spoken in well-researched reports (e.g., write a biographical sketch of a famous person from a country where the language is spoken).

Planning Notes

Activity A

· Procure slide projector and slides of different art forms, artists and their masterpieces
(see Appendix 2-B – Studio dell’arte).

· Prepare laminated Tombola cards with sufficient art terminology, as well as, names of famous Italian/Italo-Canadian artists and saints.

· Prepare master Tombola card with all the words used to play Tombola dell’Arte and Tombola markers or washable overhead markers for the game.

· Prepare quizzes with art terminolgy, artists, and masterpieces and quizzes/test on grammar (relative pronouns and verb tenses).

Activity B

· Prepare slides on different art forms, artists, and their masterpieces. (see Appendix 2-B – Studio dell’arte) and a list of different art forms.

· Procure TV, VCR, CD player, cassette player, slide projector, computers, and screen.

· Prepare oral evaluation sheets for the broadcast and written quizzes/tests for passato remoto, imperfetto, and relative pronouns.

· Reserve computer time to access the Internet.

Prior Knowledge & Skills

· Language structures include possessive adjectives and pronouns, demonstrative adjectives, contracted articles, art vocabulary, the passato prossimo, and the imperfetto.

Teaching/Learning Strategies

· The teacher reviews the passato prossimo and the imperfetto and teaches the passato remoto.

· The teacher quizzes/tests students on the passato remoto, the imperfetto, and the passato prossimo.

· The teacher teaches and quizzes students on relative pronouns.

Option A

· The teacher teaches art terminology and reviews the names of artists and masterpieces with the aid of slides (see Appendix 2-B – Studio dell’arte).

· The teacher provides each student with Tombola markers or washable overhead markers in order to play the game and laminated Tombola card.

· The teacher explains rules of how to play the game Tombola. (1^st game – 1 row across, 2^nd game – 2 rows across, 3^rd game – 3 rows across, 4^th game – whole card).

· The teacher calls a name or terminology pulled out from a box and students mark their card with an X on top of the name or terminology called out.

· Students succeed when they call out Tombola, repeat each word in the row, and define it or identify it in Italian.

· The teacher assists students with language expressions and the game continues until student(s) has/have the whole card filled out and yells/yell out Tombola.

· The successful student(s) will have the game card filled first, yell out Tombola and be able to explain/identify the words in Italian.

· The teacher tests students using a match/definition/short answer test on art terminology, artists, and their masterpieces.

Option B

· Teacher teaches concepts of different art forms (i.e., sculpture, mosaic, painting, and architecture) with the aid of slides (See Appendix 2-B – Studio dell’arte).

· Students in groups of four briefly research an art form on the Internet
(See Appendix 2-B – Studio dell’arte).

· Students in each group research a different art form (including the artist and samples of art form studied) and prepare an Italian radio broadcast or a recorded TV broadcast on their chosen art form.

· The broadcast consists of: one student – Anchor, one student – “On Location Reporter,”
one student – Weather Reporter, and one student doing a commercial.

· Students present their broadcast orally (or on videotape) and include background music in their broadcast.

· The teacher evaluates the oral presentation of broadcasts.

Assessment & Evaluation of Student Acheievement

Purpose	Tool/Method	Who	Strategy
Formative	Observation	Teacher	Aural/Memory
Formative	Quizzes	Student	Aural/Written
Summative	Writing Process	Student	Editing
Summative	Rubric/Paper/Pencil	Teacher/Student	Oral Presentation of Broadcast

Accommodations

· Arrange for assistance with written assignments. This assistance may be provided by, a peer, a classroom teacher, or Special Education staff according to students’ specific needs.

· Adjust the time allotted for completion of written assignments and preparation of broadcast.

· Provide assistance with research and oral presentation.

· Consult student’s IEPs to make acccommodations.

Resources

Batta, András. Opera-Composers-Works-Performers. Cologne: Könemann Verlagsgesellscharft mbH, 1999. ISBN 3-8290-3571-3

Beck, James. Italian Renaissance Painting. Köln: Könemann Verlagsgesellscharft mbH, 1999.
ISBN 3-8290-0486-9

Beny, Rolaff and Peter Gunn. The Churches of Rome. New York: Simon and Schuster, 1981.
ISBN 0-671-43447-00

Buscaglia, Marco. Rome Art & Architecture. Cologne: Könemann Verlagsgesellschaft mbH, 1999.
ISBN 3-8290-2259-X

Cresti, Carlo and Claudia Rendina. Palazzi of Rome. Köln: Könemann Verlagsgesellscharft mbH, 1998.
ISBN 3-8290-1348-5

Drury, Elizabeth. Self-Portraits of the World’s Greatest Painters. San Diego, CA: Thunder Bay Press, 1999. ISBN 1-571-45-230-03

Feder. Theodore H. Great Treasures of Pompei and Herculaneum. New York: Abberville Press, Inc. Publishers, 1978. ISBN 0-89659-021-6

Lawson, Carolina Donadio. Dieci Uomini e Donne Illustri. Lincolnwood, Illinois: National Textbook Company, 1985.

Milanesi, Arturo. Storia e Geografia d’Italia. Brescia: Editrice La Scuola, 1987.

Nickles, Greg. We Came to North America, The Italians. St. Catherines, Ontario: Crabtree Publishing, 2000. ISBN 0-7787-0203-0

Padgett, Joann. Wonders of Italy - A Journey into Italian Art, Traditions and Natural Wonders. Vercelli, Italy: White Star, S.r.l., 1988. ISBN 88-8095-375-3

Pedretti, Carlo and Kenneth Clark. Leonardo da Vinci. Nature Studies from the Royal Library at Windsor Castle. Italy: Johnson Reprint Corporation, 1980. ISBN 0-384-32298-0

Toman, Rolf. Baroque: Architecture-Sculpture-Painting. Köln: Könemann Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6

Toman, Rolf. The Art of Gothic: Architecture-Sculpture-Painting. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-1741-3

Toman, Rolf. The Art of the Italian Renaissance. Köln: Könemann Verlagsgesellschaft mbH, 1995.
ISBN 3-89508-077-2

Wallace, William E. Michelangelo - The Complete Sculpture, Painting, Architecture. New York: Hugh Lauter Levin Association Inc., 1998. ISBN 0-88363-331-0

Activity 3: Breve studio della letteratura italiana

Time: 600 minutes

Description

Students explore the contributions of Italians to language and culture. Students study several literary genres by reading Italian poems, plays, novels, short stories, including the Commedia dell’Arte. Students also become acquainted with some literary masters such as Dante, Petrarca, Carducci, Leopardi, Pirandello, Ginzburg, and Collodi. Students write a poem which is illustrated and then compiled into a Class Poetry Book. Students learn to understand, affirm, and respect the Italian cultural contribution to the literary world.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

2c - presents information and ideas clearly and honestly and with sensitivity to others;

3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

3b - creates, adapts, and evaluates new ideas in light of the common good;

4b - demonstrates flexibility and adaptability;

5a - works effectively as an interdependent team member;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

7f - respects and affirms the diversity and interdependence of the worlds’ peoples and cultures;

7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society.

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Overall Expectations

LIV.01 - demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes;

SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;

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

WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

LI1.02 - demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);

SP1.01 - use standard pronunciation and intonation with accuracy in the international language (e.g., in conversations and discussions);

SP1.02 - convey and respond to a variety of messages, using vocabulary and language structures appropriate to the level (e.g., participate in a discussion of a topic);

SP1.03 - express opinions and ideas in prepared and open-ended conversations and discussions (e.g., comment on a newspaper article or literary work);

RE1.01 - read for comprehension of main ideas and expansion of vocabulary, selections from a variety of texts, * including a minimum of two genres (e.g., short stories, fables, poems, newspapers);

RE1.02 - read aloud with expression and accurate pronunciation;

RE1.03 - analyse plot, character development and setting in novels, short stories, and poems;

RE1.04 - respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);

WR1.02 - compose and answer a variety of questions;

WR1.03 - express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);

Planning Notes

· Reserve computer time for students to access the Internet.

· Prepare comprehensive list of literary terms (see Appendices 2-A – Studio della letteratura).

· Provide blank cue cards for Question game, chart paper, and adhesive tape.

· Reserve TV, VCR, tape recorder, CD player, tape recorder, slide projector, and screen.

Prior Knowledge & Skills

· Language structures include possessive adjectives and pronouns, the passato prossimo, the passato remoto, and the imperfetto and vocabulary associated with Le Arti.

· Use of direct object pronouns and nouns (singular and plural).

Teaching/Learning Strategies

· The teacher presents an outline of various literary genres, including La Commedia dell’Arte.

· The teacher reviews direct object pronouns and teaches indirect object pronouns and their position in a sentence, double object pronouns and disjunctive pronouns with and without prepositions.

· Students are tested on proper usage of new grammatical structures.

· The teacher teaches literary terms (refer to Appendix 2-A – Studio della letteratura) and gives each student a genre of literature to research as well as a poet or writer from that genre.

· Students briefly research their assigned genre and poet or writer on the Internet and share their findings with the class in the form of an oral presentation.

· Students are grouped by genre in order to focus their study in more detail
(refer to Appendix 2-B – Studio della letteratura).

· Students compile and further research one genre as a group and elect one member as spokesperson to present their findings to the class.

· The teacher gives each student in each group (genre), names of poets, poems, authors, and novels. Students research and analyse one poet (poem) or author (novel, short story, etc.), preparing an activity worksheet for their oral presentation (see Appendix2-F – Criterio per la presentazione orale).

· The teacher collects a rough copy of the activity worksheet and supplies added suggestions. Students edit their activity worksheet based on the teacher’s suggestions.

· Students present their poet or author to the class individually with the aid of audio/visual materials and provide an activity worksheet for each class member.

· Students are instructed to write five questions and answers based on their peers’ oral presentations.

· The teacher collects all appropriate questions and answers and prepares 20 or more questions and answers for each genre of literature and literary terms.

· The teacher divides the class into two large groups in order to play a Question Game. The successful group of students will be able to answer the most questions correctly.

· Students conclude the study of literature by preparing a skit on the Commedia dell’Arte or by writing and illustrating an original poem.

· The teacher compiles the original work into a Class Poetry Book.

· Students present skits on the Commedia dell’Arte.

· The teacher evaluates oral presentations or original poems, and final copies of prepared worksheet.

Assessment & Evaluation of Student Achievement

Purpose	Tool/Method	Who	Strategy
Formative	Observation	Teacher	Historical Overview of Famous Persons
Formative	Quiz	Student	Question Game
Summative	Writing Process	Teacher	Editing of Activity Worksheet
Summative	Rubric	Teacher	Oral Presentation
Summative	Writing Process	Teacher	Poem (written and illustrated)

Accommodations

· Arrange for assistance with written activity worksheet. This assistance may be provided by a peer, a classroom teacher, or Special Education staff according to students’ specific needs.

· Adjust the time allotted for completion of written activity worksheet.

· Provide assistance with research and oral presentation.

· Adapt expectations according to IEPs, i.e., adapt format and required elements of the presentation (pre-recorded audiocassette or videotaped).

· Arrange for opportunities to reinforce grammar structures, e.g.,“study buddy,” flash cards, etc.

Activity 4: Gli italiani/Gli italo-canadesi

Time: 300 minutes

Description

Students further their knowledge of the arts by researching an Italian/Italo-Canadian artist, composer, writer, poet, musician, or saint. Students also study Italian immigrants and their contributions to Canadian/Italo-Canadian culture. An appreciation of these peoples’ contribution to the world of art, literature, music, and the Church is highlighted. Students trace the history of Italian immigrants in Canada. Students learn to appreciate life as a gift to cherish from God. Cultural heritage, faith traditions, and history will be respected and better understood.

Strand(s) & Learning Expectations

Ontario Catholic Graduate Expectations

2c - presents information and ideas clearly and honestly and with sensitivity to others;

3b - creates, adapts, and evaluates new ideas in light of the common good;

4b - demonstrates flexibility and adaptability;

5a - works effectively as an interdependent team member;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society.

Strand(s): Oral Communication (Listening and Speaking), Reading, Writing

Overall Expectations

LIV.01 - demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes;

SPV.01 - communicate orally in various situations and for a variety of purposes, using language appropriate to the level;

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

WRV.01 - write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

LI1.02 - demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);

SP1.01 - use standard pronunciation and intonation with accuracy in the international language (e.g., in conversations and discussions);

SP1.02 - convey and respond to a variety of messages, using vocabulary and language structures appropriate to the level (e.g., participate in a discussion of a topic);

SP1.03 - express opinions and ideas in prepared and open-ended conversations and discussions (e.g., comment on a newspaper article or literary work);

RE1.01 - read for comprehension of main ideas and expansion of vocabulary, selections from a variety of texts, * including a minimum of two genres (e.g., short stories, fables, poems, newspapers);

RE1.02 - read aloud with expression and accurate pronunciation;

RE1.03 - analyse plot, character development, and setting in novels, short stories, and poems;

RE1.04 - respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);

WR1.02 - compose and answer a variety of questions;

WR1.03 - express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);

Planning Notes

· Prepare a brief historical overview of Italy, including Italian settlements in Canada (i.e., Vancouver, Edmonton, Winnipeg, Windsor, Hamilton, Toronto, Ottawa, Montreal, etc.).

· Prepare ensemble of Italian music from different time periods and lyrics (with words missing) to an Italian song.

· Reserve a CD player, cassette player, or VCR and TV, and slide projector, computer, and screen.

· Prepare list of names of well-known Italians and Italo-Canadians, i.e., composers, writers, saints, scientists, singers, and musicians, as well as prominent Italian immigrants (refer to Appendices 2-A – Studio della letteratura, 2-B – Studio dell’arte, 2-C – Studio della musica, 2-D – Alcuni santi italiani, and 2-E – Altre persone importanti della cultura italiana).

· Prepare evaluation for oral presentation and test, and quizzes for language structures taught.

· Prepare slides or a PowerPoint presentation of artists, composers, writers, and saints.

Prior Knowledge & Skills

· Previously learned language structures: nouns, pronouns, possessive and demonstrative adjectives, the passato prossimo, the passato remoto, and the imperfetto, and direct, indirect, and double object pronouns

Teaching/Learning Strategies

· The teacher reviews the passato prossimo, passato remoto, and the imperfetto of regular and irregular verbs. The teacher reviews all pronouns and continues the study of double object pronouns. Students are quizzed on the use of pronouns and all verb tenses studied to date.

· Students are evaluated on their use of the past tense, relative pronouns, and demonstrative adjectives in the culminating activity Meeting of the Minds or Meeting of the Great Ones.

· The teacher gives a brief historical overview of Italy, including Italian settlements in Canada.

· The teacher expands the overview, started in Activity 1, by focusing on artists, composers, writers, saints, their masterpieces, and their contribution to society.

· The teacher plays an ensemble of Italian/Italo-Canadian music in the background showing slides/pictures of the aforementioned men and women and/or their masterpieces.

· Students prepare and present a skit (five minutes long called Meeting of the Minds or Meeting of the Great Ones).

· The teacher assigns five students to a group (an artist, a composer/singer, a writer, a saint, and a prominent Italian immigrant).

· Students choose a name of an artist, a saint, a composer/singer, a writer, and a prominent Italian immigrant from a list provided by the teacher (refer to Appendices 2-A – Studio della letteratura,
2-B – Studio dell’arte, 2-C – Studio della musica, 2-D – Alcuni santi italiani, and 2-E – Altre persone importanti della cultura italiana).

· Students briefly research the person chosen as well as the time period/era in which he/she lived/lives and prepare a dialogue for their biographical skit. Students are given a topic to discuss in their skit, e.g., “immigrants and their struggles (cultural, religious, language, etc.).”

· Students discuss the topic as the person (dressed for the part) and dialogue as the person they researched would.

· Students present the skits to the class on a predetermined day and the teacher evaluates their presentations of Meeting of the Minds or Meeting of the Great Ones.

· The teacher concludes the study of artists, composer/singers, writers, saints, and immigrants by providing lyrics to a song with missing words. Students listen to the Italian song and try to fill in the missing words to the lyrics.

Assessment & Evaluation of Student Achievement

Purpose	Tool/Method	Who	Strategy
Formative	Observation	Teacher	Group Collaboration
Formative	Lyric Aural Activity	Student	Aural/Written-fill in the blanks
Summative	Test	Student	Written-grammatical structures
Summative	Rubric	Teacher	Oral Presentation of Meeting of the Minds or Meeting of the Great Ones

Accommodations

· Consult student’s IEPs to make accommodations.

· Provide assistance with research and oral presentation.

· Adapt expectations according to IEPs, e.g., allotted rehearsal time, required elements.

· Arrange for assistance with written worksheets. This assistance may be provided by a peer, a classroom teacher, or Special Education staff according to students’ specific needs.

· Adjust the time allotted for completion research, oral presentation, and quizzes.

· Arrange for opportunities to reinforce grammar structures, e.g., “study buddy,” flash cards, etc.

Activity 5: Il Caffè degli artisti ed illustri

Time: 240 minutes

Description

Students conclude their cultural journey by coming together in a Caffè setting to present their choice of a researched topic. Students demonstrate Christian leadership by organizing a Caffè in order to respect and affirm the diversity and interdependence of our contemporary society.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

1a - illustrates a basic understanding of the saving story of our Christian faith;

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

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2e - uses and integrates the Catholic faith tradition in critical analysis of the arts, media, technology and information systems to enhance the quality of life;

3a - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

3b - creates, adapts, and evaluates new ideas in light of the common good;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

4b - demonstrates flexibility and adaptability;

4g - examines and reflects on one's personal values, abilities and aspirations influencing life’s choices and opportunities;