This course provides intensive, context-specific practice in speaking, listening, reading, and writing. It will also provide a review and expansion of vocabulary and grammar. Various aspects of Italian culture and civilization are presented using audiovisual, computer, and other resource materials.

ESSENTIAL QUESTIONS

• What is the purpose of language?
• How is the structure of a language related to its function?
• What kinds of beauty does language create?
• How do we express our values and beliefs through language?
• How do culture and language interact?
• How does language influence who I am?
• How does language influence perception and understanding of diverse cultures?
• How does competency in language empower us in decision-making?
• How does language influence the development and interaction of civilizations?

FOCUS QUESTIONS

• What contributions have Italian-Americans made to the United States?
• How has the Italian-American contribution been unique in the history of the USA?
• How does this experience inspire me?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• describe the life and contribution of a specific Italian-American,
• summarize this contribution, and
• demonstrate the value of this contribution to the history of the USA.

DEVELOPING AN INTERPRETATION The student will . . .

• estimate the value of the subject’s contribution.
• explain the uniqueness of the contribution, how it might be related to the unique Italian-American experience.

MAKING CONNECTIONS The student will . . .

• apply this experience to their own lives.
• analyze how this might inspire them in the future.

FOCUS QUESTIONS

• Can I speak about various sports, hobbies and pastimes, various activities happening in the present time?
• Can I speak about events and situations in the past with subtlety and chronological comparison?
• Can I speak about the future, possible vacations?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify, describe and recall conjugations of the future tense, the present progressive and the two past tenses: the imperfect and the “passato prossimo”.
• list various sports, hobbies and pastimes, and the various equipment and vocabulary surrounding each.
• learn and use correctly tonic pronouns.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast the two different past tenses, how and when they are used.
• generalize from grammar rules to spontaneous speech in real situations.
• forecast future situations and activities.

MAKING CONNECTIONS The student will . . .

• compare and contrast the sports, hobbies, pastimes and interests of the United States and Italy.
• explain their own favorite sports, hobbies and pastimes, and why they find them enjoyable.

FOCUS QUESTIONS

• What hopes, fears, excitement and dreams do I have about international travel and exchange?
• What preparations and communications are necessary before undertaking such an experience?
• What misunderstandings and challenges might have to be met and overcome?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and practice the language of hope, excitement, fears; travel.
• list articles needed for travel.

DEVELOPING AN INTERPRETATION The student will . . .

• describe relationships between young people of different cultures and between those young people and their parents.
• hypothesize what obstacles and misunderstandings might arise in international travel.
• extrapolate from these ideas to general understandings about different cultures and familial relationships.

MAKING CONNECTIONS The student will . . .

• compare and contrast Italian and U.S. youthful hopes and dreams.
• compare and contrast family relationships in Italy and the USA.
• incorporate knowledge gained into a realistic role-play.
• predict personal responses to the understandings gained in this unit.

FOCUS QUESTIONS

• Can I discuss my body and daily routine?
• Can I speak about clothing and fashion in a detailed way?
• Can I discover the unique contribution Italy has made to the world of fashion?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and describe clothing, fashion and accessories.
• identify and describe body parts and daily routines, and possible maladies.
• conjugate reflexive verbs in the present and past tenses; the conditional; the imperative.
• learn and use correctly comparatives and superlatives.

DEVELOPING AN INTERPRETATION The student will . . .

• apply knowledge of clothing and fashion to simulate a scene in the world of fashion.
• extrapolate from grammar rules and unit vocabulary to personalized speech in a realistic role-play.

MAKING CONNECTIONS The student will . . .

• compare and contrast Italian and U.S. fashion choices.
• incorporate knowledge gained into a realistic role-play.
• examine in what ways he or she has been affected by Italian fashion in their lives.

FOCUS QUESTIONS

• Can I understand the underlying themes of Carlo Collodi’s work, and the Italian language through which it is presented?
• Can I realize the impact this work has had on children’s literature?
• Can I apply these lessons to my own life, and perhaps create my own story?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• paraphrase and retell the story of Pinocchio, through the Italian language.
• identify the major themes of the book and movie.
• list the major characters and their individual roles.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze the story, and interpret the work in their opinion.
• describe relationships of the characters.
• summarize the important details of the story.

MAKING CONNECTIONS The student will . . .

• reflect on the impact this work has had on children’s literature and their lives.
• propose changes to the story based on modern moral dilemmas and situations for young people.

FOCUS QUESTIONS

• Can I speak about various professions and the workplace and in general, the economy?
• Can I express desires, opinions, emotions and doubts?
• Can I discuss means of transportation?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and describe various professions and places of work.
• describe the major economic sectors of Italy.
• conjugate verbs in the present subjunctive using impersonal expressions and expressions of opinion or uncertainty as the trigger.
• learn and use correctly relative pronouns.

DEVELOPING AN INTERPRETATION The student will . . .

• describe relationships in the workplace, and infer from knowledge of people what professions might be best for them.
• generalize from grammar rules to spontaneous speech in a real situation, expressing opinions, doubts, emotions and uncertainty about work and professions.
• examine why Italy is the 5^th largest economy in the G7.

MAKING CONNECTIONS The student will . . .

• compare and contrast Italian and U.S. economies.
• extrapolate from their present circumstances and character to predict what profession they might be best in.
• examine their close family in light of this analysis, and express their opinion on whether these people chose their professions correctly, and why.

FOCUS QUESTIONS

• Can I make travel plans and comfortably catch a train or plane in Italy?
• Can I become familiar with the Italian way of taking holidays?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and describe items and activities found in airports, train stations and travel agencies.
• describe holiday life in Italy.
• conjugate verbs for past actions that occurred previous to a past tense narrative: the trapassato prossimo.
• learn and use correctly negative sentence structures.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze Italian travel situations and compare to those of the U.S.A.
• generalize from grammar rules to spontaneous speech in a real situation, describing past vacations, using trapassato prossimoto make the narration realistic and lively.
• summarize the important details of Italian holiday life.

MAKING CONNECTIONS The student will . . .

• compare and contrast Italian and U.S. vacationing styles and situations.
• incorporate knowledge gained into a realistic role-play.
• extrapolate from knowledge gained about Italian travel to predict a possible personal experience in Italy.

FOCUS QUESTIONS

• What hopes, fears, excitement and dreams do I have about international travel and exchange?
• What experiences would I have living with a family in Italy?
• What beauty and unique experiences does the Italian culture have to offer?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• identify and practice the language of hope, excitement, fears; travel.
• list key tourist destinations in Italy.
• describe Italian: art museums, schools, cities, and homes.

DEVELOPING AN INTERPRETATION The student will . . .

• describe relationships between young people of different cultures and between those young people and their parents.
• hypothesize what difficulties and challenges might arise in international travel.
• extrapolate from these ideas to general understandings about different cultures and familial relationships.

MAKING CONNECTIONS The student will . . .

• compare and contrast Italian and U.S. youthful hopes and dreams.
• compare and contrast family relationships in Italy and the USA.
• incorporate knowledge gained into a realistic role-play.
• imagine and express personal responses to the understandings gained in this unit.

FOCUS QUESTIONS

• Can I understand the underlying themes of Roberto Benigni’s work, and the Italian language through which it is presented?
• Can I realize the impact this work has had on the world of film?
• Can I apply these lessons to my own life, and perhaps create my own story?

CONTENT OBJECTIVES

INITIAL UNDERSTANDING The student will . . .

• paraphrase and retell the story of “La Vita è Bella”, through the Italian language.
• identify the major themes of the book and movie.
• list the major characters and their individual roles.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze the story and interpret the work in their opinion.
• describe relationships of the characters.
• summarize the important details of the story.

MAKING CONNECTIONS The student will . . .

• reflect on the impact this work has had on the world of the cinema.
• reflect on how this story impacted Italy, based on what they know of Italian culture and history.