Curriculum Map
COLLEGE ITALIAN 101
September 2002.
Essential How effectively can you communicate both orally and in writing in
Questions:the present indicative as well as in the imperfect? Did you easily recognize the forms of the present indicative and those of the imperfect in the short stories you read?
Content:Present and Past Tenses. Review of regular, irregular and
reflexive verbs. Reading and discussion of short stories.
Bi-weekly journal entry. Yearlong project. Special adjectives, time, days, numbers and dates. Poem.
Skills:Mastery of present and past tenses. Ability to use the tenses in oral
and written activities. Discipline in planning for a long term project.
Memorization and recitation of poem.
Goals:Students will be able to manipulate information in the tenses studied. They will be able to understand and express ideas using regular, irregular and reflexive verbs. They will start their yearlong project.
They will be able to use numbers in Italian.
Assessment:Tests, quizzes, oral activities, readings, journal writing and listening activities. Poetry memorization and recitation. Homework and class participation.
Standards:Guidelines provided by the University at Albany. Briefly, the course expectations are: 1.An intensive grammar study/review 2.Readings of different nature in the target language 3.Italian Civilization 4.Writing 5.A minimum of one oral presentation on a selected topic 6.A mid-term exam and a final exam. 7.At least a “C” average as final grade for a successful completion of the course.
Instructional Textbook: DA CAPO. Reading Materials: “RACCONTI D’OGGI”;
Materials: “TEMPI MODERNI”; “L’ITALIANO VIVO”; “ANTHOLOGY OF
ITALIAN POETRY”. Resources: INTERNET; ITALIAN
PUBLICATIONS; MUSIC AND MOVIES.
Curriculum Map
October 2002
EssentialDo you understand the difference in usage between the present perfect
Questions:and the imperfect? Can you appropriately combine definite articles and prepositions in reference to nouns. Do you understand the relationship between a direct object and the past participle? Can you change a sentence from positive to negative and vice versa?
Content:Present Perfect. Present Perfect vs Imperfect. Definite articles plus prepositions. Interrogative pronouns and adverbs. Months and days and their origins. Direct object pronouns and their agreement with the past participle. Negatives and possessive adjectives. Short stories and journal writing.
Skills:Understanding of the difference in usage between the present perfect and the imperfect. Ability to formulate questions in positive and negative forms both orally and in writing. Application of possessives and direct objects in the context of a sentence.
Goals:Students will be able to apply the different grammar points correctly both orally and in writing in the context of different situations. Students will memorize another poem and will read another short stories. They will continue to enrich their vocabulary background.
Assessment:Tests, quizzes, dictation, memorization. Speaking and writing. Homework and class participation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
November 2002
EssentialCan you use indirect object pronouns correctly in the context of a Questions: sentence both orally and in writing? Can you modify nouns and
Adjectives by using suffixes? Can you use indefinite adjectives and
Pronouns and the partitive in original sentences? Can you summarize
in Italian each chapter of “Andreuccio da Perugia”?
Content:Indirect Object Pronouns. Verb “Piacere”(To like). Noun and adjective suffixes. Indefinite adjectives and pronouns. The partitive. Reading selection “La serva”. Start Boccaccio’s novella “Andreuccio da Perugia”. Journal.
Skills:Mastery and application of all grammar points covered. Recounting story in Italian.
Goals:Students will be able to use indirect object pronouns in sentences both in the present as well as in the past. Students will understand the peculiarity of the verb to like. Students will be able to express their own impressions of Boccaccio’s novella in Italian.
Assessment:Tests and quizzes. Individual participation in group discussions. Writing and listening. Homework and class participation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
December 2002
EssentialCan you remember and apply the forms of verbs in the preterite and
Questions: pluperfect tenses? Can you combine direct and indirect object
pronouns in the same sentence? Do you know enough vocabulary to discuss Boccaccio’s novella?
Content:Preterite of regular, irregular and reflexive verbs. Pluperfect. Indirect and direct object pronouns combination. “Andreuccio da Perugia”. Journal. Italian Christmas Carols.
Skills:Manipulation of preterite and pluperfect tenses. Combination of direct and indirect object pronouns in sentences. Application of acquired vocabulary in class discussions.
Goals:Students will be able to relate events of their past in Italian in the preterite tense and pluperfect. Students will be able to insert and combine direct and indirect object pronouns in their sentences.
Students will be able to role play Boccaccio’s characters in the novella and the author as well, in Italian.
Assessment:Tests and quizzes. Conversations in Italian. Reading and writing. Dictations. Homework and class participation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
January 2002
EssentialAre you ready for the mid-term exam? What do you need to improve
Questions:on? Are you ready for your oral presentation? Have you been rehearsing enough? Do you need any further assistance?
Content:Review of all grammar points previously covered for mid-term exam: Verb tenses; direct and indirect object pronouns; possessives; noun and adjective suffixes; definite articles with prepositions; vocabulary; reading selections; poems; Andreuccio da Perugia. One five(5) minute oral presentation on yearlong project by each student.
Skills:Application of tenses and grammar rules in the context of a sentence. Oral presentation of a specific topic in Italian. Memorization of poems.
Goals:Students will be able to apply all the grammar points covered since September and included in the mid-term exam. They will remember by heart poems previously memorized. They will prepare and deliver a five minute oral presentation in Italian on the information gathered thus far on their yearlong project.
Assessment:Tests and quizzes. Listening, writing, speaking and reading activities.
Memorization and recitation of poems. Mid-term exam. Oral presentation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
February 2002
EssentialCan you apply the subjunctive mood both in the present and in the
Questions:past? Do you know what introduces the subjunctive? What do you know about Italy’s “Risorgimento”? Can you understand the boy’s feelings in the book “Cuore”?
Content:Present and Past Subjunctive of regular, irregular and reflexive verbs. Subjunctive versus Infinitive. Poem: “Gabbiani”(Seagulls).
Pages from Edmondo De Amicis’ “Cuore” depicting the feelings of a sensitive adolescent boy in Italy’s 19th century struggle for independence. Journal entries. Yearlong project.
Skills:Manipulation of Present and Past Subjunctive Mood in the context of a sentence. Organize historical information about 19th century Italy. Memorize and interpret poem.
Goals:Students will correctly apply present and past subjunctive in the context of a sentence both orally as well as in writing. Students will express, in Italian, their opinions on the pages of “Cuore” they will read.
Assessment:Tests and quizzes. Research and oral/written report. Journal. Homework and class participation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
March 2002
EssentialCan you give commands in Italian? Can you apply the different forms
Questions:of this and that in Italian? Can you give a concise oral synopsis on any one of the most influential people of Italy’s “Risorgimento”? Can you apply the imperfect and pluperfect subjunctive in sentences?
Content:The Imperative of regular, irregular and reflexive verbs. Popular Exclamations. Disjunctive pronouns(Pronouns which follow a preposition). Most important figures of Italy’s “Risorgimento”. More reading selections from “Cuore”. Imperfect and Pluperfect Subjunctive. Demonstratives: This and That. Poem: “Venezia”(Venice). Relative pronouns. Journal entries.
Skills:Mastery of Imperative, imperfect subjunctive and pluperfect subjunctive. Manipulation of all other grammar points covered. Oral report on Italy’s “Rinascimento” in Italian. Memorization and translation of poem.
Goals:Students will be able to express themselves both in conversation and in writing using the verb moods just studied. They will also be able to use the disjunctive pronouns and the demonstrative adjectives. Students will learn more in depth about the most important people of Italy’s “Rinascimento”. Students will discuss the readings from the book “Cuore”.
Assessment:Tests and quizzes. Reading, speaking, writing and listening. Dictation. Memorization. Homework and class participation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
April 2002
Essential Can you apply the future and past future in sentences? Can you do
Questions:the same with the conditional and conditional perfect? Do you know how to form adverbs? Can you use the comparative and superlative in sentences?
Content:The future and past future; The conditional and the conditional perfect of regular, irregular and reflexive verbs. Helping verbs followed by the infinitive. Poem: “Io Vorrei”(I would like). Adverbs, comparative and superlative. Journal. Yearlong project.
Skills:Ability to express oneself in the future and conditional tenses. Knowledge of how to form and use adverbs. Ability to make comparisons.
Goals:Students will be able to express themselves both in the future and conditional tenses. Students will be able to make comparisons. Students will apply adverbs in sentences both orally as well as in writing. Students will read and discuss short stories.
Assessment:Tests and quizzes. Speaking. Dictation. Journal. Homework and class participation. Memorization and recitation of poem.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
May 2002
Essential Do you know how to use “Fare” followed by another infinitive?
Questions:Can you use ordinal numbers in sentences? Can you change a sentence from the active form to the passive and vice versa? Can you replace the passive form with the use of “Si”?
Content:The verb “Fare” followed by the infinitive(causative construction). Ordinal numbers. Verbs followed by prepositions. The passive voice of verbs. The “Si” construction replacing the passive voice. Example:Italian is spoken in this store: “L’ Italiano e` parlato in questo negozio” or “Si parla spagnolo in questo negozio”. Poem: “Castelli in aria”. Journal. Final events which culminated in the unification of Italy.
Skills:Ability to express the same thought in both the active and passive forms. Manipulation of ordinal numbers. Replacement of passive voice by “Si” plus verb. Memorization of verbs followed by specific prepositions. Critical assessment of 19th century history of Italy.
Goals:Students will be able to correctly use the verb fare followed by another infinitive in the context of another sentence. They will be able to interchangeably express themselves using both the active form of a verb as well as the passive. They will know how to replace a passive expression with the use of “Si” plus the verb. They will remember which preposition follows certain verbs. Students will express own opinions on people and events which led to the unification of Italy.
Assessment:Classroom project on the usage of passive voice versus “Si” plus verb. Tests and quizzes. Classroom discussions. Homework. Journal. Dictation.
Standards:Guidelines provided by the University at Albany.
Curriculum Map
June 2002
EssentialAm I ready to take the final exam? Where do I need to improve? Do I
Questions:have any question which needs to be addressed with my teacher? Am I ready for the oral presentation?
Content:General Review of materials covered during the course of the school year for final examination. Preparation for a five minute oral presentation in Italian in front of the class. Portfolio.
Skills:Mastery of materials covered during the school year. Delivery of oral presentation in Italian. Completion of Portfolio.
Goals:Students will be able to perform successfully in the final exam. They will deliver in class a five minute presentation in Italian on a specific topic. They will hand in a completed portfolio on their yearlong project.
Assessment:Quizzes. Portfolio. Oral Presentation. Final Examination.
Standards:Guidelines provided by the University at Albany.
COLLEGE ITALIAN 101
FOR
MAHOPAC HIGH SCHOOL
THROUGH
THE UNIVERSITY AT ALBANY
Developed by:
Luciano Racco
Teresa Giamanco
August 2002
Nineteenth Century History: The Reunification of Italy.
Students’ Yearlong Project.
- General knowledge of events, historical figures directly and actively involved in the Italian struggle for independence(both foreign and domestic) and of cultural movements and figures in 19th century Italy.
- By the end of October, students will submit a multi-colored map of the various states/kingdoms and their rulers which formed the political tapestry of a divided Italy. All names and places to be in Italian.
3. By the end of November, students must have an outline of the events and the
political compromises which led to the division of Italy under different foreign rulers and the church.
4. By the end of December, students will have a timeline of events and the
people who played a major role in them
5. In January, students will prepare a five minute oral presentation in Italian
on a specific topic covered in their project.
- By the end of February, each student will research one of the major figures
of that period in Italian history and will present his/her biography.
7. By the end of April, students will prepare a study of a specific area as is
today. Major cities, industries, attractions and so on.
8. By the end of May, in a classroom project, each students will role play a
different figure of that period and will give an interpretation of the events
from his/her own perspective.
- By the first week in June, students will finalize and turn in their portfolio.
JOURNAL TOPICS
1.Why am I taking college Italian?
2.This is who I am.
3.The most important things in my life.
4.The last book I read.
5.The last movie I saw.
6.School.
7.Family.
8.These are my friends.
9.Something in the past that has special meaning to me.
10.New York City.
11.How are girls different from boys?
12.As the principal of this school, what would your priorities be?
13.If you had a lot of money, what would you do?
14.Imagine your life as a famous person in the field of your choice.
15.America.
16.How do you imagine your life to be in ten years?
17.Tell a story that you enjoy sharing with people.
18.What are some of your routines? Is it good or bad to have routines?
19.What things grown ups do or say that bother or even embarrass you?
20.Do you think our society places too much importance on physical appearance?
What is your opinion?
21.What is your favorite vacation and why?
22.Which is your favorite holiday and why?
23.Now that you are about to graduate high school, what are your feelings?
24.Why did you choose the college/university/job you chose?
25.What will motivate you to become the adult you envision to be?
GRADING SYSTEM:
1. To receive an A or A+, the entire project must be done in
ITALIAN.
- THE 2 FIVE MINUTE ORAL PRESENTATIONS AND
THE ROLE PLAY CLASSROOM PROJECT WILL COST THE STUDENTS A FULL GRADE EACH IF STUDENTS DO NOT MEET THE COURSE’S STANDARDS OF FLUENCY, DEPTH OF INFORMATION AND ACCURACY.
3. STUDENTS WILL ORGANIZE AND DECORATE
THEIR MONTHLY PROJECTS IN A SPECIFIC
FOLDER.
4. THE COMPLETED PORTFOLIO COUNTS AS 50%
OF THE STUDENTS’ FINAL EXAM.
- THE ABOVE PROJECT WILL SATISFY THE
UNIVERSITY AT ALBANY’S HISTORY
REQUIREMENT OF 19TH CENTURY ITALY.