Approved May 2011 GREENWICH TOWNSHIP SCHOOLS SCOPE AND SEQUENCE. STANDARD (subject): Italian. B=Beginning Skill D=Developing Skill S=Secure Skill

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1 Approved May 2011 GREENWICH TOWNSHIP SCHOOLS SCOPE AND SEQUENCE B=Beginning Skill D=Developing Skill S=Secure Skill STANDARD (subject): Italian 7.1 World Languages All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Indicator # NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A NM.A NM.A NH.A.1 Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Demonstrate comprehension of brief oral and written messages using age- and level- appropriate, culturally authentic materials on familiar topics. Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials using electronic information sources related to targeted themes.

2 7.1.NH.A NH.A NH.A NH.A NH.A IL.A IL.A IL.A IL.A IL.A IL.A IL.A IL.A IM.A IM.A.2 Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical response. Recognize some common gestures and cultural practices associated with target culture(s). Identify people, places, objects, and activities in daily life based on oral or written descriptions. Demonstrate comprehension of short conversations and brief written messages on familiar topics. Identify the main idea and other significant ideas in readings from age- and level- appropriate, culturally authentic materials. Identify the main idea and most supporting details contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses. Compare and contrast the use of verbal and non- verbal etiquette (i.e., the use of gestures, intonation, and cultural practices) in the target culture(s) and in one s own culture. Use the target language to describe people, places, objects, and daily activities learned about through oral or written descriptions. Demonstrate comprehension of conversations and written information on a variety of topics. Identify the main idea, theme, and most supporting details in readings from age- and level- appropriate, culturally authentic materials. Infer the meaning of a few unfamiliar words in some new contexts. Compare and contrast unique linguistic elements in English and the target language. Compare and contrast information contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses.

3 7.1.IM.A IM.A IM.A IM.A IM.A IM.A IH.A IH.A IH.A IH.A IH.A IH.A IH.A IH.A.8 Analyze the use of verbal and non- verbal etiquette (i.e., gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message. Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities. Comprehend conversations and written information on a variety of familiar and some unfamiliar topics. Compare and contrast the main idea, theme, main characters, and setting in readings from age- and level- appropriate, culturally authentic materials. Infer the meaning of some unfamiliar words in some new contexts. Use knowledge of structures of the target language to deduce meaning of new and unfamiliar structures. Analyze and critique information contained in culturally authentic materials using electronic information sources related to a variety of familiar and some unfamiliar topics. Demonstrate comprehension of spoken and written language, as expressed by speakers of the target language in formal and informal settings, through appropriate responses. Compare and contrast the use of verbal and non- verbal etiquette to perform a variety of functions (such as persuading, negotiating, or offering advice) in the target culture(s) and in one s own culture. Analyze historical and political contexts that connect or have connected famous people, places, and events from the target culture(s) with the United States. Synthesize information from oral and written discourse dealing with a variety of topics. Analyze and critique readings from culturally authentic materials. Infer the meaning of some unfamiliar words and phrases in new formal and informal contexts. Analyze structures of the target language and comparable linguistic structures in English.

4 7.1.NM.C NM.C NM.C NM.C NM.C NH.C NH.C NH.C NH.C NH.C IL.C IL.C IL.C IL.C IL.C IL.C.6 Use basic information at the word and memorized- phrase level to create a multimedia- rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level- appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture( Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia- rich presentation to be shared virtually with a target language audience. Create and present brief messages, poems, rhymes, songs, short plays, or role- plays using familiar vocabulary orally or in writing. Describe in writing people and things from the home and school environment. Tell or retell stories from age- and level- appropriate, culturally authentic materials orally or in writing. Tell or write about cultural products associated with the target culture(s), and simulate common cultural practices. Use knowledge about cultural products and cultural practices to create a multimedia- rich presentation on targeted themes to be shared virtually with a target language audience. Present student- created and/or authentic short plays, skits, poems, songs, stories, or reports. Use language creatively to respond in writing to a variety of oral or visual prompts. Compare and contrast age- and level- appropriate culturally authentic materials orally and in writing. Compare and contrast cultural products and cultural practices associated with the target culture(s) and one s own culture, orally, in writing, or through simulation. Summarize requirements for professions/careers that require proficiency in a language other

5 than English based on exploration of the 16 Career Clusters. 7.1.IM.C IM.C IM.C IM.C IM.C.5 Synthesize information related to the cultural products, cultural practices, and cultural perspectives associated with targeted culture(s) to create a multimedia- rich presentation on targeted themes to be shared virtually with a target language audience. Dramatize student- created and/or authentic short plays, skits, poems, songs, stories, or reports. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. Synthesize information found in age- and level- appropriate culturally authentic materials. Compare the cultural perspectives of the target culture(s) with those of one s own culture, as evidenced through the cultural products and cultural practices associated with each.

6 Scope and Sequence by Month or Marking Period: Grade 5 Grade 6 Grade 7 Grade 8 1 st Marking Period 2 nd Marking Period 3 rd Marking Period 4 th Marking Period - Greetings - clothing - describe yourself and - animals - the calendar - body parts others - geography - introductions - express illness - I like/i don t like - family - school vocabulary - city - plurals - nature - weather - holidays - home life - numbers - describe yourself and others - I have - I am - Telling time - describe yourself, likes, dislikes - geography - large numbers - food - ordering in restaurants - quantity - I like/i don t like - holidays - are, ire, ere verbs - making plans - holidays - casa - - sports and past times - nature - animals - musical instruments - giocare/suonare - Ancient Rome - giving directions - occupations - to go - beach/vacation plans - geography - are verbs - Italy in WWII - negotiating prices - Otzi 1. We will be able to meet and greet in Italian. (B) 2. We will be able to follow directions in Italian. (A) 3. We will be able to express good manners in Italian. (B) 4. We will be able to express our likes, dislikes, want and needs in Italian. (B) 5. We will be able to describe people, places, things and events in Italian. (A) 6. We will be able to have brief conversations on familiar topics in Italian. (A/B)

7 7. We will be able to recognize relationships between all world languages. (A) 8. We will be able to sing, rhyme and perform skits in Italian. (C) 9. We will be able to identify Italy on a map. (A) 10. We will be able to identify important people, places and practices of Italian culture. (A) 11. We will be able to imitate and use appropriately Italian gestures. (B) 12. We will be able to create culturally appropriate crafts and projects. (C) Assessments: Students will be assessed orally, aurally, with written assignments, TPR and projects. Attached are several rubrics measuring student progress. Novice- Mid Interpretive Rubric Exceeds Expectations Meets Expectations Does Not Meet Expectations Can I understand what I heard or read? (Comprehension) My answers are relevant and accurate and show that I understood what I heard or read. Most of my answers are relevant and accurate and show that, for the most part, I understood what I heard or read. My answers are irrelevant and/or inaccurate and show that I really didn t understand what I heard or read.

8 What strategies do I use to help me understand what I heard or read? (Communication Strategies) I accurately identify vocabulary words that I have already been taught, and I can figure out new words based on the context of what I heard or read. I accurately identify most vocabulary words that I have already been taught I cannot accurately identify many vocabulary words that I have already been taught Can I identify the main idea? I can identify the main idea I cannot identify the main idea If there is a message beyond the literal one, can I understand it? (Interpretation) I can sometimes successfully interpret between the lines when necessary I attempt to interpret between the lines when necessary I cannot interpret between the lines.

9 Presentational Rubric THE STUDENT EXCEEDS EXPECTATIONS THE STUDENT MEETS EXPECTATIONS THE STUDENT DOES NOT MEET EXPECTATIONS DO WE UNDERSTAND YOU? (Comprehensibility) HOW WELL DO YOU USE THE SPANISH LANGUAGE? (Language Control & Vocabulary Use) HOW WELL DO YOU IMPACT THE AUDIENCE? HOW WELL DO YOU ORGANIZE THE PRESENTATION? (COMMUNICATION STRATEGIES) HOW WELL DO YOU ACT LIKE A NATIVE SPEAKER? (CULTURAL AWARENESS) The audience understands me without difficulty. I am mostly correct when producing simple sentences. My presentation is rich in appropriate vocabulary. I use gestures, visuals and tone of voice to maintain audience s attention. My main ideas are supported with examples. I demonstrate some awareness of cultural appropriate- ness. The audience understands me. I may have some hesitations or unnatural pauses. I am mostly correct with memorized language. My vocabulary reveals basic information. I use some gestures and visuals to maintain audience s attention. My tone of voice is acceptable. My presentation has a beginning, middle, and end. I am not clearly understood. I have frequent hesitations and unnatural pauses. I am correct only at the word level. My vocabulary is limited and/or repetitive. I make no effort to maintain audience s attention. I present information randomly.

10 Advanced Low Intermediate High Intermediate Mid Intermediate Low Novice High Novice Mid Novice Low Am I understood? (Comprehensibility) Do I understand? (Comprehension) How well do I use the language? (Text type, Vocabulary Use & Language Control) How well can I keep the conversation going? I am easily understood by native speakers. I am easily understood by someone unaccustomed to language learners including native speakers. I understand sentences, questions and paragraphlength information on familiar and some unfamiliar topics. I understand the main idea and most supporting details. I use paragraphs and connected sentences with cohesive devices. I use extensive vocabulary that accomplishes the task, including specialized and precise vocabulary. These may include culturally appropriate idiomatic expressions. I narrate and describe in all three major time frames ( present, past and future); my errors do not interfere with comprehension. I start, continue and/or redirect conversation and am able to circumlocute. I create with language; use strings of sentences and sometimes use connected discourse of paragraph-length. I consistently use a wide range of vocabulary that accomplishes the task and some specialized and precise vocabulary. I am very accurate in the present tense but make errors when I use past and future I start and maintain the conversation by asking and answering questions. I am able to circumlocute at times. I am understood without difficulty by someone unaccustomed to language learners. I understand sentences and questions on a wide variety of familiar topics that help me understand the main idea and some supporting details. I create with language (do not rely on memorized chunks); connect simple sentences to create longer sentences; and routinely use strings of sentences. I use a wide range of vocabulary that accomplishes the task. I may make errors but they rarely interfere with communication. I keep the conversation going by asking and answering simple questions and clarifying meaning. At times, I may paraphrase to clarify meaning. I am understood, with occasional difficulty, by someone unaccustomed to language learners. But when I am not it may be because of one or more of the following Long, unnatural pauses that may disengage the listener as I search for vocabulary My pronunciation is influenced by my native language I am generally understood by someone accustomed to language learners. But when I am not it may be because of one or more of the following Long, unnatural pauses that may disengage the listener as I search for vocabulary My pronunciation is influenced by my native language I generally understand sentences and questions on familiar topics, but may need repetition/rephrasing and/or slowed speech. Sometimes I can understand the main idea and a few supporting details. Understanding may be uneven as the topics become less familiar to me. I create with language (does not rely on memorized chunks); uses simple sentences and some strings of sentences. I use a range of vocabulary that accomplishes the task. However, I occasionally may be unable to find the appropriate vocabulary. I may make errors and they may sometimes interfere with communication. I keep the conversation going by responding to questions, creating some simple questions, and asking for clarification when needed. I use simple sentences and may attempt to add information to clarify or justify meaning. I recognize and use familiar vocabulary on a range of topics. I may make many errors, but they generally do not interfere with communication. I keep the conversation going by expressing confusion and/or the need for repetition or clarification in a variety of ways. I am understood with little difficulty by someone accustomed to language learners. But when I am not it may be because of one or more of the following Long, unnatural pauses that may disengage the listener as I search for vocabulary My pronunciation is highly influenced by my native language I usually understand words, phrases, simple sentences and questions that are very familiar to me, but I may need repetition and/or rephrasing and/or slowed speech. I use words, phrases and an occasional simple sentence. I recognize and mostly use vocabulary that is very familiar to me on a limited range of topics. I may make errors that may interfere with communication. I keep the conversation going by using memorized chunks of language to: -Ask for repetition -State lack of understanding I am understood with difficulty because one or more of the following ma be true Long, unnatural pauses that may disengage the listen as I search for vocabulary My pronunciation i highly influenced b my native language I can sometimes understa words, phrases, simple sentences, and questions that are familiar to me, b may need my partner to h me by simplifying and or repeating what is said. I communicate minimall using words and possibly memorized phrases. I have difficulty recogniz and using appropriate vocabulary. I make errors that interfe with communication. I have great difficulty keeping the conversation going.

11 Strategies) Inter-Personal Speaking Rubric