Ti piace la scuola in Italia? Do You Like School in Italy? - Grade Nine

Transcription

1 Ohio Standards Connection: Foreign Language Communication Benchmark B Express a wide range of feelings and emotions, and discuss and support opinions. Indicator 2 Express and compare opinions and preferences about information gathered regarding events, experiences and other school subjects. Comparisons Benchmark C Analyze and discuss how products, practices and perspectives of the students own culture and the target culture overlap and differ. Indicator 3 Compare and contrast social conventions of peers in the target culture and students own culture (e.g., dating customs, school, family and leisure activities). Lesson Summary: Novice Level Proficiency Students will review vocabulary related to school subjects and telling time as they learn about new subjects specific to Italian high schools. Students explore the Italian high school system and culture and compare it to their American high school experience while learning to express their likes and dislikes, both in writing and orally. Students will perform mock-interviews of American exchange students at an Italian high school discussing their experiences. Estimated Duration: Five hours and 30 minutes The foreign language academic content standards were written with the assumption that elementary programs meet for 90 minutes per week and that secondary programs meet the equivalent of 50 minutes per day throughout the year. Time and intensity do matter, and programs that meet for fewer minutes/less often will need more time to review previously introduced material before moving forward. Commentary: From the writer: This lesson is intended for the middle of second semester in order to provide a review of topics taught first semester. It also offers the opportunity for students to expand vocabulary and learn more about Italian schools at a time of the year when a more in-depth discussion on culture can be held in the target language. Currently very few Italian textbooks on the market give students insight on the academic lives of Italian high school students, which makes this lesson an appropriate supplement to the cultural component of a first-year curriculum. From the field: The lesson is very thorough and appropriate for the level of the students. It is interesting and allows for personalization for the students, increasing interest and participation. Activities include a wide variety of listening and speaking practice as well as writing. The lesson could be adapted for any language. 1

2 Pre-Assessment: Part I: Using an information-gap activity, have students work with a partner to fill in a school schedule of a typical Italian high school student. Distribute a copy of Attachment A, L orario di Giacomo. Students are in pairs and each student has either sheet A or B. Part II: Give students a multiple-choice comprehension activity based on the Italian school schedule to complete alone at their seats (Attachment B, Com è la giornata di Giacomo?). Instructional Tip: The purpose of Part I is to review school subjects and telling time as well as introduce some new subjects that are typically taught in Italian schools and not in American schools. Part II is intended to evaluate the students comprehension of the school schedule in Part I. Scoring Guidelines: Part I: Go around the room with answer key and evaluate student answers on the informationgap activity. While this activity is not formally scored, use students responses to guide instruction and pacing of the lesson. Part II: Upon completion of the multiple-choice comprehension activity (Attachment B, Com è la giornata di Giacomo?), assess students understanding of the material by collecting and scoring the activity. Score range suggestions: 9 = excellent, 7-8 = good, 5-6 = average, 0-4 = poor. Again, revise instruction and pacing based on students performance. Post-Assessment: See Attachment C, Teacher Instructions for Post-Assessment, for step-by-step instructions on completing the Post-Assessment. Part I: Oral Assessment In pairs, one student will play the role of an American exchange student studying in Italy, and the other student will play the role of an Italian student interviewer from the school paper. The American student will answer a series of questions about his or her Italian high school experience, comparing it to the American high school. Students will then exchange roles. Have the student playing the part of the interviewer hold a microphone and pretend to take notes. 2

3 Part II: Written Assessment Using an advance organizer (Attachment D, La mia opinione), students will write a short and concise paragraph (approximately seven sentences) that lists and supports their likes and dislikes and what they see as similarities and differences. Students will begin the assessment in class and complete it for homework. Scoring Guidelines: Part I: Oral Assessment: Evaluate student interviews using Attachment E, Oral Assessment Rubric. Part II: Written Assessment: Assess students paragraphs using Attachment F, Writing Assessment Rubric. See Attachment G, Sample Post-Assessment Part II, for a sample paragraph. Instructional Procedures: Day One 1. Have students complete Pre-Assessment Part I activity in pairs using Attachment A, L orario di Giacomo. 2. Upon completion of the pair activity, have students complete the Pre-Assessment Part II comprehension activity individually using Attachment B, Com è la giornata di Giacomo? 3. Collect the comprehension activity and go over the correct answers. 4. Based on the results of the Pre-Assessment activities, determine the pace and sequence of the lesson and whether or not more in-depth review of lesson-specific vocabulary is necessary. If students finish early, have them discuss their schedules or favorite classes in pairs. Day Two 5. Expand discussion on differences between American and Italian schools relating to materie (subjects) and orario scolastico (schedule). Consult the Vocabulary and Structures section and define in Italian with students the subjects that are not usually required in the United States, such as il greco (Greek), la religione (religion), la filosofia (philosophy) and la storia dell arte (art history). Discuss why they are not taught here in the U.S. (e.g., Ancient Greek in a liceo classico, the role of the Catholic Church in Italian society, the history of philosophy and art traditions in Italy, etc.). Some discussion questions may include: Quali sono le materie che studiano in Italia che non studiamo in America? (What subjects do they study in Italy that we don t study in America?) Perchè studiano la storia dell arte/la religione in Italia? (Why do they study Art History/Religion in Italy?) 6. Introduce and discuss school choice in Italy and why it is very important to choose the right high school after middle school. Discuss la maturità (Italian high school graduation exam), its importance and what its equivalent could be in the United States. Go over 3

4 different types of schools (see vocabulary list) and write them on the board/transparency. Some discussion questions may include: Perchè la scuola superiore in Italia è specializzata? (Why is Italian high school specialized?) Qual è la differenza fra l istituto tecnico e il liceo? (What is the difference between the technical high school and the college prep high school?) Day Three 7. Review the previous day s discussion by having students choose their favorite school subjects from a list on the board or on a transparency and say what type of school they would choose based on this. 8. Review and practice sentence formation by having students work in pairs and come up with a list of reasons why they like certain subjects and a certain type of school. Have them construct complete sentences with the sentence builder Mi piace perché (I like because ). Some statements may include: Mi piace l inglese perché mi piace parlare. (I like English because I like to talk.) Mi piace la matematica perché è facile. (I like math because it s easy.) Mi piace il liceo scientifico perché mi piacciono le scienze. (I like the scientific high school because I like science.) Students should do this for at least three subjects each. Elicit examples from students and write them on the board. 9. Pass out Attachment H, Una giornata tipica. In pairs, have students put Valentina s (Italian student) typical day in order and then Sarah s (American student) typical day in order. Elicit answers from the class and list them on a transparency or on the board. Discuss with students how extra-curricular activities don t exist after school in Italy. 10. Based on the answers from the class, have students compose sentences for homework stating at least three differences between the students typical days. Day Four 11. Have students share with the class the sentences they came up with for homework and list them on the board or on a transparency. 12. As a role play, have students imagine that they will be interviewing an American student who has spent a year at a liceo in Italy. Have pairs of students come up with three questions in Italian that they would ask this American student along with possible responses. Review the question words come, cosa, quale, quando, dove,and perché (how, what, which, when, where, and why) if needed. 13. Have each pair join another pair, making a group of four. Students will then pair off with one of the new students in the group and will interview each other with the questions they created with their previous partner. 14. Have the class come up with a complete list of questions that they would ask the student. List the questions on the board or on a transparency, discussing possible responses. 15. From the list of questions, compose a set of interview questions to distribute to the students for the Post-Assessment. 4

5 Day Five 16. With students in pairs, review school subject vocabulary, telling time and question words. Have students formulate three different questions to ask their partner using the expressions Ti piace? (Do you like?), Perché (non) ti piace? (Why do/don t you like ), A che ora? (At what time?). Students can then turn to another partner and ask the same questions. 17. Distribute the questions compiled from the previous day. 18. Have students practice in pairs (different partners from today s warm-up and from the previous day) in preparation for the oral portion of the Post-Assessment. Have them assume the roles of an American exchange student that is spending a school year in Italy and a student in Italy who is writing an article for the Italian school newspaper. Have the reporter use the list of interview questions that the class generated the previous day. Pairs should practice individual responses for class interview questions and each student should prepare individual answers to the questions. Some sample interview questions: Qual è la tua materia preferita in Italia? (What s your favorite subject in Italy?) Qual è la materia più difficile in Italia, secondo te? (In your opinion, what is the most difficult subject in Italy?) Qual è la materia più facile in Italia, secondo te? (In your opinion, what is the easiest subject in Italy?) Che cosa ti piace di più della scuola italiana? (What do you like most about school in Italy?) Ti piace andare a scuola il sabato? (Do you like to go to school on Saturdays?) Che tipo di scuola frequenti? (What type of school do you attend?) Day Six 19. Complete Post-Assessment Part I: Oral Assessment in class. See Attachment C, Teacher Instructions for Post-Assessment, for step-by-step instructions on completing the oral portion Post-Assessment. Day Seven 20. Complete Post-Assessment Part II: Written Assessment. See Attachment C, Teacher Instructions for Post-Assessment, for step-by-step instructions on completing the written portion of the Post-Assessment. See Attachment G, Sample Post-Assessment Part II, for an example of a completed Post-Assessment. Instructional Tips: In the written assessment, move around the room to assist students with their writing. Review paragraph structure, organization, content and revision strategies with students. 5

6 Differentiated Instructional Support: Instruction is differentiated according to learner needs to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Different learning needs and learning styles can be accommodated in pair activities. Students can be paired with another student at a similar skill level so that all students can have high-level discussions with their peers. The variety of activities and assessments (oral, written, pair, individual, presentational) meet numerous learning styles and needs in order to evaluate students effectively and provide varied practice. The advance organizer for the writing portion of the Post-Assessment provides a tool for students with writing difficulties to help facilitate the writing process. It also can help determine student readiness for the Post-Assessment. The theme of school is a topic that should keep many students interested and curious as they compare the Italian school experience to their own. Students that exceed expectations could pursue independent research on the Italian school system. Extensions: Have students do peer editing on the Post-Assessment Part II before turning in their paragraphs. Have students compare their likes and dislikes with others in the class. Students can compare favorite subjects in the form of a survey or chart and discuss class preferences. Discuss the Italian school calendar and how it is similar and different from the American school calendar. Have students research an Italian high school online and see how much and what types of information they can gather about the type of school, the curriculum and the location. Students also can explore the education system of Switzerland, another Italian-speaking country. Further information can be found on the Swiss Education Web site and is available in a variety of languages: Home Connections: Have students interview a family member about his or her high school experience and compare it to their high school experience. Have students examine their daily routine and explain how their day and week would be different, based on the times and days an Italian student goes to school. Students can list activities they usually do on Saturday and Sunday with their family and then explain how these activities would be different if they had to go to school on Saturday. Interdisciplinary Connections: English Language Arts Writing Processes 6

7 Benchmark B: Determine the usefulness of organizers and apply appropriate pre-writing tasks. Indicator 5: Use organizational strategies (e.g., notes and outlines) to plan writing. Writing Processes Benchmark C: Use revision strategies to improve the style, variety of sentence structure, clarity of controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. Indicator 8: Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. Materials and Resources: The inclusion of specific resources in any lesson should not be interpreted as an endorsement of that particular resource or any of its contents by the Ohio Department of Education. Please note that information published on the Internet changes over time and that links may no longer contain the specific information related to a given lesson. Therefore, teachers are advised to preview all sites before using them with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner's copyright. For the teacher: For the student: handouts, overhead transparencies and projector, index cards, useful Internet sites and search engines handouts Vocabulary and Structures: Vocabulary l algebra algebra la biologia biology il calcolo calculus la chimica chemistry la differenza difference il disegno drawing l educazione fisica physical education la filosofia philosphy la fisica physics il francese French la geografia geography la geometria geometry i giorni della settimana days of the week il greco Greek 7

8 Vocabulary and Structures: (Continued) Vocabulary l inglese English l istituto tecnico technical/vocational high school il latino Latin la letteratura italiana Italian literature il liceo college prep high school il liceo artistico visual arts high school il liceo classico classical studies high school il liceo linguistico linguistic high school il liceo scientifico scientific high school le lingue straniere foreign languages la matematica math la materia subject la maturità graduation exam taken at the end of college prep. high school l oraraio schedule la preferenza preference la religione religion la ricreazione break le scienze science le scienze della terra earth sciences la scuola school la scuola media middle school la similarità similarity lo spagnolo Spanish la storia history la storia dell arte art history il tedesco German la trigonometria trigonometry Technology Connections Students could research individual Italian high schools online thought a web search and report findings to the class. Teachers could consult the following Web sites for further information on the Italian school system: Research Connections: Omaggio Hadley, Alice. Teaching Language in Context. 3rd Edition. Boston, MA: Heinle & Heinle,

9 Role-plays have been long suggested as a technique that can be enjoyable and entertaining while encouraging creative use of the language (p. 252). Rather than focusing on writing as a grammatical exercise, students can be helped to see writing as a way to create personal meaning (p. 325). Van Patten, Bill. From Input to Output: A Teacher s Guide to Second Language Acquisition. Boston, MA: The McGraw-Hill Companies, Inc., As learners create structured sentences to express meaning to someone else, their output becomes input for others (p. 109). General Tip: Teachers unfamiliar with the Italian school system should consult Internet or other sources before attempting to present this lesson to the students. Attachments: Attachment A, L orario di Giacomo Attachment B, Com è la giornata di Giacomo? Attachment C, Teacher Instructions for Post-Assessment Attachment D, La mia opinione Attachment E, Oral Assessment Rubric Attachment F, Writing Assessment Rubric Attachment G, Sample Post-Assessment Part II Attachment H, Una giornata tipica 9

10 Attachment A L orario di Giacomo Pre Assessment Part I Studente A Con un partner, completa l orario di Giacomo. Segui l esempio. Esempio: Studente A: Che lezione ha alle 10.30? Studente B: Ha lezione di matematica. lunedì martedì mercoledì giovedì venerdì sabato 8.30 italiano biologia matematica 9.30 italiano biologia filosofia francese filosofia inglese storia italiano matematica storia francese biologia Studente B Con un partner, completa l orario di Giacomo. Segui l esempio. Esempio: Studente A: Che lezione ha alle 10.30? Studente B: Ha lezione di matematica. lunedì martedì mercoledì giovedì venerdì sabato 8.30 biologia latino religione 9.30 latino disegno matematica latino educazione fisica matematica italiano inglese educazione fisica inglese storia inglese 10

11 Attachment A - Translation Giacomo s Schedule Pre-Assessment Part I: Student A With a partner, complete Giacomo s schedule. Follow the example Example: Student A: What class does he have at 10:30? Student B: He has math class. Monday Tuesday Wednesday Thursday Friday Saturday 8:30 Italian biology math 9:30 Italian biology philosophy French 10:30 philosophy English history 11:30 Italian math 12:30 history French biology Student B With a partner, complete Giacomo s schedule. Follow the example Example: Student A: What class does he have at 10:30? Student B: He has math class. lunedì martedì mercoledì giovedì venerdì sabato 8:30 biology Latin religion 9:30 Latin drawing 10:30 math Latin physical education 11:30 math Italian English physical education 12:30 English history English 11

12 Attachment B Com è la giornata di Giacomo? Pre-Assessment Part II: Com è la giornata di Giacomo? Guarda l orario di Giacomo che hai completato con il compagno / la compagna. Scegli la risposta giusta per le seguenti domande. 1. Quante materie studia Giacomo? a. otto b. dieci c. undici 2. Quante lingue straniere studia Giacomo? a. due b. tre c. quattro 3. Quale lingua non studia Giacomo? a. tedesco b. inglese c. francese 4. Quante ore alla settimana ha lezione di italiano? a. due b. quattro c. sei 5. Quante ore alla settimana ha lezione di religione? a. una b. due c. tre 6. Quanti giorni alla settimana va a scuola Giacomo? a. quattro b. cinque c. sei 7. Quanti giorni alla settimana ha lezione di matematica? a. tre b. quattro c. cinque 8. A che ora ha lezione di educazione fisica? a. alle 9.30 b. alle c. alle A che ora va a casa tutti i giorni Giacomo? a. alle b. alle c. alle

13 Attachment B Translation What s Giacomo s Day Like? Pre-Assessment Part II: What s Giacomo s day like? Look at Giacomo s schedule that you completed with your partner. Choose the correct answer for the following questions. 1. How many subjects does Giacomo study? a. eight b. ten c. eleven 2. How many foreign languages does Giacomo study? a. two b. three c. four 3. What language does Giacomo not study? a. German b. English c. French 4. How many hours a week does he have Italian class? a. two b. four c. six 5. How many hours a week does he have religion class? a. one b. two c. three 6. How many days a week does Giacomo go to school? a. four b. five c. six 7. How many days a week does he have math class? a. three b. four c. five 8. What time does he have physical education class? a. at 9:30 b. at 10:30 c. at 12:30 9. What time does Giacomo go home every day? a. at 11:30 b. at 12:30 c. at 1:30 13

14 Part I: Oral Assessment Ti piace la scuola in Italia? Attachment C Teacher Instructions for Post-Assessment The day before beginning the Oral Assessment, provide students with a copy of Attachment E, Oral Assessment Rubric, and review criteria with students. Have students work with the same partners from the previous day. Have one student play the role of an American exchange student studying in Italy, and have the other student play the role of an Italian student interviewer from the school paper. The American student will answer a series of questions about his or her Italian high school experience, comparing it to the American high school. Have students then exchange roles. Have the student playing the part of the interviewer hold a microphone and pretend to take notes. As students go up in pairs in front of the class, give each student three index cards, each containing a question from the class list of interview questions composed on Day Four. Have students ask their partners the three questions from their index cards and the partners will respond. The students will then exchange roles. Part II: Written Assessment At the conclusion of the interviews, elicit student likes/dislikes and similarities/differences between Italian and American high schools from the interviews and list them on the board or on a transparency. Provide students with the graphic organizer in Attachment D, La mia opinione, that they are to complete in class. Based on the compiled class list of likes/dislikes and similarities/differences on the board, students will organize the items on the list based on their own preferences under the following categories: Mi piace/piacciono (I like ), Non mi piace/piacciono (I don t like ), Similarità (Similarities), Differenze (Differences ). Distribute and discuss the grading rubric for the assignment using Attachment F, Writing Assessment Rubric. Based on Attachment D, La mia opinione, have students write a short and concise paragraph (approximately seven sentences) that lists and supports their likes and dislikes and what they see as similarities and differences. See Attachment G, Sample Post- Assessment Part II, for a sample paragraph. Have students begin this assessment in class and complete it for homework, if needed. 14

15 Attachment D La mia opinione Post-Assessment Part II Nome La mia opinione Mi piace / piacciono Non mi piace / piacciono... Similarità: Differenze: 15

16 Attachment D - Translation My Opinion Post-Assessment Part II Name My opinion I like I don t like Similarities: Differences: 16

17 Attachment E Oral Assessment Rubric Oral Accuracy Grammatical Accuracy Organization and Content of Answers Responds in Italian with some clarity problems. Information is presented with some minor confusion. Pronunciation is good with some problems. Responds in Italian with very great clarity. Pronunciation is excellent. Excellent use of grammatical structures with few or no errors. Answers are very well organized and contain much detail. Student adequately expresses opinions and compares Italian and American schools and school life. Good use of grammatical structures with some errors. Answers are fairly well organized and contain an adequate amount of detail, but may cause some confusion. Student attempts to express opinions and compare Italian and American schools and school life. Presented mostly in Italian with many clarity problems. Information is presented with much confusion. Pronunciation is inaccurate Poor use of grammatical structures with many errors. Answers have little organization and cause much confusion. Responses contain little detail. Student does not express opinions or compare Italian and American schools and school life. Oral Accuracy Score + Grammatical Accuracy + Organization and Content of Answers = Final score + + = Scoring Guide: 7-9: Excellent 4-6: Average 3: Poor 17

18 Attachment F Writing Assessment Rubric Grammatical and Spelling Accuracy Content Organization Grammar and spelling are good with some problems that create minor confusion to the reader. Use of Italian grammar and spelling (word order, verb conjugation, accents) is excellent, very clear and comprehensible. Paragraph contains appropriate amount of information and detail and is of adequate length. Student adequately expresses opinions and preferences. Paragraph is very well organized. Student uses complete sentences and there is adequate flow from beginning to end. Paragraph does not always contain appropriate amount of detail and may not be of adequate length. Student somewhat expresses opinions and preferences. Paragraph is fairly well organized. Student does not always use complete sentences and there is not always consistent flow from beginning to end. Many clarity problems due to major errors in grammar and spelling cause much confusion to the reader. Paragraph contains very little detail and is not of adequate length. Student does not express opinions and preferences. Paragraph is not well organized. Student does not use complete sentences and there is no sign of flow from beginning to end. Grammar and Spelling Accuracy + Content + Organization = Final Score + + = Scoring Guide: 9: Excellent 7-8: Good 5-6: Average 3-4: Poor 18

19 Attachment G Sample Post-Assessment Part II La scuola negli Stati Uniti e la scuola in Italia sono molto diverse. Mi piace la scuola in Italia perché in Italia ci sono quattro licei e gli studenti studiano due lingue straniere. Negli Stati Uniti c è un liceo e gli studenti studiano una lingua straniera. In Italia non mi piace andare a scuola sei giorni alla settimana. Negli Stati Uniti mi piace lo sport e mi piacciono i balli a scuola. La scuola in Italia è difficile e hanno molte materie. Negli Stati Uniti gli studenti hanno le materie tutti i giorni. Translation School in the United States and school in Italy are very different. I like school in Italy because in Italy there are four high schools and students study two foreign languages. In the United States there is one high school and students study one foreign language. In Italy I don t like going to school six days a week. In the United States I like sports and I like dances at school. School in Italy is difficult and they have many subjects. In the United States students have subjects every day. 19

20 Attachment H Una giornata tipica A. La giornata tipica di Valentina. Metti in ordine le seguenti frasi da 1 a 8 che descrivono una giornata tipica per Valentina in Italia. Esce da scuola all una e mezzo. Ha lezione di storia dell arte alle 9.30 C è la ricreazione alle Va a casa a mangiare alle Guarda la televisione dalle 5.00 alle Cena alle 8.30 a casa sua. Studia in camera sua dalle 3.00 fino alle Va a giocare a tennis con le amiche dalle 6.30 alle B. La giornata tipica di Sarah. Metti in ordine le seguenti frasi da 1 a 8 che descrivono una giornata tipica per Sarah in America. Ha l allenamento di basket dalle 3.30 alle Pranza a scuola alle Cena alle 6.30 a casa sua. Esce da scuola alle Arriva a scuola alle Ha lezione di geografia alle Fa i compiti davanti alla TV dalle 8.30 fino alle Arriva a casa sua alle

21 Attachment H - Translation A Typical Day A. Valentina s Typical Day. Put the following sentences in order from 1 to 8 to describe a typical day for Valentina in Italy. She leaves school at 1:30. She has Art History class at 9:30. There s a break at 11:00. She goes home to eat at 2:00. She watches TV from 5:00 to 6:30. She has dinner at her house at 8:30. She studies in her room from 3:00 until 5:00. She goes to play tennis with her friends from 6:30 until 8:00. B. Sarah s typical day. Put the following sentences in order from 1 to 8 to describe a typical day for Sarah in the United States. She has basketball practice from 3:30 to 5:00. She eats lunch at school at 11:15. She eats dinner at her house at 6:30. She leaves school at 3:00. She arrives to school at 7:45. She has geography class at 10:20. She does her homework in front of the TV from 8:30 until 10:00. She arrives home at 5:30. 21