disaccordo con i suoi giudizi. 8. Argomento: “’La piazza’ è un “fenomeno” soltanto italiano? Walter Gropius,. Discussione sulle piazze italiane, Milano.
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Curricular Requirements CR1The teacher uses Italian almost exclusively in class and encourages students to do likewise. See page: 3 CR2The course provides opportunities for students to engage in interdisciplinary course content and develop skills through the six required themes: Families and Communities, Personal and Public Identities, Beauty and Aesthetics, Science and Technology, Contemporary Life, and Global Challenges. See pages: 3, 8, 11, 13, 14, 15, 17CR3The course provides opportunities for students to demonstrate an understanding of the products, practices, and perspectives of the target cultures. See pages: 9, 10, 12, 14, 19CR4The course provides opportunities for students to make cultural comparisons. See pages: 8, 9, 10, 11, 12, 13, 14, 16, 18CR5Instructional materials include a variety of authentic audio, visual, and audiovisual sources and authentic written texts. See pages: 13, 14, 16CR6The course provides opportunities for students to practice and develop the skills in Skill Category 1: Comprehend written, audio, audiovisual, and visual text. See page: 10CR7The course provides opportunities for students to practice and develop the skills in Skill Category 2: Make interdisciplinary and cultural connections. See pages: 12, 13CR8The course provides opportunities for students to practice and develop the skills in Skill Category 3: Interpret the content of written and audio text. See pages: 10, 13, 14CR9The course provides opportunities for students to practice and develop the skills in Skill Category 4: Make meanings from words and expressions. See page: 12CR10 The course provides opportunities for students to practice and develop the skills in Skill Category 5: Communicate interpersonally by speaking with others. See pages: 8, 9, 11, 12, 13, 14, 16, 18SAMPLE SYLLABUS #1 AP® Italian Language and Culture
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CR11 The course provides opportunities for students to practice and develop the skills in Skill Category 6: Communicate interpersonally by writing to others. See pages: 8, 9, 11, 12, 13, 14, 15, 16, 18, 19CR12 The course provides opportunities for students to practice and develop the skills in Skill Category 7: Communicate through spoken presentations. See pages: 10, 15CR13 The course provides opportunities for students to practice and develop the skills in Skill Category 8: Communicate through written presentations. See pages: 10, 19CR14 The course prepares students to use the target language in real-life situations. See pages: 17, 19
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3Advanced Placement Italian Language and Culture Sample Syllabus #1 Course Overview The AP® Italian Language and Culture course enables students to pursue college-level studiesŠwith the opportunity to earn college credit, advanced placement, or bothŠwhile still in high school. (CED 2019, V.1 | 1) Upon completion of this course, culminating in a challenging exam, students will be able to read critically, think analytically, and communicate clearly in Italian both orally and in writing. In this course, teacher and students will communicate almost exclusively in Italian. CR1 The course revolves around six thematic units (Global Challenges; Science and Technology; Contemporary Life; Personal and Public Identities; Families and Communities; Beauty and Aesthetics), which are further based on recommended contexts and guided by essential questions. It aims to integrate language, content, and culture into an interrelated series of lessons and activities that promote the use of Italian in a variety of contexts. CR2 At the core of t he AP Italian Language and Culture course are learning objectives that identify what students should know and be able to do across the three modes of communication (Interpretive, Interpersonal, Presentational). The AP Italian course modes in the Intermediate to Advanced range, as described in the ACTFL Performance Descriptors for Language Learners. (Communication, Cultures, Connections, Comparisons, and Communities) are also integrated throughout the course through content-based instruction. Morphosynctactic structures will be reviewed as needed throughout the course. Student Practice Throughout each unit, Topic Questions will be provided to help students check their upon prior topics. Topic Questions can be assigned before, during, or after a lesson, and as in-class work or homework. Students will get rationales for each Topic Question that will help them understand why an answer is correct or incorrect, and their results will reveal misunderstandings to help them target the content and skills needed for additional practice. At the end of each unit or at key points within a unit, Personal Progress Checks will be provided in class or as homework assignments in AP Classroom. Students will get a personal report with feedback on every topic, skill, and question that they can use to chart their progress, and their results will come with rationales that explain every question™s answer. One to two class periods are set aside to re-teach skills based on the results of the Personal Progress Checks. CR1 The syllabus must explicitly state that the course is conducted almost exclusively in Italian. CR2 The syllabus must explicitly list the six required course themes and describe one or more sample activities and authentic sources per theme.
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4Course Objectives (CO) Students will be able to: Interpretive Mode Æ Comprehend Text (Skill Cat. 1) | Describe the literal meaning of the text; describe data. Interpretive Mode Æ Make Connections (Skill Cat. 2) | Make cultural connections; make connections in and across disciplines. Interpretive Mode Æ Interpret Text (Skill Cat. 3) | Interpret the distinguishing features of a text; interpret the meaning of a t ext. Interpretive Mode Æ Make Meanings (Skill Cat. 4) | Determine the meaning of familiar and unfamiliar words; use wor ds appropriate for a given context. Interpersonal Mode Æ Speak to Others (Skill Cat. 5) | Understand and apply appropriat e communication strategies in interpersonal speaking; understand and apply appropriate and varied syntactical expressions in interpersonal speaking. Interpersonal Mode Æ Write to Others (Skill Cat. 6) | Understand and apply appropriat e communication strategies in interpersonal writing; understand and apply appropriate and varied syntactical expressions in interpersonal writing. Presentational Mode Æ Present Orally (Skill Cat. 7) | Plan and research an issue or topic for pr esentational speaking; use appropriate vocal and visual strategies to communicate an idea in presentational speaking; use appropriate language and vocabulary for the intended audience in presentational speaking; express a perspective with details and examples to illustrate an opinion or idea in presentational speaking. Presentational Mode Æ Present in Writing (Skill Cat. 8) | Plan and research an issue or topic for pr esentational writing; use appropriate writing strategies to communicate an idea in presentational writing; understand and apply appropriate and varied syntactical expressions in presentational writing; express a perspective with details and examples to illustrate an opinion or idea in written presentations. Global Learning Course Outcomes Global Perspective: Ability to conduct a multi-perspective analysis of local, global, international, and intercultural problems, with a special focus on the target [Italian] culture. Global Awareness: Knowledge of the interconnectedness of local, global, international, and intercultural issues, trends, and systems, with a special focus on the target [Italian] culture. Global Engagement: Willingness to engage in local, global, international, and intercultural problem solving, with a special focus on the target [Italian] culture. Important Information Before starting this course, please review the following pages in the Student Conduct Code: Policies Netiquette Technical Requirements and Skills Accessibility and Accommodation Academic Misconduct Statement Advanced Placement Italian Language and Culture Sample Syllabus #1
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5Course Prerequisites Students who enroll in this course should already have a good command of Italian grammar and syntax, and competence in listening, reading, speaking, and writing. Course Materials College Board AP Italian Classroom, Unit Guides, and Question Bank: College Board, AP Italian Language and Culture Course and Exam Classroom Primary textbooks for grammar review, thematic vocabulary, and selected thematic readings: Cummings, Frenquellucci, Pastorino, Viazmenski. Immagina: l™italiano senza . VHL, 2011 Rosella Bozzone Costa, Chiara Ghezzi, Monica Piantoni. Nuovo Contatto . Loescher, 2017 Supplementary reading t exts: Cristina Abbona-Sneider; Antonello Borra ; Cristina Pausini. Trame: A Contemporary Italian Reader . Yale University Press, 2010 Alberto Crespi. . Editori Laterza , 2016Authentic audio, visual, and audiovisual sources and authentic written texts: YouTube TV news program and entertainment (Rai; LA7; Ansa) Italian podcast sites Songs found in Google Music and YouTube Italian periodicals; weekly and daily newspapers Google Arts & Culture Google Earth Expectations of This Course This is a full year course in which all the instructional materials and activities are delivered through class lectures, Google G Suite, and AP Classroom , the dedicated College Board online platform designed to support teachers and students throughout their AP experience. Students are expected to: Review the course syllabus Introduce themselves to the class Interact with teacher and peers in Italian and keep up with all tasks Log in to the AP Classroom frequently Respond to discussion boards and other postings in Italian Demonstrate mastery of course learning objectives Respond to asynchronous communication from the teacher within 48 hours, excluding weekends Advanced Placement Italian Language and Culture Sample Syllabus #1
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6The teacher will: Log in daily to the AP Classroom and G Suite for the course Respond to individual questions within 2 days Grade and provide feedback within 7-10 days Assignments In this course, all assignments will be sequenced in increasing order of complexity to encourage the students™ growth in successfully communicating in Italian. Students will complete tasks that are either designated fisolofl or fiteam.fl Solo tasks are completed by each individual student. Team shared by all members. Avatar Assignment your avatar. Vocab. Assignments To communicate in Italian, you will need to know appropriate vocabulary for each of the six thematic units. You will engage in daily vocabulary learning activities such as: change of perspective; vocabulary in context; interactive word wall; visual data; QHT; vocabulary notebook; circumlocution; guided writing; and word substitution with antonyms or synonyms (see suggested vocabulary exercises provided in the CED pp. 138Œ150), or you will be provided with a list of words for which you have to deduce the English equivalents and place them in two categories. You will then look through Italian magazines (such as Panorama , L™Espresso , MicroMega ) and online newspapers (such as corriere.it , republica.it ) and write words that are cognates or false friends in a table. Short essays and emails The short essays and email responses will be designed around the six overarching course themes and follow the structure of the AP Exam models, building from more simple themes and responses that follow a structured outline to more challenging responses that are longer in length and closely model AP Exam questions. Argumentative Essays Students will write an argumentative essay at the end of each Unit. Summaries and Short Reviews Students will read articles, short stories, and books and write a review/summary of them. (Solo) Visual Creations These assignments are based on artwork and historical images. Students will create a visual that shows understanding of the author™s message and point of view. Advanced Placement Italian Language and Culture Sample Syllabus #1
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8Theme: FAMILIES AND COMMUNITIES CR2 Sub-themes 1-2-5-8; and UNIT GUIDE 1Essential Questions:1) What constitutes a family in Italian-speaking societies? 2) What are some important aspects of family values and family life in Italian-speaking societies? 3) What challenges do families face in today™s world? Task model Modes of Communication SkillsPromotional material Interpretive-Print Source 1.A, 3.A, 4.ALetter Interpretive-Print Source 1.A, 3.A, 3.BConversation and Chart Interpretive-Audio and Print Sources 1.A, 1.B, 3.A, 4.A Email Reply Interpersonal-Written 1.A, 2.A, 2.B, 4.A, 4.B, 6.A, 6.B Conversation Interpersonal-Spoken 1.A, 2.A, 2.B, 4.A, 4.B, 5.A, 5.B Cultural Presentation Presentational-Spoken 1.A, 2.A, 2.B, 4.B, 7.B, 7.C, 7.D Interpretive Communication: Audio Texts Interpretive Communication: Print Texts Interpersonal writing: Email Reply CR11 Presentational Writing: Argumentative Essay Interpersonal Speaking Conversation CR10 Presentational Speaking: Cultural Comparison CR4 1. – Dramatic recording: fiIl supplentefl by Salva tore Fiume. – Cortometraggio: fiLa scarpafl by Andrea Rovetta. 2. -Dramatic recording: fiLa mamma e il bambinofl by Claudio Gianini. – Cortometraggio : fiLa ritiratafl by Elisabetta Bernardini. 5. – Drama tic recording: fiL™innocenzafl by Elsa Morante. – Cortometraggio: fiDove dormono gli aerifl by Alessandro Federici. 1. fiItaliani: un popolo in movimento,fl p. 12. fiTest della personalitá,fl p. 7. fiPerché studi l™italiano?fl p. 30. fiIl supplentefl by Salvatore Fiume, p. 35. 2. fiRoma: un museo all™aperto,fl p. 50. fiTutte le strade portano a Roma.fl p. 69. fiLa mamma e il bambinofl, by Claudio Gianini, p. 72. 5. fiDue isole che parlano,fl p. 166. fiVivere con la mamma,fl p. 185. fiL™innocenzafl by Elsa Morante, p. 188. 1. La tua ficounselorfl ti chiede di organizzare una riunione per discutere il bullismo. Scrivi un™email spiegando che sei molto impegnato/a e che non puoi occupartene. 2. Scrivi un™email al tuo padrone di casa lamentandoti che niente di quello che aveva scritto nella sua email di appartamento corrisponde alla realtà. 5. Scrivi un™email al direttore di un™agenzia di ficuori solitarifl per raccontare le disavventure successe durante il tuo primo incontro organizzato dall™agenzia. 1. Argomento: fiLa famiglia italiana sta cambiando. Quale modelloè preferibile, quello attuale o quello tradizionale ?fl della famiglia italiana, in fiLa famiglia italiana dall™Ottocento a oggifl, Laterza, Bari 1988; P.L – B. BERGER, La dimensione sociale della vita quotidiana, il Mulino, Bologna, 1987; Manifesto degli scienziati razzisti (1938); Gunther Grass, fiHeinrich Bollfl (Corriere della sera, 22 febbraio 1993); Rudolf Höss, fiComandante ad Auschwitzfl; fiLa giornata mondiale contro l™omofobiafl, Arcigay.it , 16 maggio 2008. 2. Argomento: fiSi può ridere delle tragedie?fl E. MONTALE, È ancora possibile la poesia? (Discorso tenuto all™Accademia di Svezia), 1975; M. GRAMELLINI, I versi della nonna, LA STAMPA 20/11/2002; S. VASSALLI, Il declino del vate , IL CORRIERE DELLA SERA 12/01/2003; G. RABONI, La poesia? Si vende ma non si dice , IL CORRIERE DELLA SERA 18/01/2003; G. CONTE, Ma la poesia non sempre deve essere popolare, IL CORRIERE DELLA SERA 15/01/2003; M. CUCCHI, Il destino della poesia nella società moderna, LA STAMPA, 21/1/2003; C. FRUTTERO, L™indice di Borges , TUTTOLIBRI, 11 gennaio 2003. 1. In coppia, rispondere a domande sui quartieri, negozi, ristoranti tipici della tua città.2. In coppia, fatevi a turno delle domande sulle persone e sui luoghi indicati in un elenco (non piacere/ tua madre; occorrere/ ai cittadini; mancare/ alla tua città; ecc.) Usate espressioni idiomatiche. 5. In coppia, create un dialogo dove parlate di cosa si ha bisogno per cucinare un piatto tipico. 1. Fai un confronto tra la lingua italiana e un™altra lingua O Fai un confronto su come viene insegnata la lingua italiana e un™altra lingua. 2. Confronta una città italiana con una città americana.5. Confronta la famiglia italiana e la famiglia americana, oppure il fimammismofl italiano con l™indipendenza dei giovani in altre realtà. Advanced Placement Italian Language and Culture Sample Syllabus #1
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9Interpretive Communication: Audio Texts Interpretive Communication: Print Texts Interpersonal writing: Email Reply CR11Presentational Writing: Argumentative Essay Interpersonal Speaking Conversation CR10Presentational Speaking: Cultural Comparison CR45. Argomento: fiQuale era lo stato d™animo prevalente tra i pittori e gli artisti del primo Novecento italiano?fl E. MONTALE, Ossi di Seppia, 1925; G. UNGARETTI, L™allegria, 1942; U. SABA, La capra, in «Casa e Campagna», 1909-1910; S. QUASIMODO, Elegia, 1947; E. MUNCH, L™urlo, 1893; M. DE MICHELI, Le avanguardie artistiche del Novecento, Feltrinelli 1999; Charles CHAPLIN, trad. it. Milano 1964. 8. Dramatic recording: fiLa parola proibitafl by Dino Buzzati. – Cortometraggio : fiIl segreto del santofl by Hervé Ducroux 8. fiUna regione da mangiare,fl p. 286. fiLa mano che ubbidisce l™intelletto,fl p. 306. fiLa parola proibitafl by Dino Buzzati, p. 311. 8. Lo scrittore di un blog denigra l™autore di un quadro che ti piace. Scrivi un™email in cui ti dichiari in disaccordo con i suoi giudizi.8. Argomento: fi™La piazza™ è un fifenomenofl soltanto italiano?Walter Gropius, Discussione sulle piazze italiane , Milano 1954; Vincenzo Cardarelli, Il cielo sulle città , 1949; Sandro Penna, Poesie , 1939; Umberto Saba Il Canzoniere , Torino 1961; (testo di G. Baldazzi-S. Bardotti, 1972, in Casa Ricordi , 1995); G. Leopardi, Il sabato del Villaggio ; Il centro culturale George Pompidou di Piano e Rogers in M. Dini Renzo Piano: progetti e architetture 1964- 1983 Milano 1983.8. In coppia chiedetevi quanto tempo impiegherete a preparare la cena, fare la spesa, guardare la TV, andare in palestra, ecc. Fornite dettagli e spiegazioni. 8. Fai un confronto su un aspetto dell™ar te italiana e quello dell™arte del tuo paese. CR3 Advanced Placement Italian Language and Culture Sample Syllabus #1 CR3 The syllabus must describe at least two activities that focus on developing an understanding of cultural perspectives as revealed in the products and/or practices of the culture. CR11 The syllabus must describe an activity or a series of activities designed to address at least one learning objective within Skill Category 6: Communicate interpersonally by writing to others. CR10 The syllabus must describe an activity or a series of activities designed to address at least one learning objective within Skill Category 5: Communicate interpersonally by speaking with others. CR4 The syllabus must describe at least two activities in which students make cultural comparisons.
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10Advanced Placement Italian Language and Culture Sample Syllabus #1 Additional activities using authentic sources (Solo or Team): Students watch Italian television shows and listen to podcasts about Italian families family is evolving and compare it to their own experiences. CR4 After viewing some selections from the TV show Commissario Montalbano , students work in groups to create an infomer cial illustrating important features of the Italian mystery genre and of a Sicilian community. Students read the report fi Le donne che hanno fatto la storia d™Italia fl (Alda Merini, 4 marzo, 2019) https://dilei.it/lifestyle/fotonotizia/13-grandi-donne-fatto-storia- italia/490616/attachment/le-13-donne-che-hanno-fatto-la-storia-ditalia-alda- merini/ and summarize information from the text, such as main ideas and supporting details using a graphic organizer to demonstrate their comprehension. CR6 Students read and analyze the poem by Giacomo Leopardi. They then listen to this poemŠa classic of Italian litera tureŠas it is recited by both Carmelo Bene (exponent of the Italian avant-garde expressions in both, and write a critique comparing the two interpretations. CR8 CR13 Students visit the Baci Perugina website https://www.baciperugina.com/it/ or any webpage selling products to celebrate a special day, choose one of the products celebrate a similar holiday/festivity. CR3 Working in groups, students select a fairy tale, for example Cappucetto Rosso , and write a lett er to Cara Letizia asking for advice about her mother™s request to visit her grandmother more frequently or they make up and role play a scene from the fairy tale or a new situation or ending. and deliver an oral presentation in which they compare Italian comic books or cartoni animati to those in their community. This presentation will demonstrate the use of compara tive structures as well as pronunciation understandable to speakers of the target language. CR4 CR12Complete the Personal Progress Check MCQs for Unit 1.Complete Personal Progress Check FRQ A for Unit 1.Complete Personal Progress Check FRQ B for Unit 1.PERSONAL AND PUBLIC IDENTITIES CR2Sub-themes 1-2-5-8 and UNIT GUIDE 2Essential Questions:1) How does one™s identity evolve over time? 2) How does language shape our cultural identity? Task model Modes of Communication SkillsLiterary Text Interpretive-Print Source 1.A, 2.B, 3.A, 3.B Article and Chart Interpretive-Print Sources 1.A, 1.B, 3.A, 4.A Audio Report and Article Interpretive-Audio and Print Sources 1.A, 2.A, 2.BArgumentative Essay Presentational-Written 1.A, 2.A, 2.B, 3.A, 3.B, 4.A, 4.B, 8.B, 8.C, 8.D Cultural Comparison Presentational-Spoken 1.A, 2.A, 2.B, 4.B, 7.B, 7.C, 7.D CR6 The syllabus must describe an activity or a series of activities designed to address at least one learning objective within Skill Category 1: Comprehend written, audio, audiovisual, and visual text, using an authentic in the activity. CR8 The syllabus must describe an activity or a series of activities designed to address at least one learning objective within Skill Category 3: Interpret the content of written and audio text, using an authentic written or audio source. The source(s) must
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11Advanced Placement Italian Language and Culture Sample Syllabus #1 Interpretive Communication: Audio Texts Interpretive Communication: Print Texts Interpersonal writing: Email Reply CR11Presentational Writing: Argumentative Essay Interpersonal Speaking Conversation CR10Presentational Speaking: Cultural Comparison CR41. – Dramatic recording: fiIl supplentefl by Salvatore Fiume. – Cortometraggio: La scarpafl by Andrea Rovetta. 2. -Drama tic recording: fiLa mamma e il bambinofl by Claudio Gianini.- Cortometraggio: fiLa ritiratafl by Elisabetta Bernardini. 5. – Dramatic recording: fiL™innocenzafl by Elsa Morante. – Cortometraggio: fiDove dormono gli aerifl by Alessandro Federici. 1. fiItaliani: un popolo in movimento,fl p. 12. fiTest della personalitá,fl p. 7. fiPerché studi l™italiano?fl p. 30. fiIl supplentefl by Salvatore Fiume, p. 35. 2. fiRoma: un museo all™aper to,fl p. 50. fiTutte le strade portano a Roma,fl p. 69. fiLa mamma e il bambinofl by Claudio Gianini, p. 72. 5. fiDue isole che parlano,fl p. 166. fiVivere con la mamma,fl p. 185. fiL™innocenza fl by Elsa Morante, p. 188. 1. La tua ficounselorfl ti chiede di organizzare una riunione per discutere il bullismo. Scrivi un™email spiegando che sei molto impegnato/a e che non puoi occupartene. 2. Scrivi un™email al tuo padrone di casa lamentandoti che niente di quello che aveva scritto nella sua email di appartamento corrisponde alla realtà. 5. Scrivi un™email al direttore di un™agenzia di cuori solitari per raccontare le disavventure successe durante il primo incontro organizzato dall™agenzia. 1. Argomento: fifiLa famiglia italiana sta cambiando. Qual e modello è preferibile, quello attuale o quello del passato?fl A. GOLINI, della famiglia italiana , in fiLa famiglia italiana dall™Ottocento a oggifl, Laterza, Bari 1988; P.L – B. BERGER, La dimensione sociale della vita quotidiana, il Mulino, Bologna, 1987. 2. Argomento: fiSi può ridere dell e tragedie?fl E. MONTALE, È ancora possibile la poesia? (Discorso tenuto all™Accademia di Svezia), 1975; M. GRAMELLINI, I versi della nonna, LA STAMPA 20/11/2002; S. VASSALLI, Il declino del vate , IL CORRIERE DELLA SERA 12/01/2003; G. RABONI, La poesia? Si vende ma non si dice , IL CORRIERE DELLA SERA 18/01/2003; G. CONTE, Ma la poesia non sempre deve essere popolare, IL CORRIERE DELLA SERA 15/01/2003; M. CUCCHI, Il destino della poesia nella società moderna , LA STAMPA, 21/1/2003; C. FRUTTERO, L™indice di Borges , TUTTOLIBRI, 11 gennaio 2003. 5. Argomento: fiQuale era lo sta to d™animo prevalente tra gli artisti del primo Novecento italiano?fl E. MONTALE, Ossi di Seppia, 1925; G. UNGARETTI, L™allegria, 1942; U. SABA, La capra, in «Casa e Campagna», 1909-1910; S. QUASIMODO, Elegia, 1947; E. MUNCH, L™urlo, 1893; M. DE MICHELI, Le avanguardie artistiche del Novecento, Feltrinelli 1999; Charles CHAPLIN, trad. it. Milano 1964. 1. In coppia, rispondere a domande sui quartieri, negozi, ristoranti tipici della tua città.2. In coppia, fatevi a turno delle domande sulle persone e sui luoghi della lista (non piacere/ tua madre; occorrere/ ai cittadini; mancare/alla tua città, ecc.) Usate espressioni idiomatiche. 5. In coppia, create un dialogo dove parlate di cosa avete bisogno per cucinare un piatto tipico regionale italiano. 1. Fai un confronto tra la lingua italiana e un™altra lingua O Fai un confronto su come vengono insegnate la lingua italiana e un™altra lingua. 2. Confronta una città italiana con una città americana.5. Confronta la famiglia italiana con la famiglia americana, oppure il fimammismofl italiano con l™indipendenza dei giovani in altre realtà.
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