Italian 8

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Listening and viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
.
Creative works
representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.

Content

Learning Standards

Content

Italian letter patterns
common, high-frequency vocabulary and sentence structures, including:
  • types of questions
    e.g., asking and answering about quantities (e.g., Quante arance? Un kilo, grazie; Quali mele preferisce? or A chi piace…); direct object pronouns (e.g., lo, la, li, le, ne; Ne vorrei un po’ meno)
  • time and frequency
    e.g., ora, oggi, domani, ieri, ogni giorno, sempre, mai, spesso, qualche volta; time adverbs in the various past tenses (ieri…, lo scorso..., la scorsa..., due giorni fa…)
  • people, objects, and locations
    e.g., Lui è alto, Lei ha gli occhi chiari, L’aula è grande, Mi piace suonare la chitarra
  • preferences, emotions, and physical states
    e.g., Adoro quel colore...; Lo preferisco a…; Mi piacerebbe quel cappotto, lo trovo…; Non sopporto…; ho freddo, ho fame...
  • personal interests, beliefs and opinions
    e.g., Credo che, Secondo me
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity
Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place
A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
past, present, and future time frames
using passato prossimo, imperfetto, presente e futuro semplice: Parlo italiano; Ho giocato a tennis ieri; Andro’ a scuola domani
common elements of stories
place, characters, setting, plot
cultural aspects
e.g., activities, celebrations, clothing, dance, festivals, food, history, land, music, protocol, rituals, traditions, and geography
of Italian communities around the world
e.g., Italy, San Marino, Switzerland, and some areas of Slovenia and Croatia
contributions
e.g., artists, athletes, humanitarians, inventors, educators
of Italian Canadians, past and present
Italian creative works
e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture, with consideration for the ethics of cultural appropriation and plagiarism

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize the relationships between Italian letter patterns and pronunciation
Use intonation and tone
  • question and statement intonation patterns
  • the use of tone to express different emotions
to convey meaning
Comprehend key information
e.g., chi, cosa, che, dove, quando, e perché, come, da quanto…, che genere…, che tipo, di chi, che forma, che grandezza…
and supporting details in texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communication. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend
identify key information
meaning in stories
Use various strategies
language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding and produce oral and written language
Narrate
  • Use expressions of time and transitional signs to show logical progression.
  • Use past, present, and future time frames.
stories, both orally and in writing
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Express simple beliefs and opinions
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
meaning
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities

Personal and social awareness

Describe similarities and differences
e.g., discussing the purpose of activities, celebrations, customs, holidays, practices, and traditions
between their own cultural practices and those of Italian communities
Engage in experiences
e.g., blogs, classroom and school visits (including virtual/online visits), concerts, exchanges, festivals, films, plays, social media, and businesses where Italian is spoken
with Italian people and communities
Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge