Italian 6

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 helps us understand a message.
We can explore our identity through a new language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
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.
help us to acquire language and understand the world
by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about language from diverse communities helps us develop cultural awareness.

Content

Learning Standards

Content

Italian phonemes
individual speech sounds (e.g., c+e, i, a, o, u, ch+e, i, gn or gli)
Italian letter patterns
groupings of letters that make the same sound but are written differently (e.g., cu/qu)
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • simple questions
    e.g., che cosa, quali, quanti, perché, dove
    and descriptions
    e.g., occupation (Che lavoro fai? Faccio l'inseqnante),physical aspect and character(Paolo è quello con i capelli scuri, è simpatico)
  • quantity
    e.g., Ho due sorelle, Voglio sei uova
  • likes, dislikes, and preferences
    e.g., Mi piace perché..., Preferisco il maglione verde..., Non mi piace perché...
  • common emotions and physical states
    e.g., Sono contento, Sono triste, Mi fa male la testa, Ho mal di gola…
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
Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
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
Italian resources and events
cultural aspects
e.g., related to Italian celebrations, customs, festivals, food, geography, history, architecture, innovations, customs, traditions; stories about Italian immigrants in Canada, daily life, economics, industry
of Italian communities
contributions
e.g., prominent Italian-Canadian citizens, helping build the railroad, small businesses, Italian cultural centres, artists, musicians
of Italian Canadians

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize common intonation patterns
e.g., differentiate between a statement and a question, recognize the mood or emotion of the speaker and how it relates to his or her message
Identify the relationships between sounds and pronunciation, including combinations of letters
in particular those that have a different sound in Italian (e.g., gn, double letters)
and punctuation
Identify key information in slow, clear speech and other texts
Comprehend
identify key information
stories
Comprehend high-frequency words and patterns in slow, clear speech and other simple 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).
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
Interpret non-verbal cues
gestures, facial expressions, pictures, props
to increase understanding
Narrate or retell stories
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., Non ho capito, Può ripetere per favore, Puoi ripetere per piacere, Come si dice…? Come si scrive?).
of meaning using common statements and questions
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

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