Big Ideas
Big Ideas
Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire language.
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.
Knowing about diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
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:
- types of questions
- descriptions of peoplee.g., family members, extended family, friends, teachers, heroes (e.g., La mia migliore amica si chiama Alice e’ alta con gli occhi scuri; Le piace giocare con le costruzioni)
- locations and directionse.g., Che cosa c’e’ di fronte a casa tua? Ci sono dei negozi? Prendi la seconda sulla destra e vai dritto..., Dov'è’ il bagno?
- needs and desires
- simple comparisonsthe use of comparative and superlative of adjectives (e.g., La pizza napoletana e’ più alta di quella romana…, La focaccia barese e’ la migliore di tutti)
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.
common elements of stories
place, characters, setting, plot
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
contributions
e.g., prominent Italian-Canadian citizens, helping build the railroad, small businesses, Italian cultural centres, artists, musicians
of Italian Canadians
cultural aspects
e.g., activities, celebrations, clothing, customs, festivals, food, land, music, protocol, traditions
of Italian communities around the world places around the world where Italian is spoken, such as Italy, San Marino, Switzerland, and some areas of Slovenia and Croatia
, including regional differences e.g., dialects, traditions, products, and industries linked to different regions
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between Italian letter patterns and pronunciation
Use intonation and tone to convey meaning
- question and statement intonation patterns
- the use of tone to express different emotions
Comprehend key information
e.g., answering questions such as chi, cosa, che, dove, quando, perché, come, da quanto…, che genere…
and supporting details in slow, clear speech and other texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend
identify key information in oral and written stories
meaning in stories
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
to increase understanding
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Interpret non-verbal cues
gestures, facial expressions, pictures, props
to develop understanding
Narrate or retell stories
Follow instructions to complete a task, and respond to questions
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