Scalia,+Kimberly

**Level:** Italian I **Date of Lesson:** 11/16/10 **Lesson:** Che Tempo Fa Oggi? What is the Weather Today? **Running Time:** 75 minutes
 * Teacher:** Kimberly Scalia

ISTE 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. CS2. Communication (Interpretive Mode) In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics. CS3. Communication (Presentational Mode) In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics. CS4. Cultures In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication. CS5. Connections (Interdisciplinary Mode) In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa CS7. Comparisons Among Languages In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages. CS8. Comparisons Among Cultures In at least one language other than English, student will demonstrate an understanding of the concept of culture through comparisons across cultures.
 * Standards: ISTE/CT **

**Goal:** Students will demonstrate an understanding of weather using the Italian language.

**Student Learning Objectives:** Students will utilize all four communication skills regarding weather by presenting their forecast in Italian as a group to the rest of the class and completing an online quiz assessment relating to information learned during the lesson.

**Rationale for Objective:** Students will utilize and build upon previously learned verb conjugations, vocabulary and culture. Previously learned information includes geographic directions, regions of Italy and the conjugation of the verb fare in the present tense.

**Classroom Learning Environment:** In this classroom there are 6 computers available for students use. There is a smartboard in the front of the room. There are 24 student desks set up in 4 rows of 6. All students are facing forward during the lesson. During the closure, the students will be seated in 4 group of 5.

**Instructional Model/Strategy:** The lesson will be presented by the teacher's direct instruction with student repetition and participation. There will also be 20 minutes of collaborative group work, 4 groups of 5 students.

**Materials/Resources:** internet (rai.it, weather.com, foreignlanuagegroup.wikispaces.com, foreignlanguagegroup-kimberly.blogspot.com, moodle), smartboard, vocabulary list (via wikispaces), computers, chalkboard, quiz (via moodle),

**Initiation:** Using the internet links found on moodle, show weather forecasts, first in English __ [|(http://www.weather.com/outlook/videos/a-national-look-at-the-next-3-days-364#364)] __, then in Italian ( __ http://shar.es/0N1am) __ to activate students' prior knowledge of weather and previously learned vocabulary. Ask students to compare and contrast both forecasts pointing out important similarities and differences among both. This introduces students to a review of verbs conjugated in the present tense, weather related vocabulary, and to hear the Italian language spoken at the native speed and fluency. Have students take notes and think about how they would present a weather forecast.

*links available on moodle site for student reference while completing assignments

1) Students will sit at their individual desks facing the smartboard at the front of the room with notebooks out. 2) Students will watch an American weather forecast, followed by an Italian weather forecast.(Links available on class moodle for students to re-watch and clarify notes at home) 3) Students will be asked to write down similarities and differences that they observed between the two as well as anything they understood from the Italian forecast. 4) Once opening activity is done (10 minutes), I will spend the next 10 minutes reviewing the conjugation of the verb fare as well as the regions of Italy that the student learned in the previous class. 5) After review, the students will be introduced to the new vocabulary and phrases regarding weather. I will write all of the vocabulary on the chalkboard, using reading strategies to group the words and phrases according to significance and characteristics. Pronunciation will be models, and the students will repeat. (30 minutes)
 * Lesson Development: **

**Closure:** With 25 minutes remaining, the students will be broken up into four groups of 5 students. Each group will be assigned a season and asked to write a one paragraph weather forecast based on the typical weather of Rome, Italy during their assigned season. The students will have access to computers so they can research typical climate as well as access to the class wikispace ([|www.foreignlanguagegroup.wikispaces.com]) where they can utilize a vocabulary sheet if needed. Students are asked to add any additional vocabulary words that they find relevant to the list on the wiki. I will spend a few moments at each group observing, assessing who is or is not participating. I will inform the students that when completed, in class, or for homework, the complete forecast must be uploaded onto the class blog under the appropriate comment section ([|www.foreignlanguagegroup-kimberly.blogspot.com]). There will be four teacher-posted blogs, each with a picture of Rome during the four seasons. The students complete forecast will be posted as a comment to the blog page. I will also inform the students of their homework for the night, and that they are responsible to orally presenting their forecasts to the class during the next lesson.

**Assessment:** Students will be assessed on their speaking, writing, reading and listening abilities relating to weather in Italian. They will contribute the similarities and differences between weather forecasts on the class wiki based on the notes taken in class. They will be assessed as a group on the completion and upload of their weather forecast onto the class blog, as well as their participation. Students will upload a one paragraph reflection to the class moodle site based on what they found interesting and how well the group worked together, or any issues that came about. Their reading and speaking skills will be assessed during the following class when they present the forecast as a group. As an individual homework assessment, students will be asked to log in to class moodle site, (www.moodle.foreignlanguagegroup.com) where they will download and complete the quiz.* In order to demonstrate understanding, the students must get all four formal questions correct. By assessing students with a quiz and oral presentation, I will be able to see who is still struggling with the new vocabulary and weather comprehension. Extra participation points will be awards to those students who contribute to class vocabulary list on the wiki.


 * *A copy of the quiz can be found on this wikispace, as no moodle account was created. **
 * Grade sheet: media type="custom" key="7512035" **