DShields



Daniel Shields EDC 448 Dr. Coiro Diverse Text Set Assignment Due: 2/28/12

__**Context for Using the Text Set:**__ This text set is meant to provide a general framework and principle texts for a high school Italian II course. The students in the course range from 9th grade students, who had the opportunity to take Italian I in middle school, to 11th grade students who struggle with the Italian coursework and therefore repeated a class at either level one or level two. So, based on this classroom there is a need to provide a course which represents a developmentally-appropriate learning experience for all students in my class. In order to meet that goal I have designed my text-set to include a variety of different modes of “texts”.

(A) Print Resources: []
 * Text One: Prego: An invitation to Italian**
 * //Citation//: Dini, A., Lazzarino, G., & Peccianti, M. C. (2008). Prego: An invitation to Italian (7th ed.). New York:
 * McGraw-Hill Higher Education.
 * //Text Summary//: Prego is a popular introductory Italian textbook. The book is designed to present to beginning language students necessary grammar points, ample vocabulary, and a wide variety of cultural readings on a variety of topics, and from all different components of Italy.
 * //Rationale//: I include this text in the text-set because it is a well written book which does an exceptional job presenting grammar points in a wide variety of different manners, both inductive and deductive. Personally, I would rather not use a textbook in order to provide more tailored instruction, however this isn’t practical with the grammar and vocabulary syllabus I am required to present. Additionally, I choose to use Prego because I used it as a student (albeit in an older edition) and I believe that comfort with the work and having a detailed understanding of its construction allows me to better anticipate challenging passages in the text.
 * //Use of text:// I utilize this text to provide me with resources to instruct my students in fundamental grammar and vocabulary. I would likely assign exercises from the text and provide grammar presentations which mirror the text and improve upon them.
 * Attachment: This is a 400 page textbook, so I can’t include it, however the publisher’s website is:

[]
 * Text Two: Amore in Paradiso**
 * //Citation//: Ducci, G. (2002). Amore in paradiso. Firenze, Italia: Alma Edizioni
 * //Text Summary:// Amore In Paradiso is an introductory level reader which is targeted to be appropriate for a level two course. It contains a limited usage of “new” Italian vocabulary and contains ample translations both to more accessible Italian and into English.
 * //Rationale:// I include this text for a variety of different reasons. First, I choose to incorporate the text because of its readability and how it allows me to incorporate a more authentic reading into my course at an earlier stage. Additionally, I chose to incorporate this reader because its plot, dealing with a love in
 * paradise, is something which students could enjoy and relate to, thus creating interest amongst my students.
 * //Use of the text//: I utilize this text to provide an opportunity for students to have an extended practice in reading in our target language. I believe it is a reasonably accessible text for students regardless of level, however some higher track students may find the work insufferable due to its simplicity, hence why I would track students to a developmentally appropriate reader through the use of a pre-assessment to guide students to the appropriate text for their reading level.
 * Attachment: This is a reader which I unfortunately do not own, however the publisher’s website is:

[]
 * Text Three: Maschere a Venezia**
 * //Citation:// DeGiuli, A, & Nadeo, C. M. (2002). Maschere a Venezia. Firenze, Italia: Alma Edizioni.
 * Text Summary: Maschere a Venezia is an introductory-intermediate level Italian reader for beginning Italian students. . It contains a limited usage of “new” Italian vocabulary and contains ample translations both to more accessible Italian and into English.
 * //Rationale//: I utilized for the same basic reasons as text #2. Overall, it is an effective reader designed to provide students with an opportunity to read through authentic longer texts. This text gives students at a higher learning level in the course an opportunity to work through a text at their appropriate reading and learning level. Additionally, this work provides a more ample cultural background then Amore in Paradiso because Maschere a Venezia is related to the festival Carnevale which occurs every January and February. So this text provides a deeper understanding of the Italian culture than Amore in Paradiso.
 * //Usage of the Text:// This text would be utilized to provide a differentiated instruction for students who are capable of processing and understanding Italian text at a higher level. I would determine the text assignment through the use of a reading skills pretest. I would likely handle the reading on both texts through primarily scaffolded in class reading in order to ensure all students demonstrate an understanding of the grammar, vocabulary, and cultural comments which I want to see an understanding developed.
 * Attachment: This is a reader which I unfortunately do not own, however the publisher’s website is:

[]
 * Text Four: Carnival 2012: Programme:**
 * //Citation:// Carnival 2012: Programme. (2012). Retrieved February 24, 2012 from, Venezia Marketing & Eventi,
 * Carnival 2012: Programme website, http://www.carnevale.venezia.it/assets/files/programma_en.pdf
 * //Text Summary:// This text is an English language program of this year’s Carnevale in Venice. This program was available in either English or Italian, however in a level-two class, an English language version of the text would be a more effective instructional material.
 * //Rationale//: I utilize this text to allow students a firsthand experience of Carnevale by planning their activities while they are at Carnevale. By providing the English version of the festival, it provides all students with an ample opportunity to learn about Carnevale.
 * //Usage of the Text:// This text would be used in conjunction with a picture of a Carnevale Mask and Maschere a Venezia to provide students with ample cultural exposure to one of Italy’s largest festivals:
 * Carnevale. I would utilize this text to have students provide a developmentally, and ability appropriate writing activity. I would likely have the writing assignment be in Italian for all students using an elementary construction (andare + a + verb) which students learn early in Italian I, and could easily be retaught if needed.
 * Attachment: This text is approximately 20 pages long, however it can be found at:

[] (B) Media Resources:
 * Text Five: Carta Politica**
 * //Citation:// McGraw-Hill Higher Education. (2008). Carta politica [Date file]. Retrieved February 24, 2012 from
 * Prego: Online learning center website,
 * http://highered.mcgrawhill.com/sites/dl/free/0073535265/440085/L_Italia_carta_politica.pdf
 * //Text Summary:// This text is a political map of Italy which is written in Italian.
 * //Rationale for Use:// This text provides background context throughout the course of the year. First and foremost, it provides students an understanding of the geographic location of various places in Italy. Additionally, it provides for day to day application of the language by allowing students to see the map and begin to process Italian place names and their Anglicized equivalents. (For example: Roma-Rome, Venezia-Venice, Firenze-Florence, Milano-Milan, Napoli-Naples)
 * //Usage of the Text:// I would use this text in order to provide background context throughout the course of the year. I would give a copy of this map to students from day one in the course and I would also prepare a large copy of this map, or a similar map to hang on the wall of my classroom and refer to these maps as I need them throughout the course.
 * Attachment: The text is attached (attachment #1). However, it could be found at:

[]
 * Text Six: Venice Carnival Masks: Picture of Masks for Venice Carnevale**
 * //Citation:// Martin, J. (2012). Venice carnival masks: Picture of masks for Venice Carnevale. Retrieved February 24,
 * 2012 from GoEurope: about.com, http://goeurope.about.com/od/venicecarnevale/ig/
 * Carnival-Masks-Venice/
 * //Text Summary:// This text is an online photo gallery of representative masks which part-goers wear to Carnevale.
 * //Rationale for Use:// I would utilize this text in conjunction with the Maschere a Venezia reader, and the Carnival Programme. This text is useful, because it would be accessible for all students because it uses minimal writing in Italian or English, and makes extensive usage of photos. Additionally, this provides an additional mode of learning for working on a thematic unit about Carnevale, which is a crucial cultural aspect not just for Veneziani but for all Italian individuals.
 * //Usage of text:// I would use this text to engage my students prior to working with the Carnevale programme guide. The use of this work is designed to provide me an opportunity to assess prior knowledge, activate prior knowledge, and subsequently transition into classwork.
 * Attachment: This webpage consists of approximately eight to ten different pages and can be found at:

[]
 * Text Seven: Il Postino**
 * //Citation:// Cecchi-Gori, M., & Cecchi-Gori, V. (Producers), Radford, M. (Director). (1994). Il Postino [Motion Picture].
 * United States: Alliance Atlantis.
 * //Text Summary:// This text is an Italian film released in 1994 describing the life of a postman (Mario) on a small Italian island and his encounter with the exiled Chilean poet Pablo Neruda. Neruda helps the postman grow from a bumbling young man to a successful adult who has gained an appreciation for the world. This text is a common film utilized in an introductory Italian course because of its understandable and relatable plot.
 * //Rationale for Use:// Il Postino is a justifiable text for this course for several reasons. First, it has a relatable plot which students at a high school age can easily relate to: love. Additionally, the language used throughout the film is in “standard” Italian versus dialect Italian in a lot of film which provides for a more accessible understanding of the dialogue within the film at a beginning or beginning-intermediate level. Finally, this text would be provide engagement of my students in the course.
 * //Usage of Text:// This text will be utilized to provide students with a break from grammatical presentations while still moving forward in students learning of the Italian language. In order to successfully utilize the film I would provide pre-viewing activities to introduce who Neruda is, then subsequently provide scaffolded activities about the plot and usage of the language during the film, and subsequently provide assessment to gauge student understanding of the course.
 * Attachment: The film can’t be easily attached, however it can be found at:

(C) Online Interactive Resources []
 * Text Eight: Through Venice With Pantalone-Webquest**
 * //Citation:// Balzan, L., Borg, T., Gatt, G., & Muscat, C. Through Venice with pantalone. (2010). Retrieved
 * February 24, 2012 from zunal.com: http://zunal.com/webquest.php?w=79654
 * //Text Summary:// This text is an interactive webquest designed for students to explore on of the greatest cities in Italy, Venice.
 * //Rationale for Use:// This resource is included in my text set because it provides a further supporting resource of the unit dealing with Venice. This webquest is appropriate in this course because it is primarily in English. At a level two course this level of cultural material would need to be processed in English.
 * //Usage of Text//: I would utilize this text as one component of my assessment strategy throughout and after the unit dealing with Carnevale and Venice. This data would be helpful to me in order to accurately gauge how well the cultural concepts presented in this unit are learned. I feel at a level two class by assessing in English I allow students to better show their understanding of complexities and depth of culture which they may or may not be able to express in a level two course.
 * Attachment: The .pdf file which contains this webquest is approximately 8-10 pages long. The link to this webquest is:

[|http://highered.mcgrawhill.com/sites/0073535265/student_view0/activitypak.html#]
 * Text Nine: Prego ActivityPak**
 * //Citation:// Dini, A., Lazzarino, G., & Peccianti, M. C. (2008). Prego activity pak. Retrieved February 24, 2012 from
 * Activitypak, http://highered.mcgrawhill.com/sites/0073535265/student_view0/activitypak.html#
 * //Summary of Text//: This text is an online resource designed to accompany the Prego textbook. This activity set combines a wide variety of exercises. Some of these exercises are diagnostic and practice in nature (vocabulary and grammar), while others are videos about culture and subsequent interactive exercises which follow.
 * //Rationale for Text:// This text is effective because it contains a wide variety of materials which allows the instructor to assign appropriately difficult works to the class depending on the needs of the class. Additionally, the text uses a wide variety of multimedia to make the necessary grammar and cultural exercises far more interesting.
 * //Usage of Text:// I would utilize this text in two primary manners. First, I would utilize the text to provide homework examples which are engaging to students, yet still help to forward my class goals. Additionally, this text would be utilized in class to provide additional structured practice which could be scaffolded and tailored to the needs of specific groups of students in the class.
 * Attachment: This text is contained online at:

(D) Instructional Resources: A meta-analysis of studies conducted by Gardner and Associates. Language Learning, 53(1),123-163. []
 * Text Ten: Attitudes, Motivation, and Second Language Learning**
 * //Citation:// Masogret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning:
 * //Summary of Text:// This text, is an application of Gardner’s theory of multiple intelligences to the study of a second language. The clearest correlation expounded throughout the article is the clear link between motivation and achievement.
 * //Rationale of Text:// This text is incorporated in my text set for two primary reasons. First, it’s included as a reminder of my responsibility as an educator to motivate my students because it directly correlates to their achievement, and to motivate me to provide engaging and dynamic lessons each and every day. Additionally, I could utilize this text to inform my application of Gardner’s Theory of Multiple Intelligences, which is a theory I personally have found in practice fits exceptionally well in the foreign language field. This theory connects well because foreign language learning is a study of four different skills, which each require different overlapping intelligences to succeed.
 * //Use of Text:// This text is one part of a continual study of literature in the field which would help keep me an informed an effective educator.
 * Attachment: This report is approximately 45 pages long and may be found at:


 * Overall Use:** I would use these ten texts to form the majority of my Italian II course. Generally I would have all students use all texts with an appropriate level of supplemental materials to suit their needs. The one exception to that policy is with the readers (texts two and three). After reading both texts as students I believe one is substantially easier than the other and therefore offering the two texts would make the class more accessible to all students. I chose to focus on Venice for several reasons: text three’s focus, Venice’s focus as a “well known” Italian city, and Carnevale being a significant cultural component of Italian life. The use of the film Il Postino is designed to engage students by providing a well-known Italian film to support grammatical learning and cultural growth. Additionally, the choice of this film could integrate with an English-Language Arts poetry unit which includes work on Pablo Neruda.

At the completion of this text set students will be able to present information about the Venetian Carnevale to an audience in written Italian using structures appropriate to a level two Italian class with 80% accuracy. (This correlates to ACTFL standard 1.3: “Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.” ) At the completion of this text set students will be able to integrate concepts presented through a wide variety of media into a cogent argument. This will be demonstrated by students being able to present this argument through an oral interview as part of midterm and final examinations and earning a score of 75 percent on these assessments. (This correlates to Common Core Reading Anchor Standard 7: “Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.”)
 * Objectives/ Standards:**


 * Please Comment below, thanks :-)**

Dan: I copy/pasted the text from your document onto the wikispace so it was easily readable without downloading :-) Dr. Coiro Dr. Coiro: Thank you! I was having issues trying to post it!

Hi Dan, Your text set is really interesting and seems very engaging, especially for someone like me- I have mild foreign language phobias! I like that you included a map in your text, as they are useful tools in culture lessons. I also like that you included a movie, a love story, that teens will relate to and enjoy watching and they will gain exposure to spoke language. I remember watching a french soap opera in high school and it was my favorite part of french class. I also checked out your webquest and it was great! I wish I found a such a good one for my text set. I do not have any criticisms or recommendations, I think you did a fantastic job, especially the way that you included differentiation in your text usage. Gillian

There is a great sense of continuity that you can draw off of to keep the class engaged. The pieces look interesting and challenging but not so challenging as to turn anyone off. I like the multiple views of Carnivale and Venice. There looks like a good potential for more in-depth exploration for advanced students (maybe even make a mask for tactile learners). Could the students use the Italian program as well as the English? Maybe having read the English, look at the Italian and see how the idioms hold up (or not) going from Italian to English or try to translate a piece of the program and see how it compares to the real one. Mike