EDSS 450F, SPRING 2014

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CALIFORNIA STATE UNIVERSITY, LONG BEACH
College of Education
Single Subject Credential Program In LOTE


















THEMATIC UNIT

TITLE: La dieta mediterranea! Chi mangia sano va lontano
(The Mediterranean Diet. He who eats healthy goes far)


DESIGNED BY: Lucia Rovetta






EDSS 450F:
METHODS IN TEACHING FOREIGN LANGUAGES


Spring 2014
EDSS 450F, SPRING 2014
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Table of Content

I. CURRICULUM UNIT PLAN
1. Course Title: Italian 2
2. Target Proficiency Level: formulaic language
3. Title of the Unit: La dieta mediterranea! Chi mangia sano...va lontano (The
Mediterranean diet. Who eats well do better)
4. Brief Description of the Unit (include curricular context and goals)
Italian 2 students explore and examine the Mediterranean diet and Italians food
habits. They explore the Italian/Mediterranean diet and compare and contrast it with
the American one. They identify the main components of those two diets and describe
the main differences and similarities. They compare their own eating habit with the
Italians one. In the beginning students read excerpt from the flyer of Ministero della
Salute Italiana (board of Italian Health) and watch a video project of Italian students
on the Mediterranean diet. In small groups they identify the key element of the Italian
diet and compare and discuss differences and similarities between American and
Italian eating habits. Then they share their food preferences, through a survey activity
and then as a whole class they will reflect and evaluate what could be a good balance
between their own diet and the one presents. Finally, in group students will have to
design a restaurant menu, based on the Mediterranean diet, and presented to class
during a Food Fair organize in the class.
5. Units outcome Objectives:
a) Objectives for knowledge:
Students will be able to:
Acquire information about the Mediterranean diet
Identify the key element of Italian food habits
Recognize the value of an healthy and balance diet
Compare their diet with the Italian one
Evaluate their food habits
Discuss their and others food preferences
Assess and evaluate the benefit of a balance an healthy diet
b) Objectives for communication:
Interpretative: students read and listen to authentic materials about the
Mediterranean diet. They interpret these materials by identifying
words, simple sentences and strings of sentences.
Interpersonal: Students express preferences, share information,
compare and contrast their and other food habits, using words and
expression learn through the authentic materials provides. Ask and
answer questions regarding like and dislikes about foods and diet.
They would also identify what are the benefits of those foods.
Presentational: students divided in small groups create their own
petition and present it to the class explaining the advantage and what
the benefits of their proposal.
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Comparison: Students will compare the American and Italian food
habits.
c) Objectives for accuracy of forms:
Students use verb noun agreement properly. They use correctly the
comparative form meglio, pi buono, meno, peggio and the
form mi piace o non mi piace to express like and dislikes. Ask for
opinions: cosa pensi di..? Recognize the use of the comparative form:
meglio, pi buono, meno, peggio.
Students will enrich their vocabulary knowledge on Italian foods

6. Enduring Understandings:
Students will recognize the importance of the Mediterranean diet. Students will identify
the main elements of the Italians diet. Students will recognize the importance of a
healthy eating habit and thus they will be able to evaluate their own diet and make
healthier food choice.
7. Essential Questions: in kid friendly language
What do Italians eat?
What are the main components of the Mediterranean diet?
Why is the Mediterranean diet healthier than the American one?
Why is important to have a good eating habit?
8. Targeted Content Standards (in relation to the unit, be specific)

Targeted Standard Students Can: Common Core for the WL
Classroom:
Content
education, school
life
identify eating habits
identify components of the Mediterranean and American
diet
list of food that teenagers usually
list healthy and unhealthy food;
express preferences about food
identify differences between Mediterranean and American
diet

Highlight focus items

Reading
for main ideas
for supporting details
Use knowledge and ideas
from reading in S & L
Read informational, cultural
and literary texts
[visual, audio, printed,
electronic]

Writing
Write a variety of texts
[argumentative; informative;
narrative; descriptive]
Use the writing process:
write-revise-edit-rewrite
Use technology to research-
produce-publish and to
collaborate with others
Write for variety of purposes
and audiences

Communication
Interpretive

Interpersonal

Presentational


Functions

read and watch about the Mediterranean diet to identify
difference and similarities with the American one
exchange information eating habits and preferences

write and present a proposal/poster to raise awareness
around the importance of a healthy eating habits

acquire, identify, list, evaluate, compare, contrast express
likes/dislikes, express preferences about food

Culture
Products


identify the main components of the Mediterranean diet:
olio, pane, pasta, frutta, verdura, carne, pesce, formaggio,
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Practices



Perspectives
uova and relate them to their own diet
list similarities and differences in American and Italian
diet
identify the importance of healthy eating habits for their
own growth
identify and evaluate the origin of these two different diet
comparing the American and Italian culture

Speaking and Listening
Converse and collaborate
with others
Present knowledge in speech
supported by digital
media/visual displays

Language
Use conventions of the
standard language in S & W
Recognize the effect of
choice on meaning and
choose language appropriate
to formal/informal register
Develop receptive and
productive vocabularies

Structures use appropriately of :
o Sg/Pl subject::predicate agreement;
o Comparative form: meglio, pi buono, meno,
peggio
o Express like and dislikese: mi piace o non mi
piace
o Ask for opinions: cosa pensi di..?
Settings use language in pair- and small-group interaction
utilize language for furthering their education and
educational successes



9. Integrated Performance Assessment:
Interpretive:
Students explore read the excerpts from the board of health brochure, watch the
video project of an Italian students, and identify the main components of the
Mediterranean diet. Students explore American websites regarding American eating
habits
Interpersonal:
Students share their findings. They discuss about differences and similarities
between American and Italian diet. Students express their preferences and choices
for their personal diet.
Presentational:
Students select one of the following options:
(1) create a poster, to be hanged in the schools cafeteria, in which they
present/advertise the Mediterranean diet.
(2) Write a proposal to the principal of the school to introduce more healthy food
choice at the schools cafeteria.

10. Other forms of Assessment:
a) Prompted evidence: worksheet on food vocabulary, vocabulary
practice, homework assignment.
11. Unprompted evidence: in class open discussion, checking for comprehension,
listen to dialogue while students work in groups. Interpersonal activities and
practice.
12. Technology integration:
For teacher: internet, YouTube, pamphlet and brochure from the
board of Health
For students: internet, health science textbook
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13. Required resource
authentic texts pamphlet from the Italian board of Health
semi authentic- adapted/written by teacher: worksheets and charts on food
vocabulary
Realia images, charts from the Italian board of Health website
Multimedia websites related to nutrition and eating habit , and PowerPoint
presentations provide by the teacher.

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Thematic Unit, Part II
Lesson Plan
Interpretive Task (Listening/Viewing/Reading)
Authentic Materials and Other Resources


Warm up video: http://www.youtube.com/watch?v=Sd_2WC0X8c0
Video#1: advertisement of the exhibit Buon Appetito. L'alimentazione in tutti i sensi held in
Milan in 2011 http://www.youtube.com/watch?v=S-2AJYAK620
Video#2: video project created by a class of 6 graders in Italy that won the national competition
"Gusta Mediterraneo": http://www.youtube.com/watch?v=opNg8C1uNmM
Visuals, realia, and teacher made learning material: like fruit, vegetable, bread, cereals.



1. Lesson Objectives

At the end of the lesson students will
for knowledge (cultural/content information): at the end of the lesson students will
o Acquire information about the Mediterranean diet. They will be able to identify the
main ingredients of the diet, categorize its nutrition benefit, and demonstrate its
preparation.
o Identify the key element of Italian food habits: student will be able to recognize the
variety of food and identify the schedule food meals (what Italians have for breakfast,
lunch and dinner)
for communication (interpretive): at the end of the lesson students will
o watch the video and identify the main ingredients of the Mediterranean diet. Recognize
which are or are not foods that contribute to a healthy diet.
o read the excerpts and recognize Italian eating habits and start to compare with their own
habits
for accuracy of grammar and culture forms: at the end of the lesson students will
o enrich their vocabulary knowledge about Italian food and utensils (forchetta, coletello,
piatto)
o recognize the use of the comparative form ( meglio, pi buono, meno, peggio)
o recognize and practice the use of ordinal numbers: primo, secondo, terzo.


2. Lesson Targeted Standards

Content:
1.1 students address discrete elements of daily life, including: Food, meals, tradition
Communication:
1.0 students use formulaic language (learned words, signs [ASL] and phrases)
1.2 students interpret written, spoken or signed [ASL] language
Functions:
1.4 Students list, name, identify, enumerate
1.5 students identify learned words, sings [ASL] and phrases in authentic texts.
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Cultures:
1.1. students associate products, practices and perspectives with the target language

Structures:
1.0 students use orthography, phonology, or ASL parameters to understand words, sings and phrase in
context
1.1. students use orthography, phonology, or ASL parameters to produce words, sings and phrase in
context


Assessment
Students complete the nutrient pyramid using the information given in the video
Students identify True/False elements in an Italian teenager diet
3. Comprehensible Input:

Pre-listening / pre-viewing activities (1-2)

Teacher / Instructional Strategies Student Activities

As warm up (hook of the class) I will show to
student a famous scene of an Italian movie: An
American in Rome. I will ask them to pay
attention on the food that the protagonist is eating.
I will ask them to write down which food are
identify as American food and which one as
Italian. Then, I will write their contribution on the
board and ask if they agree or not with the video
idea of American food

Students watch the video and answer to the
question: Qual e il cibo Americano? Qual e il cino
italiano?. Then they answer to the second
question: Sei daccordo o no? (are you agree or
not)

I will show video clip#1 (there is no audio in it) in
which are shown the 4 sections of the Nutrition
exhibit(perche mangi? - Inchiesta sugli alimenti -
chi managia sano va lontano - un appetito
consapevole - il gusto degli altri). I will ask
students to take notes of the keys ideas of each
section using graphic organizer I would provide to
them. Then, I will ask them to share and compare
their notes and with a classmates. After the pair
activity I will go over the key ideas and I will
explain how Italians meals are organized.



Students watch the video, and take notes of keys
idea using the graphic organizer provide by the
teacher. Then in small groups they share their
notes and participate to the class discussion that
follows.





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During listening /during reading / during viewing activities (2-3)
o Checking for Comprehension
o Guided practice

Teacher / Instructional Strategies Student Activities

I distribute to students the hand out with activities
related to the 2
nd
video. I will play the video clip
once and students have to do exercise A.


Students watch the video and write down the food
they will hear

I play the video a second time and ask them to
complete the Piramide Alimentare using the
information given in the video (exercise B)


Students complete the pyramid with the
information acquired from the video. Then in pairs
they compare and check they answer.

I will ask to student to turn to the second page of
the handout and read part C where I provide them
with the script of the video. I will ask them to scan
quickly the test and then watching again the video
to find the missing word in the script.


Students will read the script, and then will fill out
the blanks with the information given by the video.
Then they check their answer in small group of
three.
I will ask to 4 different students to come out to the
board and complete the pyramid that I drew on the
board. Then I will ask other students to read out
laud the script and as a class we check both the
pyramid on the board and exercise C of the hand
out.
students read out laud the scripts and go to the
board to complete the Nutrition pyramid

I distribute to students the hand out with activities
related to the 2
nd
video. I will play the video clip
once and students have to do exercise A.


Students watch the video and write down the food
they will hear

Post-listening / post-reading / post-viewing activities (1-2)
o Assessment and evaluation of students listening /reading

Teacher / Instructional Strategies Student Activities

I distribute to students the hand out with activities
related to the 2
nd
video. I will play the video clip
once and students have to do exercise A.


Students watch the video and write down the food
they will hear

I play the video a second time and ask them to
complete the Piramide Alimentare using the
information given in the video (exercise B)


Students complete the pyramid with the
information acquired from the video. Then in pairs
they compare and check they answer.

EDSS 450F, SPRING 2014
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Italian II Nome:
Data:
La dieta mediteranea! Chi mangia sano va lontano
(The Mediterranean diet. He who eats healthy goes far)

A. Quali cibi sono nominati nel video? (write down at least 4 of them)






B. Completa la piramide con le informazioni del video:

La Piramide Alimentare















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C. Ascolta il video e completa con le parole mancanti
(I highlighted the words that I will take out from the script and that the students will have to put in)
La dieta medtirennanea molta amata e da nessuno viene ignorata. Si maniga in famiglia in
allegria e con gli amici in compagnia. Il cibo col rispetto dellambiente ricavato e con ricette
antiche viene preparato. La sua piramide molto importante e il popolo il suo amante.
Al primo posto: cerali, riso e pasta e mai nessuno direbbe basta e in quantita controllata con
calma viene gustata. Al secondo posto verdure e frutta a tavola si mangia tutta. ricca proprio
di vitamine che aiutano i bambini a non prendere le medicine. Al terzo posto latte e formaggi
nel tuo corpo portano omaggi. Sono buoni da mangiare dagli antichi mestieri viene larte di
saperli fare. Al quarto posto uova, carne rossa e bianca a tavola non manca. Carne di bovino
coniglio e tacchino con il gallo che ti sveglia al mattino. Allultimo posto dolci e poco grasso se
ne abusi divieni grosso come un masso.
Se la piramide avrai capito il pericolo sara finito. Ti do un consiglio: non esagerare cosi in
future potrai migliorare. Ora dallunesco la dieta meditterannea e stata acclamata prima era stata
abbandonata. Ma negli anni novanta rivalutata e da tutti ora consigliata.

D. Confronta la dieta italiana e quella Americana

Cosa mangi per? America Italia
Colazione
(breakfast)

Pranzo
(lunch)

Merenda
(snack)

Cena
(dinner)



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Interpersonal Activities

Activity 1: conduct a survey

1) Purpose of activity:
By the end of the interpretive task students acquired information about the Mediterranean
diet and food habits among Italian teenagers. Thus, the purpose of this activity is to enable
students to compare the new acquired knowledge with their own experience in order to
make a comparison between their foods habit and Italians one. In particular students will
practice: a) Asking and answering: what do you eat for breakfast-lunch dinner? I eat, I
dont eat b) Names of Italian foods and meals c) Ordinal numbers
2) Assessing activity: students completion of the handout provided by the teacher
3) Instruction for activity:
Situation: You decide to help your school in organizing a Food Day on campus. In order to
raise awareness on food habits among teenagers you decide to do a survey and to present your
findings through a poster to be presented during this Food day. So now it is time to administer
the survey. Using the provided survey template first complete the column1 of the chart with
your own foods habit (ask to yourself what do I eat for...) then circulate in the class and
interview 4 other classmates asking and answering to the questions : what do you eat for
breakfast-lunch dinner? I eat, I dont eat. Once you interviewed 4 classmates go back to
your seats.
Task: Circulate, and interview 4 other classmates asking and answering questions related to
their food habits. Then go back to your seat.


Cosa mangi per? La mia dieta studente1 studente 2 studente 3 studente 4
Colazione
Pranzo
Merenda
Cena
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Activity 2: design a restaurant menu

1) Purpose of activity: From the interpretive activities students learned about the
Mediterranean diet, its ingredients and its nutritional benefits. Now they have to apply
this knowledge to design a restaurant menu based on the main I ingredients of this diet.
Students will practice: a) to express and share opinion such as I think that..It is
importantI agree/ dont agree b) the of the comparative form such as meglio, pi
buono, meno, peggio c) names of the main Italian food d) ordinal numbers
2) Assessing activity: Students design the restaurant menu, plus unprompted evidences the
teacher listens going around the class while the students are working in their group.
3) Instruction for activity:
Situation: you are the owners of a new Italian restaurant in town. You want to promote
the Mediterranean diet in your restaurant; therefore you need to design a menu in which
the ingredients of this diet are represented. You have to design your menu specifying
what you are going to offer as an appetizer, first and second dish and as dessert. In
design your restaurant menu use the provided menu template provided by your teacher.
Task: create group of four and design a restaurant menu, create dishes using the
ingredients of the Mediterranean diet. List the ingredient of each dish, such as pasta al
pomodoro. Ingredienti: carboidrati e pomodori; negotiate and share their ideas about
the benefit of various ingredients in their dishes.
4) Handout of Activity:
Ristornate da: (scrivete i vostri nomi)
Nome del piatto Ingredienti
Aperitivo
(2 possibilit)

Primo piatto
(2 possibilit)

Secondo piatto
(2 possibilit)

Dolce
(2 possibilit)


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Carrying Out Presentational Task and Rubric

A. Instructions and requirements for the end-of-the-unit presentational task
During the last three weeks you have analyzed and studied about Italian food and diet.
Particularly you have analyzed the Mediterranean diet and examined its main ingredients
focusing on their nutritions factors. Therefore, you are now aware of the benefit of this diet and
you also able to compare it with the Americans one. Finally, you had pretended to be the owner
of a new Italian restaurant in town and you designed the restaurants menu based on the
ingredients of the Mediterranean diet.
Now, it is time to promote your restaurant in town! and what it is a better opportunity than the
Long Beach Food Fair! During the fair each restaurant will have a stand/ booth where they
would provide the restaurant brochure and foods samples to promote the restaurant.
o Individually: research on the web or newspaper Italian restaurant advertisement. Identify
possible ideas for your brochure, food samples, and booths decorations.
o In group: each component present their finding and describes their ideas for the brochure
and decoration. After listening to the various input as a group you have to design one
final brochure, decide about the decorations and foods sample.
o Prepare for the fair: Identify a responsible for each item (who is going to print the
brochure? Who is in charge of decoration and for foods sample?). At the day of the fair
each responsible will be in charge to present their contribution.
o Meet with the Fair coordinator (the teacher): Once you have define your brochure and
the other items meet with the teacher and present your ideas in order to receive feedback
and revise/edit before the day of the fair.
o On the day of the Fair (the classroom is our Fair place): Set up your booth with
decorations, foods and flyers. When is your group turn, each components present to the
fair participants (your classmates). You have to illustrate the brochure, describe the
decoration, and explain the reason of your foods sample choice.
o After all booths are presented, you will go around the fair and meet the other ristoranti
and test the delicious food samples!
Requirements for desired final product and delivery
o At your booth has to be decorate according to your restaurant theme and you have to
provide the restaurant brochure and the food samples.
o Each groups component will present his/her part/contribution in Italian
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Rubric
Before the Day of the Fair Students read the rubric with the teacher and discuss how their
work will be graded
Editing/Feedback: Teacher meets with each group to help the students revise/edit their drafts
and provide suggestions for improvement before the fair.



Ottimo
(20-17)
Molto bene
(17-14)
Bene
(13-11)
Discreto
(11-0)

Content of
Brochure
- Shows a full understanding of the topic
- accurate Italian names of all dishes
- accurate Italians sentences

Shows a good understanding of the
topic.
- Italian names of all dishes may
have minor errors
- Italians sentences present minor
errors

Shows a good understanding
of parts of the topic.
- names of few dishes are in
Italian
- Italian sentences are rarely
used
Does not seem to understand
the topic very well.
-no Italian names for the
dishes
- English sentences structure


Aesthetic Appeal
- booth decoration
- brochure design
- Authenticity-
Creativity

- graphic organization enhances
comprehension
- colors and other effects complement
content
- illustrations enhance comprehension of
content
- design and most artwork are authentic,
creative, and culturally appropriate

- graphic organization supports
comprehension
- color scheme complements
content
- illustrations support
comprehension of content
- design and some artwork are
authentic, creative, and culturally
appropriate

- graphic organization
partially support
comprehension
- color scheme relatively
complements content
- illustrations somewhat
support comprehension of
content
- design and some artwork are
semi authentic, and to some
extent culturally appropriate
- graphic organization
obstructs comprehension
- no color/colors are
randomly chosen
- illustrations are generic and
rarely match content
- design and artwork are
repetitive, sloppy and hastily
put together


Oral presentation:
Speaks
Clearly
Vocabulary
Speaks clearly and distinctly all
the time, and mispronounces no
words.
Uses vocabulary appropriate for
the audience. Extends audience
vocabulary by defining words that
might be new to most of the
audience.
Speaks clearly and distinctly
all the time, but
mispronounces one word.
Uses vocabulary appropriate
for the audience. Includes 1-2
words that might be new to
most of the audience, but
does not define them.
Not speaks clearly and
distinctly most of the
time. Mispronounces
more than one word.
Uses vocabulary not
appropriate for the
audience. Does include
some vocabulary that
might be new to the
audience.
Often mumbles or
cannot be understood
OR mispronounces
more than one word.
Uses several (5 or
more) words or phrases
that are not understood
by the audience.

Collaboration with
Peers

Almost always listens to, shares with,
and supports the efforts of others in the
group. Tries to keep people working
well together.

Usually listens to, shares with, and
supports the efforts of others in the
group.

Sometimes listens to, shares
with, and supports the efforts
of others in the group but
sometimes is not a good team
member.

Rarely listens to, shares with,
and supports the efforts of
others in the group. Often is
not a good team member.