UNIT OVERVIEW YR 7 AT2 2019

Context Introducing You Commented [SC1]: Evidence of lesson plan sequences,

Learning Students will be able to describe people’s appearances, likes/dislikes, family and showing knowledge of student learning, content and
outcomes routines using [subject + verb + adjective] and vocabulary including ‘mi piace’ and teaching strategies.
‘non mi piace’.
Syllabus reference Socialise with peers and adults to exchange greetings, good wishes, factual
information and opinions about self, family and friends, routines, shared events,
leisure activities, interests, likes and dislikes. (ACLITC096)
Prior knowledge Students understand some verbs including ‘to have’ (avere), and ‘to be’ (essere),
they know how to count and how to say their age in Italian, they know colours and
understand basic greetings and pronunciation, they know how to use definite and
indefinite articles.
Phase Less Topic/content Learning activities / Skills focus Resources
on pedagogical strategies
1 The family IRDP using flash Vocab Flash cards
‘La famiglia’ cards members of Worksheets
 Names of Weasley family tree the family. Laptops
family Word Search Whiteboard
members Snakes and Ladders Projector
2 Describing people Description Subject Worksheets
worksheets agreement. Laptops
Orientating Phase

Circling for TPRS Using Projector

activity. adjectives Whiteboard
Discussion with peers and adverbs. Notebook
Coloured Pens/pencils
3 Tempo Libero Video Using vocab Laptops
Brainstorm to talk about Projector
Revision of previous hobbies and Whiteboard
content and using free time. Worksheet
new content.
Discussion with peers
Quiz
4 Possessive Watch Video – have Using Laptops
Adjectives – il mio, il class recognise who possessive Projector
tuo, il suo the person is talking adj. Singular Whiteboard
about. and plural. Worksheet
Worksheet
Discussion with peers
5 Likes and dislikes TPRS circling activity Express Laptops
Mi piace/non mi Worksheet likes and Whiteboard
piace Discussion with dislikes Projector
Enhancing Phase

partner. using Worksheet

infinitive
verbs,
describe why
and why not.
6 Where do you live? Online Activity Using Laptops
‘Dove abiti?’ Worksheet adjectives to Whiteboard
Incorporate numeracy describe Projector
- Find home town. Worksheet
population
and size of
specific
cities. Bigger

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 than/smaller
than
Brisbane/Co
mpare to
other cities.
Class discussion
7 Very! Using -issimo/a Video- person using Use - Whiteboard
emotions “Very good” issimo/a on Projector
Using Italian hand certain adj to Laptops
gestures. create more Worksheet
Class discussion meaning.
using loud and quiet
voices to create
greater meaning with
–issimo/a.
Worksheet
Revision Quiz

8 Preparing Read over task sheet Combining Laptops

assessment Create skills learnt Projector
script/description of Whiteboard
character using
Synthesising Phase

template
9 Preparing Edit draft Combining Laptops
assessment Finalise Assessment skills learnt Projector
continued

10 Presentation of Present to class Combining Projector

assessment skills learnt Laptops

Students create a character and introduce the character to the class using the vocabulary
learnt during the unit. The character will be created using a digital format (PowerPoint
Culminating activity
outline
Presentation) and presented to the class. The student should describe their character’s
physical appearance and characteristics, their hobbies, what they like/dislike, and
describe where the character lives. The presentation should be around 2-3 minutes.

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LESSON PLAN – YR 7 AT2 2019

Italian Year 7 Term 2

Unit topic: Introducing You Lesson topic: La Famiglia Unit lesson no. 1

(Objective) By the end of the lessons students
should:
 Be able to know and understand the
vocabulary used for members in a
family.
Previous knowledge needed for this lesson:
 Counting
 Understanding of gender and plurals
 Indefinite and definite articles

Functions/grammar/vocab/script General resources

 Family vocab:  White board
- La famiglia  Laptops
- La madre/mamma  Projector
- Il padre/papa Lesson-specific resources
- I genitori  Flash Cards
- La sorella  Weasley Family Tree Activity
- Il fratello  Trova le parole worksheet
- La cugina  Scale e serpenti worksheet
- Il cugino
 Scissors
- La nonna
- Il nonno
- La zia
- Il zio
- La moglie
- Il marito
- Il figlio
- La figlia

Time What TEACHER will do What STUDENTS will do Skills

10min  IDRP flash card activity: Listen to the teacher’s pronunciation Listening
 Have students write the vocab and language used. Reading
in the back of their books or Associate the Italian words with the Writing
saved on a word document. flash cards and use the language. Speaking
- Input: Show the card and say the Write all of the words in their book
words to the class. or on their laptop
- Recognition: Ask ‘is this the
brother?’ Si or No’ answers.
- Discrimination: Give the students
either/or questions.
- Production: Ask questions where
the student is able to produce the
vocab independently.

Teacher talk:
Questo è una figlia?
Questo è una zia o un zio?
Chi è?

10min  Have students use OneNote Listening

on their laptops to complete Reading

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 Time What TEACHER will do What STUDENTS will do Skills
the Weasley Family Tree Students work independently to Writing
activity. complete the Weasley Family Tree Speaking
 Have paper copies available activity.
for any student who needs Associate the Italian words with the
differentiation. characters in the activity.
 Have the activity displayed Then as a class answer the questions
through the projector. After from the activity using the correct
the class has completed it vocabulary.
work through it together to Write the vocab list in their books or
ensure all students have an computers.
understanding.
 Have the students write the
vocabulary list in their books
or on their computers.
Teacher talk:
(Independent work) Using OneNote
answer the questions from the
Weasley family tree.
(Working as a class) Ask the questions
from the worksheet – ‘La sorella di
Albus e James è …?’
20min  Have students make groups of Choose a character and cut them out. Listening
3 and complete the scale e Cut out the question cards. Speaking
serpenti game. Complete the game by answering
 Walk around the room to questions in Italian.
ensure students are using
correct vocabulary and
helping with anyone
struggling.
Teacher talk:
Lei chi è?
Lui chi è?
10min  Give the students a copy of Complete the word search using the Reading
the word search for them to vocabulary used in the lesson. Writing
complete.

Teacher talk:
Here’s an activity to help you to revise the
words that we learnt today.

POST-LESSON REFLECTION
Lesson aims were achieved YES NO Students acquired desired knowledge/skills YES NO
Was timing/pace effective? What was too easy? What was too hard? What worked well? Things to change

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Palm Cards

La Madre/Mamma La Sorella

Il Padre/Papa Il Fratello

I Genitori I Fratelli

La Figlia
La Cugina
Il Figlio
Il Cugino
I Figli
I Cugini

La Zia La Nonna

Il Zio Il Nonno

I Zii I Nonni

La Moglie

Il Marito

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 Arthur

La Sorella di Albus e James è _________.

Il padre di Fred e Roxanne è ________.

La nonna di Hugo è ________.

Ron è __________ di Hermione.

Charlie è _________ di Roxanne e Fred.

Louis è __________ di Dominique e Victoire.

Lucy e Rose ci sono ________.

James, Albus e Lily ci sono ________ di Ginny e Harry.

Percy e Audrey ci sono ___________ di Molly e Lucy.

Vocabulary:

- La madre - Il nonno
- Il padre - La zia
- I genitori - Il zio
- La sorella - La moglie
- Il fratello - Il marito
- La cugina - Il figlio
- Il cugino - La figli
- La nonna

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 Page 8 of 20
Stephanie Christelow Assessment Task 2 EDLA531
LESSON PLAN – YR 7 AT2 2019

Italian Year 7 Term 2

Unit topic: Introducing You Lesson topic: Describing Unit lesson no. 2
People

(Objective) By the end of the lessons students Previous knowledge needed for this lesson:
should:  Colours
 Understand how to use adjectives work  Family
using subject agreement.  Subject agreement
 Be able to use new vocabulary to
describe people.
Functions/grammar/vocab/script General resources
 I capelli  Laptops
 Gli occhi  Projector
 Lungi  Notebook
 Corti Lesson-specific resources
 Medio/a  Worksheets
 Ricci  Coloured pens
 Lisci
 Alto/a
 Corto/a
 Grande
 Magro/a
 Giovane
 Anzio/a
 Vecchio/a
 Intelligente
 Divertente
 Simpatico/a
 Contento/a
 Generoso/a
 Bello/a
 Sincero/a
 Tranquillo/a
 Pigro/a
 Spiritoso/a
 Bravo/a
 Noioso/a
 Antipatico/a
 Timido/a
 Paziente
 Serio/a
 Carino/a
 Arrabiato/a

Time What TEACHER will do What STUDENTS will do Skills

5min  Introduce vocab - give a list Read through new vocab and use it to Reading
of the new vocab (OneNote or fill out the worksheet. Writing
on paper) Revise use of gender agreement.

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 Time What TEACHER will do What STUDENTS will do Skills
 Give ACTIVITY 1 which the
students can use to revise
subject agreement.

Teacher talk: Have a look through the new

vocab and use the words to complete the
activity. Consider whether the noun ends in o,a
or e and if it is a plural, how would you change
the adjective to agree with the noun?

10  Circling for TPRS activity Respond to questions using the Listening

min using a picture of the correct vocabulary. (si, no, Thor ha i Speaking
avengers on the projector. capelli lungi)
Teacher talk:
Thor ha i capelli lungi?
Iron Man ha i capelli lungi?
Iron Man o Thor ha i capelli lungi?
Chi ha i capelli lungi?

Thor ha i capelli corti?

Thor ha i capelli lungi o corti?

Thor mangia i capelli lungi? – Puah!

Che tipo di capelli ha Thor?

5min  Using Activity 2- Describe 8 Listen to the teacher for key words Listening
people and have students that have been learnt during the Reading
circle the correct words to lesson and use comprehension skills
describe them. to understand meaning. Circle the
Teacher talk: words needed.
Annamaria è una ragazza sincera e simpatica.
Quando il gatto è nell’albero, Annamaria aiuta
il gatto. Lei è una ragazza brava.
15min  Describing the images – Using Use the vocabulary to work with Reading
pictures of different characters, other students to describe a character, Listening
have the students work in groups then share what they have created Speaking
to describe one of the characters, with other students to have Writing
then have each member of the descriptions of all characters.
group split into new groups to
share the information they have
found.
 Walk around the room and assist
the students.
Teacher talk: Natasha ha i capelli ricci o lisci?
15min  Speaking activity – have the Speak with their partner to describe Listening
students speak with their partner their family members using the vocab Speaking
to describe their family members learnt during the lesson.
using different adjectives to Show understanding by drawing the
describe each one. person that is being described.
 Have an outline for them to follow:
‘Ho una sorella, ha i capelli lungi e biondi.
E tu? Hai una sorella?’
 Have the other student draw the
person that they are describing.
 Walk around the room to assist
any students who need help.

Teacher talk:

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 Time What TEACHER will do What STUDENTS will do Skills
Quali caratteristiche ha tua sorella? È
simpatica? Intelligente?

POST-LESSON REFLECTION
Lesson aims were achieved YES NO Students acquired desired knowledge/skills YES NO
Was timing/pace effective? What was too easy? What was too hard? What worked well? Things to change

Vocab List:

I capelli Hair Bello/a Nice/Beautiful

Gli occhi Eyes Sincero/a Sincere
Lungi Long Giovane Young
Corti Short Vecchio/a Old
Medio/a Medium Coraggioso Brave
Ricci Curly Intelligente Intelligent
Lisci Straight Divertente Fun
Alto/a Tall Simpatico/a Nice
Corto/a Short Contento/a Glad/Happy
Grasso/a Fat Generoso/a Generous
Grande Big Tranquillo/a Quiet
Magro/a Skinny Pigro/a Lazy
Spiritoso/a Witty
Bravo/a Good
Biondi Blond Noioso/a Boring
Nero Black Antipatico/a Obnoxious
Rosso Red Timido/a Timid
Grigio Grey Paziente Patient
Bianco White Serio/a Serious
Marroni/Castani Brown Carino/a Nice
Arrabiato/a Angry
Allegro/a Happy
Avaro/a Stingy
Brutto/a Ugly

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ACTIVITY 1

Complete the phrases with the correct form of the adjective:

1. La ragazza _____________________________(nice)
2. Il ragazzo _____________________________(short)
3. La donna ______________________________(skinny)
4. Il libro _______________________________(old)
5. La casa _______________________________(big)
6. Il uomo _______________________________(lazy)
7. I cani ________________________________(intelligent)
8. La bambina ____________________________(cute)
9. Il nonnno______________________________(short)
10. I cugini _______________________________(boring)

1. Annamaria Sincera Simpatica Pigra Spiritosa Brava

2. Paulo Tranquillo Spiritoso Noioso Pesante Antipatico

3. Federica Timida Pigra Sincera Occupata Simpatica

4. Simone Brava Divertente Pesante Paziente Carina

5. Harry Sincero Timido Antipatico Bravo Serio

6. Vincenzo Simpatico Noioso Bravo Divertente Tranquillo

7. Giuseppe Carino Divertente Pesante Noioso Occupato

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 8. Michela Simpatica Spiritosa Seria Pigra Antipatica

ACTIVITY 2

Circle/Highlight the correct Descriptions

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 _Holt_________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

_Carol________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

_Natasha______________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

_Dumbledore__________________________

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_____________________________________
_____________________________________
_Charles______________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________

LESSON PLAN – YR 7 AT2 2019

Italian Year7 Term 2

Unit topic: Introducing You Lesson topic: Tempo Libero Unit lesson no. 3

(Objective) By the end of the lessons students Previous knowledge needed for this lesson:
should:  Family
 Be able to recognise language used  Describing Words (adjectives/adverbs)
when explaining hobbies.

Functions/grammar/vocab/script General resources

 Andare al mare  Whiteboard
- Giocare al computer  Projector
- Navigare sulla rete Lesson-specific resources
- Comunicare  Video on tempo libero
- Leggere  Worksheets
- Ascoltare la radio o la musica
- Giocare con giochi da tavolo
- Passeggiare
- Fare shopping
- Andare a pescare
- Andare al mare
- Prendere il sole
- Nuotare
- Partita di calcio
- Suonare
- Cantare
- Andare al cinema
- Fare sport
- Ballare
- Cucinare
- Andare in bicicletta

Time What TEACHER will do What STUDENTS will do Skills

10min  Watch Video on tempo libero Introduced to the new topic by Listening
and have class write as many watching a video. Writing
of the activities that they saw Listen to the video and write down Reading
or heard. what they see and hear.
 Brainstorm on the whiteboard Brainstorm other activities that can
using the activities that the be done in their free time and with
students have, and others they the teacher’s help have it translated
might think of. into Italian.
Teacher talk: Watch this video and write down Write it down on their laptops or
any activities that you see or hear. If you think books.
of anything else write it down too and we can
translate it into Italian.

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 Time What TEACHER will do What STUDENTS will do Skills
20min  Have students do the ‘What Revise previous lessons by telling a Writing
are the dinosaurs doing today’ story about each dinosaur. Talk about
activity. their characteristics, their family and
 There can be more than one what they do in their spare time. Use
right answer, have students be vocab learnt this lesson and
creative using language learnt conjugate the verbs to 3rd person.
in previous lessons as well.
 Can be completed on
OneNote or printed out.
 Teacher talk: Work on the
dinosaur family task, tell me a
story about each dinosaur – who
they are, what they do for fun.
Use your notebook or OneNote
to write it down.

10min  Have students work in pairs Use the worksheet to structure a Reading
and use the ‘Cosa Facciamo’ conversation using the vocab that Speaking
worksheet. They can respond they have just discovered. Listening
using the activities already on Work with a partner and use the
the sheet or use ones that the vocab by listening to it and speaking.
class made while
brainstorming.
 Walk around the room and
assist anyone who needs help.
Teacher talk: Work in pairs, have one person
ask ‘Cosa facciamo fare?’ and the other person
reply with ‘Cosa ne dici se…’ and use the
vocab that we have discovered to reply. Then
swap and have the other person ask the
question.

10min  Have students do Tempo Overview of the vocabulary learnt Reading

Libero quiz on Quizziz this lesson by doing Quizziz.
 Know how much students
have understood and if
anything needs to be
refreshed.
 Print for any student who may
need differentiation.
Teacher talk: Have a go at completing this
quiz, see how many questions you can get
right!

POST-LESSON REFLECTION
Lesson aims were achieved YES NO Students acquired desired knowledge/skills YES NO
Was timing/pace effective? What was too easy? What was too hard? What worked well? Things to change

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Che cosa fare i dinosauri oggi? _____________________________________
_____________________________________
_____________________________________

Il Fratello

_____________________________________
_____________________________________
_____________________________________

La Bambina

_____________________________________
_____________________________________
_____________________________________

La Sorella

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Il Nonno La Madre

_____________________________________ _____________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

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ANALYSIS/EVALUATION/ DISCUSSION AT2 2019

AT2 analysis / evaluation / discussion Commented [SC2]: Strategies and approaches used to
Outline the theories/approaches that underpin the planning/teaching of this unit. enhance student learning.
A: Some of the theories incorporated into this unit includes ‘Backward Mapping’ where I used synthesising, enhancing
and orientating to know what outcome I expected before I began and thought about the strategies and exercises which
could be used to get there. I used Circling, TPRS and IRDP to encourage the students to learn the language through
engaging methods and allowed the students to learn through guided practice and independent practice so that they were
able to advance and grow in their language learning.
How have you ensured that the learning experiences/strategies in this unit would engage most Year 7/8 students?
A: Popular culture is used in this unit to help the students to connect to the topic and find it interesting. Harry Potter and
the Avengers are a couple of the resources used to engage the students.
Where and how have you catered for individual differences across the range of abilities and backgrounds?
A: I have used Comic Sans in the activities to assist any student who may be dyslexic, I have made a variety of activities
in each lesson where students are able to use different learning styles to acquire Italian and to acquire the language in a
way which is most advantageous to them. I have also made sure students are able to do most tasks using either a
computer or paper to assist anyone who may need it. I have also created activities where I am able to walk around the
room and assist any student who needs the extra support. For students who are excelling quickly I have made the
activities appropriate to a range of levels, so they are able to challenge themselves more, and students are able to work
to their own abilities. Commented [SC3]: Knowledge of strategies to assist with
Where and how have you fostered purposeful interactive communication between students? student learning

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 A: I have included activities where students are required to discuss and demonstrate their knowledge with each other.
They are able to communicate using the language learnt in the lesson and independently create purposeful
communication together.
Where and how have you developed metacognition and ‘acquiring’ rather than ‘learning’ your language?
A: I have used approaches which encourage the students to acquire the language naturally such as TPRS and IDRP
where the students are expected to relate the words with images or actions. I have included lessons where we learn
through speaking powerfully (lesson 7) to acquire the language through using emotion. I also include a lot of
communication between the students where they are able to use and develop the language together naturally.
Where and how did you develop students’ literacy and numeracy skills?
A: Students learn literacy through learning Italian. In this unit they learn about adjectives and verbs and how to conjugate
and use them effectively. Numeracy is used in lesson 6 where the students are required to find the size and population of
a city and compare it to another city stating which one is bigger than or smaller than the other Commented [SC4]: General Capabilities – Literacy and
Where and how did you use ICT to enhance learning? numeracy example (APST 2.5)
A: I used ICT in every lesson, the students were encouraged to use their laptops to write down information and I also
used programs such as OneNote and Quizziz to enhance their learning experience. There were multimodal presentations
used, such as videos which assisted in taking the opportunity of using ICT to enhance learning.
Outline briefly what you learned about teaching by doing this assignment.
A: I learnt that unit plans and lesson plans take a lot of work and there is a lot of thought put into them. Creating activities
which allow you to differentiate for students who are struggling and for others who are doing well is challenging and think
about what you would like the outcome of the unit to be beforehand helps to know how you are going to get there and
what is expected from each lesson.

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