Years 9 and 10 (Year 7 entry)
Letter to Daniela
Summary of task
Students had watched the film Salvatore questa è la vita. Students had discussed and reflected on the events that led the protagonist to remain in Sicily and not return to his life in Rome.
Students were asked to imagine that they were the teacher, Marco Brioni and write a letter to his fidanzata Daniela, explaining why he wants to remain in Sicily instead of returning to Rome.
By the end of Year 10, students use a range of everyday language both orally and in writing to exchange information about their personal, social, local and about broader issues of personal significance. They communicate thoughts and opinions; make comparisons and contrasts (for example, a differenza di; invece), and offer reasons for points of view, opinions and preferences. They express desires and plans for the future. They give presentations, and formulate and respond to a range of questions. They interpret information and attitudes in a range of informational and imaginative texts. They create written texts such as descriptions, narratives and recounts that convey experiences, ideas and emotions. They give detailed descriptions; describe and relate episodes in time (for example, prima … poi … infine); and qualify statements, for example, through the use of relative clauses. They use simple subject–verb–object constructions, extending or qualifying their message by, for example, adding complements or using modal verbs or comparatives. They produce bilingual texts, plan what needs to be communicated to particular audiences and consider different perspectives.
Students use metalanguage to analyse and discuss features of language choice and use and cultural practice. They analyse texts, identifying features such as tone, sequences and relationships of events in time. They communicate their thoughts with awareness of different perspectives on issues or practices being discussed. They explain how Italian language use varies according to context, purpose and mode. They identify social and cultural practices of Italians in Italy and in the diaspora, including communities in Australia. They identify particular issues relating to translating between Italian and English, such as words with similar meanings and 'false friends, and identify certain concepts that cannot be translated readily from Italian to English and from English into Italian. They reflect on ways in which language and culture together create meanings, and on ways in which their own linguistic and cultural assumptions come into play in using and learning Italian. They demonstrate understanding of the role of language and culture in shaping experience, and the ways in which their own past experiences shape their identity.
Uses correct form of irregular past participles 2 Annotation 2
Starts the letter appropriately 3 Annotation 3
Conjugates the auxiliary to agree with the subject 4 Annotation 4
Recounts events in a logical manner 5 Annotation 5
Uses the auxiliary 'essere' with the verb 'diventare' 6 Annotation 6
Reflects on what he has learnt from Salvatore, his pupil 7 Annotation 7
Uses a variety of verbs to maintain readers interest 8 Annotation 8
Attaches the object pronoun at the end of the infinitive 9 Annotation 9
Supports decision to stay with sound arguments 10 Annotation 10
Sequences argument convincingly
Uses correct form of irregular past participles
Starts the letter appropriately
Conjugates the auxiliary to agree with the subject
Recounts events in a logical manner
Uses the auxiliary 'essere' with the verb 'diventare'
Reflects on what he has learnt from Salvatore, his pupil
Uses a variety of verbs to maintain readers interest
Attaches the object pronoun at the end of the infinitive
Supports decision to stay with sound arguments
Sequences argument convincingly