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EDUC3520 Languages Curriculum & Methodology Henry South, a1212395 Assignment 3: Unit Plan and Assessment Task Description Design a unit plan that incorporates elements of the Australian Curriculum and includes a major assessment task with three of the following: assessment of the intercultural, use of ICT, HOTS, an authentic task, choice, differentiation. Major assessment task is to be accompanied by an assessment rubric that clearly outlines the success criteria. Two model students responses (one at an ‘A’ level and one at a ‘C’ level) as well as a 20 minute lesson plan where the assessment task is introduced to the class should also included. Context Chaffey Secondary College is a Middle School (7-‐10) College of around 800 students. The school has a wide diversity of students from different backgrounds. There are also a large percentage of Indigenous students. Learners The Year 8 Italian class I taught whilst on my second practicum included students from Afghanistan, Pakistan, Sri Lanka, New Zealand, Tonga, Samoa and Australian students. There was also a number of Indigenous students, however, the majority of these students were in the Year 7 Italian classes. One student has difficulty writing, however, can work independently using ICT to complete written tasks. Overview A five-‐week unit plan focussing on Italian Migration to Australia. The aim of this unit was to create an authentic topic that would highlight the contribution of Italian migrants to the Mildura-‐Sunraysia region whilst also celebrating the cultural diversity present within the classroom. The unit was completed with a cultural excursion to historic places around Mildura that were created to honour the contribution of Italian migrants to the area. Students also spoke to new Italian migrants who have relocated to Australia to escape the Financial Crisis in Europe. As part of the assessment for this unit, students designed a poster in Italian and English about the life of a migrant. They had to interview the person involved and respond to certain questions in Italian, providing further detail (150 words) in English about their particular migration story. Students were provided with an overview of the task as well as an assessment rubric in order to complete the task. Reviewed Assessment Task The assessment task for this unit was reviewed to include more elements outlined in the description above. The assessment task was altered to include student choice, ICT. The original task already assessed the intercultural aspect of the Australian Curriculum and is a good example of an authentic task, where students are actively involved in the process of assessment (interviewing migrants, etc). The assessment task now includes four options for students to choose from, all of which include ICT as part of the assessment. Students are more inclined to complete assessment when they are offered choice, where they feel as though they have control over their own learning. Evaluation Students seem to have thoroughly enjoyed this unit on Italian Migration. They were actively involved in class discussions and found the topic interesting. Most students understood the assessment task and performed quite well, however, some had difficulties interpreting what was involved (i.e. what had to be in Italian, what in English). Some students struggled to find someone suitable to interview, claiming to not know anyone from another country. In order for these students to complete the assignment, migrant fact files were developed which have been included here for review (adapted from http://www.italianlives.arts.uwa.edu.au/stories/). The latter was one of the main reasons for allowing students to choose from a number of different options. These students are able to find a famous migrant and compile a blog about the individual, thus allowing them to complete the assessment task. Overall students who submitted their work performed quite well and the results were an indicator of the success and level of student engagement in the unit. One of the main factors that prevented students from completing the assessment task was frequent and on-‐going absences from class, as well as a general disengagement in these students from school. Whilst all endeavours were made to encourage full participation from these students, given the short time frame involved, a few students failed to submit their major assessment task. It is difficult, therefore, to discern the complete level of student engagement and deep learning involved in the task.
ITALIAN UNIT PLAN LEARNERS: 24 Students. YEAR LEVEL: Year 8 DURATION: 5 Weeks Topic: Migration Stories Designer: Henry South
Overview
Over the five-‐‑week period, students will explore Italian migration to Australia and will conduct a radio interview in Italian with a partner. Students will learn common greetings and will be able to ask and respond to simple questions such as “Di dove sei?”.
Students will learn adjectives, certain associated verbs as well as regions and towns of Italy to discuss Italian migration to Australia. Students will learn about professions and trades that were frequently chosen by new migrants to Australia. Students will participate in activities and quizzes to consolidate the content they are learning in class (Reading comprehension exercises, listening exercises and a cultural excursion).
Students will be expected to participate in group activities, as well as keep a record of any new vocabulary covered in class at the back of their quaderno in a separate vocabolario section. Students who complete the in-‐‑class activities before the rest of the class may be given additional activities to research and add to their quaderno.
Have reading comprehension and listening tasks prepared before lesson and provide students with added scaffolding if necessary. Students will complete two culture worksheets about Italian migration to the Sunraysia area and will read interviews conducted with local Italian residents. Students can choose a migrant or 2nd generation to interview and present a poster on. Students will participate in a cultural excursion of Italian places and businesses in the Mildura area.
By the end of the five-‐‑week period, students will be able to successfully introduce themselves and describe both themselves and others. Students will then use this knowledge to create their own migrant story poster. Students will demonstrate their knowledge through a 2-‐‑3 minute oral presentation in pairs.
PRE-‐‑REQUISITES AND ASSUMED KNOWLEDGE:
Students understand basic commands and greetings in Italian (Buongiorno, Ciao, Alza la mano, Silenzio! Andiamo, Ripetete…). Students have also learnt some vocabulary to describe themselves and their families (simple body parts, hair/eye colour, hobbies, etc). Students have learnt numbers from 1-‐‑50.
Students have learnt how to conjugate and use the verbs avere and essere.
Desired Results
AC STRANDS ADDRESSED Informing Convey ideas and opinions by creating spoken, written and multimodal texts (ACLITC063) Creating Create texts for particular audiences that depict experiences or topics of interest (ACLITC065) Systems of Language Use appropriate Italian pronunciation, stress and intonation in increasingly complex sentences and texts (ACLITU089)
Analyse and apply linguistic, cultural and textual features of specific text types (ACLITU091)
Assessment Evidence
Performance Tasks: 1. Students will create a presentation using ICT about a migrant or famous person who has
moved to Australia. Questions to be included in the presentation will include: ‘Dove sei nato/a? Di dove sei? Quando ti sei trasferito/a qui in Australia?’. (formative, 30%)
2. Students will prepare a 2-‐‑3 minute oral presentation to the class. They will present their posters to the class. (formative, 30%)
Other Evidence:
• Worksheets on Italian Migration (formative, 20%)
• Worksheets completed in class or for homework
• Quizzes on new words and verbs students have learnt during the unit
• Student participation in class/group work (formative, 20%)
Learning Activities:
Week 1
Lesson 1 • Conosciamoci un po’! – Getting to know you game (interview the person next to you, ask
questions from a sheet)
• Introduction to topic – Migration Stories. Watch the short clip https://www.youtube.com/watch?v=WOsIFtJTkiE
• Short discussion on Italian migration to Australia, what do we associate with Italian migration? Foods? Wine? Language? Places? Mafia?
Lesson 2 and 3 (double lesson) • Re-‐‑cap from last lesson, re-‐‑watch the clip
https://www.youtube.com/watch?v=WOsIFtJTkiE
• Brainstorm ideas about migration. Was it easy? Do you know any famous Italians in Australia? What do you associate with Italy now?
• Al Mercato – Food in Italy and Australia. Similarities? Differences? Food terms and typical dishes. Students participate in a market simulation and buy produce etc. Food names, quantities, money, change, la particella ne.
Lesson 4
• Tutti a pranzo – leggere ‘ricetta: polpette al sugo’. Write down the ingredients and order them from il mercato. Write down the quantities and the ingredients. Role Play.
Week 2
Lesson 1 • ‘Di dove sei?’ – Italia! – Introduction to Italy, discuss the culture, people and places
• Watch the powerpoint PAESAGGI ITALIANI
• Discuss powerpoint, what famous places in Italy do you know?
Lesson 2 and 3 (double lesson) • Re-‐‑cap from last lesson, watch the clip https://www.youtube.com/watch?v=yycNUo6yySY
• Nationalities in Italian. Il verbo nascere
• Game: Tombola , students to ask students when they were born. The first person to complete their tombola grid with student birthdays wins.
Lesson 4
• Reading Comprehension: Migration Story
Week 3
Lesson 1
• Watch clip https://www.youtube.com/watch?v=Q0KbsA8QxcY
• Discussion on Calabria, foods, places, people?
• Il verbo lavorare
• Typical jobs migrants perfomed
• Worksheet on the region
Lesson 2 and 3 (double lesson) • Interview with Italian Migrant from Mildura region
• Students to ask questions they have learned in class.
• Ask where are you from? Which region? Job?
Lesson 4
• Re-‐‑cap from last lesson.
• Students to work on their posters
Week 4
Lesson 1
• Watch clip https://www.youtube.com/watch?v=hGJGEdCFVtA
• What have we learned so far about Italian migration to Australia? Was it easy?
• Places they settled in Australia? Melbourne? Perth? Adelaide? Mildura?
Lesson 2 and 3 (double lesson) • Excursion? Piccola Italia? Pizzeria Divina
Lesson 4
• Assignment Submission: Poster
• Students to work on writing their interviews
Week 5
Italian Migration today: https://www.youtube.com/watch?v=2kNGxMpozmg • What problems do Italians face today? Crisis? Jobs shortage?
• Presenting orals
Resources: • quaderno
• Glue sticks, scissors, pens, coloured pencils, textas
• Interactive Whiteboard, Whiteboard etc
• Worksheets
• Worksheets for quizzes (1)
• Worksheet for conosciamoci, tombola
• Rubric for marking students’ orals
• Videos and other supporting media
• Textbook
• Workbook
• Pens, pencils
Migration Stories Assignment
Description of Assessment Each of the above options must include the following questions to be answered in Italian
1. Come ti chiami?
2. Quanti anni hai?
3. Di dove sei?
4. Quando ti sei trasferito/a qui in Australia?
Your presentation should include a description of the specific migration story of the person you
chose/interviewed.
DUE DATE: Thursday, Week 9
Choose one of the following to present to the class in Week 9
1. Interview a migrant and design a poster using ICT about when and why they moved to
Australia
2. Create an online blog about a famous migrant
3. Create a photo essay using PowerPoint to illustrate a specific migration story
4. Imagine you recently moved to Australia from another country. Write a letter home to
explain your experiences and emotions.
Before Submitting!
1. Have I written my name on the assignment?
2. Have I answered the specific questions in Italian?
3. Have I provided a description of the specific migration story?
Assessment Design Criteria AC Strand
Addressed
Content Description
ACLITC063 Convey ideas and opinions by creating spoken, written and multimodal texts
ACLITC065 Create texts for particular audiences that depict experiences or topics of interest
Assessment Rubric Convey ideas and opinions by creating spoken,
written and multimodal texts
Create texts for particular audiences that depict
experiences or topics of interest
A A highly creative text that effectively conveys ideas
and opinions
A very well suited text to audience that very accurately
depicts experiences. Highly creative use of ICT
B A creative text that effectively conveys ideas and
opinions
A well suited text to audience that accurately depicts
experiences. Creative use of ICT
C A mostly creative text that conveys ideas and
opinions
A mostly well suited text to audience that depicts
experiences. Mostly creative use of ICT
D Some creativity and conveys some ideas and
opinions
some suitability to audience and depicts some
experiences. Some creative use of ICT
E Very little creativity and conveys very little ideas
and opinions
Very little suitability to audience and depicts few
experiences. Very little creative use of ICT
Feedback:________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
__________________________________________________________________________________________
Overall Grade:_____________
EDUC3520 Languages Curriculum & Methodology Henry South, a1212395 Example Student Responses
Example A: ‘A’ Level Response Assessment Rubric Convey ideas and opinions by creating
spoken, written and multimodal texts
Create texts for particular audiences
that depict experiences or topics of
interest
A A highly creative text that effectively
conveys ideas and opinions
A very well suited text to audience that very
accurately depicts experiences. Highly
creative use of ICT
Feedback: XXXXX well done! Your poster displays a high level of detail and creativity. You have
answered all questions in Italian appropriately, including some other questions of your own in Italian.
Your overview of the migration story is thoughtful and contains a good level of depth. You have gone
above and beyond the requirements for this task and have completed all parts of the assignment to a
high level. Congratulations and well done! Good use of ICT to add finishing touches (e.g. images, etc)
Overall Grade: A
Example B: ‘B’ Level Response
Assessment Rubric B A creative text that effectively conveys
ideas and opinions
A well suited text to audience that
accurately depicts experiences. Creative use
of ICT
Feedback: XXXXX good job! Your poster is thoughtful and creative. Excellent to see that you have
interviewed a family member as part of the assignment. You have answered all questions in Italian
appropriately. Your overview of the migration story is thoughtful and contains a good level of depth.
You have completed all parts of the assignment to a good level. Your poster could have been improved
by including a bit more detail in your overview; however, your assignment has been completed to a
very high level, so well done! Good use of ICT to enhance the formatting.
Overall Grade: B
Example C: ‘C’ Level Response
Assessment Rubric C A mostly creative text that conveys ideas
and opinions
A mostly well suited text to audience that
depicts experiences. Mostly creative use of
ICT
Feedback: XXXXX well done! You have presented a thoughtful poster about your Grandfather’s
journey to Australia. Well done! You have answered all the questions in Italian, however, be careful to
make sure that you check carefully for spelling mistakes. Your overview of the migration story
contains a good level of detail and creativity. Your poster could have been improved by including a bit
more detail in your overview; however, your assignment has been completed to a sound level, so well
done! Good use of ICT to enhance the formatting.
Overall Grade: C
Year 8 Italian: Term 3 Vocab test, Conosciamoci un po’, Introduction to topic: Migration Stories Lesson (Term/Week): Tuesday, lesson 4 (1/6) Single lesson: Students will participate in a vocabulary test. Students explore new culture topic: Migration Stories. Watch short clip, https://www.youtube.com/watch?v=WOsIFtJTkiE. Introduction to Major Assessment task: Migration Stories Assignment Key strands addressed: ACLITC063, ACLITC065
Learners: 24 students
Behavioural Objectives Pre-‐requisites
Students participate in a vocabulary test on getting to know you terms. Students are introduced to new topic, Migration stories. They watch a short clip about Italian Migration to Australia (trailer from the film Lygon St: Si Parla Italiano) and participate in a group discussion about migration. Students understand basic commands and greetings in Italian (Buongiorno, Ciao, Alza la mano, Silenzio! Andiamo, Ripetete). Students have also learnt some vocabulary to describe themselves. Students have learnt numbers from 1-‐100.
Resources Required songs/activities
Youtube clip Computer Interactive Whiteboard Whiteboard markers Assignment Sheet
Introduction
10 mins
3 mins
• Vocabulary test – adjectives, getting to know you terms, numbers • Students to not interfere with other students during test (10 words)
• Collect the tests from students • Students to arrange themselves in groups for next activity
Middle
3 mins
10 mins
10 mins
10 mins
• Watch film clip https://www.youtube.com/watch?v=WOsIFtJTkiE
• In groups: Discuss the topic of migration (1) Why do you think someone might move to another country? What might it be like to move to another country? What difficulties might you face? Brainstorm as many possible answers as you can
• Whilst students are brainstorming in groups, move amongst the groups and check that students are remaining on-task and focussed
• Responses: Gather a few responses from each group. Students to write their responses on the
board in a cloud diagram. • Intercultural discussion: Compare your own upbringing to that of a student in Italy after WWII.
What would life be like after a war? Students to brainstorm in groups. • Sharing: Students share some of their responses on the board.
• Assessment: Hand out assessment sheets and rubrics for Migration Stories Assignment. As a class,
read out the task description and choices. Outline what is expected from students in Italian and English.
• Questions? • Success Criteria: Students to turn over their assessment sheets. Read through the criteria for
assessment and then outline the success criteria in the rubric for students. • Questions?
Conclusion
3 mins
2 mins
• Assignment due Thursday, Week 9 • Class time will be allotted to work on assignment • Students to write down two new things they learned about migration from watching the film
and two things they already new about migration. • Answer any questions students may have • Farewell students
Assessment Formative: Students actively participating in activities. Group work. Following tasks, paying attention to instruction. On task and not distracting other students.
Evaluation Did the students enjoy the activity? Were they working together well as a class? Were they participating and making an effort to encourage their peers? Did they enjoy the tasks set to them? Did they participate in group activities? Were they paying attention to the instructions given on the assignment? How can the exercise be varied next time? Different exercises? Interactive exercise? Did students have any difficulties? In what areas?
Reference http://www.italianlives.arts.uwa.edu.au/stories/martini/excerpts_en http://www.australiancurriculum.edu.au/languages/italian/curriculum/f-‐10?layout=1
ORIGINAL ASSESSMENT TASK
Migration Stories Assignment
Your task is to prepare and present an A3 Poster in Italian and English
Your poster should address the topic of migration with a particular focus on
Italian migration to Australia
Your poster will consist of an interview presented in Italian and a 150 word
written summary of the individual’s story of migration to Australia
Steps for completing the assignment:
1. Choose a relative/friend who has migrated from another country to Australia
2. Interview that person in English or Italian and ask them about their journey to Australia. Ask
why they moved to Australia and how they came (boat, plane, etc)
3. You must present part of your interview in Italian even if you do the interview in English. The
following questions must be answer/asked in Italian
• Come ti chiami?
• Quanti anni hai?
• Di dove sei?
• Quando ti sei trasferito/a qui in Australia?
4. Your presentation should include a 150 word summary of the migration story of the person
you interviewed
5. You may like to include photos/pictures to support your presentation
6. You will present your poster to the class as well as a 1-2 minute oral presentation in Italian
about the person you interviewed
DUE DATE: Tuesday Week 9
Feedback: Overall Grade:____________ Marked by:____________________________ Date:_____________________
Create texts for particular audiences that depict experiences or topics of interest
Initiate and maintain social interaction with peers and known adults by seeking and offering ideas, thoughts and feelings about people, events and experiences
A Highly detailed text with high level of relevance to topic Highly detailed and fluent presentation
B Good level of detail and relevance to topic Good level of detail and mostly fluent presentation
C Sound level of detail and relevance to topic Sound level of detail and partially fluent presentation
D Mostly detailed text with some relevance to topic Some degree of detail presented and developing fluency
E Developing level of detail and relevance to topic Developing level of detail and little or no fluency
RESOURCES (1) MIGRATION STORIES EXAMPLE
Angelina Martini
Excerpt One: Life in Italy – First job as a teenager
I A che età hai incominciato a lavorare?
A Fino a tredici sono andata a scuola e poi a quattordici anni ho incominciato a lavorare.
I Tuo padre aveva un po’ di terreno?
A Aveva un bel po’ di terreno però con tanti bambini, lavorava lui solo e non faceva moneta.
I Il terreno era fuori del paese?
A Sì, un paio di chilometri fuori.
I Allora da quattordici anni hai incominciato a lavorare
A Sì, andavo da questi signori e facevo tutti i lavori di casa.
I Abitavi a casa e andavi al lavoro?
A No, dormivo lì da questi signori – gente che aveva tanta moneta a Gallesano. Ho lavorato lì credo, per tre anni e poi sono andata a Pola e ho servito per cinque anni in una casa di un dottore. Lui veniva a Gallesano una volta alla settimana. Mio papà che soffriva dal mal di cuore gli ha detto, “Io c’ho la famiglia grande”, e lui ha detto, “Io ho bisogno di una ragazza perché c’ho una moglie e tre figli”. Così sono stata per cinque anni da loro.
Excerpt Two: Journey – Refugee camps
I Prima hai detto che il IRO ha assistito con l’emigrazione, come hai saputo che era aperto l’emigrazione per l’Australia?
A I giornali parlavano tutti dell’emigrazione, non solo per l’Australia ma anche per l’Argentina ed il Perù. Tanto sta che mio marito voleva andare in Argentina. Dopo fatto le carte per andare in Argentina, siamo stati nel campo in Italia. Infatti siamo stati in tre campi – a Versa, Cinecittà e ancora un altro che non ricordi il nome. Quando noi eravamo al campo di Cinecittà, Hermes si è ammalato di bronchite quando si era pronti per partire per l’Argentina. Abbiamo dovuto rifiutare perché il bambino era all’ospedale con la bronchite. Per questo motivo siamo venuti in Australia. Il prossimo convoglio era per venire in Australia con la nave ‘General Blackford’.
I In questi campi, Versa, Cinecittà e l’altro vicino Napoli, com’era la vita? C’era tanta gente?
A Ce n’era di tutte qualità di gente. Susanna, dormivo col bambino sulle brande. Mio marito sù un’altra. Era un grande campo, chiuso, e per fare in modo che i vicini che non ci vedevono sempre, mio marito ha messo sù un filo lungo e ha messo sù delle coperte. Si sentiva però - chi faceva baruffa, chi piangeva, chi gridava, si sentiva tutto.
I Quante persone c’erano? Cento, duecento?
A Io non so quante ma tante perché quando c’era un convoglio la nave era piena e tutti andavano lì.
I Essendo vicino alla città, potevi andare e venire quando volevi?
A Oh sì, eravamo liberi, non eravamo osservati, ma non andavi a nessun posto perché non avevamo niente. Mio marito non lavorava e ci davano da mangiare nel campo. Mi ricordo che c’avevano dati una coperta e una pentola, come i soldati, e in quella ti davano la minestra o la pasta. Qualche volta faceva così schifo che non potevi mangiare ma non c’era altro. Siamo stati lì da settembre fino a novembre e poi siamo stati sulla nave per più di un mese perché la nave e passata per [Bonis…]. In quel periodo le navi non venivano direttamente e così siamo stati sulla nave più di un mese.
Excerpt Three: Life in Australia – Language
I Cosa pensavi degli australiani in quei primi anni?
A Era così duro che…volevo farti vedere la lettera di cosa io ho pensato…non so se c’hai tempo. Questa è una lettera che io scritto, ‘Le mie memorie di Sydney’, proprio del passato.
I Questo l’hai scritto in inglese?
A Si, perché quando io andavo a scuola la maestra mi ha detto di scrivere la mia storia. Guarda, qui la maestra ha corretto…[showing document]…In quella lettera c’era tutto quello che io pensavo dell’Australia, nei primi anni. Se hai tempo leggi, se no la porti a casa.
I Comprare le cose nel negozio era molto difficile…Cosa intendevi con…“I found Australia to be an ugly place and very different from the way I see it today”. Qual’erano le cose più brutte all’inizio?
A La lingua. Una volta sono andata in bottega, che non era come oggi con tutto esposto e anche se non sai parlare, almeno vedi quello che vuoi, prendi e paghi. Allora, avevano la roba tutto di dietro. Io mi ricordo quando a Penrith volevo dell’aglio e sono andata in bottega. La signora mi ha detto, “Can you spell it?”. Io non sapevo nemmeno cosa voleva dire ‘spelling’. Lei mi ha dato una matita e una carta e io le ho fatto un disegno dell’aglio e subito me l’ha dato. Quando il bambino ha compiuto un anno, volevo fargli qualche cosa di lana perché sapevo lavorare con gli aghi, e avevo bisogno della lana. Non so come ho chiesto. C’erano due ragazze che parlavano l’una con l’altra nell’orecchio e ridevano. Non mi ricordo cosa ho detto ma era difficile spiegare e vedendo loro
ridere sono rimasta così male che sono andata via senza la lana. L’ho comprata poi in un’altra bottega, come ho fatto non lo so, ma l’ho comprata.
Excerpt One: Life in Italy – First job as a teenager
I How old were you when you started working?
A Up until thirteen I went to school and then at fourteen years of age I started working.
I Your father had a bit of land?
A He had a lovely piece of land however with lots of children, he worked alone and he didn’t make money.
I The land was outside of the town?
A Yes, a couple of kilometres outside.
I So then from fourteen years old you started working.
A Yes, I used to go to these people and I did all the housework.
I You lived at home and went to work?
A No, I used to board there with those people – people in Gallesano that had a lot of money. I worked there I believe, for three years and then I went to Pola and I worked for five years in a doctor’s house. He would come to Gallesano once a week. My Dad who suffered from heart problems said to him, “I have a big family”, and he said, “I need a maid because I have a wife and three children”. So I was with them for five years.
Excerpt Two: Journey – Refugee camps
I Before you said that the IRO assisted with your emigration, how did you know that emigration was open to Australia?
A The newspapers all talked about emigration, not just to Australia but also to Argentina and to Perù. As it was my husband wanted to go to Argentina. After filling out the papers to go to Argentina, we were in the camp in Italia. In fact we had been in three camps – in Versa, Cinecittà and another one that I don’t remember the name of. When we were at the Cinecittà camp, Hermes was sick with bronchitis when everything was ready to go to Argentina. We had to refuse because the baby was in hospital with bronchitis. For this reason we came to Australia. The next convoy was to come to Australia by ship ‘General Blackford’.
I In these camps, Versa, Cinecittà and the other one near Naples, what was life like? Were there a lot of people?
A There were all kinds of people. Susanna, I slept with the baby on a camp bed. My husband on another. It was a big camp, closed, and so that our neighbours wouldn’t always see us, my husband put up a long wire and then hung a cover. You could hear though – whoever was fighting, whoever
was crying, whoever was shouting, you could hear everything.
I How many people were there? A hundred, two hundred?
A I don’t know how many but a lot because when there was a convoy the ship was full and everyone would go there.
I Being close to the city, could you come and go when you wanted?
A Oh yes, we were free, we weren’t watched, but you couldn’t go anywhere because we didn’t have anything. My husband wasn’t working and they gave us food in the camp. I remember that they had given us a blanket and a pot, like the soldiers, and in that they would give you soup or pasta. Sometimes it was so disgusting that you couldn’t eat it but there wasn’t anything else. We were there from September until November and then we were on the ship for more than a month because the ship passed through [Bonis…]. At that time ships didn’t come directly and so we were on the ship for more than a month.
Excerpt Three: Life in Australia – Language
I What did you think about Australians in those first years?
A It was so hard that…I wanted to show you a letter about what I thought…I don’t know if you have time. This is a letter that I wrote, ‘My memories of Sydney’, just about the past.
I You wrote this in English?
A Yes, because when I went to school the teacher told me to write my story. Look, here the teacher corrected me…[showing document]…In that letter was everything that I thought about Australia, in the early years. If you have time read it, otherwise take it home.
I Buying things in the shop was very difficult…What did you mean by…“I found Australia to be an ugly place and very different from the way I see it today”. What were the ugliest things in the beginning?
A The language. One time I went to the shops, which was not like it is today with everything on display and even if you don’t know how to speak, at least you can see what you want, get it and pay. So, they had all the stuff behind the counter. I remember when in Penrith I wanted some garlic and I went to the shops. The lady said to me, “Can you spell it?”. I didn’t even know what ‘spelling’ meant. She gave me a pencil and paper and I drew her some garlic and she gave it to me straight away. When the baby turned one, I wanted to make him something from wool because I knew how to knit, and I needed some wool. I don’t know how I asked. There were two girls who were talking in each other’s ears and laughing. I don’t remember what I said but it was difficult to explain and seeing them laughing like that made me feel bad so I left without the wool. I ended up buying it in another shop, how I did it I don’t know, but I bought it.
http://www.italianlives.arts.uwa.edu.au/stories/martini/excerpts_en
(2) EXAMPLE POWERPOINT PRESENTATION
Year 8 Italian Migration
*
*
* From the 1890’s until around
1960-1970 many Neapolitans
migrated from Italy to America,
Australia and Brasil
* They travelled by boats, often taking
a month to reach their destination,
perhaps New York, Melbourne and
Fremantle
* “Where are you from?”
*
* “I’m from Naples”
“I’m Neapolitan”
*
* Today we will learn how to write a letter
* Your task is to complete the two
introductory worksheets then write a
letter to a penpal
* Tell them your name, your age and
where you come from, include any
information about your brothers and
sisters and pets
(3) SCRIVIAMO UNA LETTERA – WORKSHEET
Scriviamo una lettera!
Oggi impareremo come scrivere una lettera informale!
L’obbietivo è di scrivere una lettera ad un tuo/a amico/a di penna
Ecco una formula per scrivere una lettera informale
Today we will learn how to write an informal letter!
The objective is to write a letter to a pen pal
Here is a formula for writing an informal letter
la Lettera informale
Mildura, 24 Agosto 2015
Federica Torre
Via Borgo 9
MILANO 50402
Italia
Cara Federica,
È da tanto tempo che non ci sentiamo! Come stai? Io sto bene
qui. Ho tanti amici australiani, sono molto simpatici! Ho visto
un sacco di animali! Canguri, koala, e un ornitorinco!
Salutimi Maria e Claudia!
Non vedo l’ora di rivederti!
Un bacio,
Emma
Adesso tocca a te!
Vocabolario Vocabulary Caro/a/i/e….. Dear…… È da tanto tempo che non ci sentiamo! It’s been so long since we’ve heard from each other! Ho appena ricevuto la tua lettera I’ve just received your letter tanto/a/i/e many/lots of un sacco (coll.) heaps (colloquial) simpatico/a/i/e nice/friendly Ho visto I’ve seen Canguri kangaroos Koala koala Ornitorinco platypus un gatto cat un cane dog una tartaruga turtle un coniglio rabbit un pesce rosso gold fish Hai animali domestici? Do you have pets? Salutami…. Say hello to… Non vedo l’ora di rivederti I can’t wait to see you Aspetto la tua risposta I await your response Ti abbraccio forte A strong hug Un abbraccio a hug Un bacio a kiss Un caro saluto a friendly goodbye A presto speak to you soon Tuo/a…. your….
