Classroom Activities. Classroom activities- Year 5-6 / Year 7-8 (Intermediate)

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Education kit L’Orto del Nonno- a partnership project between RBGM, Co.As.It, CEO and supported by MLTAV & DEECD

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Classroom Activities

Classroom activities- Year 5-6 / Year 7-8 (Intermediate)

The following are a list of activities which can be developed by the language teacher at the

beginning of the unit to engage and explore the themes within the education kit:

The following activities have been chosen from

Orizzonti April 2012-

Una ricetta per ogni

stagione

and could be included as pre or post classroom

activities.

These activities have been reproduced with permission from Co.As.It. Resource Centre. The full

publication can be accessed via the Co.As.It. website or through the Co.As.It Resource Library.

Contact: 93499022.

1)

Che frutta è? Che verdura è?

2)

La passata di pomodoro

3)

Una ricetta

:

Come si fa il sugo di pomodoro per la pasta?

4)

Le melanzane sott’olio

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Attività: Che frutta è? Che verdura è?

Write the names of the fruit and vegetables illustrated in Italian (select the words from the lists provided). In pairs, say which fruit/vegetables you eat in each season.

La frutta

l'anguria

l'arancia

l'avocado

la banana

la ciliegia

la fragola

il limone

la mela

la pera

l'uva

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Education kit L’Orto del Nonno- a partnership project between RBGM, Co.As.It, CEO and supported by MLTAV & DEECD 3

Le verdure

i broccoli

la carota

il cetriolo

la cipolla

il fungo

il granturco

la patata

il pisello

il pomodoro

il sedano

la zucca

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LO SAI CHE….

Italians preserve many vegetables and fruits, for example: la conserva di

frutta; la passata di pomodoro. Other vegetables are pickled, which

means that they are preserved in olive oil (olio d’oliva) or vinegar (aceto).

These preserved vegetables called ‘sottaceti’ & ‘sott’olio’, are used for

Italian

‘antipasto’

dishes. Some of the more common pickled vegetables

include: melanzane e olive sott’olio; peperoni e cipolle sottaceto e la

giardiniera (mixed pickles in oil & vinegar).

Ciao ragazzi. Io sono un pomodoro.

Sono usato per fare la passata di

pomodoro

e il sugo per la pasta.

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Attività: Come si fa la passata di pomodoro?

Read, cut and match the sentences to the pictures of how Italian tomato sauce is prepared and preserved. Read the sequenced steps in Italian to your partner.

A.

Fate bollire i pomodori per pochi

minuti.

1.

B.

Scolate i pomodori.

(scolare - to drain)

2.

La passata di pomodoro è una delle conserve più preparate in Italia e anche in Australia.

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C.

Tagliate a metà ogni pomodoro.

3.

D.

Passate i pomodori con il

passaverdura o con la macchina

elettrica.

(passare - to pass through)

4.

E.

Mettete alcune foglie di basilico

in ogni bottiglia.

5.

F.

Usate un imbuto per riempire le

bottiglie con la passata di

pomodoro.

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G.

Asciugate bene i pomodori.

7.

H.

Mettete le bottiglie in un

pentolone con l’acqua e fate

bollire per un’ora.

8.

I.

Tappate le bottiglie e chiudetele

bene.

9.

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Education kit L’Orto del Nonno- a partnership project between RBGM, Co.As.It, CEO and supported by MLTAV & DEECD 8

L.

Mettete i pomodori in un

pentolone.

10.

M.

La passata di pomodoro

è pronta per essere usata.

11.

N.

Lavate bene i pomodori.

12.

O.

Versate la passata di pomodoro

in una vaschetta.

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Q.

Usate pomodori maturi.

14.

Reference: Pictures adapted from websites:

http://www.dissapore.com/cucina/condizioni-non-negoziabili-la-passata-di-pomodoro-ciancis-way/ http://shadybaker.blogspot.com.au/2012/01/passata-project.html

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Attività: Una ricetta: Come si fa il sugo di pomodoro per la pasta?

Read the recipe below for Italian tomato sauce for pasta dishes and fill in the missing words. Un-jumble the pictures and match with the sentences in the recipe.

Ingredienti:



o

lio d’oliva



una cipolla



uno spicchio d’aglio



un

gambo di sedano



carote (2)



pomodori



sale e pepe

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Cut and put the pictures in the right order to show how to prepare the Italian tomato sauce

.

1. Tagliate la

c...

, l’aglio, le

c...

e il sedano in pezzi piccoli.

2. Versate un po’ di

o...

d’oliva in una

p...

.

3. Mettete prima la cipolla e l’

a...

nella padella e fate soffriggere (fry).

4. Poi aggiungete le carote e il

s...

e mescolate bene.

5. Dopo aggiungete la passata di

p...

ed un po’ di sale e pepe.

6. Fate

c...

a fuoco lento per 30 minuti.

7. Quando il

s...

è cotto, mettete un po’ di

b...

fresco

Il sugo è pronto.

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Attività: Scriviamo una ricetta per le conserve

In small groups, research and find a recipe for Italian preserved vegetables or fruit to present to the class. As a class, write the ingredients and the recipe steps in Italian.

Here is an example you can use:

As a class use the pictures to write the procedure for making preserved eggplants in oil with your teacher.

La ricetta per fare le melanzane ‘sott’olio’

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TEACHER BACKGROUND NOTES:

Discuss students’ experiences of eating pasta, making Italian sauce or preserving tomatoes. Show real objects for example: bottle of preserved sauce, cans of Italian tomatoes, pickled vegetables; and list vocabulary related to the topic through the discussion.

Select visual stimulus demonstrating making tomato sauce and/or pickled vegetables for example: DVD~ ‘Preserving for the taste of it- the Italians’; a selection of You-tube videos such as ~

www.youtube.com/watch?v=C_29kTt5QN8

Use the picture cards and sentences provided to sequence the procedure of making Italian sauce. Play games and provide written tasks to learn the vocabulary and verbs related to cooking.

Explain how procedural texts are written by modelling and using the texts provided for example~ list of ingredients, steps, use of imperatives (e.g. tagliate, mettete…)

Demonstrate & make Italian sauce in the classroom and organise a pasta lunch. Record or take photos to write about the experience in Italian with the students.

Refer to websites: http://laavventura.wordpress.com/2012/03/20/how-to-make-tomato-sauce-like-an-italian/

http://ciaochowlinda.blogspot.com.au/2009/08/melanzane-sottolio-eggplant-in-oil.html

http://www.mammaepapa.it/

Answers to task ~ Come si fa la passata di pomodoro?: 1=Q; 2=N; 3=L; 4=A; 5=B; 6=G; 7=C; 8=D; 9=0; 10=E; 11=F; 12=I; 13=H & 14=M

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Attività: Una ricetta per l’estate ~ ‘La granita al limone’

Read the recipe for lemon granita and use a dictionary to find the meanings of the

words in

bold. In pairs, use flashcards of the steps to retell how to make ‘la granita’ in Italian.

Ingredienti

Ø acqua 500ml (millilitri)

Ø 6 limoni grossi

Ø zucchero 400 grammi (4 etti)

1. Mettete a bollire

l’acqua

in una

pentola

.

2. Quando l’acqua comincia a bollire,

aggiungete lo

zucchero

.

Fate

bollire

per circa 10 minuti.

Lasciate

raffreddare

.

3. Tagliate i limoni a

metà

.

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4. Togliete i

semi

.

5. Spremete i

limoni

.

6

. Versate il

succo

dei limoni nell’acqua

con lo zucchero e mescolate bene.

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7. Mettete tutto in un

contenitore

e lasciatelo nel

congelatore

per 24 ore.

Adesso il

liquido

è ghiacciato.

8. Rompete il

ghiaccio

e

frullate per alcuni minuti

per fare la granita.

9. La granita è pronta! Versate la granita

in un

bicchiere

o nella

buccia

del

limone.

Mmmm……che buona granita

!

Pictures from website:http://www.ehow.com/how_18241_make-lemon-granita.html

Tanti verbi da imparare!

Write the meaning of the verbs.

E.g: Aggiungere- add Togliere-

Bollire- Spremere-

Cominciare- Versare-

Lasciare- Mescolare-

Tagliare- Rompere-

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Slideshow: L’orto degli italiani

After viewing the Slideshow the following questions could be used for discussion.

1. Why is the backyard garden important to Italian families? What kinds of things does it supply? 2. What does the Slideshow tell you about the backyard activities of Italian families and their

need of preserving foods?

3. List ways in which Italian migrants have preserved their culture in their everyday events.

Make your own digital story

The following are guidelines that students can follow when developing a digital story, or if they want to further explore the themes of L’orto degli italiani. Students who have migrant parents or grandparents should be encouraged to make a digital story of their families’ backyard activities. Guidelines:

1. Point of the story 2. Dramatic question 3. Emotional content

4. Script development - 300 words for a three minute digital story 5. Storyboards and Images - matching image to text

6. Using voiceovers - Audacity http://audacity.sourceforge.net/ 7. Choosing a soundtrack to accompany story

8. Pulling it all together using Movie Maker http://www.moviemaker-new.com/au/ A starting point for digital story telling is to observe other digital stories. One location where students can do this is at ACMI (Australian Centre for the Moving Image)

http://www.acmi.net.au/ located at Federation Square, Melbourne.

Other digital stories can be viewed online at www.storycentre.org

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Attività per la classe: Dall’ortolana

What you need:

Image L’ortolana by Vincenzo Campi c. 1580 oil on canvas, Pinacoteca di Brera, Milan from the kit ‘The Italians’ which can be obtained from Co.As.It Resource Centre.

Objective:

To introduce new vocabulary about typical fruits and vegetables that has been grown and present in Italy since the 1500’s. Students will learn the names of these fruits and vegetables which will be recycled in sequential activities.

Vincenzo Campi

L’Ortolana (the fruit seller) c. 1580

Pinacoteca di Brera, Milano

Copyright – The Italians education kit. The following activities have been adapted from the education kit: The Italians- Three Centuries of Italian Art- Melbourne Museum.

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Dall’ortolana

Immagina di essere davanti a questa bancarella. Descrivi quello che vedi, i suoni e gli odori che

senti.

i sensi

l’ortolana

vista

odorato/olfatto

udito

tatto

gusto

Scrivi i cibi che ti piaccono e quelli che non ti piaccono.

Mi piace_______________________________ mi piace_________________________

Mi piacciono ___________________________ mi piacciono ______________________

Non mi piace ________________________

Non mi piace ______________________

Non mi piacciono _____________________ Non mi piacciono ___________________

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Cerchia i cibi che vedi nei dipinti.

Crea un menù per una festa vegeteriana. Poi crea la lista della spesa per preparare il tuo menù.

uva

pere

carne

salsicce

prugna

mela

banana

ananas

zucca

olive

asparagi

fichi

gamberi

MENÙ

Antipasto

Primo

Secondo

Dolce

La lista della spesa

______________________

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Attività per la classe: il memory degli odori

What you need:

A series of containers, not transparent with a lid. Some possible choices are black film canisters or you can cut up a cardboard tube sealing it on each end with foil.

Various herbs and items from the garden which have a distinct smell, like (cipolla, aglio, pepe, mela , lavanda, rosmarino, origano ecc.)

Two scarves to blindfold students

Objective:

Students need to use their sense of smell to match up various containers with the same smells. Some questions that teachers can ask are: Quali sono gli alimenti più aromatici? Quali odori vi piaccono? Perchè certi odori sono proprio appetitosi?

What to do:

The teacher prepares a table with the various containers at least 10 containers with 5 different smells. The idea is that two students are blind folded and they go up to the table and they pick up two containers and smell them. If they think they are the same they hand the containers to the teacher and explain by using language like: sono uguali or if not they can use the expression- sono diversi.

If the student matches them correctly they get another turn, if they don’t match them then they return the containers to the table, and the next student has a turn.

The game ends when all the containers have been matched. At the end the teacher can choose other students.

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Attività per la classe: Mi piace, non mi piace

What you need:

Some textas

Some A4 paper cut into strips 2 pieces of coloured A3 paper Scissors

Tape

A window or blank wall

Objective:

An activity to discuss the likes and dislikes of the class connected to food. To discuss the emotions connected to likes and dislikes.

What to do:

The teacher prepares on the coloured paper two tree trunks in which on one is written “Mi piace” and on the other “ Non mi piace” and they are placed on the wall or window. The teacher divides the class into 6 groups and each group is given 4 strips of paper.

The teacher asks ‘Che cosa ti piace mangiare? Che cosa non ti piace mangiare?” Each group writes two answers for each tree. And they attach it to the trunk to form the branches of the trees.

After this activity has been completed then the teachers could give students images of fruits and can be asked, ‘Come si chiama questo frutto?’ ‘Vi piace o non vi piace?’

The discussion that follows could be about which foods could be considered ‘essenziali per la salute’ and ‘non sono essenziali per la salute’.

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Attività per la classe: Carote e lattughe

What you need:

Paper and pens

A3 paper to present information

Objective:

Students make up a list of significant differences in vegetables. This activity requires observation and the use of Italian language that students are familiar with and that they can recycle. The teacher may

introduce a new structure from the examples below.

What to do:

Students work in pairs or small groups and the teacher asks the students to find as many differences as possible between a ‘carota’ and ‘lattuga’. Other combinations can also be suggested also.

Students try and write their differences in Italian looking at things like colour, texture, how it is used, where it is grown. Some examples of modelled language could be:

La carota è arancione. (colour) La lattuga è verde. (colour) La carota è dura. (texture) La lattuga è soffice. (texture)

La carota si può bollire, arrostire, soffrigere. La lattuga non si può bollire nè arrostire nè (how it can be used in cooking) soffrigere.

(how it can be used in cooking) La carota cresce sottoterra. La lattuga cresce sopra la terra.

(where it grows) (where it grows)

La carota va sbucciata. (what part is used) La lattuga non va sbucciata. (what part is used)

La carota è una radice. (classification) La lattuga è una foglia. (classification)

The students share their answers and then the teacher can ask:

1. Quante altre ‘radici’ conosciamo? Students make a list in Italian. 2. Quante altre ‘foglie’ conosciamo? Students make a list in Italian.

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Cosa c’è fuori e cosa c’è dentro?

Descrivi la parte del frutto o della vedura, dall’interno e dall’esterno. Indica la parte che viene

mangiata. Completa la tabella. Segui l’esempio.

Describe the parts of the fruit or vegetable both outside and inside and indicate which part is

eaten. Follow the example in the table.

Vocabolario: i semi-

seeds

la buccia-

peel

le radici-

root

il gambo-

stalk

il fiore-

flower

le foglie-

leaves

la polpa-

flesh

la parte esterna-

the outside

la parte interna -

the inside

il tutto-

all

Nome

La parte interna

La parte esterna Cosa si mangia? La parte

interna, la parte esterna o

il tutto.

Eg: l’arancio

semi, polpa

buccia

la parte interna

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Web quest - La regione Campania

Regions of Italy produce different products that are exported around Italy.

Check out the PDF at this link and then list below all the types of food grown in this region. Read the Italian word for the foods and then write the translation in English. Also indicate where in Campania the foods come from.

http://www.sito.regione.campania.it/agricoltura/pubblicazioni/pdf/ortaggi.pdf

Ortaggi e frutti della Campania

Nome in italiano

Nome in inglese

Provenienza

http://www.dissapore.com/cucina/condizioni-non-negoziabili-la-passata-di-pomodoro-ciancis-way/

http://shadybaker.blogspot.com.au/2012/01/passata-project.html

www.

s:

http://laavventura.wordpress.com/2012/03/20/how-to-make-tomato-sauce-like-an-italian/

http://ciaochowlinda.blogspot.com.au/2009/08/melanzane-sottolio-eggplant-in-oil.html

http://www.mammaepapa.it/

http://www.ehow.com/how_18241_make-lemon-granita.html

http://www.acmi.net.au/

www.storycentre.org

http://www.sito.regione.campania.it/agricoltura/pubblicazioni/pdf/ortaggi.pdf