Italian 6 Honors (#0705370) 

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Course Standards

Note: Connections, Comparisons and Communities are combined here under one standard. However, teachers may divide this standard into three separate ones to align them with the national standards.
Name Description
WL.K12.SU.1.1: Demonstrate understanding of lexical variations, idiomatic expressions, colloquialism, and accents from different countries where the target language
WL.K12.SU.1.2: Connect and synthesize the essentials of complex extended discourse in academic and professional settings.
WL.K12.SU.1.3: Analyze cultural references and make inferences and predictions within the cultural framework of the language.
WL.K12.SU.1.4: Draw conclusions from information obtained from a variety of authentic media in order to function for both personal and career purposes.
WL.K12.SU.1.5: Demonstrate understanding of spoken language intended for native speakers in a variety of settings, types of discourse, topics, styles, registers and broad regional variations.
WL.K12.SU.1.6: Follow information from recorded authentic complex passages.
WL.K12.SU.2.1: Interpret information and draw conclusions from concepts and ideas with ease from culturally authentic sources on a variety of topics.
WL.K12.SU.2.2: Detect and interpret hidden meaning and recognize tone and subtlety from a variety of literary genres.
WL.K12.SU.2.3: Interpret and analyze forms of written language including abstract, structurally complex, or highly colloquial non-literary writings.
WL.K12.SU.2.4: Demonstrate understanding of written language intended for native speakers in a variety of settings, types of discourse, topics, styles, registers and broad regional lexical variations.
WL.K12.SU.3.1: Use language for all purposes effectively and consistently.
WL.K12.SU.3.2: Convey finer shades of meaning with ease by using a wide range of expressions in any conversation or discussion.
WL.K12.SU.3.3: Express and defend viewpoints or recommendations on a variety of topics or statements.
WL.K12.SU.3.4: Participate with ease in complex discussions with multiple participants on a wide variety of topics.
WL.K12.SU.3.5: Become a life-long learner by using the language for personal enjoyment and enrichment as well as for career purposes.
WL.K12.SU.3.6: Speak with ease on almost all topics, using appropriate regional and colloquial expressions.
WL.K12.SU.3.7: Deliver and defend recommendations in business, scientific, academic, or social contexts.
WL.K12.SU.3.8: Think critically and apply concepts in the target language in order to more effectively communicate, solve problems and accomplish goals when interacting with a native speaker.
WL.K12.SU.4.1: Deliver a clear and fluid presentation for a variety of purposes in a style appropriate to any type of audience.
WL.K12.SU.4.2: Give a clearly articulated, well- structured presentation on a complex topic.
WL.K12.SU.4.3: Adapt presentation to reflect attitudes and culture of the audience.
WL.K12.SU.4.4: Present fluently and with ease in a variety of settings.
WL.K12.SU.4.5: Prepare and present original work (e.g., poems, reports, plays, stories) supported by research.
WL.K12.SU.4.6: Adapt oral presentations spontaneously to meet unexpected needs.
WL.K12.SU.5.1: Effectively and consistently express self in writing using a variety of styles for academic and professional audience and purposes.
WL.K12.SU.5.2: Write, edit and prepare for final publication a well-structured critical review of a paper, project, or cultural event.
WL.K12.SU.5.3: Write a report based on conducted research summarizing the opinions of others, and analyzing information and facts.
WL.K12.SU.5.4: Incorporate figurative language as well as national and regional idiomatic and culturally authentic expressions in writing.
WL.K12.SU.5.5: Use humor and irony when writing an essay.
WL.K12.SU.5.6: Write fluently about complex topics, emphasizing the important issues in a style appropriate to the reader including letters to the editor of a newspaper.
WL.K12.SU.5.7: Write creative fiction that includes and authentic setting coherent plot and distinct characters with effective details.
WL.K12.SU.6.1: Apply knowledge and understanding of the practices and perspectives of the target culture(s) (such as social and political factors) in order to communicate effectively within and beyond the classroom.
WL.K12.SU.6.2: Discuss various aspects of the target culture such as world events and other current news taken place in order to determine their global significance.
WL.K12.SU.6.3: Interpret information in the target language on a variety of topics related to the target culture’s philosophy, social issues, regionalisms and cultural traditions presented through a variety of media, including authentic materials.
WL.K12.SU.6.4: Examine the relationships between products and perspectives among groups in other societies (e.g., mythology relates to the perspective of a belief system, folk medicine relates to the perspective of health care).

Use knowledge acquired through target language resources from a variety of subject areas to investigate and interpret and evaluate findings.

WL.K12.SU.7.2: Investigate and interpret findings from authentic resources written in the target language on world events and current news related to the arts and sciences.
WL.K12.SU.8.1: Analyze the relationship of historical and contemporary attitudes, behaviors, and products in the target culture and compare to own culture.
WL.K12.SU.8.2: Analyze and explain local, regional, and national language differences in the countries where the target language is spoken.
WL.K12.SU.8.3: Research different aspects of the target culture(s) and own culture in order to evaluate and refine generalizations and dispel stereotypes.
WL.K12.SU.9.1: Use the skills acquired in the target language to interact with native speakers of the language on a variety of topics.
WL.K12.SU.9.2: Interact with people of other cultures- in the target language- about familiar and unfamiliar topics that have a significant impact in our daily lives.
LAFS.1112.RH.1.2 (Archived Standard): Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
LAFS.1112.SL.1.1 (Archived Standard): Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
  3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
  3. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
  4. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  5. Provide a concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2 (Archived Standard): Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  1. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
  5. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


Major Concepts/Content:
Italian 6 expands the communication skills acquired by students in Italian 5. Specific content includes, but is not limited to: 1) reinforcement of the students' interpersonal communication skills: their ability to express ideas, feelings, and opinions in oral and written forms 2) further development of comprehension skills through the study of literary selections and 3) reading and interpretation of works of target language writers, while developing an understanding of major literary movements.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:


As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree with locally documented proficiency in Italian.

General Information

Course Number: 0705370 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: World Languages > SubSubject: Italian >
Abbreviated Title: ITALIAN 6 HON
Number of Credits: One (1) credit
Course Attributes:
  • Honors
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 3
Course Status: Terminated
Grade Level(s): 9,10,11,12

Educator Certifications

Italian (Secondary Grades 7-12)
Italian (Elementary and Secondary Grades K-12)

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