Yearly plan English Language and Culture Class 13th Grade ... · English Language and Culture 13th...

Yearly plan ClassAccademic year 20

General objectives

Specific objectives

SMILING SERVICE SRL - IMPRESA SOCIALECorso Porta Mare n.117 - Tel. 0532 75 71 97 - Via Roversella n.2/4 - Tel. 0532 20 94 16 - 44121 Ferrara

www.smilingservice.it - [email protected] - [email protected]

Early YearsInfanzia

Primary SchoolScuola Primaria

Secondary SchoolScuola Secondaria

High School

English Language and Culture13th Grade (gruppo base)

19-2020

Work independently, work together in pairs or in groups, playing according to the rules.

Gain awareness of the importance of communication using a language which is not your own.

Show interest and openness towards the culture of other countries.

Compare different cultures and reflect on some of their differences.

The minimum learning objective for the final three years is the obtainment of the level B2. LISTENING: Understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes; understand a wide variety of different English accents; understand radio programmes and capture the mood and tone of the person speaking; understand television news stories, TV films, live interviews, talk-shows and be able to follow films in English; understand detailed information communicated in standard English, even if there is background noise; follow discussions which deal with more specific fields of interest. SPEAKING: Take part in discussions on topics beyond intermediate survival needs; participate in discussions in which you express personal opinions and motivate and support them justify and briefly explain plans and actions; participate in social interactions using the appropriate degree of formality; clarify utterances by rewording in order to be understood. READING: Read and understand articles and reports in which the authors express specific points of view; read and understand articles which deal with more specialised fields, using a dictionary to look up unfamiliar terms;read reviews regarding cultural events (film, theatre, books, concerts etc.) and be able to summarise the author’s main assertions. WRITING: Write a discursive essay, either providing a balanced argument or taking sides and sustaining your case with statistics, quotations, concrete evidence etc.; write a report; write a letter of complaint regarding an injustice or a disservice.

Methodology

Contents



Early YearsInfanzia



High School

In order to avoid a teacher centred approach, students will be asked to work in pairs, small groups and as a whole class, interacting with each other and with native speakers in role-takingand role-playing activities. To make students the active participants of their learning, inductive-explorative activities will be preferred, as well as the assignment of “authentic” tasks,such as the creation of a multimedia diary.

COMMUNICATIVE FUNCTIONS

Pupils need to be able to: talk about obsessions and addictions; talk about rules and regulations; talk about fakes; talk about health and medicine; talk about travel and tourism; talk about future plans and arrangements; talk about insects and animals; talk about food choices and eating out.

GRAMMATICAL STRUCTURES

Verb + object + infinitive or gerund Conditional sentences Modal auxiliaries for permission, obligation and necessity Verbs of the senses Gerunds and infinitives Expressing future plans and arrangements Nouns: compound and possessive forms



Early YearsInfanzia



High School

VOCABULARY

Compound adjectives Phones and technology Adjectives and prepositions Word formation: prefixes Colour idioms Health and medicine SimilesTravel and tourism Common adverb collocations Animal matters Preparing food Food adjectives with ‘y’ (creamy, fruity)

PRONUNCIATION

US and UK accents Sound and spelling (bag vs bus / touch / blood) Intonation and linking in exclamations -ureMother – the most common sound in English Homophones (words spelt differently but pronounced exactly the same) Words with silent syllables

CIVILISATION AND CROSS-CULTURAL AWARENESS: Modern sculpture and art installations (Tate Britain, National Gallery).

CITIZENSHIP AND CONSTITUTION

AFFECTIVITY: Living with parents; coping with exam stress; animal welfare issues; comfort food.

HEALTH EDUCATION: Coping with stress; behavioural addictions and obsessions; health and safety; alternative medicine; pros and cons of being vegetarian.

Note: Teaching materials will be taken from sources other than English File Advanced, where appropriate.

Evaluation methods



Early YearsInfanzia



High School

Evaluation will follow both “absolute” and “relative” criteria, both considered from a “careful and punctual analysis of the student’s starting point” (Belsito & Milito, 2016: 45), which will be conducted through an entry test related to grammar, linguistic functions and communicative skills, as well as through a semi-structured interview with the teacher. In relation to the “absolute” criteria, the knowledge and skills will be assessed against the learning objectives (Bonazza 2012: 135). On the other hand, taking into account the “relative” criteria, the skills ofthe student will be assessed against the whole class and taking into account the progress madein comparison to the beginning of the year and of the stage of studies.

Following the four-fold structure of the English language examinations, right from the start students will be evaluated in the four key skills: writing, reading, listening and speaking. Writing skills will be assessed through linguistic-literary compositions (essays, mini-essays, etc.) and simulations of real-life communication (emails, messages, blog posts); oral skills will be evaluated both through “classic” interrogations and oral presentations with multimedia supports on linguistic-literary topics and on topics related to the students’ interests, as well as through role plays, role-taking activities, debates; oral and written comprehension skills will be assessed through oral, audio-visual and written structured and authentic texts, to comprehend globally and in detail, related to general interest or artistic and literary topics.

Yearly plan ClassAcademic year 20

General objectives

Specific objectives

Methodology

SMILING SERVICE SRL - IMPRESA SOCIALE

Advanced English13th grade

19-2020

Content

Evaluation methods



General objectives

Specific objectives



Early YearsInfanzia



High School

English Literature13th grade

19-2020

The aim of this course is to help students become more accomplished readers and develop critical and analytical thinking skills. As such, the course is intended to promote the following: - a better understanding of the cultural identity of English speaking countries, including socio-historical, literary and artistic aspects;

- an understanding and the ability to re-elaborate a variety of texts from different genres, withspecial regard to the use of language, authors' claims and styles, and literary techniques;

- the development of critical knowledge of the history of English literature and culture, focussing on modern and contemporary issues.

On the completion of this course, the students will be able to demonstrate:

- an ability to comment on both familiar and unfamiliar pieces of writing, showing an appreciation of the structures and the techniques used by the authors, with special regard to the modern and contemporary age;

- an appreciation of modern and contemporary poetry, which includes a sound understanding of related poetic devices; - an ability to formulate personal viewpoints and to provide personal responses while engaging in literary criticism;

- a command of the language which enables them to structure and support their arguments in a logical and coherent way.

Methodology

Contents



Early YearsInfanzia



High School

To achieve the aforementioned goals, students will deal with a variety of fiction, non-fiction, and dramatic texts. All lessons will take into account the different students' learning styles and language abilities; as such, several learning strategies will be incorporated into the class accordingly:

- frontal lessons as well as flipped classroom;

- videos followed by class debate-like discussions of topics;

- text-based discussions;

- mind maps and other visual organizers;

- collaborative group work.

Every classroom is equipped with a LIM; therefore, students will be regularly exposed to a variety of technology-based teaching techniques which, in turn, will enable them to familiarise themselves with a range of educational softwares and on-line applications.

MODULE 1 - THE VICTORIAN AGE

Historical and social context; focus on:

- Aestheticism and Decadence; - The American Civil War; - The Suffragettes.

Literature and Genres; focus on:

- Victorian poetry and the dramatic monologue; - The Victorian novel.

AUTHORS

Robert Browning; Alfred, Lord Tennyson; Walt Whitman; Charles Dickens; The Bronte sisters; Arthur Conan Doyle; Robert Louis Stevenson; Oscar Wilde.



Early YearsInfanzia



High School

MODULE 2 - THE MODERN AGE


- The Irish Independence; - Feminism; - the Roaring Twenties.


- Modernism and the modern novel; - the interior monologue.

AUTHORS

William Butler Yeats; Francis Scott Fitzgerald; James Joyce; Virginia Woolf; George Orwell.

MODULE 3 - THE PRESENT AGE


- The Sixties.


- Contemporary drama, including the Theatre of Absurd and the Theatre of Anger; - new trends in poetry.

AUTHORS

Philip Larkin; Samuel Beckett; John Osborne.

Evaluation methods



Early YearsInfanzia



High School

Students are expected to attend lessons and submit weekly assignments. Assignments might involve, but not be limited to the following:

- reading of a text and related comprehension and analysis questions;

- reading of a text and related written analysis or interpretation;

- researching a topic to be shared with the classroom.

Moreover, lessons normally include a moment of revision with which students are expected to engage actively, contributing with personal opinions and insights. Both these examples of participation in class activities are regularly under scrutiny.

When appropriate, students will be engaged in collaborative group work, in which their performance together with their collaborative skills will be under evaluation.

In addition, both written and oral tests will be scheduled throughout the term.


Yearly plan Italian literature Class 13 Accademic year 2019/2020 General objectives The ministerial program foresees the study of literary history and texts from the Middle Ages to Romanticism for the second two-year period of the linguistic high school, leaving the study on Giacomo Leopardi at the beginning of the last year of high school. Students will develop skills related to the comprehension and analysis of texts in Italian literature, both in terms of content and language, as well as knowledge of the genres and biographies of the authors of reference.

Specific objectives Linguistic and stylistic aspects of Italian poetry and novelswill be peculiar. General aspects of the history of the language will also be addressed.

Methodology All the texts will be provided in pdf format to the students. They could find them, before the lessons in order to illustrate them, on the RES under the Didactics. These could be enriched with other materials indispensable for the study or useful for the revision. To support and / or deepen the teaching, audio and / or audiovisual documents may also be shared. The history of literature will instead be addressed on the following volumes:

G. Ferroni, Storia della letteratura italiana. 3. Dall’Ottocento al Novecento, Milano, Mondadori 2012 ISBN 9788861840812 euro 23,00 (da Manzoni)

G. Ferroni, Storia della letteratura italiana. 4. Il Novecento e il nuovo Millennio, Milano, Mondadori 2012 ISBN 9788861840829 euro 27,00

Contents The texts of the authors that will be read and commented are predictably the following: G. Leopardi Zibaldone, passi scelti Operette morali: Dialogo della Natura e di un Islandese, Dialogo di Torquato Tasso e del suo genio familiare


Canti: L’infinito; La sera del dì di festa; L’ultimo canto di Saffo; A Silvia; Il sabato del villaggio; La quiete dopo la tempesta; A se stesso; Il passero solitario; Canto notturno di un pastore errante dell’Asia; La ginestra o il fiore del deserto; Il tramonto della luna G. Carducci Risorse di San Miniato al Tedesco, passi scelti (da Contini) Odi barbare: Nell'annuale della fondazione di Roma Rime nuove: Pianto antico; Nevicata; San Martino V. Gioberti Storia della letteratura 3, pp. 227-233 N. Tommaseo Storia della letteratura 3, pp. 233-237 G. Giusti Storia della letteratura 3, pp. 237s. Il re Travicello G. Belli Storia della letteratura 3, pp. 240-246 Cosa fa er papa G. Verdi Storia della letteratura 3, pp. 249-256 I. Nievo Storia della letteratura 3, pp. 267-274 F. De Sanctis Storia della letteratura 3, pp. 275-286 G. Verga I Malavoglia, cap. 1-4, 6, 12, 14-15 Vita dei campi: La lupa; Rosso Malpelo G. D'Annunzio Il piacere, cap. 1 Alcyone: La sera fiesolana, La pioggia nel pineto G. Pascoli Myricae: X agosto, Temporale, Il lampo, Lavandare Canti di Castelvecchio: Il gelsomino notturno, La cavalla storna Canzoni di Re Enzio Il fanciullino G. Gozzano


La signorina Felicita ovvero La Felicità S. Corazzini Storia della letteratura 3, pp. 511-512 Da Piccolo libro inutile: Desolazione del povero poeta sentimentale M. Moretti Storia della letteratura 3, pp. 516-518 Da Poesie scritte col lapis: A Cesena Il futurismo Storia della letteratura 4, pp. 95-101 F.T. Marinetti, Manifesto del futurismo; La guerra, sola igiene del mondo; La Divina Commedia è un verminaio di glossatori C. Govoni Storia della letteratura 4, pp. 101-102 Da L’inaugurazione della primavera: Casa paterna A. Palazzeschi Storia della letteratura 4, pp. 103-105 Da L’incendiario: Lasciatemi divertire B. Croce Storia della letteratura 4, pp. 43-58 A. Gramsci Storia della letteratura 4, pp. 71-83 Dai Quaderni del carcere: passi scelti L. Pirandello I giganti della montagna o Sei personaggi in cerca d'autore Il fu Mattia Pascal, passi scelti L'umorismo Da Novelle per un anno: Ciaula scopre la luna I. Svevo La coscienza di Zeno, capp. 1, 2, 3 e finale E. Montale Da Ossi di seppia: I limoni, Falsetto, Non chiederci la parola, Meriggiare pallido e assorto Da Le occasioni: Dora Markus, Ti libero la fronte, La casa dei doganieri, Corrispondenze Da La bufera e altro: La bufera, L'anguilla, Voce giunta con le folaghe, Piccolo testamento Satura: Xenia I


G. Ungaretti L'Allegria: componimenti scelti U. Saba Canzoniere: La capra, Ulisse, Trieste, A mia moglie S. Quasimodo Acque e terre: Vento a Tindari; Ed è subito sera A. Rosselli Componimenti scelti A. Moravia Gli indifferenti, passi scelti Le ambizioni sbagliate, passi scelti C. Pavese Dialoghi con Leucò: Le streghe, La nube, I fuochi Lavorare stanca: Incontro Verrà la morte e avrà i tuoi occhi: Verrà la morte e avrà i tuoi occhi

P. Levi Se questo è un uomo, passi scelti Il sistema periodico, passi scelti C.E. Gadda La cognizione del dolore, passi scelti G. Bassani Dentro le mura: Una lapide in via Mazzini Poesie: Rolls Royce E. Morante L’isola di Arturo, passi scelti Il mondo salvato dai ragazzini, passi scelti N. Ginzburg Lessico famigliare, passi scelti P.P. Pasolini Ragazzi di vita, passi scelti La divina mimesis, passi scelti Sanguineti Laborintus, passi scelti G. Caproni Componimenti scelti


M. Luzi La barca, componimenti scelti Nel magma, componimenti scelti V. Sereni Diario di Algeria, componimenti scelti Gli strumenti umani, componimenti scelti F. Fortini La gioia avvenire Molto chiare… Questo verso I. Calvino Se una notte d'inverno un viaggiatore, passi scelti Le città invisibili, passi scelti L. Romano Maria, passi scelti Tetto murato, passi scelti Una giovinezza inventata, passi scelti P.V. Tondelli Rimini, passi scelti Goliarda Sapienza Il filo di mezzogiorno, passi scelti L’arte della gioia, passi scelti To these texts, we will add the reading and commentary of a selection of cantos from the third cantica from Commedia di by Dante: Paradiso I, III, VI, X-XI, XV-XVII, XXVI, XXXIII The program could be changed in relation to the performance of the class.

Evaluation methods The evaluation will be carried out through exercises and periodic checks in oral and written, individual and group.


General objectives

Specific objectives



Early YearsInfanzia



High School

HISTORY OF ART13th grade

19 - 2020

As part of the high school program, students will develop a clear understanding of the relationship between the works of art and the historical context in which they were produced, therefore they will be able to make connection with literature, philosophical and scientific thought, politics, religion. Through the analysis of pictorial, sculptural and architectural works of art, they will be able to grasp and appreciate aesthetic values.

- Identifying the artists and the artworks analysed in class within a specific historical context, through the use of an appropriate methodology and terminology

- Recognising and explaining iconographic and symbolic aspects, stylistic features, as well as the materials and the techniques employed

- Knowing how to read and analyse a work of art by making comparisons and connections

- Developing a deep awareness of the great cultural value of the archaeological, architectural and artistic heritage of our country, also through issues concerning the protection, conservationand restoration of our tradition

Methodology

Contents



Early YearsInfanzia



High School

The teaching of art aims at an active and participatory learning through the use of interactive teaching methods, such as LIM and multimedia tools, dialogical approach to lectures and compare and contrast method to activate students’ learning processes, as well as educational visits to museums or exhibitions, in order to allow a direct relationship with the work of art. In consideration of the extended period of time covered by the art course, the planning will be articulated through the fundamental contents (artists, works, movements) within the different historical contexts. In addition to the textbook, study materials and lecture notes will be provided in order to offer an in-depth analysis on significant aspects related to local artistic tradition as well as the international context, thus emphasising the interdisciplinary vocation of the subject.

During the fifth year, the art history course will begin with Neoclassical art and end with the contemporary artistic movements.

the art course will begin with a revision of the artistic movements of the nineteenth and twentieth centuries through the comparison between the neoclassical and romantic movements. Realist painting will be studied in relation to the social reality and political climate of the mid-nineteenth century which inspired it. We will also revise the main features of the Impressionist movement, in the light of the studies on the perception of colour, and the experience of the Macchiaioli first and the Italian divisionists later. Then, we will go through Post-impressionism and the different aesthetic researches connected to it.



Early YearsInfanzia



High School

The study of avant-garde art in the early twentieth century will start from the birth of Expressionism then go through art movements such as Cubism, Futurism, Constructivism, DADA and Surrealism. The unit concerning 'art between the wars' will analyse the general trend of the "Return to Order", as well as the development of the Modern Movement in architecture. Considering the complexity of themes and movements, the art of the second half of the twentieth century will be examined through some of the main lines of research, such as Art informel, Abstract Expressionism and Pop Art. At the end of the course, an overview on contemporary art will be outlined starting from the conceptual researches of the Sixties and Seventies up to the work of some of the most influential contemporary artists.

Evaluation methods



Early YearsInfanzia



High School

The assessment of students' knowledge and skills will take into account, in addition to the average of the marks achieved in the exams, the actual commitment and participation in the class work, the progress shown in learning and widening contents, appropriate use of specific terminology, critical ability, punctuality and accuracy in meeting deadlines and completing assignments.The evaluation tools include oral tests (interrogations, discussions, classroom interventions, etc.), written tests (tests and questionnaires, worksheets, reports, etc.) and interdisciplinary projects.

Mathematics13th grade

19-2020

At the end of the last year (13th grade) of linguistic high school, students will know the basic concepts and methods of Mathematics, both within the discipline and relevant for the description and prediction of simple phenomena of the world, in particular in the field of Physics. Hence, the groups of concepts and methods that will be the objective of study are: 1) elements of algebraic computation and elements of Cartesian analytic geometry, the elementary functions of analysis and the first notions of differential and integral computation; 2) an introduction to the mathematical concepts necessary for the study of scientific phenomena, with particular attention to the use of vectors and to the notion of derivative; 3) the concept of mathematical model and a clear idea of the difference between the mathematical vision characteristic of classical physics and that of modeling; 4) the principle of mathematical induction and the ability to apply it, having also a clear idea of the philosophical meaning of this principle ("invariance of the laws of thought"), of its diversity with physical induction ("invariance laws of phenomena") and how it constitutes an elementary example of the not strictly deductive character of mathematical reasoning.

The Maths course for 13th grade students is divided into the following areas. RELATIONS AND FUNCTIONS Students will deepen the study of the main functions of analysis through examples taken from Physics or other disciplines. They will learn the concept of limit of a function and they will be able to compute limits in simple cases. Students will also acquire the main concepts of infinitesimal calculus - in particular the continuity, the derivability and the integrability - in relation to the historical problems in which they were born (instantaneous speed in mechanics, the tangent of a curve, computation of areas and volumes). No special training in the computation techniques will be required, which will be limited to the ability to derive functions already studied, simple products, quotients and composition of functions and rational functions, together with the ability to integrate polynomial functions, as well as to determine areas and volumes in simple cases. In particular, students will deepen the general idea of optimization and its applications in many areas.

The fundamental concepts of this discipline will be presented to students through lectures and discussions. Numerous exercises will be carried out and illustrated in class to allow students to master the concepts learned and to be able to apply them. Some parts of the curriculum will be taught with problem solving techniques and the teacher will try to stimulate the active participation of students by submitting them to problematic situations from which to draw observations, concepts and methodologies useful for their resolution. The assimilation of concepts will always be supported by the assignment of a reasonable number of exercises to be performed at home. The curriculum will be constantly monitored by the teacher and its progression will be modulated according to the level of learning achieved by students and according to the difficulties they manifested. When possible, some laboratory activities will accompany students in the process of learning Mathematics, with connections in particular with the other scientific disciplines studied in the course of high school. These activities will be held in classroom using the technologies available to students (personal computers) and the smartboard.

DIDACTIC MODULE 1: FUNCTIONS AND LIMITS DIDACTIC UNIT 1 - Functions and their properties Functions and their classification. Domain, range, zeroes and sign of a function. Injective, surjective and bijective functions. Increasing and decreasing functions. Even and odd functions. Periodic functions. Properties of the main trascendental functions. Inverse function. Composite function. DIDACTIC UNIT 2 - Limits of functions Intervals, neighbourhoods and accumulation points. Finite limit of f(x) as x approaches x0. Infinite limit of f(x) as x approaches x0. Finite limit of f(x) as x approaches infinity. Infinite limit of f(x) as x approaches infinity. Vertical and horizontal asymptotes. Uniqueness theorem and other basic theorems about limits. DIDACTIC UNIT 3 - Computation of limits and continuity Operations with limits. Indeterminate forms of limits. Notable limits. Hierarchy of infinities. Continuous functions and discontinuity points. Oblique asymptotes. Graph of a function. DIDACTIC MODULE 2: DIFFERENTIATION DIDACTIC UNIT 4 - Derivatives Difference quotient. Derivative of a function. Right and left derivative. Fundamental derivatives. Operations with derivatives. Derivatives of order two or greater. Non-differentiable points.

DIDACTIC UNIT 5 - Maximum, minimum and inflection points Lagrange's theorem. Rolle's theorem. Cauchy's theorem. De L'Hospital theorem. Increasing and decreasing functions and derivatives. Maximum and minimum points. Inflection points. DIDACTIC UNIT 6 - Study of functions General scheme to operate the study of a function. Graphic representation of a function after the study. DIDACTIC UNIT 7 - Integrals Primitive functions. Definition of indefinite integral and its properties. Indefinite integral of elementary functions and of notable functions. Integration by substitution and by parts (theoretical outline). The area problem. Definition of definite integral and its properties. Fundamental theorem of calculus. Determining areas of plane surfaces (theoretical outline). Determining the volume of solids of revolution (theoretical outline).

There will be numerous moments of formative assessment, whose purpose is to measure the level of achievement with respect to the objectives. Students will be graded taking into account their participation in class during lessons and discussions, their performance when solving quizzes created by the teacher and available on the school platform (ELLIE), oral interrogations and written tests. The summative assessment (proposed by the teacher during the final scrutiny) will take into account the following parameters: achievement of the objectives verified with written and oral tests throughout the school year, interest and commitment shown in class, outcome of the make-up tests (if present) and global growth process in relation to the student's educational path.

Physics13th grade

19-2020

At the end of the last year (13th grade) of linguistic high school, students will have learned the basic concepts of Physics. In particular, they will have acquired the following skills: 1) be able to observe and identify phenomena; 2) face and solve simple problems of Physics using various mathematical tools in accordance to what they have studied in Maths; 3) be aware of the multiple aspects of the experimental method, where all experiments are intended as reasoned interrogations of natural phenomena, critical analyses of data and reliability of a measurement process, construction and validation of models; 4) understand and evaluate the scientific and technological choices that affect the society in which we live. During the last year, we continue to build the language of Physics, accustoming students to simplify and model real situations, to solve problems and to have critical awareness of their work. At the same time, students will better understand the field of investigation of the discipline and will learn to explore phenomena and to describe them with appropriate language.

The Physics course for 13th grade students is divided into the following areas. ELECTRIC AND MEGNETIC PHENOMENA The study of electric and magnetic phenomena will allow students to critically examine the concept of distance interaction (already encountered with the law of universal gravitation), the need for its overcoming and the introduction of interactions mediated by the electric field. The latter will be also described in terms of energy. The magnetic field will be studied as well. Students will complete the study of electromagnetism with electromagnetic induction. MODERN PHYSICS Students will tackle a selection of twentieth-century physics topics related to the microcosm and the macrocosm, combining the problems that historically have brought to the new concepts of space, time, mass and energy.

The fundamental concepts of this discipline will be presented to students through lectures and discussions. Numerous exercises will be carried out and illustrated in class to allow students to master the concepts learned and to be able to apply them. Some parts of the curriculum will be taught with problem solving techniques and the teacher will try to stimulate the active participation of students by submitting them to problematic situations from which to draw observations, concepts and methodologies useful for their resolution. The assimilation of concepts will always be supported by the assignment of a reasonable number of exercises to be performed at home. The curriculum will be constantly monitored by the teacher and its progression will be modulated according to the level of learning achieved by students and according to the difficulties they manifested. When possible, some laboratory activities will accompany students in the process of learning Physics. These experiments and experiences will be carried out in our Physics-Chemistry Lab or proposed in class through the smartboard.

DIDACTIC MODULE 1: ELECTRIC PHENOMENA DIDACTIC UNIT 1 - Electric charge Charging by friction. Conductors and insulators. Operative definition of electric charge. The unit of meaurement coulomb. Coulomb's law. Charging by induction. The polarization of insulators. DIDACTIC UNIT 2 - Electric field Electric field vector. Electric field of a point charge. Electric field lines. Electric field flux through a surface and Gauss theorem. Electric potential energy. Electric potential and electric potential difference (voltage). Equipotential surfaces. DIDACTIC UNIT 3 - Direct electric current Intensity of electric current. Tension generators and electric circuits. Ohm’s first law. Resistors in series and parallel. Kirchhoff laws. Ohm’s second law. DIDACTIC MODULE 2: MAGNETIC PHENOMENA DIDACTIC UNIT 4 - Magnetic phenomena Magnetic force and magnetic field lines: Oesterd experience and Faraday experience. Forces between wires traversed by electric current. Intensity of magnetic field. The magnetic field of a wire traversed by a current. Biot-Savart law. The magnetic field of a coil and of a solenoid (theoretical outline).

DIDACTIC UNIT 5 - Magnetic field Lorentz force. The motion of an electric charge inside a magnetic field. Magnetic field flux. Gauss theorem for magnetism. Magnetic properties of materials. DIDACTIC UNIT 6 - Electromagnetic induction Induced current. Faraday-Neumann law. Lenz law. DIDACTIC MODULE 3: MODERN PHYSICS DIDACTIC UNIT 7 - Relativity Speed of light and reference systems. Michelson-Morley experiment. Dilation of time intervals. Contraction of lengths.

There will be numerous moments of formative assessment, whose purpose is to measure the level of achievement with respect to the objectives. Students will be graded taking into account their participation in class during lessons and discussions, their performance when solving quizzes created by the teacher and available on the school platform (ELLIE), oral interrogations and written tests. The summative assessment (proposed by the teacher during the final scrutiny) will take into account the following parameters: achievement of the objectives verified with written and oral tests throughout the school year, interest and commitment shown in class, outcome of the make-up tests (if present) and global growth process in relation to the student's educational path.

Programma di ClasseAnno scolastico 20

Obiettivi generali

Obiettivi specifici



Early YearsInfanzia



High School

CULTURA Y LENGUA ESPAÑOLA13 TH

19/2020

OBJETIVOS GENERALES que promueven el aprendizaje del español se basarán en el uso adecuado del idioma presentándose una serie de experiencias de aprendizaje que se fomentarán en clase, y tienen como objetivo:

estudio.

libremente, se respeten, y establezcan lazos afectivos satisfactorios.

Común Europeo de Referencia para las lenguas):

siempre que el tema sea relativamente conocido.

autores adoptan posturas o puntos de vista concretos. Comprender la prosa literaria contemporánea.

en situaciones cotidianas explicando y defendiendo mis puntos de vista.

especialidad.

proponiendo motivos que apoyen o refuten un punto de vista concreto.

experiencias.

Metodologia

Contenuti



Early YearsInfanzia



High School

Esta perspectiva implica aprender usando la lengua para los fines para los que se utiliza normalmente. Los contenidos se les presentarán de manera integrada dentro de tareas comunicativas de

Para el desarrollo de habilidades socioculturales y el conocimiento de las culturas asociadas con el español (española, andaluza, hispanoamericana etc.) se realizarán tareas con materiales

destrezas necesarias para realizar las tareas con eficacia.

temporal la flexibilidad, de modo que tengan cabida nuevas iniciativas, investigaciones, intereses, propuestas o proyectos que nos ayuden a conseguir una enseñanza más completa.

Para conseguir los objetivos anteriores debemos conocer bien los siguientes contenidos que a

los diferentes ritmos y circunstancias personales de aprendizaje. Finalizaremos de ver el nivel B2 estudiando los siguientes argumentos:

de español) donde repasaremos y profundizaremos todos los argumentos vistos el año anteriory este.

concesivas, condicionales.



Early YearsInfanzia



High School

CULTURA Y CONVERSACIÓN

para mejorar las distintas competencias comunicativas.

repasaremos y ampliaremos lo visto en el curso anterior. Este vocabulario está recogido en el Plan Curricular del Instituto Cervantes y corresponde al nivel B2. (https://cvc.cervantes.es/Ensenanza/biblioteca_ele/plan_curricular/niveles/09_nociones_especificas_inventario_b1-b2.htm )

LITERATURA

SEGUNDA MITAD SIGLO XIX: EL REALISMO Y EL NATURALISMO

Significado, contenido y caracteres de los autores y obras:

EL SIGLO XX:

:

gitano” “Poeta en Nueva York”, ”La casa de Bernarda Alba”. Miguel Hernandez (1910-1942).

.

40, 50 y 60.

“Lalengua de las mariposas”

La narrativa hispanoamericana del siglo XX;

desesperada”.

Modalità di valutazione



Early YearsInfanzia



High School

general.

- Eficacia comunicativa.

descriptivo, narrativo, argumentativo,...) se evaluarán los siguientes aspectos: - Eficacia comunicativa.

textos. gramatical.

Naturalmente, los descriptores indicados se basan en el MCER Marco (Común europeo de Referencia para las lenguas) y sobre las Indicaciones Nacionales para los Institutos.

concreta.

trastornos del aprendizaje.

Además de todo lo anterior, se tendrán en cuenta otros aspectos importantes que forman partedel aprendizaje, como son:

- Trabajos voluntarios.


Obiettivi generali

Obiettivi specifici



Early YearsInfanzia



High School

History13th Grade

19/2020

At the end of high school the student knows the main events and long-term transformations in the history of Europe and Italy, from antiquity to the present day, and is able to place them in aglobal context; the student appropriately uses the vocabulary and interpretative categories of the discipline; can read and evaluate the different sources; looks at history as a meaningful dimension to understand the roots of the present, through a critical discussion and a comparison of a variety of perspectives and interpretations.

Furthermore, the student understands the importance of the geographical dimension and is able to identify the connections between the territory and its characteristics and historical processes.

The last year is dedicated to the study of late modern era and the contemporary age.

The main topics covered will be: the political revolutions of the Eighteenth century (American, French); the Napoleonic age and the Restoration; the problem of nationality in the Nineteenth century, the Italian Risorgimento and united Italy; the national states; the labor movement; the second industrial revolution; imperialism and nationalism; the development of the Italian State until the end of the nineteenth century; the beginning of mass society in the West; the Giolittian age; World War I; the Russian revolution and Soviet Union; the post-war crisis; fascism; the crisis of '29 and its consequences in the United States and the world; Nazism; the shoah and the other genocides of the Twentieth century; World War II; Italy from Fascism to the Resistance and the stages of building republican democracy.

The main features of the late Twentieth century will be traced around three main thematic cores: the "cold war", decolonization and the history of Italy from the second post-war period to the present.

Metodologia

Contenuti



Early YearsInfanzia



High School

- frontal and interactive classes, during which the student’s active participation and personal expression will be encouraged and called for

- homework and individual study to be reviewed and corrected during classroom

- individual and group projects that will allow us to live history as protagonists and not just spectators

- interdisciplinary approach aimed to consider topics under multiple points of view and aspects, obtained through collaborations with other teachers

1) The Eighteenth century: reformes and revolutions - American Revolution - French Revolution

2) The Nineteenth century - Napoleon and the Restoration - Second Industrial Revolution - Risorgimento and unity of Italy

3) Between the Nineteenth and the Twentieth century - Imperialism and Colonialism - Europe before the First World War

4) The Europe of the two world wars - World War I - The first post-war period - Totalitarianisms - World War II



Early YearsInfanzia



High School

5) The second half of the Twentieth century - The second post-war period - The cold war - Problems and conflicts of the contemporary period




Early YearsInfanzia



High School

Students will be assessed through written and oral tests, group work and individual research.

Furthermore, the degree and quality of participation during the lessons will be taken into account.

Evaluations will be based on:

- content learning level

- ability to correctly use the specific vocabulary of the subject

- critical attitude and ability to actively re-elaborate the contents learned


Obiettivi generali

Obiettivi specifici



Early YearsInfanzia



High School

Philosophy13th Grade

19/2020

At the end of high school, the students are aware of the meaning of the philosophical thought as a specific and fundamental product of human reason which, in different eras and cultural traditions, constantly re-proposes the question about knowledge, the existence of mankind and the meaning of being and existence; they will also have acquired as much organic knowledge as possible of the fundamental steps of the historical development of Western thought, grasping both the link with the historical-cultural context of each author or topic dealt with and the potentially universalistic scope that each philosophy possesses.

Thanks to the knowledge of the authors and of the fundamental philosophical problems, the students develop their own personal perspective, critical judgment, habit for deepening and rational discussion, the ability to argue a thesis, even in written form, recognizing the diversity of methods through which reason builds knowledge of reality.

The fourth year of high school is dedicated to the study of modern philosophy, focusing in particular on the gnoseological branch and political tradition.

The first part of the year will be spent delineating the medieval philosophical landscape, with emphasis on particularly significant authors such as Augustine of Hippo, Anselm of Aosta and Thomas Aquinas.

Subsequently, the transition between medieval cultural imagery and the modern world will be addressed, addressing in particular humanism, with reference to Pico della Mirandola and Machiavelli.

As far as the theme of knowledge, its foundations and its limits, the main thematic nucleuses and authors dealt with will be: the birth of modern science, focusing on figures such as Galileo Galilei and Giordano Bruno; the problem of method and knowledge, with reference to Descartes, English empiricism of Locke, Berkeley and Hume; modern political thought, through the discussion of fundamental authors such as Hobbes, Locke and Rousseau.

Metodologia

Contenuti



Early YearsInfanzia



High School

- frontal and interactive lesson, characterized by collective reflections on the themes in question and on the different approaches adopted by the philosophers of the past

- homework and individual study to be reviewed and corrected during classroom

- oral and written tests, during which particular care needs to be put on using the specific lexicon and on argumentation

- classroom debates about the topics studied

- we will “enter inside philosophy” trying to put ourselves in the shoes of philosophers

- theoretical approach to the topics: we will ask ourselves if the questions posed by the great philosophers of the past are still important for us today and if their answers are exhaustive and convincing

1) Kant - Critique of pure reason - Critique of practical reason - Critique of judgment

2) Hegel - Phenomenology of the Spirit

3) Schopenhauer - The world as will and representation

4) Marx - The re-elaboration of the Hegelian dialectic - Historical materialism - The role of the bourgeoisie

5) Nietzsche - The birth of tragedy and the criticism of history - The death of God, nihilism and Zarathustra



Early YearsInfanzia



High School

6) Freud and the birth of psychoanalysis - The reality of the unconscious and the ways to access it - The psychoanalytic decomposition of the personality - Dreams, missed acts, neurotic symptoms - The theory of sexuality and the Oedipus complex

- Heidegger: being and existence and being-in-the-world - Sartre: existence and essence, from nausea to commitment

- Wittgenstein: from the Tractatus to the Philosophical Researches - Some suggestions of analytical philosophy and philosophy of language




Early YearsInfanzia



High School

Students will be assessed through written and oral tests, group work and individual research.

Furthermore, the degree and quality of participation during the lessons will be taken into account.

Evaluations will be based on:

- content learning level

- ability to correctly use the specific vocabulary of the subject

- critical attitude and ability to actively re-elaborate the contents learned


General objectives

Specific objectives



Early YearsInfanzia



High School

Natural Science13th grade

19/2020

Knowing the fundamental concepts of chemistry and biology, and using the specific procedures in a proper way through the application of the scientific method are the main objectives of the subject.

During the last year the chemistry and the biology pathways will overlap resulting in biochemistry. The study of the structure-fuction relation of biological molecules will be put in relation with biochemical procecces present in the everyday life and with current issues.

Methodology

Contents



Early YearsInfanzia



High School

Traditional teaching, based on frontal lesson, will be done together with flipped classroom where the students will present to the class a specific topic helped by the teacher. Both methodologies will be supported by interactive technology tools thanks to the use of smartboards.Team activities will be organized to allow the student to learn the rules that govern the team work.Lab activities will play a pivotal role in the course and everytime lab reports will be worked out creating a connection between theory and practise.

In the Chemistry course the basic knowledge on organic chemistry will be introduced. - Carbon atom: main features - Carbon bonds: types of ibridation - Basic nomenclature - Analysis of functional groups

During the Biology course, the organic chemistry notions just aquired will be utilized to understand the main biochemical processes happening in living organisms. - Glycolysis - Krebs cycle and phosphorilative chain - Lactic and alcoholic fermentation.

Biotecnology:- Tecniques of genetic engeneering - Clonation - Genetically modified organisms



Early YearsInfanzia



High School

Earth Science: - Structure of the earth and its magnetic field - Continental drift and Tectonic plate theory - Seismic and volcanic activities

Evaluation methods



Early YearsInfanzia



High School

The acquired knowledge will be evaluated through both written and oral test. In the team work, contents, interest and sympathy will be part of the evaluation. Student participation and curiosity will be fundamental elements taken into account by the teacher in the evaluation method.

Yearly plan English Language and Culture Class 13th Grade ... · English Language and Culture 13th...

Documents

Transcript of Yearly plan English Language and Culture Class 13th Grade ... · English Language and Culture 13th...