Lesson 1: La Routine Del Mattino

What do I do every morning?

How do I talk about my routine in Italian?

How do I ask someone about their morning routine?


How do reflexive verbs help describe daily routines?

How do I express time and sequence in Italian?

How do I explain what I do first, next, and last?

What is a typical morning routine like for students in Italy?

How do school schedules and transportation affect morning routines in Italy?

How is my morning routine similar to or different from an Italian student’s routine?

What do morning routines reveal about lifestyle and culture?

How do routines reflect values such as time, family, and balance?

How do daily routines reflect culture and personal lifestyle?

One-Sentence Curriculum Outline Description (Admin-Friendly)

In this unit, students develop the ability to describe and discuss morning routines using present-tense verbs and reflexive structures while exploring cultural differences between daily life in Italy and the United States.

il corpo
la caviglia
il cuore
la faccia
la gola
il labbro/ le labbra
la mano/ le mani
la pelle
il petto
il polso
il sangue
la schiena
il sopracciglio/ le sopracciglie
la spalla
lo stomaco
la vita
la testa
il naso
la bocca
il collo
l’occhio
L’orecchio / le orecchie
il gomito
il dito/ le dita
il braccio/ le braccia
la pancia
Il ginocchio/ le ginocchia
la gamba
il piede

ACTFL standards:

Communication Standards:

Standard 1.1 – Interpersonal Communication
Standard 1.3 – Presentational Communication
Standard 1.2 – Interpretive Communication

Cultural standards:

Standard 2.1 – Practices and Perspectives

Standard 2.2 – Products and Perspectives

Connection Standards:
Standard 3.1 – Making Connections
Standard 3.2 – Acquiring Information

Comparison Standards:

Standard 4.1 – Language Comparisons

Standard 4.2 – Cultural Comparisons

Communities Standards:

Standard 5.1 – School and Community Use

Standard 5.2 – Lifelong Learning

DOK Level 1: Recall & Reproduction

Identify vocabulary related to daily routines

Recall meanings of reflexive verbs

Recognize time expressions (alle sette, di mattina)

DOK Level 2: Skills & Concepts

Use reflexive verbs in complete sentences

Sequence events using prima, poi, dopo

Describe their own morning routine

Ask and answer questions using practiced structures

DOK Level 3: Strategic Thinking

Compare their morning routine with an Italian student’s routine

Explain cultural differences in routines and breakfast habits

Justify why routines differ based on culture or schedule

Interpret authentic or semi-authentic texts and draw conclusions

DOK Level 4: Extended Thinking (Optional / Enrichment)


Investigate morning routines in different regions of Italy

Design an ideal morning routine adapted to Italian culture

Conduct a mini-research project using multiple sources

Reflect on how routines reflect broader cultural values

aily Life in Italy (Authentic Cultural Insight)

Real-world connection:
Morning routines reflect how Italians structure daily life around time, work, and relationships. Typical wake-up times, school start times, commuting by foot, bike, or public transportation. short, efficient mornings compared to U.S. routines

School Life & Student Schedules:

Real-world connection:
Italian students’ mornings are shaped by school structure.
Cultural relevance: differences in school start times, differences in school end times, limited extracurriculars before school & after school, Longer/shorter school days but fewer after-school activities, Walking or using public transit independently

Time, Punctuality & Routine

Real-world connection: How cultures approach time influences daily routines.

Cultural Comparison & Identity

Real-world connection: Students reflect on their own routines through a cultural lens.

Cultural relevance:Comparing U.S. and Italian morning routines

Recognizing how culture shapes habits

Valuing different ways of living

"Morning routines are basically the same everywhere” Students assume everyone wakes up, eats, and goes to school/work in the same way.

"Students in Italy rely on parents in the morning”
Students assume parents drive children to school and manage routines.

“Reflexive verbs are just extra words”
Students treat mi, ti, si as optional or meaningless.

Differentiation by Language Output Expectations:

Emerging / Novice Low: Label actions with images, Use sentence starters, respond with words or short phrases

Novice Mid–High: Use connected sentences, sequence events, ask follow-up questions

Differentiation by Scaffolds & Supports: Word banks and visuals, Sentence starters, Modeled examples, Color-coded reflexive verbs, Guided notes, Remove scaffolds, Open-ended prompts,
Fewer language supports, Cultural nuance expectations

3. Differentiation by Mode of Communication

Choices aligned to students’ strengths:

Interpersonal: interviews, role-play

Interpretive: reading, listening, video analysis

Presentational: oral presentation, timeline, infographic

Differentiation by Product Choice: Illustrated routine timeline, Short video or voice recording,
Written paragraph or journal entry, Digital slideshow, Skit or role-play


Differentiation by Content Depth: Personal routine only, Personal + Italian student routine,
Cultural comparison and reflection, Regional or urban/rural comparison


Differentiation for Students Needing Additional Support: Chunked instructions, Partner work,
Repetition through varied activities, Visual sequencing, Reduced output with high-frequency language


Differentiation by Assessment: Tiered rubrics,
Single-point rubrics with extension criteria,
Growth-based feedback,

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