30 Day Unit Plan: Greetings & Self-intro.
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1 30 Day Unit Plan: Greetings & Self-intro. TCLP Teacher: Mahmoud Hegazy Language: Arabic 1 School: Mentor High school Level: Novice Low 30 Day Unit Plan Theme/Topic: Greetings & Self-intro. Goals (What should students know & be able to do by the end of the unit?): By the end of the first month, my students will be able to: 1- Understand when people express thanking and know how to reply. 2-Understand when people introduce themselves and know how to interact. 3- Understand when someone asks for a name and are able to reply. 4- Recognize some common weather expressions such as hot and mild. 5- Understand when asked how old they are, what their names are, and where they live. Students should know how to answer in Arabic. 6- Greet each others in Arabic fluently using different phrases. 7- Write the letters in Arabic in both cases; separate and attached in order and pronounce them well. 8- Say the Arabic names of the colors in both cases masculine and feminine. 9- Connect colors with feelings. 10- Learn the Arabic words for jobs and workplaces. 11- Learn the verb work in present with different pronouns. 12- Learn the Arabic question words for what, where, when and who. 13- Ask and answer questions about the jobs and workplaces of some from their own family. 14- Write about the jobs and workplaces of members from their own family. 15- Learn about the Arab culture in general and the Egyptian one in particular concerning social codes of conduct, the attitude of changing one s job, how people see colors in both nations, etc. 16- Decide on a topic to research on in order to ready themselves for the short documentary film production next month with the help of Genyes team of technology in Mentor High school. 1
2 Summative Performance Assessment: create at least 1 performance task for interpretive, interpersonal, and presentational communication Reference pg Interpretive (reading, listening, and/or viewing) 1- Watch a video-clip about Arab people s greetings; identify greetings from the video and determine which ones are the most common. 2- Listen to many songs about the Arabic letters; illustrate the different shapes by which the letters are written. 3- Listen to many songs about the colors in Arabic; determine which colors they like most and which ones they like least. 4- Listen to a song in Arabic about greetings and see jumbled up words (using wordsift.org) to identify two greetings in written. 4- Watch a video-clip about jobs; identify which workplaces suit which jobs, then determine their dream jobs. Interpersonal (Speaking and/or writing) Based on the presentational tasks; students ask and answer questions about preferred colors and jobs using inner and outer circles, line dialogues and pair work. In addition, students use the think, pair and share technique to share their ideas about the Egyptian culture; each student can write a fact and share it with as many students as it can be. Also, students collaborate while working and together find out about the importance of peer critique for better cooperation in classes. Finally, students use pilot &wingman discussion technique on a regular basis to share ideas in an interesting way. Presentational (Speaking and/or writing) Students will create and share quick animated Gami video using Tellagami software about Arabic greetings and share it on seesaw.me. Students will give out group presentations about the Egyptian way of greeting and social codes of conduct. Students will write a letter to the teacher talking about their goals in life; they mention dream job, travel, family, etc. Students have to write a one page report about their impression and plans concerning the Arabic project of next month 2
3 Week 1 Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg Formative Assessment Tasks: Standards: Communication Connections Culture Comparisons Communities Vocabulary: Grammar/Sentence patterns: (write these in the target language) * Understand when people express thanks. * Understand when people introduce themselves. * Understand when someone asks for a name. * Recognize some common weather expressions. Understand when asked how old they are, what their names are, and where they live Greet each others in Arabic fluently. Use different words for greetings. Kahoot game with new vocabulary Comprehension checks for TPRS Teacher observations as students engage in conversations in Arabic with their peers using line dialogues and when they deliver Gami videos online. Jigsaw reading to find one s peer Students rotation technique Exit slips Communication: students write questions and interview each others about preferred colors and jobs. Connections: English Language Arts; Preparing and giving a short speech about the differences between the American and Egyptian way of greeting. Culture: Students start knowing about the cultural differences between America and Egypt in seeing colors. Vocabulary focus: greetings, dates, questions related to age and name, thanking and replying to thanking, asking about home address and grade, etc Personal pronouns: I, He, She Demonstrative pronouns: This, That Possessive pronouns: My, Your Question words: What, Who, Where 3
4 Teacher-made PPT and flashcards Materials Needed: Colored pictures and wall charts Videos and songs Week 2 Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg Formative Assessment Tasks: Standards: Communication Connections Culture Comparisons Communities Vocabulary: Write the letters in Arabic in both cases; separate and attached in order and pronounce them. Learn the Arabic question words for what, where, when and who. Kahoot game with new letters Comprehension checks for letter sounding Teacher observations as students engage in recalling the Arabic alphabet with their peers using line dialogues and when they deliver Gami videos online reciting the letters. Communication: students work in pairs and in groups to recall the letters in both cases; separate and attached in order and pronounce them. Connections: English Language Arts; Preparing and giving a short speech about the differences between the English sounds and the Arabic letters sounds. Comparisons: students work in pairs and in groups to compare between the letters in both cases; separate and attached. Culture: Students start knowing about the cultural differences between America and Egypt concerning the Educational systems. Vocabulary focus: review of greeting words, review of basic questions about name and age, some basic question words in Arabic such as What, Who, Where, words related to the alphabet like attached and 4
5 separate. Grammar/Sentence patterns: Materials Needed: Review of some basic question words in Arabic. The Arabic letters in both cases; separate and attached in order. Teacher-made PPT and flashcards Videos and songs about the Arabic alphabet. Arabic notebooks to illustrate the attachment of letters Provided by the teacher Week 3 Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg Formative Assessment Tasks: Standards: Communication Connections Culture Comparisons Communities Say the Arabic names of the colors in both cases masculine and feminine. Connect colors with feelings. Learn the Arabic words for jobs. Learn about the Arab culture in general and the Egyptian one in particular concerning the tendency to change one s job. Wizer.me quizzes about colors. Kahoot game about colors and some jobs. Comprehension checks for TPRS. Teacher observations as students engage in recalling the different colors with their peers using line dialogues. Communication: students use pilot &wingman discussion technique to share ideas about their preferred jobs and colors. Students can vote for the best pilot in the end to get a prize. Connections: Social studies; Preparing and giving a short speech about the differences between the American society and the Egyptian one concerning jobs. Comparisons: students work in pairs and in groups to compare between how the Egyptians 5
6 see colors and that of the Americans. Culture: Students start knowing about the cultural differences between America and Egypt concerning the attitude to change one s job. Vocabulary: Vocabulary focus: greetings review, review of thanking and replying to thanking, etc Color related words, some jobs in Arabic Personal pronouns review: I, He, She and adding They. Demonstrative pronouns review: This, That Grammar/Sentence patterns: Possessive pronouns review: My, Your Question words review: What, Who, Where Teacher-made PPT and flashcards Materials Needed: Colored pictures and wall charts Videos and songs Worksheets downloaded from the internet Week 4 Weekly Can-Dos for Students: (at least 1 & no more than 3) Reference pg Learn the rest of Arabic words for jobs and workplaces. Learn the verb work in present with different pronouns. Ask and answer questions about the jobs and workplaces of some from their own family. Write about the jobs and workplaces of members from their own family. Learn about the Arab culture in general and 6
7 Formative Assessment Tasks: the Egyptian one in particular concerning classroom rules. Wizer.me quizzes about jobs and workplaces. Comprehension checks for TPRS. Teacher observations as students engage in recalling the different jobs with their peers using line dialogues, pair work and group work. Standards: Communication Connections Culture Comparisons Communities Vocabulary: Communication: Students use the think, pair and share technique to share their ideas about the Egyptian culture; each student can write a fact and share it with as many students as it can be. Connections: Social studies; Preparing and giving a short speech about the differences between the American society and the Egyptian one concerning jobs. Comparisons: students work in pairs and in groups to compare between how the Egyptians see jobs and that of the Americans. Culture: Students start knowing about the cultural differences between America and Egypt concerning the facilities in workplaces. Communities: Students are advised to talk to their family members about the common jobs in their community and get back to the teacher with facts. Vocabulary focus: greetings review, review of thanking and replying to thanking, and revising colors in Arabic. New: the rest of jobs and workplaces in Arabic Grammar/Sentence patterns: Question words review: What, Who, Where * Forming yes/no questions about jobs and workplaces Asking and answering questions about dream job. 7
8 Teacher-made PPT and flashcards Materials Needed: Colored pictures and wall charts Videos about workplaces and songs Worksheets downloaded from the internet 8
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