ف�ي� ش�ي�ء� أ�ي�ا�ل�ع�ي�د�

ي�ا� إ�ل�ي�ك� أ�ه�د�ي�م�ال�ك�ي

 

Let's Go EID Shopping

By: Lyla –Hala -Kholood/ NHLC Workshop 2013

UNIT OVERVIEW

Discussing prices and shopping lists are interesting to HLL especially since they hear about them from their family and see them in their community ( made up mainly of immigrants) and from media they watch or see at home via satellite channels. HLL who come from middle eastern families who live in the US or abroad are motivated to learn about traditional and cotemporary practices in shopping the “Arabic Way”.

UNIT OUTLINE ⌘ D e m o g r a p h i c d i a g n o s i s : a r a b a m e r i c a n s h i g h s c h o o l a g e ⌘ 3 l e s s o n s - 5 c l a s s r o o m p e r i o d s ⌘ H L L n e e d s a n d g o a l s : n e c e s s i t y o f c u s t o m i z e d c u r r i c u l u m w i t h s p e c i fi c H L L s t r a t e g i e s o f t e a c h i n g / l e a r n i n g . ⌘ G o a l s i n c l u d e b u t n o t l i m i t e d t o m a i n t a i n i n g t h e h o m e l a n g u a g e a s w e l l a s i m p r o v i n g l e v e l s o f p r o fi c i e n c y i n a l l m o d e s o f l a n g u a g e w i t h f o c u s o n t h e e x c l u s i v e m e a n i n g a n d p u r p o s e o f s h o p p i n g f o r a h o l i d a y g i f t , w h i l e m a i n t a i n i n g c o u r t e s y t o v a r i o u s c e l e b r a t i o n s f o r v a r i o u s c o m m u n i t y f a i t h s w i t h i n t h e u n i t t h e m e , l e a r n i n g o b j e c t i v e s , a n d r e s o u r c e s f o r m a t e r i a l s a n d a c t i v i t i e s .

Step 1: teaching context: ⌘ lessons that target cultural practices that the students engage in within their community which also connects to practices in their family’s homeland⌘ Focus on practices that are tightly connected to their self-identity through increasing awareness of belonging and identifying to more than one cultureStep 2: incorporating best practices through⌘ materials that will anchor the unit to further the theme and objectives appropriate for the student population. HLL will discuss how to incorporate the principles and practices . step 3: differentiating instruction for hl learners and using formative assessment instructional strategies, activities, and assessments 1- SIOP strategies2- hands-on activities in presentational and intrapersonal communication3- actfl’s OP scale of assessing from novice-mid to advanced highStep 4: including L2 learners in Mixed Groups ⌘ Group activity planning would emphasis the heterogeneous group in the classroom. All planning would implement differentiated instruction the whole class and within the divided groups as well. Unit will include at least ne activity for mixed classes.  ⌘ Project presentation includes: pre-requisites: help students to be able to participate comfortably in this unit according to the range of variation among them(hll). Students will hold a mimic mini market and role pay people, customers, and business owners on a day of the EID.

 U N I T L A N G UA G E O B J E C T I V E S

b y t h e e n d o f t h e u n i t , I ( s t u d e n t ) w i l l b e a b l e t o :e n g a g e i n c o n v e r s a t i o n , u s i n g ( l i s t a r a b i c v o c a b a n d k e y t e r m s )e x p r e s s t h e i r f e e l i n g s a n d e m o t i o n s a n d e x c h a n g e t h e i r o p i n i o n s u s i n g c o m m o n s h o p p i n g e x p r e s s i o n s i n a r a b i c .( Vo c a b t e r m s )u n d e r s t a n d a n d i n t e r p r e t s p o k e n l a n g u a g e o n t h e t o p i c o f s h o p p i n g ( i n t e r p e r s o n a l ) l i s t e n i n g a c t i v i t yu s e s h o p p i n g e x p r e s s i o n s / s e e k a n d p r o v i d e i n f o r m a t i o n u s i n g r e l a t i v e n o u n s a n d i n t e r r o g a t i o n t o o l t e r m s : h o w m u c h , w h a t i s , w h y, e t c … . .E m p l o y a d j e c t i v e s a n d v e r b s w i t h a c u l t u r a l l y a p p r o p r i a t e w a y. ( A l s o , g r a m m a r t i m e t e n s e s - v e r b c o n j u g a t i n g )d e m o n s t r a t e a n u n d e r s t a n d i n g o f t h e r e l a t i o n s h i p b e t w e e n t r a d i t i o n a l a r a b s h o p p i n g a n d t h e i r c u l t u r a l v a l u e s ( c o m p l e t e d o u b l e b u b b l e m a p w i t h k e y t e r m s - )

L E S S O N 1 - S H O P P I N GC O N T E N T O B J E C T I V E S :I w i l l b e a b l e t o :1 - r e c o g n i z e t h e d e s i g n o f t h e a r a b m a r k e t2 - i d e n t i f y T h e n a m e s a n d t y p e s o f d i ff e r e n t l o c a l s t o r e s t h a t h i s / h e r f a m i l y v i s i t3 - r e a d / v i e w a u t h e n t i c m a t e r i a l a n d a n s w e r c o m p r e h e n s i o n q u e s t i o n s t h r o u g h s u m m a r i z i n g4 - c o m p a r e a n d c o n t r a s t t h e a r a b m a r k e t w i t h t h e a m e r i c a n m a r k e tL A N G UA G E O B J E C T I V E S :a s k a n d a n s w e r q u e s t i o n s a b o u t s h o p p i n g u s i n g q u e s t i o n t e r m s : X X X X X X X Xd e s c r i b e f a m i l y a c t i v i t i e s u s i n g s i m p l e p a s t t e n s e d e s c r i b e t h e i r e i d g i f t u s i n g I l i k e , I p r e f e r , a n d b a s i c a d j e c t i v e sm a k e a s h o p p i n g l i s t u s i n g a r a b i c n u m b e r s a n d a r a b i c c u r r e n c y n a m e s f o r c o s t se m p l o y s i n g u l a r a n d p l u r a l n o u n s t o d e s c r i b e t h e g i f t s

 

A S S E S S M E N T M E T H O D S F o r m a t i v e : t h i n k i n g m a p – v e n n d i a g r a m - c h e c k l i s t - e x i s t t i c k e t - c e n t e r s -s u m m a t i v e a s s e s s m e n t s : p e r f o r m e d b a s e d a s s e s s m e n t ( i n t e r p e r s o n a l – w r i t t e n p r e s e n t a t i o n a l     - w r i t t e n t e s t )h o m e w o r kl i s t e n t o t h e n e w v o c a b u l a r y o n y o u r D V D a n d w r i t e d o w n 1 0 s e n t e n c e s .P i c k u p 1 0 n e w w o r d s a n d u s e t h e m i n u s e f u l s e n t e n c e s .R e a d t h e n e w w o r d s a n d c l a s s i f y t h e m i n t o g r o u p s . Yo u a n y w a y y o u w a n t ( e . G . : Ve r b / n o u n / a d j e c t i v e ) .P i c k u p 1 0 n e w w o r d s a n d u s e t h e m i n a p a r a g r a p h .Q u i z z e s3 l e v e l c o n c e p t m a p f r o m t h e r e a d i n gT / F c u l t u r a l l y a p p r o p r i a t e p r a c t i c e sf i l l i n t h e b l a n k sc r o s s o u t t h e w o r d t h e w o r d t h a t d o e s n ’ t b e l o n g t o t h e g r o u p a n d s u b s t i t u t e i t w i t h t h e r i g h t w o r d .F I N A L P R O J E C T : M a r k e t P r e s e n t a t i o n G r a d e d b a s e d o n O r a l P r o f i c i e n c y M e a s u r i n g R u b r i c .

ا�ل�م�ف�ر�د�ا�ت�؟ ز�ي�ا�ر�ة� ل�ز�ي�ا�ر�ة�،� و�ا�ل�ض�ي�و�ف�،� و�ت�ز�ي�ي�ن�،� و�ا�ل�د�ي�ك�و�ر�،� و�ا�ل�م�ا�ل�،� ا�ل�د�و�ال�ر�،�و�ا�ل�ه�د�ا�ي�ا�،� ا�ح�ت�ف�ا�ل�،� ا�ح�ت�ف�ا�ل�،� ح�ز�ب�،� ب�ا�ئ�ع�،� ت�س�و�ق�،� و�م�ر�ك�ز� و�ا�ل�ز�و�ا�ر�،�ا�ل�م�ص�ر�ي�،� ا�ل�ج�ن�ي�ه� ا�ل�د�ي�ن�ا�ر�،� و�ر�خ�ي�ص�ة�،� و�م�ك�ل�ف�ة�،� و�ش�ر�ا�ء�،� و�ب�ي�ع�،� و�ا�ل�ع�م�ال�ء�،�و�ا�ل�ه�و�ا�ت�ف� ا�ل�م�د�م�ج�ة� و�ا�أل�ق�ر�ا�ص� ا�ل�ك�م�ب�ي�و�ت�ر� أ�ل�ع�ا�ب� و�س�ا�د�ة�،� أ�ن�ا�و�ا�ل�و�ر�و�د� ا�ل�ز�ن�ا�ب�ق� ا�ل�ق�ر�ن�ف�ل�،� و�ا�ل�ن�ب�ا�ت�ا�ت�،� ا�ل�ع�ي�د�،� و�ب�ط�ا�ق�ا�ت� ا�ل�م�ح�م�و�ل�ة�،�

و�ا�ل�ش�و�ك�و�ال�ت�ة م�ع�م�و�ل�،� ب�ق�ال�و�ة�،� ا�ل�ز�ه�و�ر�،� م�ن� ب�ا�ق�ة� و�إ�ن�ا�ء�،� و�ا�ل�ي�ا�س�م�ي�ن�،� .

VOCABULARY D O L L A R , M O N E Y, D E C O R A T I O N, D E C O R A T E , G U E S T S , T O V I S I T, V I S I T, V I S I T O R S , S H O P P I N G M A L L , S E L L E R , PA R T Y, C E L E B R AT E , C E L E B R AT I O N, G I F T S , C U S T O M E R S , S E L L , B U Y, E X P E N S I V E , C H E A P, D I N A R , E G Y P T I A N P O U N D , I PA D , C O M P U T E R G A M E S , C D S , C E L L P H O N E S , E I D C A R D S , P L A N T S , C A R N AT I O N, L I L I E S , R O S E S , J A S M I N E , VA S E , B O U Q U E T O F F L O W E R S , B A K L A W A , M A M O U L , C H O C O L A T E S .

Lesson -2 E id Ce leb ra t ion I w i l l b e a b l e t o

c o n t e n t o b j e c t i v e s :d e s i g n a g r e e t i n g     c a r d w i t h t h e a r a b i c c a l l i g r a p h y o n t h e e i di d e n t i f y t h r e e d i ff e r e n t w r i t i n g s t y l e s     o f     a r a b e i d g r e e t i n g sl a n g u a g e o b j e c t i v e s :

w r i t e c o m m o n g r e e t i n g o n t h e e i d     i n a r a b i cd e m o n s t r a t e a n u n d e r s t a n d i n g     o n t h e a r a b i c c a l l i g r a p h yg r e e t e a c h o t h e r i n a r a b i c

  M a t e r i a l s  ⌘ a r a b i c c a l l i g r a p h y v i d e o .c a l l i g r a p h y b r u s h e s , o n e p e r s t u d e n tp r o c e d u r e :K W L c h a r t ( w h a t d o y o u k n o w a b o u t t h e a r a b i c c a l l i g r a p h ys h o w e x a m p l e s o f d i ff e r e n t a r a b i c     c a l l i g r a p h ys h o w a s a m p l e o f     a r a b i c g r e e t i n g s a n d a s k s t u d e n t s t o d i s c u s s t h e d i ff e r e n c e b e t w e e n a r a b i c d i a l e c t s o n t h e e i d     g r e e t i n g s .  D i v i d e s t u d e n t s i n t o t h e s a m e s m a l l g r o u p s a n d d i s t r i b u t e t h e e i d c a r d e n v e l o p e s .   S t u d e n t s n e e d t o d e c i d e t o w h o m d o t h e y w a n t t o s e n d t h e e i d c a r d ? W h a t k i n d o f a r a b i c e i d g r e e t i n g s c a r d d o t h e y w a n t t o w r i t e ?

Materials Arabic calligraphy video .

Calligraphy brushes, one per studentProcedure:

KWL chart (What do you know about the Arabic calligraphy

Show examples of different Arabic  calligraphyShow a sample of  Arabic greetings and ask students to discuss the difference between

Arabic dialects on the Eid

L E S S O N - 2 - A S S E S S M E N T

F O R M A T I V E : T H I N K I N G M A P – V E N N D I A G R A M - C H E C K L I S T- E X I S T T I C K E T- C E N T E R S -S U M M A T I V E A S S E S S M E N T S : P E R F O R M E D B A S E D A S S E S S M E N T ( I N T E R P E R S O N A L – W R I T T E N P R E S E N T A T I O N A L     - W R I T T E N T E S T )c l a s s d i s c u s s i o n sh o m e w o r k t o p r a c t i c e t h e w r i t i n g o f   a r a b i cw r i t e e i d c a r d w i t h a r a b i c g r e e t i n g s   s t u d e n t w i l ld e s i g n a g r e e t i n g     c a r d w i t h t h e a r a b i c c a l l i g r a p h y o n t h e e i di d e n t i f y t h r e e d i ff e r e n t w r i t i n g o f     a r a b e i d g r e e t i n g sw r i t e c o m m o n g r e e t i n g o n t h e e i d     i n a r a b i cd e m o n s t r a t e a n u n d e r s t a n d i n g     o n t h e a r a b i c c a l l i g r a p h y   a n e x p l a n a t i o n o f h o w t h e u n i t m e e t s t h e fi v e r e q u i r e m e n t s s p e c i fi e d i n p a r t ( A ) o f t h i s h a n d o u t a n d t h e r u b r i c s / d i s c u s s i o n q u e s t i o n s i n t h e a p p e n d i c e s . W e r e c o m m e n d t h a t e a c h r e q u i r e m e n t b e a s s i g n e d t o a s p e c i fi c p r e s e n t e r .

U N I T A SS E SS M E N Tfi n a l p r o j e c t : s t u d e n t s w i l l f o r m 4 g r o u p s a n d r o l e p l a y m i m i c k i n g a p r e t e n d “ a r a b i a n m a r k e t ( s o u q ) w h e r e a l o t o f b a r g a i n i n g s k i l l s a r e n e e d e d . S a l e i t e m s w i l l e m p h s i s e i d g i f t s e x c h a n g e d d u r i n g h o l i d a y s c e l e b r a t i n g r a m a d h a n , a d h a , c h r i s t m a s .      A s s e s s m e n t a n d e v a l u a t i o n : s t u d e n t s w i l l b e a s s e s s e d a c c o r d i n g t o t h e i r l e v e l s a n d t h e o b j e c t i v e s s e t f o r t h f o r t h e l e s s o n b y c o m p l e t i n g ( f o r m a t i v e ) : t h i n k i n g m a p s , d a i l y d i s c u s s i o n s , p a i r r o l e p l a y i n g , p e e r i n t e r v i e w, s h o r t q u i z z e s , w r i t t e n r e s p o n s e s t o a u t h e n t i c v i d e o s ; h o m e w o r k a c t i v i t i e s : f o r e x a m p l e : m a k e a n d p r i n t o u t fl y e r a d s f r o m l o c a l a n d o n l i n e s o u r c e s ; p r i n t a r a b i c a n d U S c u r r e n c i e s f r o m o n l i n e r e s o u r c e s ; m a k e l i s t s o f m a t c h i n g i t e m s o f

r o l e p l a y a c t i v i t i e s : m a k e g r o u p o r a l p r e s e n t a t i o n s b a s e d o n a r u b r i c g e n e r a t e d b y t h e i n s t r u c t o r w i t h s t u d e n t i n p u t .  A n e x p l a n a t i o n o f h o w t h e u n i t m e e t s t h e fi v e r e q u i r e m e n t s s p e c i fi e d i n p a r t ( A ) o f t h i s h a n d o u t a n d t h e r u b r i c s / d i s c u s s i o n q u e s t i o n s i n t h e a p p e n d i c e s . W e r e c o m m e n d t h a t e a c h r e q u i r e m e n t b e a s s i g n e d t o a s p e c i fi c p r e s e n t e r . O n t h e b a s i s o f t h e a b o v e , i d e n t i f y a r e a s o f n e e d i n t h e H L ( e . G . B a s i c v e r b c o n j u g a t i o n s , o r t h o g r a p h y, l i t e r a c y, e t c . )

EXAMPLES OF MATERIALS ON ARABESQUE AND

CALLIGRAPHY

ARAB WORLD

THE LETTER FA & THE NAME NABIHA= SMART

ARABIC POETRY SINCE 1875- FROM A MAN TO HIS BELOVED

READ

SEEK KNOWLEDGE

ARABESQUE THROUGH HENNA

….AND ….IN FASHION

Milad majeed-Eid Mubarak-Merry Christmas