Unit Plan Summary
Theme: Greeting and Hospitality in the Arabic Culture
A. Student Teacher’s Name: Rabab Chahine
B. Grade Level: 6th grade Novice
C. Subject: Arabic Modern language
D. School: Star International Academy
E. District: Star International Academy
Unit Title: Greeting and introducing ourselves in the Arabic Culture
Language and Level: This lesson plan is designed for Level I Arabic students
.
Following the Michigan World Language Standards and Benchmarks

1.1,1.2, 1.3, 2.1, 3.1, 3.2, 4.2, 5.1, 5.2

Michigan Benchmarks addressed:

1.2.N.L.a: Demonstrate understanding of oral classroom language-target language.

1.2.N.L.c: Understand main idea of a visual media (video) and live Presentation.

2.1.N.H.d: Identify and describe significant current events in a country in which the language is spoken.
 2.2.N.F.a: Describe the products needed to carry out daily routines and meet basic needs within a community, region,
or culture in which the language is spoken.

Communication: Student will exchange information about themselves, likes and dislikes.

Cultures: Student will learn about hospitality and generosity in the Arab cultures.



Comparison: Compare the Arab culture to American culture.
Connection: Students reinforce and further their knowledge of other disciplines (mathematics, Science, and
Social studies) through the Arabic language.


Communities: Students will use the language beyond the school sitting and real life situation.

Lesson Objectives:
By the end of this unit :
1- SWBAT recognize in reading and writing the way we greet and introduce ourselves in the Arabic language
2- SWBAT talk to each other about what they like and dislike
1
3- SWBAT ask and answer using discussion about what they want.
5- SWBAT ask and answer questions in pair about the different types of food in Arabic
6- SWBAT use 5W's to ask questions in Arabic.
7- SWBAT write an invitation to their friend using the correct words
Rationale
Purpose:
Our world is divided into man different countries which have many different races of people, different culture, and
different tradition. Each country has it s own way of greeting people. Learning how to greet someone in their own
language can demonstrate friendliness and respect.
Greeting people is important in Arabic culture just as in any other culture in the world. The way people greet may vary
depending on the time of day, occasion and kind of people. It can be very formal or casual. Teaching greeting and
hospitality in the Arabic culture will allow students to learn more about the Arabic language and culture. This also will
give students the opportunity to use the language effectively in real life situations. It will also allow students to be
familiar with some important concepts as respect, generosity, and hospitality. In addition, students will gain the ability to
use the content knowledge in different subjects.
Throughout the lesson plans, students will learn how to read Arabic terms, identify Arabic food, and getting to know
how to welcome guests in their homes (hospitality), besides how to ask questions in Arabic. Students will get to learn
about this through the following lesson plans.
In the first lesson plans, students will learn how to greet and introduce themselves to their friends in the Arabic language
and will write a short dialogue between them and their partner using the vocabulary words.
In the second lesson plan, students will learn how to welcome guests in their homes, and ask them questions about what
they like to eat or drink. Students will be practicing matching the words and letters with the pictures as a class work.
They have to with a partner to match the question and the answer.
The third lesson, students will learn how to write and send an invitation to their friends for dinner. Learn the names of
the types of food using YouTube videos, students will make an invitation, drawing pictures and labeled it with the
correct words.
Through the lesson plans students will acquire the four skills of learning: reading, writing, listening and speaking
Materials:
Authentic materials, You Tube video, pictures, power point, worksheets, charts, textbook, construction papers, glues,
pen, and pencils.
Strategies:
Teacher uses different strategies depends on students’ needs and levels.
Thematic strategies that focusing on the 5Cs (communications, cultures, connections, comparisons, and communities)
Visual aids, videos, pictures, and flashcards
2
Using technology tools as smart board, video.
Discussion
Observation
Questions/answers
Corporative group learning
Chart and diagrams
Formative assessment/ summative assessment
Rubrics
Project (writing an invitation)
Learning environment
Teacher will teach through:
Smart board
Students work individually, in pairs or in small groups
Final Unit Assessment(s):
Activity::Role Play
Students will create and perform a play to show their knowledge of greeting guests and hospitality in the Arabic culture.
Each student will take a role as either a guest or a host.
The teacher will make students engaged all the time by asking them questions during the play. Students will learn many
skills and attitudes during role play, they will learn how to be cooperative working with their partners, and will learn
about the Arabic cultures and improve their language and movement skills.
Final Assessment rubric:
Comprehensibility
Vocabulary
Correctness of
Risk-taking, signs of
Language
improvement
5 - Play was creative, told
with expression. use of
transition words,
communication entirely in
Arabic
5. Play was easy to
understand. It was a complete
story, with a beginning,
middle, and an end.
5 - Lots of details. A wide
variety of vocabulary words
(more than just the current
lesson).
5-Good pronunciation.
3 - Play was fairly easy to
follow, but there were a few
rough spots (hesitation or
groping for words).
3 - The vocabulary used was
necessary to tell the play.
3 - Mostly correct some
difficulty with pronunciation
or grammar.
3 - Some vocal expression
and creativity. The play was
told correctly with some
elaboration
1 - Play was difficult to
follow. Speech was unclear
1 - The play lacked needed
words or had misused words.
1 - Little attempt to
pronounce correctly.
1 Little attempt to pronounce
correctly.
Almost no grammar mistakes.
Language flowed smoothly.
The basic vocabulary was
used correctly.
Significant errors in usage or
grammar.
3
OFFICIAL WSU LESSON PLAN FORMAT TEMPLATE
Rabab Chahine
Lesson 1
The follow 3 points need to thought about before you create your lesson plan.
a. Important Facts: these are facts the teacher needs to know to teach the lesson.
"Greetings and introducing yourself in the Arabic culture"
b. Key Concepts: what "concepts" will be taught in this lesson? Respect, Hospitality, Politeness
c. Skills students need for lesson and skills taught: what skills do these students need to be able to demonstrate
to do this lesson and what skills are you teaching in the lesson.
Students will be able to listen, speak, write, and communicate in the target language.
I will teach students the listening, speaking, reading, writing, and communication skills.
Demographic Information:
a. Student Teacher’s Name: Rabab Chahine
b. Grade Level: 6th grade Novice
c.
Subject: Arabic Modern Language
d. School: Star International Academy
e.
District: Star International Academy
f.
Lesson Plan Title:Greeting and introducing ourselves in the Arabic Culture
g. Physical Setting: Classroom
I.
Objectives:
SWBAT:
1. Students will be able to recognize by speaking the greetings in the Arabic Culture.
2. Students will be able to introduce themselves in group discussion using the Arabic Language.
3. Students will be able to identify in writing vocabulary terms Vocabulary words:
Vocabulary words of the lesson:
Hello ‫مرحبا‬
My name is ‫أنا إسمي‬
‫ل و سه ا‬
‫أه ا‬
Welcome ‫ل‬
How are you? ‫كيف حالك ؟‬
Good Morning ‫صباح الخير‬
Good Night ‫مساء الخير‬
Nice to meet you ‫تشرفت بلقاء‬
I am from ‫أنا من‬
Goodbye ‫مع السلمة‬
see you
‫ألى اللقاء‬
4
II.
GLCE/HSCE and CCSS
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3Students present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the
culture studied.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the
foreign language and its cultures
Michigan Benchmarks addressed:
1.2.N.L.a: Demonstrate understanding of oral classroom language-target language.
1.2.N.L.c: Understand main idea of a visual media (video) and live Presentation.
2.1.N.H.d: Identify and describe significant current events in a country in which the language is spoken.
2.2.N.F.a: Describe the products needed to carry out daily routines and meet basic needs within a community,
region, or culture in which the language is spoken.
III.
Teacher Procedure/Lesson Development:
A. Introduction
1. Anticipatory Set: students will underline the verbs in the sentences.
a. Motivation: ask students to tell how greet each other in the family
Then, Students will watch a short video presentation about greeting and introducing yourself in the
Arabic culture.
http://www.youtube.com/watch?v=ityVW2gR0Rs "How to introduce yourself in Arabic"
http://www.youtube.com/watch?v=hEApCv1bIeg "How to greet people in Arabic"
After watching the videos the teacher will be modeling greetings and introducing herself with a student
and ask students to take turn and greet each other and introduce themselves.
- Encourage the students to introduce themselves. They can use the phrases on the board as a model
b. Focus Attention: using pictures labeled in Arabic words of greetings words.
c. Connect lesson with background/prior knowledge/schema: Teacher will ask the students to
share with the class the way they greet each other and they introduce themselves.
B.
Learning Resources, Supplemental Information, and Materials
1. Videos, gestures, Pictures, smart board, Vocabulary lists, computer, worksheet.
C.
Methods/Procedures (Lesson Development)
1. Essential Question: How do you practice greetings and introduce yourself in Arabic countries
5
Lesson Described in Detail Step-by-Step (This will be lengthy):
Introduction to lesson: Today we are going to learn about greeting and introducing ourselves in Arabic.
I will introduce myself first and have a story to go along with my talk. I will try to make it interesting
with stories of my family who have done interesting things and places I have been. This gives the
students an example of how to do their introduction. I will write everything on the board as I talk so they
can use that as a basis of writing their own.
Presentation:
. Students will watch a video about how to greet and introduce yourself in Arabic.
. Teacher will label the pictures with the new vocabulary words on the smart board.
. Teacher will model pronunciation the words and ask students to read aloud after her.
. Teacher will ask the students to copy the words in their notebook.











Hello ‫مرحبا‬
My name is ‫أنا إسمي‬
‫ل و سه ا‬
‫أه ا‬
Welcome ‫ل‬
How are you? ‫كيف حالك ؟‬
Good Morning ‫صباح الخير‬
Good Night ‫مساء الخير‬
Nice to meet you ‫تشرفت بلقاء‬
I am from ‫أنا من‬
Goodbye ‫مع السلمة‬
see you ‫ألى اللقاء‬
What is your name? ‫ما إسمك؟‬
Activity: (1)
Teacher will model greeting and introducing herself to a student.
Teacher will ask students to pick a partner and practice introducing and greeting themselves in Arabic
using the words from the vocabulary list.
Once they have all introduced themselves, they can change details like name, age, nationality etc.
Activity :(2)
Students will write a short dialogue between them and their partner using the words on the board
answering the following:
Hello ‫مرحبا‬
What is your name? ‫ما إسمك؟‬
How are you? ‫كيف حالك ؟‬
Where are you from? ‫من أين أنت ؟‬
1. Type(s) of Teaching Described:
a. Direct teaching: -Teacher will demonstrate how to greet and introduce herself in the target language
- use a video as an example
- Label pictures with vocabularies.
- Read and model the pronunciation of the new vocabularies words.
b. Cooperative Group: asking students to work with a partner to model greeting and introducing
themselves.
6
- Each student will take a turn asking and answering questions.
2. Strategy/ies Listed and Explained (Best Practices):
a. Discussion: Teacher will discuss with the students on the different ways we greet and introduce
ourselves.
b. Demonstration: Teacher will demonstrate with another student how we greet and introduce
ourselves.
c. Comprehension Strategy:
Ask students to respond to the following questions:
What is your name? ‫ما إسمك؟‬
How are you? ‫كيف حالك ؟‬
Where are you from? ‫من أين أنت ؟‬
:Study strategy . d
1. Study actively by seeing, listening, saying, and writing words.
2. Study with a partner.
2. Method of Practice:
a. Guided Practice:
- Teacher will walk students through the video to identify and explain the meaning of the vocabulary
words.
- Teacher will model the pronunciation of words in Arabic
- Teacher will show the students how to write the words.
b. Independent Practice:
Students work in pairs greeting each other in Arabic.
Students will work with a partner to write the short dialogue using the appropriate words
3. Your Role:
a. Modeling: Teacher will model pronunciation the way we greet and introduce ourselves and show
the students the videos for more explanation.
b. Facilitating: Teacher will circulate and observe the students talking to each other and offer help
when needed.
4. How Will You Implement Varying Perspectives?
Using pictures and real materials (video) to activate students' learning and allow them to be
effectively engaged, modeling the pronunciation, repeating the words.
5. How Will You Integrate Across the Curriculum?
Integrate the greetings in this lesson using the target language (Arabic) with the English by
understanding the similarity and the difference in greetings in both languages.
6. Closure:
a. Summarize: Ask the students to recall 5 words that they have learned.
b. Leads to next lesson: ask students to go home and review the new vocabulary words preparing them
to the next lesson "How we ask questions using why, when, who, why, where and how”
D. Accommodations/Adaptations
I will take into consideration the differences between my students’ levels and implement the needed
accommodations such as:
1. Use visual aids
7
2. Group work
3. Work with students one- on- one
4. Less words to practice
F.
Methods of Assessment and Evaluation utilized:
1. Example of evaluation rubric:
Rubric
Not yet
Beginning
Developing
Understanding
Arabic Taught
•Does not
know common
expressions in
Arabic
•Follows some
simple
instructions
taught in
Arabic with
prompting or
repetition
•Follows some
simple
instructions
taught in
Arabic
•Knows a few
common
expressions in
Arabic
•Knows some
common
expressions in
Arabic
•Does not
follow simple
instructions
taught in
Arabic
•Repeats
vocabulary in
Arabic upon
request
•Picks out
some theme
vocabulary
taught in
Arabic
Well
Developed
•Follows
simple
instructions
taught in
Arabic
•Knows
common
expressions in
Arabic
•Understands
theme
vocabulary
taught in
Arabic
2-Questioning:
Students will ask each other question (their name, their country, their age)
3- Journal writing:
Students will write in their note book the dialogue between them and their partner using the words on
the board.
OFFICIAL WSU LESSON PLAN FORMAT TEMPLATE
Rabab Chahine
8
Lesson 2
I . Demographic Information:
a. Student Teacher’s Name: Rabab Chahine
b. Grade Level: 6th grade Novice
c. Subject: Arabic Modern Language
d. School: Star International Academy
e. District: Star International Academy
f. Lesson Plan Title: Greeting and introducing ourselves in the Arabic Culture
g. Physical Setting: Classroom
II. Objectives:
SWBAT:
1. Students will be able to recognize by speaking the greetings in the Arabic Culture.
2. Students will identify vocabulary terms through YouTube presentation and real life practice.
3. Students will be able to identify in writing vocabulary terms Vocabulary words:
Vocabulary words of the lesson:
‫ل و سه ا‬
‫أه ا‬
Welcome
‫ل‬
seat have a
‫إجلس‬
What do you like to drink? ‫ماذا تحب ان تشرب‬
Do you like Tea? ‫شاي تريد هل‬
Do you like coffee? ‫قهوة تريد هل‬
Do you like juice? ‫عصير تريد هل‬
Do you like desert? ‫حلوى تريد هل‬
III.
GLCE/HSCE and CCSS
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and
exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3Students present information, concepts, and ideas to an audience of listeners or readers on a variety of
topics.
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the
practices and perspectives of the culture studied.
2.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the
culture studied.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the
foreign language and its cultures.
A. Introduction
2. Anticipatory Set: students will underline the nouns in the sentences.
9
a. Motivation: ask students to tell their favorite drink or food
Then, Students will watch a YouTube video about how to welcome your guests at home
http://www.youtube.com/watch?v=GSijxnML9M0
After watching the presentation, the teacher will be modeling asking student about what do they like to
drink or eat using the questions: what, how, where, why, when, and who.
- Encourage the students to use the new vocabulary words. They can use the phrases on the board as a
model
b. Focus Attention: using pictures labeled in Arabic words.
c. Connect lesson with background/prior knowledge/schema: Teacher will ask the students to
share with the class the traditional way they welcome their guest at home.
D.
Learning Resources, Supplemental Information, and Materials
2. Videos, gestures, Pictures, smart board, Vocabulary lists, computer, PowerPoint, worksheet.
G.
Methods/Procedures (Lesson Development)
1. Essential Question: How do you ask questions using the Arabic language?
Lesson Described in Detail Step-by-Step (This will be lengthy):
Introduction to lesson: Today we are going to learn about the traditional way to welcome guests in the
Arabic culture, and ask them questions about what they like to eat or drink.
I will write everything on the board as I talk so they can use that as a basis of writing their own. Students
will be practicing matching the words with the pictures as a class work.
Presentation:
. Students will watch a You Tube video about the traditional way to welcome guests and how to ask
questions in Arabic.
. Teacher will explain to students how to match up the correct 'wh' word with the correct 'wh' answer. For
example, who: person/animal, what: thing/doing word, where: location/direction, when: time, why:
reason
. Teacher will label the pictures with the new vocabulary words on the smart board.
. Teacher will model pronunciation the words and ask students to read aloud after her.
. Teacher will ask the students to copy the words in their notebook.








‫ل و سه ا‬
‫أه ا‬
Welcome
‫ل‬
What do you like to drink? ‫ماذا تحب ان تشرب‬
Do you like Tea? ‫شاي تريد هل‬
Do you like coffee? ‫قهوة تريد هل‬
Coffee please
‫قهوة من فضلك‬
Do you like juice? ‫عصير تريد هل‬
Do you like desert? ‫حلوى تريد هل‬
Thank you
‫شكرا‬
Activity: (1)
Teacher will ask students to provide different examples of each type of question form. I will provide
pictures and ask them to identify which category the picture belongs to. For example, I will show them a
picture of a person and ask which question form it belongs to.
list of questions using what, why, where, who, when , How
10
What?
When?
Who?
Where?
Why?
How?
.
.
‫ماذا‬
‫متى‬
‫من‬
‫أين‬
‫لماذا‬
‫كيف‬
Activity :(2) Game
. Teacher will divide students into two groups.
. Teacher will randomly give out the questions and answers, which are written on sticky notes to the
students .What they have to do is find their partner to form a pair and complete the question and answer
set.
. Teacher starts the game.
. Teacher monitors students’ progress and stops the game once everyone has found their partner.
. Teacher asks the students to read out their question and answer set one by one.
.Teacher corrects any mistakes.
Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
3.
4.
5.
6.
7.
8.
When are you coming to our house? ‫متى ستهدور إلى العشع‬
What is that? ‫ما هذا‬
How did you like your coffee? ‫كيف تحب القهوة‬
Who is coming with you? ‫من سيحضر معك‬
What do you like to eat? ‫تاكل ماذا تحب ان‬
What do you like to drink? ‫ماذا تحب ان تشرب‬
Where do you like to sit? ‫أين تحب الجلوس‬
Do you like desert? ‫حلوى تريد هل‬
why you were late? ‫لماذا تاخرت‬
Answers:
I am coming at 5 p.m. ‫ساحضر في الخامسة‬
This is a gift for you. ‫هذي هدية لك‬
I like my coffee black. ‫أحب القهوة‬
My wife is coming with me. ‫زوجتي ستحضر معي‬
I like to have a piece of cake please. ‫أريد قطعت حلوى‬
I like to drink some juice. ‫عصير تريد‬
I like to sit in the backyard. ‫أجلس في الحديقة‬
Yes Thank you I like desert. ‫أحب الحلوى عشكرا‬
1. Type(s) of Teaching Described:
a. Direct teaching: -Teacher will demonstrate how to ask questions in the target language
- use a video as an example
- Label pictures with vocabularies.
- Read and model the pronunciation of the new vocabularies words.
B.Cooperative Group: asking students to work with a partner to ask questions and model welcoming
their guests.
- Each student will take a turn asking and answering questions.
11
2. Strategy/ies Listed and Explained (Best Practices):
a. Discussion: Teacher asks the students what do they think of the lesson and what have they learned.
. Teacher recaps and concludes the lesson
b. Demonstration: Teacher will demonstrate with another student how we ask questions
:Study strategy .d
3. Study actively by seeing, listening, saying, and writing words.
4. Study with a partner.
2. Method of Practice:
a. Guided Practice:
- Teacher will walk students through the video to identify and explain the meaning of the vocabulary
words.
- Teacher will model the pronunciation of words in Arabic
- Teacher will show the students how to write the words.
b. Independent Practice:
Students work in pairs asking questions in Arabic.
Students will work with a partner to match the questions and the answers using the appropriate words
3. Your Role:
a. Modeling: Teacher will model pronunciation the words and show the students the videos for
more explanation.
b. Facilitating: Teacher will circulate and observe the students talking to each other and offer help
when needed.
4. How Will You Implement Varying Perspectives?
Using pictures and real materials (video) to activate students' learning and allow them to be
effectively engaged, modeling the pronunciation, repeating the words.
5. How Will You Integrate Across the Curriculum?
Integrate the lesson using the target language (Arabic) with the English by understanding the similarity
and the difference in asking questions in both languages.
6. Closure: Teacher asks the students what do they think of the lesson and what have they learned.
. Teacher recaps and concludes the lesson.
a. Summarize: Ask the students to recall 5 words that they have learned.
b. Leads to next lesson: ask students to go home and review the new vocabulary words preparing them
to the next lesson
H. Accommodations/Adaptations
I will take into consideration the differences between my students’ levels and implement the needed
accommodations such as:
1. Use visual aids
2. Group work
3. Work with students one- on- one
4. Less words to practice
K.
Methods of Assessment and Evaluation utilized:
2. Example of evaluation rubric:

12
Rubric
Not yet
Beginning
Developing
Understanding
Arabic Taught
•
Does not know
common
expressions in
Arabic
•
Follows some
simple
instructions
taught in
Arabic with
prompting or
repetition
•
Follows some
simple
instructions
taught in
Arabic
•
Does not
follow simple
instructions
taught in
Arabic
•
Knows a few
common
expressions in
Arabic
•
Repeats
vocabulary in
Arabic upon
request
Well
Developed
•
Follows
simple
instructions
taught in
Arabic
•
Knows some
common
expressions in
Arabic
•
Knows
common
expressions in
Arabic
•
Picks out some
theme
vocabulary
taught in
Arabic
•
Understands
theme
vocabulary
taught in
Arabic
2-Questioning:
Students will ask each other question (their name, their country, and their age)
OFFICIAL WSU LESSON PLAN FORMAT TEMPLATE
Rabab Chahine
13
Lesson 3
I. Demographic Information:
a. Student Teacher’s Name: Rabab Chahine
b. Grade Level: 6th grade
c. Subject: Arabic Modern Language
d. School: Star International Academy
e. District: Star International Academy
f. Lesson Plan Title: Greeting and Hospitality in the Arabic Cultures
g. Physical Setting: classroom
I.
Objectives:
SWBAT:
1.
Students will be able to recognize by speaking the different types of fruits in Arabic
2.
Students will be able to identify in writing vocabulary word
3.
Students will be able to verbally engage in collaborative discussions with their peers and teacher
4.
Students will be able to combine ideas and experiences in order to communicate by role playing
Vocabulary words of the lesson.
invitation ‫دعوة‬
dinner ‫أعشعة‬
I invite ‫عدوك‬
I am waiting for you ‫أنا بانتظارك‬
time ‫الوقت‬
place ‫المكان‬
Fruits
‫فواكه‬ ‫موز‬ banana
mango
‫مانجو‬ 14
strawberry
‫فراولة‬ ‫تفاحة‬ apple
grapes
‫عنب‬ kiwi
‫كيوي‬ plum
‫خوخ‬ pineapple
‫أناناس‬ GLCE/HSCE and CCSS
Following the Michigan World Language Standards and Benchmarks
1.1,1.2, 1.3, 2.1, 3.1, 3.2, 4.2, 5.1, 5.2
IV.
1.
Teacher Procedure/Lesson Development:
A. Introduction
Anticipatory Set: students will cross out the extra letter in words.
a. Motivation: ask students to tell their favorite fruit.
Students will watch and listen to a YouTube video about Fruits.
http://www.youtube.com/watch?v=aXxG3oUaqzE Fruits song
After watching and listening to video, the teacher will be asking student about what their favorite fruit .
Encourage the students to use the new vocabulary words as a model.
b. Focus Attention: using pictures labeled in Arabic words.
c. Connect lesson with background/prior knowledge/schema: Teacher will ask the students to share with the
class the their favorite fruits .
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F.
Resources, Supplemental Information, and Materials
3. Videos, gestures, Pictures, smart board, Vocabulary lists, computer, PowerPoint, worksheet.
A. Methods/Procedures (Lesson Development)
•Essential Question:
•How
do you practice greetings and introducing yourself in Arabic
•Lesson Described in Detail Step-by-Step (This will be lengthy):
• Introductory set: students will match words with pictures.
•Introduction to lesson: Today we are going to learn about different types of fruits in the Arabic language, I will
ask them about what they like to eat.
•Brainstorm the names of fruits with the class and write these names on the board
•I will write everything on the board as I talk so they can use that as a basis of writing their own.
•Students will be practicing matching the words with the pictures as a class work.
•We will practice singing the song together.
•Students will work in groups acting how to welcome their guests at home, and how to show hospitality and
generosity using the vocabulary words.
•Presentation:
•. Students will watch and listen to you tube video about the different types of fruit.
• Teacher will label the pictures with the new vocabulary words on the smart board.
• Teacher will model pronunciation the words and ask students to read aloud after her.
•Teacher will ask the students to copy the words in their notebook.
1.
Activity (1):
Students will write an invitation to their friend inviting them to dinner using the vocabulary words they learned .
Hi ‫مرحبا‬
I would like to invite you ‫أدعوك‬
Would you like to come for dinner? ‫هل تحب حضور‬
What time you are coming? ‫متى ستحضر‬
What type of food do you like? ‫ماذا تحب أن تاكل‬
Do you like fruits ? ‫هل تحب الفاكهة‬
2. Activity (2) : Role Playing
Students will work in pairs creating and acting out a play about how to welcome guests in their homes, and what types
of questions they should ask them.
Type(s) of Teaching Described:
Direct teaching: PowerPoint presentation
Read and model the terms have been presented in the PowerPoint.
Indirect: ask students to work in groups to greeting, welcome and inviting other people to dinner using the Arabic
language.
Strategy/ies Listed and Explained (Best Practices)
1. thematic strategies that focus on the 5 Cs ( communications, cultures, connections, comparisons, and communities)
2. Using technology tools
3. Differentiation in teaching depends on students’ levels and ability to learn
a. Comprehension Strategy:
Ask each student to respond by raising their hands to the following questions:
What is the picture you see?
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Who can identify the picture?
What do you say when some body offers food tor drink to you?
b. Study Strategy:
Study actively by seeing, listening, saying, and writing words
Mnemonics
Study with a classmate.
Study Guide: Teacher will walk students through: the gestures, showing picture, giving examples, and the
Power Point
Questions/ Answers
Explain each picture with examples.
c. Cooperative Learning Strategy
Students work in pairs greeting each other and inviting each other to stay for dinner
a. Technology Based Tool/Strategy:
1. Using power point to reinforce students learning.
b. Two Assessment Strategies:
Informal strategy: questions/answers
Formative assessment: Students match pictures with appropriate words
a. One Evaluation Strategy:
Teacher will walk around to see what the students have come up with
Method of Practice:
a. Guided Practice:
Teacher will walk students through the picture and the power point to identify the meaning of words
Teacher will model the pronunciation of word
Teacher will ask students to raise their hands if they know the meaning of the words and to have their thumb up
which means ‫ صح‬or their thumb down which means ‫خطأ‬.
b. Independent Practice:
Students work in pairs writing an invitation to each other in Arabic.
Students will work in groups of 4 to create a play about hospitality and generosity.
Modeling: show students the PowerPoint, modeling the pronunciation, and give examples for the way of
greetings and introducing themselves to others.
a. Facilitating: observe students, help them to understand how to organize their work, and clarify the ideas
when students found the content is not clear.
2. How Will You Implement Varying Perspectives
Using pictures and PowerPoint to activate students learning and allow them to be effectively engaged, modeling
the pronunciation, repeat words
3. How Will You Integrate Across the Curriculum?
Integrate the hospitality and inviting others to dinner in Arabic unit using the target language with the English
curriculum by understanding the difference between the Arabic culture and the American culture
Closure:
Summarize: ask students to say 4 words they have learned from this lesson.
Accommodations/Adaptations
I will take into consideration the differences between my students’ levels and implement the needed
accommodations such as:
1. Use visual aids
2. Group work
3. Work with students one- on- one
4. Less words to practice
5. Methods of Assessment and Evaluation utilized:
Example of evaluation rubric:
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Rubric
Not yet
Beginning
Developing
Well Developed
Understanding
Arabic Taught
• Does not know
common
expressions in
Arabic
• Follows some
simple instructions
taught in Arabic
with prompting or
repetition
• Follows some
simple instructions
taught in Arabic
• Follows simple
instructions taught
in Arabic
• Knows some
common
expressions in
Arabic
Knows common
expressions in
Arabic
• Does not follow
simple instructions
taught in Arabic
.No attempt to
communicate in
this area
.No attempt to
communicate in
this area or only
English
• Knows a few
common
expressions in
Arabic
• Repeats
vocabulary in
Arabic upon
request
.Makes an attempt
at conversation
.Makes an attempt
at conversation.
• Picks out some
theme vocabulary
taught in Arabic
.Understands
theme vocabulary
taught in Arabic
.Can ask about at
least three food
preferences
.Can ask friend
about at least five
foods and a dessert
preference.
.Can respond to
most of your
partner’s
questions, using
only Arabic
.Can respond to
almost all of your
partner’s
questions, using
only Arabic
Reflection on the unit:
I was really surprised at how well this unit went. I was also pleased to accomplish my goal for the first unit. My goal was to make sure students understood the Arabic culture by having them distinguish that the Arabic culture was
similar to the American culture in certain ways. Students were also to learn how to appropriately connect with the Arabic culture. I felt I was more prepared to do this type of lessons due to my cultural background.
I believe that I achieved my goals through teaching my students the 4 skills; listening, speaking and writing, and
engaging. Students mastered the objectives of the lesson plan. First, they learned how to greet and introduce
themselves. This allows the students to gain the ability to write words correctly using the main strategies of writing
in the Arabic language; students also learned how to ask questions and write an invitation to a friend. In this unit, I
planned to teach them the characteristics of the cultural tradition like Arabic greetings and hospitality. These topics
are part of the curriculum standards created by ACTFL, which illustrates the connection, comparison, culture,
communication, and communities. The unit plan reflected these five standards. In this unit, I focused on different
techniques such as: watching YouTube videos, PowerPoint presentations, role playing, and modeling. These
strategies provided students with the opportunity to improve their listening and speaking skills. Students were able
to present what they have watched and listened to. In addition, students were able to work in groups and in pairs.
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This unit focuses on social activities reflecting cultural background for the Arabic language. Having the students
watch YouTube videos and create a PowerPoint presentation at the beginning of the class helped them learn the
meaning of the vocabulary terms that will be used throughout the lesson. This made my job much easier because
students were listening and visualizing at the same time. They also learned the names of the fruits using songs.
I believe many of the problems that I ran into with this unit had to deal with finding the most efficient way to getting
all students involved. Also, I felt it was one of those lessons that I had to experience and learn from in order to
figure out what works and what does not work. Overall, I feel the students enjoyed this unit very much, leading me to reach my goal(s) and be pleased about teaching the unit.
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