أي شيء في العيد أهدي إليك يا ملاكي

1. أي شيء في العيد أهدي إليك يا ملاكي Let's Go EID Shopping By: Lyla –Hala -Kholood/ NHLC Workshop 2013

2. 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”.

3. Unit outline⌘ Demographic diagnosis: arabamericans high school age⌘ 3 lessons- 5 classroom periods ⌘HLL needs and goals : necessity of customized curriculum with specific HLL strategies of teaching/learning. ⌘Goals include but not limited to maintaining the home language as well as improving levels of proficiency in all modes of language with focus on the exclusive meaning and purpose of shopping for a holiday gift, while maintaining courtesy to various celebrations for various community faiths within the unit theme, learning objectives, and resources for materials and activities.

4. 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 culture Step 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.

5. UNIT LANGUAGE OBJECTIVES by the end of the unit, I ( student) will be able to:engage in conversation, using (list arabic vocab and key terms)express their feelings and emotions and exchange their opinions using common shopping expressions in arabic.( Vocab terms)understand and interpret spoken language on the topic of shopping ( interpersonal) listening activityuse shopping expressions /seek and provide information using relative nouns and interrogation tool terms : how much, what is, why,etc…..Employ adjectives and verbs with a culturally appropriate way.( Also, grammar time tenses-verb conjugating)demonstrate an understanding of the relationship between traditional arab shopping and their cultural values ( complete double bubble map with key terms-)

6. Lesson 1- ShoppingContent OBJECTIVES:I will be able to:1- recognize the design of the arab market2-identify The names and types of different local stores that his/her family visit3- read/view authentic material and answer comprehension questions through summarizing4- compare and contrast the arab market with the american marketLANGUAGE OBJECTIVES:ask and answer questions about shopping using question terms : XXXXXXXXdescribe family activities using simple past tense describe their eid gift using I like, I prefer, and basic adjectivesmake a shopping list using arabic numbers and arabic currency names for costsemploy singular and plural nouns to describe the gifts

7. ASSESSMENT METHODS Formative : thinking map – venn diagram- check list- exist ticket- centers -summative assessments: performed based assessment ( interpersonal – written presentational   - written test)homeworklisten to the new vocabulary on your DVD and write down 10 sentences.Pick up 10 new words and use them in useful sentences.Read the new words and classify them into groups. You any way you want (e.G.: Verb/noun/adjective).Pick up 10 new words and use them in a paragraph.Quizzes3 level concept map from the readingT/F culturally appropriate practicesfill in the blankscross out the word the word that doesn’t belong to the group and substitute it with the right word.FINALPROJECT: Market Presentation Graded based on Oral Proficiency Measuring Rubric.

8. المفردات؟الدولار، والمال، والديكور، وتزيين، والضيوف، لزيارة، زيارة والزوار، ومركز تسوق، بائع، حزب، احتفال، احتفال، والهدايا، والعملاء، وبيع، وشراء، ومكلفة، ورخيصة، الدينار، الجنيه المصري، أنا وسادة، ألعاب الكمبيوتر والأقراص المدمجة والهواتف المحمولة، وبطاقات العيد، والنباتات، القرنفل، الزنابق والورود والياسمين، وإناء، باقة من الزهور، بقلاوة، معمول، والشوكولاتة.VocabularyDollar, money, decoration, decorate, guests, to visit, visit, visitors, shopping mall, seller, party, celebrate, celebration, gifts, customers, sell, buy, expensive, cheap, dinar, Egyptian pound, I pad, computer games, CDs, cell phones, Eid cards, plants, carnation, lilies, roses, jasmine, vase, bouquet of flowers, Baklawa , mamoul, chocolates.

9. Lesson-2 Eid Celebration I will be able tocontent objectives:design a greeting  card with the arabic calligraphy on the eididentify three different writing styles  of  arabeid greetingslanguage objectives:write common greeting on the eid  in arabicdemonstrate an understanding  on the arabic calligraphygreet each other in arabic Materials⌘arabiccalligraphy video .calligraphy brushes, one per studentprocedure:KWL chart (what do you know about the arabic calligraphyshow examples of different arabic  calligraphyshow a sample of  arabic greetings and ask students to discuss the difference between arabic dialects on the eid  greetings. Divide students into the same small groups and distribute the eid card envelopes. Students need to decide to whom do they want to send the eid card? What kind of arabiceid greetings card do they want to write ?

10. MaterialsArabic calligraphy video .Calligraphy brushes, one per studentProcedure:KWL chart (What do you know about the Arabic calligraphyShow examples of different Arabic  calligraphyShow a sample of  Arabic greetings and ask students to discuss the difference between Arabic dialects on the Eid

11. LESSON-2- AssessmentFormative : Thinking map – Venn diagram- check list- exist ticket- Centers -summative assessments: performed based assessment ( interpersonal – written presentational   - written test)class discussionshomework to practice the writing of arabicwrite eid card with arabic greetings  student willdesign a greeting  card with the arabic calligraphy on the eididentify three different writing of  arabeid greetingswrite common greeting on the eid  in arabicdemonstrate an understanding  on the arabic calligraphy an explanation of how the unit meets the five requirements specified in part (A) of this handout and the rubrics/discussion questions in the appendices. We recommend that each requirement be assigned to a specific presenter.

12. UNIT ASSESSMENTfinal project : students will form 4 groups and role play mimicking a pretend “arabian market(souq) where a lot of bargaining skills are needed. Sale items will emphsiseid gifts exchanged during holidays celebrating ramadhan, adha, christmas.  Assessment and evaluation: students will be assessed according to their levels and the objectives set forth for the lesson by completing (formative): thinking maps, daily discussions, pair role playing, peer interview, short quizzes, written responses to authentic videos; homework activities: for example: make and print out flyer ads from local and online sources; print arabic and US currencies from online resources; make lists of matching items of role play activities: make group oral presentations based on a rubric generated by the instructor with student input. An explanation of how the unit meets the five requirements specified in part (A) of this handout and the rubrics/discussion questions in the appendices. We recommend that each requirement be assigned to a specific presenter. On the basis of the above, identify areas of need in the HL (e.G. Basic verb conjugations, orthography, literacy, etc.)

13. EXAMPLES OF MATERIALS ON ARABESQUE AND CALLIGRAPHY

15. ARAB WORLD

16. THE LETTER FA & THE NAME NABIHA= SMART

20. ARABIC POETRY SINCE 1875- FROM A MAN TO HIS BELOVED

21. READ

22. SEEK KNOWLEDGE

24. ARABESQUE THROUGH HENNA

25. ….AND …. IN FASHION

27. Miladmajeed-Eid Mubarak- Merry Christmas