Arabic III Curriculum

Grades 9-12: Unit Two

Title: Arab Entertainment World

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Course Description

Philosophy Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At the completion of a strong series of course studies, students will be able to: ● Possess knowledge of adequate vocabulary structured in contextual thematic units ● Express thoughts and ideas on a variety of topics ● Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc… ● Rely on background knowledge to develop fluency in the second language acquisition related to their daily lives, families, and communities ● Compose short dialogues, stories, narratives, and essays on a variety of topics ● Learn and embrace the culture and traditions of the native speakers’ countries while learning the language and cultural expressions ● Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from English into the target language Become valuable citizens globally, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures

Overview The Arabic Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is guided by the NJ DOE Model Curriculum for World Languages and encompasses the N.J.S.L. Standards for World Languages which address the need to prepare all students for interdependent world.

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The World Languages units for grades 9-12 consist of the following four thematic units of study:

1. Unit 1 - Food

2. Unit 2 – Arab Entertainment World

3. Unit 3 – The Future

4. Unit 4 – Regions of the Arab World

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Pacing Chart – Unit 2 # Student Learning Objective NJSLS 9 Weeks

1 Identify Arab leading actors and demonstrate knowledge of the Arab movie 7.1.NH.IPRET.4 industry and its impact on Hollywood. 7.1.AL.IPRET.1 7.1.NH.PRSNT.2

2 Identify classic playwrights, demonstrate knowledge of the theatre in the Arab 7.1.NM.IPRET.3 world and analyze theatrical scenes. 7.1.IL.IPERS.5 7.1.NH.PRSNT.3

3 Demonstrate comprehension of the impact of TV on the Arabic and American 7.1.NH.IPRET.8 cultures. 7.1.NH.PRSNT.3

4 Identify and discuss the influence of reality TV shows on teen culture. 7.1.NH.IPRET.8 7.1.NH.PRSNT.2

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving Word Study Drills Writing to learn Flash Cards Making thinking visible Interviews Note-taking Role Playing Rereading & rewriting Diagrams, charts and graphs Establishing text-based norms for discussions & writing Storytelling Establishing metacognitive reflection & articulation as a regular pattern Coaching in learning Reading partners Quick writes Visuals Pair/trio Sharing Reading Aloud Turn and Talk Model (I Do), Prompt (We Do), Check (You Do) Charting Mind Mapping Gallery Walks Trackers Whole class discussions Multiple Response Strategies Modeling Choral reading Reader’s/Writer’s Notebooks Conferencing

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Computer Science and Design Thinking Standards

8.1.12.CS2, 8.2.12.ED.1, 8.2.12.EC.1, 8.2.12.ETW.3 by the End of Grade 12 ● Computing Systems: ❖ 8.1.12.CS.2: Model interactions between application software, system software, and hardware.

Example: Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. ● Engineering Design: ❖ 8.2.12.ED.1: Use research to design and create a product or system that addresses a problem and make modifications based on input from potential consumers.

Example: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Ethics & Culture: ❖ 8.2.12.EC.1: Analyze controversial technological issues and determine the degree to which individuals, businesses, and governments have an ethical role in decisions that are made.

Example: Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

● Effects of Technology on the Natural World: ❖ 8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systematic plan of investigation, and propose an innovative sustainable solution.

Example: Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

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Computer Science and Design Thinking Standards

Career Readiness, Life literacies, and Key Skills Standards 9.4.12CI.1, 9.4.12.CI.2, 9.4.12.CI.3 Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and to successfully meet the challenges and opportunities in an interconnected global economy.

● Standard 9.4 Life Literacies and Key Skills:

This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live sand work in an interconnected economy. ❖ 9.4.12CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.

Example: Students will reflect and present information about favorite playwright, film director, or actor / actress in the Arab world.

● Standard 9.4 Life Literacies and Key Skills: This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. ❖ 9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities.

Example: Students will create a Google Doc / slide(s) featuring descriptions of personal talents, skills, and abilities to prepare for a career in entertainment.

● Standard 9.4 Life Literacies and Key Skills. This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy* that are critical for students to develop to live and work in an interconnected global economy. ❖ 9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition

Example: Students will develop a portfolio featuring skills, experiences, and knowledge required to work in entertainment inductry.

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Career Readiness, Life Literacies, and Key Skills

● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified 6- Reaching grade level ● Oral or written communication in English comparable to proficient English peers ● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or 5- Bridging reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support 4- Expanding

● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive 3- Developing support

● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support 2- Beginning

● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support 8 | Page

1- Entering

WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

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Culturally Relevant Pedagogy Examples

● Relationships:

Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.) Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultural experiences Incorporate lessons that challenge dominant viewpoints Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or provide a window into the lived experience of people whose identities differ from students. Bring in guest speakers. Use learning stations that utilize a range of materials. Use Media that positively depicts a range of cultures. ● Instructional Delivery:

Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback. Use frequent questioning as a means to keep students involved. Intentionally address visual, tactile, and auditory learners. Present relatable real world problems from various viewpoint

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SEL Competency Examples Content Specific Activity & Approach to SEL Example practices that address Self- - Teachers provide and review ✔ Self-Awareness Awareness: syllabi which outline and review Self-Management classroom rules, routines, and • Clearly state classroom rules Social-Awareness procedures. Consequences for Relationship Skills • Provide students with specific feedback inappropriate behavior are Responsible Decision-Making regarding academics and behavior discussed with the students. • Offer different ways to demonstrate - Students are considered understanding stakeholders in the creation of • Create opportunities for students to self- classroom rules, routines, and advocate procedures. • Check for student understanding / feelings about - The teacher and students design a performance framework to maximize student • Check for emotional wellbeing learning time. For example, • Facilitate understanding of student strengths teachers provide and review and challenges rubrics for Accountable Talk and

dialectical journals. - The students work collaboratively to develop a classroom environment which supports self- regulation and a responsibility for staying on task.

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Self-Awareness Example practices that address Self- - The teacher can expose students to ✔ Self-Management Management: stories and/or videos featuring Social-Awareness children in poverty, immigrant Relationship Skills • Encourage students to take pride/ownership in families, and war zones. Responsible Decision-Making work and behavior - The teacher can ask students how • Encourage students to reflect and adapt to they would handle a situation with overwhelmed anxiety and fear. classroom situations - The students can be asked to put • Assist students with being ready in the themselves into the shoes of any one classroom of the characters in the story / video • Assist students with managing their own and reflect on the emotional state of emotional states the character. - Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self- management. Self-Awareness Example practices that address Social- - I AM Malala (Arabic version) can Self-Management Awareness: be used to teach students the ✔ Social-Awareness importance of education, family, Relationship Skills • Encourage students to reflect on the perspective change, and freedom. Responsible Decision-Making of others - The teacher can share parts from I • Assign appropriate groups Am Malala by Malala Yousafzai so students can reflect on the struggles • Help students to think about social strengths of children in war zones. • Provide specific feedback on social skills • Model positive social awareness through metacognition activities

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Self-Awareness Example practices that address Relationship - Students can make connections to Self-Management Skills: self, others, and the outside world. Social-Awareness ✔ Relationship Skills • Engage families and community members Responsible Decision-Making • Model effective questioning and responding to students • Plan for project-based learning • Assist students with discovering individual strengths • Model and promote respecting differences • Model and promote active listening • Help students develop communication skills • Demonstrate value for a diversity of opinions Self-Awareness Example practices that address Responsible - Teachers will foster student Self-Management Decision-Making: leadership within classrooms and the Social-Awareness school community by providing Relationship Skills • Support collaborative decision making for opportunities for student ✔ Responsible Decision-Making academics and behavior independence. • Foster student-centered discipline - Students will be responsible for their • Assist students in step-by-step conflict resolution behavior as well as their peers. For process example, best practices require • Foster student independence teachers and students to establish • Model fair and appropriate decision making classroom norms and values during • Teach good citizenship participation in classroom activities such as gallery walks, turn and talks, etc.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist

● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers

● Timeline with due dates for ● Repeat, clarify or reword ● Brief and concrete directions ● Reference resources to reports and projects directions promote independence ● Provide immediate feedback ● Communication system ● Mini-breaks between tasks ● Visual and verbal reminders between home and school ● Small group instruction ● Provide lecture notes/outline ● Provide a warning for ● Graphic organizers ● Emphasize multi-sensory transitions learning ● Reading partners

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner routine ● Tape recorder ● Study guides ● Display a written agenda ● Simple and clear classroom ● Spell-checker ● Shortened tests ● Note-taking assistance rules ● Audio-taped books ● Read directions aloud ● Color code materials ● Frequent feedback

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Interdisciplinary Connections

Social Studies: 6.1.2.Civics.PI.4 ● Students will conduct research and write a passage, poster, or power point about the role of an Arab actor, singer, film director, or playwright in the community.

Social Studies: 6.1.2.CivicsPD.1 ● Students will engage in a discussion by asking questions, considering facts, and listening to the ideas of others regarding an issue in Arab entertainment in the Arab community/world or America

Technology: 8.1.12.A.2 ● Students will create a Google Doc / slide(s) about entertainment in a chosen Arab country and insert pictures.

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Enrichment

Accommodate Based on Students Individual Needs: Strategies The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district’s curriculum. Teachers are to accommodate based on student individual needs.

● Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways. ● Pose questions and exhibit sincere curiosity about principles and how things work. ● The ability to grasp concepts and make real world and cross-curricular connections. ● Generate theories and hypotheses and pursue methods of inquiry. ● Produce products that express insight, creativity, and excellence. ● Possess exceptional leadership skills. ● Evaluate vocabulary ● Elevate Text Complexity ● Inquiry based assignments and projects ● Independent student options ● Tiered/Multi-level activities ● Purposeful Learning Center ● Open-ended activities and projects ● Form and build on learning communities ● Providing pupils with experiences outside the ‘regular’ curriculum ● Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level. ● A higher quality of work than the norm for the given age group. ● The promotion of a higher level of thinking and making connections. ● The inclusion of additional subject areas and/or activities (cross-curricular). ● Using supplementary materials in addition to the normal range of resources.

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Assessments

Required District/State Assessments Suggested Formative/Summative Classroom Assessments

● For required District State Assessments, refer to the ● Short constructed response questions district assessment calendar for the appropriate testing ● Multiple Choice questions window and mandatory assessments required by the ● Quizzes district. ● Journals ● Essays ● Running Records ● Quick writes (Baseline to be administered at the start of the school ● Summative chapter test year. Ongoing assessments to be administered ● Projects throughout the school year, with student data reported ● Portfolio during each unit administration window). ● Exit Slips ● Graphic Organizers ● Presentations (incorporating Web 2.0 tools) ● Marking Period/Unit Assessment ● Homework (Students with CPL ≥3.5) ● Anecdotal Notes ● Student Conferencing ● ESL Unit Level 1-2 Assessment (Students with CPL ≤3.4)

● W-APT oral language proficiency test / ACCESS

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Enduring Understanding:

➢ The impact of movies and big screen actors on the society ➢ The importance of the classics and role of playwrights in shaping the society ➢ The shift of television and the impact on teenagers

Grade: 9-12 Unit: Two Topic: Arab Entertainment World

New Jersey Student Learning Standards (NJSLS):

7.1.NH.IPRET.4, 7.1.AL.IPRET.1, 7.1.NH.PRSNT.2, 7.1.NM.IPRET.3, 7.1.IL.IPERS.5, 7.1.NH.PRSNT.3, 7.1.NH.IPRET.8, 7.1.NH.PRSNT.3

ACTFL Modes of Communication:

● Interpersonal

● Interpretive

● Presentational

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NJDOE Student Learning Essential Questions Sample Activities Resources Cultural Practices, Products, Objective and Perspectives

SLO # 1 • Who are the leading Writing Assignment Famous Actors Arab Americans in Hollywood actors and singers in https://www.liveabout.com/famou Rami Malek Identify Arab leading the Arab world? Research a famous actor or s-arab-actors-2834712 Salma Hayek actors and demonstrate singer. Present to the class a Omar Sharif knowledge of the Arab • How are actors short presentation Arab Actors in Hollywood Rima Fakih movie industry and its viewed in the Arab about this person. Make Ahmed Ahmed impact on Hollywood. world? sure to show pictures. https://www.imdb.com/list/ls0667 F. Murray Abraham 99973/ Joey Naber Vince Vaughn Standard: 7.1.NH.IPRET.4 Biography • Who are the leading Hamzah Saman directors in the Arab Alia Shawkat Recognize some common Pick an Arab actor for each world? Arab Directors Tony Shalhoub gestures and cultural student, Have the student DJ Khaled practices associated with Adel Emam • Are there any Arab research and write a paper https://www.imdb.com/list/ls036 target culture(s). 331927/ Ramy Youssef actors known about the life of the actor. Ahmed Shihab-Eldin

worldwide? Bassem Youssef Standard: 7.1.AL.IPRET.1 Poster Peter Macdissi Ali Suliman • How are actors and Identify main ideas and Have students create a Ghassan Massoud significant details in a actresses viewed in Moustapha Akkad poster about the actor they range of oral, viewed, and the Arab world? Amr Waked did the biography on. Make Michael Nouri written texts Jenna Dewan sure they include pictures, Khaled Nabawy Standard: 7.1.NH.PRSNT.2 movies and ads. Shakira Paula Abdul Create and present brief Journal Entry Hoda Kotb messages using familiar Said Taghmaoui Write a page long detailed vocabulary orally or in writing. description of your favorite movie and explain the

impact it had on you and 21 | Page

why. Share it with a partner.

Teacher selects a few random entries to be shared with the whole group

SLO # 2 • What is the Arab Play Arab Plays Tafik al-Hakim is one of the theater? most notable and influential Identify classic https://bookriot.com/arab- figures for theatre in the Middle In a group of four, write a plays-in-translation/ East. Considered the founder of playwrights, demonstrate • What type of theater play and present it to the knowledge of the theatre is known in the Arab class. Use Arabic in the contemporary Egyptian drama, world? play. Theater he wrote more than 50 plays. in the Arab world and Al-Hakim addressed Egyptian

analyze theatrical scenes. https://al-bab.com/albab- social struggles in everyday life. • Is there comedy Profile of a Playwright orig/albab/arab/visual/theatre.h Standard: 7.1.NM.IPRET.3 theater? Research information and tm create a profile for a favorite Identify familiar people, Arab playwright. Then, The Rise of Arab Theater • Who are the most report to class. places, objects in daily life https://www.arabamerica.com/t based on simple oral and famous actors of the he-rise-of-arab-theater-in- written descriptions. Arab world theater america/ world? Standard: 7.1.IL.IPERS.5 History and Overview

Engage in short conversations https://study.com/academy/lesso n/middle-eastern-theatre- about personal experiences or history-overview.html events and/or topics studied in other content areas.

Standard: 7.1.NH.PRSNT.3

Describe orally and in writing people and things from the home and school environment.

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SLO #3 • Do TV shows TV Show Assignment TV Shows * Soap operas influence culture? * Mini-series https://www.youtube.com/watch? Demonstrate Watch an Arabic TV show and * Reality Shows comprehension of the v=9cswXB-CZZc • How many hours of write one paragraph about * TV movies impact of TV on the similarities and another paragraph TV do you watch Arab Idol * Sports on contrast with a US TV show. Arabic and American per day? * Arts cultures. Share your writing with a https://www.youtube.com/watch? * Music classmate. • What is the impact v=72VFVRn4T7c&list=PLkMa6 *Documentaries Standard: 7.1.NH.IPRET.8 yuzIyDwVYpmrV0TQsIPikXXQ of television on Presentation n6Rm Demonstrate teenagers? Compare and contrast an episode comprehension of brief Arab Got Talent of Arab Idol and American Idol oral and written messages and present to the class if you see using contextualized • Should prime-time https://www.youtube.com/watch? any differences. v=Fj4TYafdlCk culturally authentic television be censored? materials on global issues, Arab Voice including climate change. https://www.youtube.com/watch? Standard: 7.1.NH.PRSNT.3 v=EFDsRC3TtUg

Describe orally and in Arab Women in Sports writing people and things from the home and school https://www.youtube.com/watch? environment. v=q1PphgbEJcs

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SLO #4 • What is the Reality Shows Impact of Reality TV American Reality shows influence of have a great influence on Identify and discuss the American reality In groups of four students, http://www.mghclaycenter.o the Arab world. influence of reality TV shows on the Arab discuss the influence of rg/parenting- shows on teen culture. audience? American reality TV on concerns/teenagers/impact-

teenagers. Report back to reality-tv-teens-can-parents/ Standard: 7.1.NH.IPRET.8 • Are Reality Shows the whole group and Demonstrate real? provide your point of view. Pop Culture comprehension of brief oral and written messages • What is the impact https://scholarcommons.scu. using contextualized Your Favorite Show of Reality TV on our edu/engl_176/35/ culturally authentic culture? materials on global issues, Have students watch their including climate change. favorite reality show. Have • Do you think the them write a page about language used on Standard: 7.1.NH.PRSNT.2 what they like about the reality shows is Create and present brief appropriate for TV show and what they can messages using familiar viewers? change to make the show vocabulary orally or in writing. better. • Why is our culture fixated with Reality Shows?

Unit Two Vocabulary

الترفيه العربي Arab Entertainment World

رياضات محبوب العرب يؤثر التلفزيون على فيلم كرة القدم عرض المواهب العربي ثقافة برنامج كره السله مسلسالت طويلة آثار التلفزيون على تلفزيوني

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سباق برنامج تلفزيوني األسر الممثل انتصر األكثر إعجابا الثقافة ممثلة تخسر األكثر مشاهدة الصحافة مسرح مسابقته مقاالت مشهور لعبة مخرج فيلم منتج الفيلم

Unit Project (Choose 1)

Project (Suggested) Project (Suggested)

1.Presentation: A pair or a group of students can research information about a favorite 2.With teacher prompt and support, students can create their own reality show and playwright, a film director, or an actor and create a power point featuring their works present it to the school. and themes they addressed.

Rubric Required Rubric Required

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