2015 Student Program Lesson Plan Template
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Class
Level 1 Arabic
Age of Learner
High School
Lesson Topic
Targeted Performance Level
‫“ مرحبا ً في بيتي‬Welcome to my home”
hgiv e ivoN
Number of minutes
55
STARTALK-endorsed Principles and Guiding Questions
STARTALK-endorsed Principles for Effective Teaching and Learning
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Implementing a standards-based and thematically organized curriculum
Facilitating a learner-centered classroom
Using target language and providing comprehensible input for instruction
Integrating culture, content, and language in a world language classroom
Adapting and using age-appropriate authentic materials
Conducting performance-based assessment
Questions to Consider Before and During Lesson Planning
Do the activities in the lesson:
 give students a reason for needing to/wanting to pay attention and be on task?
 provide sufficient opportunities for understanding new words before expecting production?
 provide multiple, varied opportunities for students to hear new words/expressions used in highly visualized contexts that make meaning transparent?
 provide students with an authentic purpose for using words and phrases?
 engage all students (as opposed to just one or two students at a time)?
 vary in the level of intensity and the amount of physical movement required?
Mouna Mana and Laura Terrill, CSC 2015 – presentation at lauraterrill.wikispaces.com
For more information about STARTALK: startalk.umd.edu
1
 make the learner, not the teacher, the active participant?
 build toward allowing students to demonstrate in meaningful and unrehearsed ways that they are able to use what they know?
 make the best use of instructional time to maximize student learning?
 take an appropriate amount of time considering the age of the learner?
STAGE 1: What will learners be able to do with what they know by the end of this lesson?
DO
What are the learning targets for this lesson?
Learners will be able to:
 state where Marrakech is in the world (recycle)
 state simple facts about Marrakech – big, small, modern,
traditional
 describe the house
 name the different rooms of a home and associated colors
 state the room they prefer
 identify cultural items found in different rooms
KNOW
What vocabulary, grammatical structures, language chunks, cultural
knowledge, and content information do learners need to accomplish the
lesson can-do?
Learners need to know:
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in Africa, in Morocco, near the Atlantic, near Spain (recycle)
Marrakech is/is not a big city, small city, modern, traditional.
What is the house like? It’s big, small, modern, traditional
Does the house have….? It has a kitchen, entry, living room etc.
What room do you prefer? I prefer the (living room)
The living room has … The kitchen has….
STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?
What will learners do (learning tasks/activities/formative assessments) to demonstrate they can meet the lesson can-do?
Mouna Mana and Laura Terrill, CSC 2015 – presentation at lauraterrill.wikispaces.com
For more information about STARTALK: startalk.umd.edu
2
Learners will view images or freeze frames of the city of Marrakech and the home shown in the video and will be able to give a simple description of the
image. They will alternate asking and answering questions about those images.
Learners will be given different images and will write words and phrases that describe that image in preparation for a guessing game the next day.
STAGE 3: What will prepare learners to demonstrate what they can do with what they know?
How will you facilitate the learning?
What activities will be used to ensure learners accomplish the lesson can do? What will the teacher be doing? What will the students be doing?
Opening Activity
How can you capture the students’ energy and commitment for today’s lesson?
Learners view quick clips of Marrakech, Morocco and recycle vocabulary from previous lessons saying what they can say, commenting
on location, size, places, etc. Teacher may elect to give a word bank depending on level of class allowing students to circle words they
identify in the video or images.
Time:
5 minutes
Learning Episode
The teacher shares a few sentences in Arabic about the video with the class. Some are true, some are false or not in the video. Sample
sentences: A big family lives in the house. The family is poor. The house is traditional. Learners will watch the first part of the video
seeing the entry, living area, dining area, bathroom, kitchen, stairway and first bedroom. As they watch they consider the sentences.
At the end of the video, they mark sentences as true, false or no evidence. Then, they pair to compare their answers with a partner
and generate simple sentences to prove or disprove the statements.
‫هذا غير صحيح‬/‫ هذا صحيح‬:‫تمرين‬
Time:
10 minutes
Learning Episode
Teacher uses the blueprint with names of rooms. The blueprint is displayed and the teacher points to one of the rooms. The teacher
uses the name of the room in simple sentences, acting out things that might be done in that room. The learners jot down or draw
images next to the word to indicate the meaning of the word. They do not translate into English. The teachers uses the names of the
rooms in sentences and learners demonstrate comprehension by acting out something that might be done in that room – brushing
hair in the bathroom, knocking at the entry, etc. The teacher has a student act out. Students pair and alternate saying where they are
to each other. I am in the (dining room).
Mouna Mana and Laura Terrill, CSC 2015 – presentation at lauraterrill.wikispaces.com
For more information about STARTALK: startalk.umd.edu
Time:
10 minutes
3
Learning Episode
Learners will watch the video again. The second time the teacher narrates a tour of the house in the context of a story. Samira, a
Moroccan schoolgirl searches for her grandmother every afternoon when she comes back from school, in every room of the house.
This will allow for a repeated question and answer pattern that students can begin to use. (Grandma/‫ )ميمة‬are you in the bathroom?
No, you are not in the bathroom. Where are you?) Video will be stopped after each section of the house is shown. Learners will circle
the names of the rooms they hear in the narration on the blueprint and will begin to sketch an actual floor plan of the house being
described.
Time:
10 minutes
Learning Episode
The teacher shows and names images of cultural items that are seen in the video. They learners pair and guess the name of the room
where the item is found. The teacher asks non-volunteers to share their guesses. The video is played again so that students can
confirm their guesses. The teacher then asks each student to write down the name of a cultural item and a room. The teacher does
this also. They do not have to match. Students ask questions of the teacher to guess so that the process is modeled Students then
pair and ask questions to guess the 2 items. Do you have a carpet? No. I don’t have… Are you in the bedroom? Yes, I am… Learners
alternate guesses to see who can guess both first. Similar to Clue – You are in the bedroom with the tea kettle.
Time:
10 minutes
Learning Episode
Exit Slip: Learners will have a graphic organizer showing the rooms of the house and a couple images of Marrakech. They will have 5
minutes to write down as many words, phrases or questions about each image as they can. They will be collected as students exit the
room.
Homework: Learners will take a picture of a favorite room in their house to be used in class the next day. Those pictures will be
emailed to the teacher with 2-3 sentences about the room.
Time:
10 minutes
Add additional learning episodes if necessary.
Materials needed for this lesson
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Moroccan home in Marrakech: https://www.youtube.com/watch?v=gR01umC9Yp8
images and or video showing city of Marrakech: http://marrakechvideo.com/#/?playlistId=0&videoId=0
blueprint with names of rooms in Arabic
simple sentences based on video of home
images of cultural items either directly from video or other similar images that are culturally authentic
 graphic organizer with images from the days lessons for exit slip
Mouna Mana and Laura Terrill, CSC 2015 – presentation at lauraterrill.wikispaces.com
For more information about STARTALK: startalk.umd.edu
4
Reflection/Notes to Self
Mouna Mana and Laura Terrill, CSC 2015 – presentation at lauraterrill.wikispaces.com
For more information about STARTALK: startalk.umd.edu
5