Lesson Title: Describing People
Teacher: Yasser Eldeabes
Course: Arabic 1
Date: 11-14-14
Vocabulary Words and Activities:
‫نشيط – لطيف – مجتهد – طويل – قصير – ذكي – مبدع – ثرثار – مضحك – ذكي – كسول‬
Simple Sentences:
‫أنا ذكي – هو مضحك – أخي نشيط – أختي مجتهدة – أمي نشيطة – أبي طويل‬
‫الولد مجتهد وذكي – البنت قصيرة ولطيفة‬
Day
Wednesday
Subject
Content
Standard/
Math Practice
Standard(s)
1.1 Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions,
feelings, and opinions.
1.2 Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
5.1 Learners use the language both within and beyond the classroom to interact and collaborate in their community and the
globalized world.
CCSS.RI/
standards
(Non-ELA and
Math courses
support for
PARCC/ AP)
Current Class
Status (% of
proficient
students) on
identified
standard or
related cluster
10.4 determine the meaning of a word or phrase
90% Entering
10% Beginning
(Data can be
pulled from TAS
diagnostics,
finals, interims,
A-net, AP
diagnostics,
DCCAS, etc.)
Goal (% of
proficient
students) after
formal
assessment
50% Beginning
50% Developing/Expanding
Content
Objective
SWBAT
(specific skill(s)
and
understanding(s)
unwrapped from
content standard
with optimal
level of student
acquisition
included with
use of Blooms
action verbs)
- Use simple adjectives ‫نشيط – لطيف – مجتهد – طويل – قصير – ذكي – مبدع – ثرثار – مضحك – ذكي – كسول‬
to describe self and/or others.
Key points (35)
(most important
ideas/ facts
students must
know and be
able to transfer –
these should
come from
unwrapping the
standard, or from
the sub skills
document )
Potential
Misunderstan
dings
- Ask and answer questions about people’s personal traits in Arabic.
- Differentiate between masculine and feminine adjectives.
- List of people descriptions in Arabic
‫نشيط – لطيف – مجتهد – طويل – قصير – ذكي – مبدع – ثرثار – مضحك – ذكي – كسول‬
-Simple sentences that includes the personal traits
‫أنا ذكي – هو مضحك – أخي نشيط – أختي مجتهدة – أمي نشيطة – أبي طويل‬
‫الولد مجتهد وذكي – البنت قصيرة ولطيفة‬
Preferred personal traits are common across cultures.
(Common
misconceptions
or mistakes
students may
make/think while
involved in
instruction)
Higher Order
Questions
(Probing
questionsanalysis,
synthesis,
evaluation,
comparison
questions.
Essential
questions can
assist with this)
How do you best describe yourself?
Checks for
Understandin
g
Contest
Flash Cards
Group discussion
(How will you
check for
understanding,
both whole
group and
individually?)
Complex Text
(title of the
Powerpoint slideshow
Flash cards
article, novel,
publication, or
for math Task
centric approach,
word problems,
etc.)
Do Now
Description of
Lesson
(Process used to
teach content
which should
include 1 or
more of the
CHEC 7/
Literacy Toolkit
strategies or
Task centric
approach)
Warm-up 5 min (objectives + each student is asked to describe him/herself in one word.)
Task1 25 min (Powerpoint activity – using the classroom projector, students interact with the Powerpoint slideshow on how to
pronounce and write about personal traits in Arabic, at the same time they are asked to write down the new words/sentences in
their notebooks.)
Task2 15 min (Using classroom projector, teacher shows a picture of 5 different people and starts to describe them one by one
and asks the students to tell which character is being described, teacher and other students discuss all the responses until they
set the correct answer for each question.)
Task3 25 min (Flash cards – Each student is handed out a card with two pictures of two different characters, and a description
for each character above it. Students are asked to form two parallel lines in which each of them faces the other, showing
him/her the pictures while hiding the answers, and the opposing student does the same. after each of them tries with an answer,
students reveal the correct answers before they are asked to move one step to the left and start again with another student.)
Task 4 15 min (students are asked to work in groups to write simple sentences describing each member of the group using the
new words/phrases, and each one of each group reads one of these sentences out loud.)
Co-teaching
Model
(Insert coteaching model
being used each
day if applicable,
indicate if SPED
or Dual
Language)
No co-teacher
Student
Groups/Statio
ns
(Identify
Station 1: flash cards activity
Station 2: group activity
the names of
students in small
group instruction
situations or
stations, indicate
if groups are
heterogeneous or
homogeneous)
Sped Students
Accommodati
ons/
Modifications
Assessment
No Sped Students
Finished classwork
(daily check of
how the students
independently
performed based
on the identified
objectiveindicate type of
assessment)
Homework
and Feedback
(Practice for
what was taught
that day in the
class or
remediation of a
previously taught
skill if neededindividually
based. Date
homework will
be graded and
returned.
Write a simple paragraph of three lines describing yourself and other family members using the new vocabulary.