Student Program Curriculum Template and Guide
2012
STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE
Host Institution
Program Name
Seattle Public Schools
Seattle Public Schools Student Program
Language(s)
Arabic
Age of Students
8-10 (grade 3-5)
Target Proficiency Level
Novice Low to Novice Mid
Residential___
Non-residential_x
Program Setting
Distance/Online Component___
Other___ (Please specify)
Duration
Weeks: 2
Contact Hours: 36
Designed by
Name: Amany Trhi
Abdelrhman Bakhit
Email: amab23@yahoo.com
A.
Brief Description of Program
3rd to 5th grade students with little or no prior knowledge of the Arabic language will participate
in a two-week summer camp to strengthen their understanding of Arabic language and culture. In
an authentic environment, students will learn to communicate purposefully in the target language
as listeners, speakers, readers and writers.
Students will learn that Arabic is one of the most spoken languages in the world. The geography
of the Arab World (include the country or region, such as Levant, Gulf, Egypt, North Africa) will
be introduced. The MSA, an updated version of Classical Arabic, which will be the language of
instruction in the camp. Students will be familiar with the basics of Modern Standard Arabic
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Student Program Curriculum Template and Guide
through visual aids, activities, games and short Arabic stories. They will also learn the basic
Arabic writing system. Students will learn to introduce themselves in Arabic and read and write
short Arabic sentences and phrases.
Traditional food and clothing will be introduced while teaching students about different Arabic
festivals and events. In addition to learning about traditional Arab dishes, students will also learn
how these dishes are prepared. The ultimate goal is to develop a positive attitude towards cultural
diversity and an appreciation for Arabic culture in the students of the summer camp.
B.
Program Theme
This is the umbrella theme that frames the curriculum and provides context for language and
culture learning.
Arabic language all over the world
C.
Unit Subthemes
What are the subthemes that will address different aspects of the umbrella theme? These
subthemes will facilitate student learning and enable students to demonstrate what they have
learned.
Subthemes
D.
Unit 1
Greeting and About Arabic
(Greeting, self-introduction, introduction of the Arabic Alphabet, general
introduction of the Arabic language, counting in Arabic.)
Unit 2
The Arab World
(Introduce the geography of the Arab world)
Unit 3
Arabic Art
(Introduce calligraphy and commonly seen geometric patterns in buildings,
books and glass.)
Unit 4
Arabic Events and Festival (Ramadan, Hajj and Eid).
(Traditional food and clothing will be introduced )
Standards and Expected Outcomes
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Student Program Curriculum Template and Guide
What will students know and be able to do in the target language and culture? Identify what
students will do in terms of the standards. Ideally, all standards will be addressed, but there may
be exceptions depending on the type of program that is being offered.
Goals
Standards


1.1 Interpersonal

Communication
1.2 Interpretive
Students Can…
Express basic needs in Arabic (e.g. May I
go to the bathroom?).
Introduce themselves and others: ask and
answer simple questions and exchange
information about themselves and their
families with other students.
Express about their likes and dislikes for
different colors and foods.
Listening
 Follow simple instructions in Arabic.
 Use audio recordings to practice simple
greetings and introductions.
 Listen to and watch multimedia materials
in the Arabic language.
 Understand simple directions in Arabic
(e.g. up-down-right-left-under-above).
Reading:
 Read simple phrases and sentences about
one’s family.
 Read a map in Arabic
1.3 Presentational
Speaking:
 Give a short introduction about oneself.
 Describe clothing.
 Role play simple scenarios based on the
subthemes.


Cultures
2.1 Practices


Use appropriate courtesy expressions, like
adding ‫شكرا عفوا‬
‫من فضلك‬
Introduce typical Arabic food for various
events or festival.
Formal and informal greetings.
Family traditions based on cultural
influence.
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Student Program Curriculum Template and Guide



2.2 Products

4.1 Nature of Language



comparisons
4.2 Nature of Culture



5.2 Life-long Learners
E.
Arabic greeting standards, such as
handshake and kisses.
Draw and color traditional Arabic clothing
Do calligraphy and geometric art using
trace paper, such as creating mosaics using
craft store materials.
Recognize the similarities and differences
between writing names in English and
writing names in Arabic.
Name and talk about notable cities and
landmarks in the Middle East.
Compare Arabic foods in different Middle
Eastern countries and regions.
Understand the differences between
American and traditional Arab clothing
styles.
Compare family structure.
Compare the Arab diet to the American
diet.
Learn the value of reflection by sharing
journals with other family members.
Specific Knowledge and Skills
What specific linguistic, cultural, and other subject matter knowledge and skills will students be
learning as they work with this theme? (e.g., language functions, cultural knowledge/practices/
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in
terms of, but not limited to, Linguafolio-like Can Do statements that are aligned with the
Standards for Foreign Language Learning in the 21st Century.
Students Can
Thematic Knowledge and Skills
Students Use
Greet others and take leave
How are you?: (kef Halak?)
Fine thanks: (bekhier al-Hamdulillah)
Peace be upon you.
Thank you.
Good morning.
See you.
Introducing self
What's your name?: (shismak?)
My name is?: (ismi ?)
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Student Program Curriculum Template and Guide
I am…
Talk about family
I have a …
Follow instruction in Arabic in class
Look, listen,
Be quiet ,
Raise your hand,
I understand: (ana fahim)
I don't understand: (la afham)
Ask and answer questions about
family
Who do you have in your family?
Do you have…?
I have …
Dad, mom, younger brother, older brother, younger
sister, older sister
The geography of the Arab world
Iraq
Lebanon
Yemen
Egypt
Talk about colors to describe things
Red -Green -Yellow -Blue -Brown- Black -White Pink Orange
Listen and Sing the Arabic Songs
Alphabet Songs
Five senses song
Name and identify food items that are
connected to the festival
Identifying Arabic clothes
Milk, chicken, fish, bread, pork
Identify Arabic clothing for boys and girls
Boys: dishdasheh
Girls: hijab and abaya
F.
End of Program Performance Tasks
What culminating performance tasks will provide evidence that students have achieved the
program learning objectives? Indicate how students will be assessed for each mode of
communication through interpretive, interpersonal and presentational performance tasks.

Interpretive tasks involve students in receptive communication of oral or written messages,
in mediated communication via print and non-print material, or with listener, viewer, reader
works with visual or recorded materials whose creator is absent.
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Student Program Curriculum Template and Guide

Interpersonal tasks require direct oral communication between individuals who are in
personal contact or direct written communication between individuals who come into
personal contact.

Presentational tasks require students to engage in productive communication using oral or
written language, produce spoken or written communication for people with whom there is
no immediate personal contact or which takes place in a one-to-many mode, or author or
create visual or recorded material for listeners or readers not personally known.
Interpretive tasks:
1. Students will scan a paragraph focused on direction words and names of Arabic countries
and mark on the location of the countries on a map.
2. Students will be able to recognize memorized phrases and personal information from an
Arabic text
Interpersonal tasks:
1 Students will greet a partner, introduce themselves and request food and other common
items.
Presentational tasks:
1. Using self-drawn pictures of their families, students will describe the picture including
Biographical information about each family member.
2. Students will state 2-3 facts about featured Arabic countries.
3. Students will sing simple songs and recite simple poems.
G.
Other Types of Assessment and Evidence of Learning
Other types of assessment and evidence of learning may include a wide range of activities and
products that provide meaningful evidence of learning, such as dialogue journals, reflective
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some
assessment or reflection about students’ attitudes and perspectives toward the target language
and culture.
Examples
Morning Routine
Brief description
Students participate in standard morning routines like
greeting teachers and other friends in the target language.
Teachers will ask simple questions to check students’
understanding and students will learn songs and rhymes.
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Student Program Curriculum Template and Guide
Role plays
Meeting strangers
Introduce family members during a festival
Self introduction
Students will introduce themselves and provide additional
information about themselves
Create their own journals
Students will create their own scrapbooks with learned
vocabulary, songs, projects, drawings, and writing
samples.
Games
Teachers will use games to facilitate the learning of the
target vocabulary and phrases.
Students will listen to Arabic songs.
Music
Video
Students will watch authentic videos of Arab cultural
practices.
Interview
Students will interview each other to learn about the
likes/dislikes and family members of their peers.
Interview each other to discover personal and biographical
information.
Daily Journal
Before students leave for lunch each day, they will spend
ten minutes working on their daily journal to reflect upon
what they have learned on that day.
H.
Instructional Strategies
How will your program ensure that the following best practices are incorporated into your
program?
Strategies
Use target language for instruction
Examples
The target language will be used during at least 90 percent
of instruction. We will recruit high school TAs for each
team to help teachers reinforce students’ understanding if
English is needed.
Teachers will create comprehensible input through visual
aids, action clues and other methods.
Facilitate student-centered learning
Student-center activities such as interviews and role
playing activities. Graphical representations and games
will be used during the summer camp.
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Student Program Curriculum Template and Guide
Ensure meaningful interaction in
the target language
Integrate language in the daily
routine and exercise.
Students will use basic and memorized phrases to meet
their personal needs (water, pencil, bathroom, tissue, etc)
Students will be required to use the Arabic key words of
the day in their conversations.
Every morning, students will start with exercise. It will
help them to recognize directions, numbers, and body
parts.
Differentiate instruction based on
student need
I.
Students will be grouped into teams based on their
learning styles and academic abilities.
Center activities will be set up each day to address the
needs of students with different learning styles.
Various teaching resources will be used to meet the needs
of different student learning styles and abilities.
Seating will be flexible and arranged to promote learning,
participation, and interaction.
Materials & Other Resources
Describe the primary resources that you plan to use for the program.
Resources
Title of textbook, if
applicable
Description
A variety of reading materials will be used during circle time.
Authentic materials
Storybooks, pictures/photos, and flashcards.
Multimedia
DVDs, CDs, and CD-ROM, and Microsoft PowerPoint
YouTube: movie and song clips of several Arab movies, as well as
video clips depicting the method of celebration and traditional
costumes of famous Arab events like Ramadan and Eid.
J.
Technology
If technology is part of your budget, how will that technology support instruction and enhance
learning?
Technological Tools
Explanation
Photo Gallery
Used to facilitate student learning of important events.
YouTube
Video clips from YouTube will be used to introduce the
Arabic alphabet.
Flip Video Camera
To record student performances, presentations, and
artwork.
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Student Program Curriculum Template and Guide
For Your Reference
Standards for Foreign Language Learning in the 21st Century
Goal 1: Communication
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide
and obtain information, express feeling and emotion, and exchange opinions.
Standard 1.2 – Interpretive Communication: Students understand and interpret written
and spoken language on a variety of topics.
Standard 1.3 – Presentational Communication: Students present information, concepts
and ideas to an audience of listeners or readers on a variety or topics.
Goal 2: Cultures
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture studied.
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of
the relationship between the products and perspectives of the culture studied.
Goal 3: Connections
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their
knowledge of other disciplines through the foreign language.
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the
distinctive viewpoints that are only available through the foreign language and its
cultures.
Goal 4: Comparisons
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature
of language through comparisons of the language studied and their own.
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
Goal 5: Community
Standard 5.1 – Beyond the School Setting: Students use the language both within and
beyond the school setting.
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Student Program Curriculum Template and Guide
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long
learners by using the language for personal enjoyment and enrichment.
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Student Program Curriculum Template and Guide
Communicative Modes
Interpersonal Mode
The Interpersonal Mode is characterized by active negotiation of meaning among individuals.
Participants observe and monitor one another to see how their meaning and intentions are being
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a
higher probability of ultimately achieving the goal of successful communication in this mode
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both
the interpersonal and negotiated dimensions can be realized through reading and writing, such as
the exchange of personal letters or electronic mail messages.
Interpretive Mode
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that
occur in written and spoken form where there is no recourse to the active negotiation of meaning
with the writer or the speaker. Such instances of “one-way” reading or listening include the
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading
and listening “comprehension,” where the term could refer to understanding a text with an
American mindset. Put another way, interpretation differs from comprehension in that the
former implies the ability to “read (or listen) between the lines.”
Since the Interpretive Mode does not allow for active negotiation between the reader and the
writer or the listener and the speaker, it requires a much more profound knowledge of culture
from the outset. The more one knows about the other language and culture, the greater the
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be
noted, however, that cultural literacy and the ability to read or listen between the lines are
developed over time and through exposure to the language and culture.
Presentational Mode
The Presentational Mode refers to the creation of messages in a manner that facilities
interpretation by members of the other culture where no direct opportunity for active negotiation
of meaning between members of the two cultures exists. Examples of the “one-way” writing and
speaking require a substantial knowledge of language and culture from the outset, since the goal
is to make sure that members of the other culture, the audience, will be successful in reading and
listening between the lines.
______________________
National Standards in Foreign Language Education Project (2006). Standards for foreign
language learning in the 21st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.
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