Day #5 Theme or Concept to be Learned: Middle East Closure Age/Grade Level: 16-17 years of age / 11th grade Public

c School

Time Required: 45 minutes

Overall Goal of the Lesson: The students will be assessed on what they learned about the Middle East throughout the week. Working in groups, the students will have to think and write about a topic of their choosing that we have discussed over the past week.

Content Objectives: Georgia Performance Standards CCSS.ELA-Literacy.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. CCSS.ELA-Literacy.RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11CCR text complexity band independently and proficiently. CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Explanation of how standards will guide the lesson content (See below) Language Objectives: WIDA Standards Social and Instructional Language
Social and Cultural Traditions and Values Information Gathering

Language Arts
Speaking (Discussions and Process) Writing (Informative: what you know) Listening (Descriptive and Process)

The Language of Social Studies

Cultural Diversity and Cohesion Federal, Civil, and Individual Rights Human Populations Civilizations/Cultures Cultural Issue and Inequalities

Explanation of how standards will guide the lesson content The GPS and WIDA Standards above will be combined throughout the week with the theme of encompassing the Middle East. During the week, students will read, write, listen, speak, and discuss the region, culture, and inequalities present in the Middle East. Students will encounter an interwoven connection between the language of language arts and the language of social studies through their writing and discussion of research articles. Through the different modalities, students will participate in informative discussions, journal prompts, and reading informative articles.

Visuals/Resources/Supplementary Materials: Pipes, D. Hijabs on Western Political Women. (2013, November 8) Middle Eastern Forum. Retrieved from http://www.danielpipes.org/blog/2008/03/hijabs-on-western-politicalwomen

Key Vocabulary: Religion, inequality, cultural issues, hijab, rights (freedom), advocate, tapestry, politics, campaign Detailed Sequence of the Lesson: Time/Part of Lesson 20 minutes Journal PromptAssessment Objectives/ Rationale As an assessment, the students will divide into three separate groups based on the different unit themes from the past week (1. Language, religion, and geography 2. Inequalities 3. Economy) in order to summarize what they have learned / (Berardo & Deardorff, 2005). The students will be placed into stations for fun activities that further knowledge on the Middle Teacher Activities The teacher states that the students are going to divide into 3 groups and summarize what they learned from the unit to review for the class. Learner Activities After hearing the directions, the students will have 10 minutes to discuss what they learned and then 10 minutes to present their summary to the class. Discourse Pattern* Ss-Ss S-Ss Assessment Ensure that the students are retaining important information from the previous lesson on the Middle East.

25 minutes

The teacher will place the students into three different groups/station and explain what the

The students participate in the exercise at each station. *See below for station details.

Group Stations T-Ss Ss-T Ss-Ss

East. Students students will will have be doing at approximatel each station. y 8 minutes at each station. / (Gonzlez, Moll, & Amanti, 2005 and Brayboy & Maughan, 2009). Station 1: Hijab and Kefiya The students will watch a YouTube video that demonstrates how to tie a Hijab and Kefiya. After viewing the video, the students can use the tapestry provided to try and tie the Hijab and Kefiya on themselves. Video: Hijab- http://www.youtube.com/watch?v=dDebGvV9EmE Kefiya- http://www.youtube.com/watch?v=J9CGIIzIUR4 Station 2: Celebrities in the Middle East The students will be working at the computer station. The students will be provided with a website of celebrities who wore a Hijab or Kefiya while visiting the Middle East. After looking at the website, the students will then lookup reasons behind the celebrity choosing to wear the tapestry. Also, the students will have the option to identify other celebrities not identified on the website who practiced this feature while visiting the Middle East. Website- http://www.danielpipes.org/blog/2008/03/hijabs-on-western-political-women Station 3: Dance and Music The students will have the opportunity to hear popular songs in the Middle East and practice the dances that go along with the songs. The students will be provided with sample videos, but can use the ones they found for homework from the previous lesson. Sample Videos: http://www.youtube.com/watch?v=dX2uHnNnrlE http://www.youtube.com/watch?v=hmMyQKipt-w http://www.youtube.com/watch?v=mwNU7d1pyxo Accommodations: Prior to the lesson, the teacher will meet with 4 students who have very limited English language proficiency. The teacher will orally discuss the assessment with the students that will be completed in order to clarify the assignment. The students will then be able to ask any questions that arise to clear all confusion. The students will then be informed that today we will be working in stations. The students can work with the groups of their choosing and complete the exercise. Homework & Extended Activities: If the students need extra time to discuss and finish the summarized lesson and presentation, the activity will be extended.

Linkage to Other Disciplines/Intelligence: Language Arts, Literacy, Think-Pair-Share, Research, Art. We will exercise the interpersonal intelligences by fostering civil discussions about others cultures. References: Berardo, K., &Deardorff (Eds.), (2012).Building cultural competence, innovative activities, and models.Sterling, VA: Stylus. (pp. 45-52) BrayboyB.,&Maughan E. (2009). Indigenous knowledge and the story of the bean.Harvard Educational Review, 79(1), 1-21 Celce-Murcia, M., &Hilles, S. (1988). Techniques and resources in teaching grammar. New York, NY, USA: Oxford University Press. Gonzlez, N., Moll, L. C., &Amanti, C. (2005). Funds of knowledge: Theorizing practice in households, communities, and classrooms. Mahwah, N.J: L. Erlbaum Associates. Neuliep, J.W., (2012). Intercultural communication a contextual approach.Sage: Los Angeles. Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: an introduction to theories and models. New York: Guilford Press. Notes: References used demonstrate techniques in designing a lesson plan and accurately implementing the content material with a connection between literacy and reading comprehension. In addition, the references help instructors gain information on intercultural communication and cultural issues (Berardo et al., 2012). By presenting the material in certain presentations, the learner can be encouraged to comprehend more content (Celce-Murcia et al., 1988). It is also important to continue to grow as an instructor through research and observations in order to better educate your students. In providing material and assessments, the instructor should always follow the motto of developing assignments that are challenging yet realistic (Tracey et al., 2006).