Day #1 Theme or Concept to be Learned: Middle East Introduction and Fun Facts Age/Grade Level: 16-17 years of age

e / 11th grade Public School

Time Required: 45 minutes

Overall Goal of the Lesson: The students will be introduced to the Middle Eastern region, countries, major religions, geography, and other facts that are important to the area. The students will have a basic understanding of the diversity and geography of the Middle East. Content Objectives: Georgia Performance Standards 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.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making,

set clear goals and deadlines, and establish individual roles as needed. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 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.11-12.10 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. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

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
Reading (Informative) Speaking (Informative and Discussions) Writing (Informative) Listening (Descriptive and Informative Information)

The Language of Social Studies

Cultural Diversity and Cohesion Federal, Civil, and Individual Rights Human Populations Civilizations/Cultures Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives. Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons.

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: see attached resource list

Hirsch, P. K. (Director) (2003). Dear Adil [Television series episode]. In Bailey, G. (Executive Producer), Arthur. Boston, MA: PBS. World Map (Use in order to highlight the Middle East, geography, and languages of the region.) Handout (list of Middle Eastern countries, language, and religions) Key Vocabulary: geography, religion, Christianity, Islam, Judaism, region, environment, language, foreign, population, culture Detailed Sequence of the Lesson: Time/Part of Lesson 11 minutes Warm-up Objectives/ Rationale As a pre assessment, the students will answer the Essential Question: What do you know about the Middle East? Teacher Activities The teacher will read the Essential Question aloud and state that students can write any information they know about the Middle East. The teacher will ask students to volunteer to speak aloud what they know about the Middle East and to identify the region on a World Map. The teacher will pass around a handout and encourage students to quickly review its Learner Activities After hearing the Essential Question, students will have 10 minutes to write independently on their knowledge of the Middle East. The students will speak about information they included in their assessment. One student will volunteer to point out the region known as the Middle East. The students will quickly review the content on the Middle East handout. Time/Part of Lesson 11 minutes Warm-up Objectives/ Rationale As a pre assessment, the students will answer the Essential Question: What do you know about the Middle East?

5 minutes

The students will state what they know about the Middle East and identify the region from a map (Richards, 1990).

5 minutes

The students will state what they know about the Middle East and identify the region from a map (Richards, 1990).

2 minutes

Students will receive and look over a handout on the Middle Easts major languages, religions, and

2 minutes

Students will receive and look over a handout on the Middle Easts major languages, religions, and

15 minutes

geography (Tracey & Morrow, 2006) Students will be presented with a YouTube video from Arthur demonstratin g some cultural differences between the United States and the Middle East (Richards, 1990). Students will understand more about the Middle East by diving deeper into languages, religion, and geography (CelceMurcia &Hilles, 1988).

contents.

12 minutes

The teacher will show an 11 minutes clip that presents cultural differences between the US and the Middle East. After, the teacher will begin a discussion on differences the clip presented. The teacher will describe the assignment to the students and separate students into three different groups. Group 1 language, Group 2 religion, and Group 3 geography.

The students will view the short clip and then discuss some differences between the US and Middle East they saw in the video.

15 minutes

geography (Tracey & Morrow, 2006) Students will be presented with a YouTube video from Arthur demonstratin g some cultural differences between the United States and the Middle East (Richards, 1990). Students will understand more about the Middle East by diving deeper into languages, religion, and geography (CelceMurcia &Hilles, 1988).

The students in each group will read for 5 minutes about the section they have on the handout. After the 5 minutes, the students will designate a speaker to present the information to the class.

12 minutes

Accommodations: Prior to the lesson, the teacher will meet with 4 students who have very limited English language proficiency. The teacher will provide the handout to these students early and orally discuss what they know about the Middle East. The students will then be paired with other Spanish-speaking students during the lesson. The students will then be able to consult one another while writing. Homework & Extended Activities: Tomorrow, we are going to discuss culture, cultural issues, and inequalities in the Middle East. As a result, students are encouraged to look up information

about women or current events in the Middle East especially items related to two women named Malala and Manal. Linkage to Other Disciplines/Intelligence: Science: Geography, Literacy. We will exercise the interpersonal intelligences by fostering civil discussions about others cultures. References: Celce-Murcia, M., &Hilles, S. (1988). Techniques and resources in teaching grammar. New York, NY, USA: Oxford University Press. Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: an introduction to theories and models. New York: Guilford Press. Richards, J. C. (1990). The language teaching matrix. Cambridge, England: Cambridge University Press.

Notes: References used demonstrate techniques in designing a lesson plan and accurately implementing the content material. 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).