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GARDEN COLLEGE UNIT PLANNER

Subject: Arabic Year Level: 6 Term: 3 Year: 2018

Duration: 10 weeks Teaching Staff: Edma Kassouf Australian Curriculum Version: v8.3

☒ Literacy ☐ Numeracy ☐ ICT ☐ Critical and Creative Thinking


General Capabilities ☐ Ethical Behaviour ☐ Personal and Social ☒ Intercultural Understanding

Cross-curriculum Priorities ☐ Aboriginal and TSI ☐ Asia and Australia’s ☐ Sustainability


Histories and Culture Engagement with Asia

PURPOSE (What do we want students to learn?

Big Idea: (from Year Band Description)

The nature of the learners


At this level, learners have established communication and literacy skills in Arabic that enable them to explore aspects of Arabic language and culture as well as topical issues drawn from
other key learning areas. They are widening their social networks, experiences and communication repertoires in both Arabic and English and developing some biliteracy capabilities.
They participate in collaborative tasks that both recycle and extend language. They are gaining greater independence and becoming more conscious of their peers and social context, and
increasingly aware of the world around them.

Arabic language learning and use


Purposeful language use in authentic contexts and shared activities in the classroom develop language skills and enhance communication and understanding. Learning how Arabic is
structured reinforces learners’ oracy and literacy. Learners develop their speaking skills by interacting with teachers, peers, family and local Arabic speakers to share their own and
enquire about others’ experiences ‫وأنت هل تقرأين قبل النوم؟‬
ِ ‫أقرأ قصة قبل النوم؛‬, social activities and opinions. They have access to a broader range of vocabulary, and use a growing range of
strategies such as effective listening skills to support communication. They write more accurately and fluently for a range of purposes, contexts and audiences. They listen to, view and
read Arabic folk tales, fables and films to engage with themes, characters and events, exploring embedded cultural beliefs, values and practices, and use their imagination to create and
perform songs, poems, short plays and video clips. They obtain information from a range of sources about social, cultural and communicative aspects of lifestyles in Arabic-speaking
communities, and present the information in different formats for particular audiences. Individual and group presentation and performance skills are developed through modelling,
rehearsing and resourcing the content of presentations.

Contexts of interaction
Learners use Arabic in the classroom and in their extended social space, such as family, neighbourhood and the community, for a growing range of purposes, for example, exchanging
information, expressing ideas and feelings, and responding to experiences. They are able to work more independently, but also enjoy working collaboratively in pairs and in groups. They
explore cultural aspects of communication, and use information and communications technologies (ICT) to support and enhance their learning.

Texts and resources


Learners interact with an increasing range of informative, persuasive and imaginative texts about neighbourhoods, places, and Arabic-speaking communities and individuals. They refer
to and use more established grammatical and lexical resources to understand and communicate in Arabic. The use of dictionaries is encouraged for accuracy and expansion of language
acquisition.

Features of Arabic language use


Learners’ pronunciation, intonation and phrasing are more confident, and they apply appropriate writing conventions, including spelling and punctuation, in a range of print, digital and
multimodal texts. They use grammatical structures, such as verb conjugation, suffixes, linguistic elements such as conjunctions and a range of adjectives and adverbs to describe actions
َ ً ً
and events according to time and place ‫ه ركضت‬ ‫ هو كتب؛ ي‬, share information about life at home and school ‫أب يغسل السيارة كل أسبوع‬
‫أم تطبخ طعاما لذيذا؛ ي‬
‫ ي‬, elaborate on ideas and information
and express opinions relating to their personal and social worlds. They understand how language use varies when interacting with different people and for different purposes. They
explore cross-linguistic and intercultural influences of other languages on Arabic, such as Aramaic, Syriac and Assyrian, and regional languages such as Persian, Kurdish and Turkish.

Level of support
While learners work both independently and collaboratively at this level, ongoing support and feedback are incorporated into task activities such as the production of written texts.
Support includes the provision of models, scaffolds, stimulus materials, and resources such as word charts, vocabulary lists and dictionaries.

The role of English


 Classroom interactions are increasingly bilingual. Arabic is used primarily for communication, while English and Arabic are used for discussion of linguistic features and cultural practices,
and for reflective tasks and explanations. Learners are given opportunities to think about personal and community identity. They explore the relationship between language and culture,
and ask questions about cultural values and practices and how these relate to their own sense of identity as Arabic background speakers when interacting in different Arabic- and
English-speaking contexts.

Content Descriptions:
(Choose from Australian Curriculum Strands)

Communicating Skills: (What are students expected to be able to do?) Knowledge and Understanding: (What are students expected to know and understand?)

Socialising Systems of language


Socialise and maintain relationships with peers and the teacher by sharing information Understand patterns of intonation and pronunciation, including the way vowels soften and
about their personal experiences and social activities (ACLARC137) extend sounds, and apply appropriate conventions to their writing (ACLARU148)
Collaborate in group tasks and organise shared experiences that involve making
suggestions and decisions and engaging in transactions (ACLARC138) Develop and apply understanding of verb conjugation, suffixes, basic conjunctions and a
Interact in classroom activities, such as creating and following shared rules and range of adjectives and adverbs to construct simple sentences (ACLARU149)
procedures, expressing opinions, and asking for and providing clarification (ACLARC139)
Explore the structure and language features of spoken and written Arabic texts, such as news
reports and conversations, recognising that language choices and the form of Arabic used
depend on purpose, context and audience (ACLARU150)
Informing Language variation and change
Listen to, view and read a range of texts to locate, classify and organise information Explore how language use differs between spoken and written Arabic texts, and depends on
relating to social and cultural worlds (ACLARC140) the relationship between participants and on the context of the situation (ACLARU151)

Convey ideas and information on topics of interest and aspects of culture in different Explore the origins of Arabic and how it has been influenced by and influences other
formats for audiences (ACLARC141) languages (ACLARU152)

Creating Role of language and culture


Share responses to a range of imaginative texts, including multimodal and digital texts, Explore how language use reflects value systems, attitudes and patterns of behaviour by
such as cartoons, folk tales, fables and films, by expressing opinions on key ideas, comparing ways of communicating across cultures (ACLARU153)
characters and actions, and making connections with own experiences and feelings
(ACLARC142)

Create and perform imaginative texts in print, digital or online formats, such as songs,
stories, video clips or short plays, based on a stimulus, concept or theme (ACLARC143)

Translating
Translate and interpret texts from Arabic into English and vice versa for peers, family and
community, and identify words and expressions that may not readily correspond across
the two languages (ACLARC144)

Produce bilingual texts and resources such as displays, instructions and newsletters for
own learning and for the school community, identifying cultural terms in either language
to assist meaning (ACLARC145)

Reflecting
Reflect on their experiences of interacting in Arabic- and English-speaking contexts,
discussing adjustments made when moving between languages (ACLARC146)

Reflect on how own biography, including family origins, traditions and beliefs, impacts on
identity and communication (ACLARC147)

ASSESSMENT EVIDENCE (How will we know what students have learnt?)


By the end of Year 6, students use spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social
activities such as celebrations for example, ‫وجدب يف األعياد؛ يف العطلة األسبوعية‬
‫ي‬ ‫عائلت لزيارة جدي‬
‫ي‬ ‫أذهب مع‬, sport (for example, ‫أصدقاب بعد المدرسة يف الحديقة العامة‬ ‫ي‬ ‫ياضت المفضلة مع‬
‫ أألعب ر ي‬and other interests
such as ‫عائلت يف السينما؛ ألعب ألعاب إلكتونية‬
‫ي‬ ‫مع‬ ‫تون‬
‫ر‬ ‫الكا‬ ‫أفالم‬ ‫أشاهد‬. They make shared decisions, for example, ‫أن‬ ‫يد‬ ‫ر‬ ‫أ‬... , provide suggestions such as ‫أن‬ ‫يمكن‬... , and complete transactions. When
participating in classroom routines and activities, they follow shared rules and procedures, express opinions and ask for clarification, for example, ‫؛ ما معت‬...‫ حسنا؛ نعم ولكن؛ أعتقد أن‬.... Students
use patterns of Arabic pronunciation and intonation when interacting. They locate, classify and organize information from a range of spoken, written and visual texts related to aspects of
culture and lifestyle. They present ideas and information on topics of interest and aspects of culture in different formats for particular audiences. They respond to a range of imaginative
texts by expressing opinions on key elements for example, ‫من القصة نتعلم ال‬..., characters for example, ‫؛ ال أحب الملك يف الفيلم ألنه‬...‫ أحب عالء الدين ألنه‬and actions for example, ‫يجب عىل نيمو أن يسمع‬
‫كالم أبيه‬, and making connections with own experience, for example ‫؛ أنا مثل‬...‫أنا أيضا يجب أن‬.... They create and perform short imaginative texts based on a stimulus, concept or theme. They
use a variety of tenses for example, ‫ األفعال الماضية والمضارعة‬and apply verb conjugation for example,‫أكلت‬/‫أكل‬ َ /‫ أكلت‬, suffixes for example, ‫تذهب‬/‫ يذهب‬/‫أذهب‬, basic conjunctions for example, ‫و؛‬
ًّ ‫صباحا؛‬ً ً ً
‫ أو‬and a range of adjectives for example, ‫ الصفة للمذكر والصفة للمؤنث لألشياء واألشخاص‬and adverbs for example, ‫يوميا‬ ‫ رسيعا؛ ليال؛‬to construct sentences and to produce short texts. Students
translate texts from Arabic into English and vice versa, identifying words that are not easily translated, such as ‫أيفون؛ تلفاز؛ كومبيوتر‬, and create bilingual texts for their own learning and for the
school community. They identify ways in which their own biography for example, ‫الستة الذاتية؛ الختات الخاصة‬, ‫ر‬ traditions for example, ‫ العادات العائلية واإلجتماعية‬and beliefs for example, ‫المعتقدات‬
‫ الخاصة‬impact on their identity and influence the ways in which they communicate in Arabic and English.

Students identify the role of vowels in softening and extending sounds and apply writing conventions to own constructions. They distinguish between the structure and features of
different types of spoken and written Arabic texts and identify ways in which audience, context and purpose influence language choices and the form of Arabic used. They provide
examples of how language use and ways of communicating vary according to the relationship between participants and the purpose of the exchange, for example, ‫ اإلسمية‬:‫أنواع الجمل‬
‫والفعلية؛ التداد يف بعض العبارات؛ طول الجمل والفواصل الشفهية فيها‬. They identify how languages influence one another, including the influence of indigenous languages of the Arabic-speaking world
and regional languages such as Aramaic, Syriac, Phoenician, Persian, Kurdish and Turkish on Arabic, for example ‫األبجدية؛ المفردات المستعارة؛ أصل الكلمات‬. They give examples of how language
use reflects particular value systems, attitudes and patterns of behaviour across cultures.

Assessment Records and Routines

Formative Assessment Summative Assessment

Other Evidence of Learning: (may include major formative learning tasks, rubrics, formal Assessment Task(s): (Summative tasks that cater for students across the full range of
and informal feedback, student self-assessment, anecdotal notes, observations) abilities)

A direct feedback is given to the students regarding their work in the class. Also, the Reading20%
students receive feedback regarding their homework.  Alphabets with the short sounds
 The family members, shapes, and feelings

Regular assessment through questions and activities such as exit card is held at the end of Speaking & Listening 20%
the learning session.  Introducing themselves
 Introducing their family members
 Telling about their feelings

Writing 20%
 Letters at the beginning, middle and end of the word
 The family members, shapes, and feelings
Project 20%
 Drawing their family and labelling it.

Homework 15%
 Writing the words in their exercise books

RESOURCES
(What materials do we need to help us plan and teach this topic?)
 Worksheets prepared by the teacher, related to the topic.
 Videos from YouTube
 Exercise books
 ‫القراءة المشوقة‬
 ‫العربية ربي يديك‬
 Flash Cards

Teaching and Learning Sequence (How will the learning tasks be sequenced?) Differentiation: Adjustments for Needs of Learners (How will specific
learning needs of individual students be catered for?)

(This may be week by week) The required materials and the product will be differentiated to match the
Format students with special needs based on their abilities.

Learning focus: Alphabets Content:


Process:
Learning Intention: The students should know how to write and read the alphabets. They should know the Product:
short and long sounds of these letters. The students are given worksheets where they can practice writing Learning Environment:
these letters in their different forms as well as the worksheets include words with these letters. The Student Readiness (growth)
students practice reading them. The students are also given story for each letter to practice reading and Student Interests (engagement)
forming sentences. Learning Profiles (efficiency)

Learning Focus: Social Skills

Learning Intention: For the students to be able to communicate easily using Arabic, the students will be
studying the verbs, adjectives and the disconnected pronouns. This helps the students form short
sentences using the Arabic language.
Week one:
Activity/Focus:
 Identifying the verbs
‫ركضت‬ ‫ركض‬ ‫تركض‬ ‫يركض‬
‫ركلت‬ ‫ركل‬ ‫تركل‬ ‫يركل‬
‫رسمت‬ ‫رسم‬ ‫ترسم‬ ‫يرسم‬
‫قرأت‬ ‫قرأ‬ ‫تقرأ‬ ‫يقرأ‬
‫نامت‬ ‫نام‬ ‫تنام‬ ‫ينام‬
‫غنت‬ ‫غنى‬ ‫تغني‬ ‫يغني‬
‫قصت‬ ‫قص‬ ‫تقص‬ ‫يقص‬
‫بكت‬ ‫بكى‬ ‫تبكي‬ ‫يبكي‬
‫جلست‬ ‫جلس‬ ‫تجلس‬ ‫يجلس‬
‫نفخت‬ ‫نفخ‬ ‫تنفخ‬ ‫ينفخ‬
‫لبست‬ ‫لبس‬ ‫تلبس‬ ‫يلبس‬
‫كتبت‬ ‫كتب‬ ‫تكتب‬ ‫يكتب‬
‫ركبت‬ ‫ركب‬ ‫تركب‬ ‫يركب‬
‫أكلت‬ ‫أكل‬ ‫تأكل‬ ‫يأكل‬
‫سقت‬ ‫سقى‬ ‫تسقي‬ ‫يسقي‬
‫شربت‬ ‫شرب‬ ‫تشرب‬ ‫يشرب‬
‫رتبت‬ ‫رتب‬ ‫ترتب‬ ‫يرتب‬

 Writing the long and short sounds of letter ‫س‬


 Reading the letter ‫س‬

Lesson 1:
Students watch a video about letter ‫س‬.
The students identify the different short and long sounds of letter ‫س‬.
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Using the posters on the wall, introduce the verbs to the students.
Explain the verbs to the students
Let the students repeat the names.
The students are asked to copy the verbs in their books.
Week two:
Activity/Focus:
 Practicing the verbs
 Writing the long and short sounds of letter ‫ش‬
 Reading the short and long sounds of letter ‫ش‬

Lesson 1:
Students watch a video about letter .‫ش‬
The students identify the different short and long sounds of letter .‫ش‬
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Have the students work in groups to revise the verbs
The students must match each verb with its photo.
The students work in pairs to write the verb with its derivatives.
Each pair of students should write 5 sentences using 5 different verbs.
Week three:
Activity/Focus:
 Identify adjectives.
‫جديد‬ ‫قديم‬ ‫تحت‬ ‫فوق‬
‫نظيف‬ ‫وسخ‬ ‫ناشف‬ ‫مبلل‬
‫فارغ‬ ‫ممتلئ‬ ‫ثقيل‬ ‫خفيف‬
‫بارد‬ ‫ساخن‬ ‫قصير‬ ‫طويل‬
‫سريع‬ ‫بطيء‬ ‫سعيد‬ ‫حزين‬
‫خاسر‬ ‫فائز‬ ‫طويل‬ ‫قصير‬
‫كبير‬ ‫صغير‬ ‫نحيف‬ ‫سمين‬
‫قريب‬ ‫بعيد‬ ‫ضعيف‬ ‫قوي‬
‫مغلق‬ ‫مفتوح‬ ‫مختلف‬ ‫متشابه‬

 Writing the long and short sounds of letter ‫ص‬


 Reading the long and short sounds of letter ‫ص‬

Lesson 1:
Students watch a video about letter ‫ص‬.
The students identify the different short and long sounds of letter ‫ص‬.
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Introduce the new lesson to the students.
Using the photos on the wall, the students will work in pairs in matching the adjectives to their opposites.
The students present their work.
Week Four:
Activity/Focus:
 Practice using adjectives
 Writing the long and short sounds of letter ‫ض‬
 Reading the long and short sounds of letter ‫ض‬

Lesson 1:
Students watch a video about letter .‫ض‬
The students identify the different short and long sounds of letter .‫ض‬
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
With the help of their notes, the students recall the adjectives.
Working in pairs, the students write at least 5 sentences using at least fine different adjectives.
The students share their work with their friends.
Week Five:
Activity/Focus:
 Introducing Careers.
‫بائعة‬ ‫بائع‬ ‫نادلة‬ ‫نادل‬
‫شرطية‬ ‫شرطي‬ ‫صحافية‬ ‫صحافي‬
‫طبيب‬ ‫طبيبة‬ ‫مسعف‬ ‫مسعفة‬
‫ممرض‬ ‫ممرضة‬ ‫مهندس‬ ‫مهندسة‬
‫معلم‬ ‫معلمة‬ ‫خياط‬ ‫خياطة‬

 Writing the long and short sounds of letter ‫ف‬


 Reading the long and short sounds of letter ‫ف‬

Lesson 1:
Students watch a video about letter ‫ف‬
The students identify the different short and long sounds of letter ‫ف‬
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Introducing the topic by each student stating what he/she wish to become in the future.
Then the students watch the video
https://www.youtube.com/watch?v=TcSQlVEG17Y
The students copy the careers names in their books.
Week Six:
Activity/Focus:
 Revision
 Writing the long and short sounds of letter ‫ط‬
 Reading the long and short sounds of letter ‫ط‬

Lesson 1:
Students watch a video about letter ‫ط‬
The students identify the different short and long sounds of letter ‫ط‬
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
The students revise the careers, verbs and adjectives with the help of the flash cards.
Week Seven:
Assessment week
Listening assessment.
Writing and comprehension assessment.
Reading assessment.
Week Eight:
Activity/Focus:
 Introducing disconnected pronouns ‫هي هما هم نحن أنتما أنت أنتم‬ ‫هو‬ ‫أنا‬
 Writing the different forms and words of letter ‫ظ‬
 Reading the short and long sounds of letter ‫ظ‬

Lesson 1:
Students watch a video about letter ‫ظ‬.
The students identify the different short and long sounds of letter ‫ظ‬.
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Using the flash cards, I introduce the pronouns to the students.
the students work in groups to match each pronoun to its photo.
The students copy the pronouns in their books.
Week Nine:
Activity/Focus:
 Practicing the disconnected pronouns
 Writing the different forms and words of letter ‫ق‬
 Reading the long and short of letter ‫ق‬

Lesson 1:
Students watch a video about letter ‫ق‬.
The students identify the different short and long sounds of letter ‫ق‬
Then they write the letter in their worksheets
The students are given a story to practice reading and writing it at home.
https://www.youtube.com/watch?v=-A_uepM5yTg

Lesson 2:
Using the cards, the students revise the pronouns.
Working in pairs the students write sentences using these pronouns.
The students present their work.
Week Ten:
Using group games, the students revise the pronouns, adjectives, verbs, careers, and letters.
Supporting Documents (Assessment attachments and checklists, rubrics need to be attached)
The assessment is found in the resource drive.
The worksheets and stories are in the black folder on the shelf. The folder is named Year 6.

TEACHER REFLECTION ON THE UNIT PLAN (How successful was the Unit in meeting the purpose of the Unit in Part 1? How do I know? What evidence have I collected?)

Identify what worked well during and at the end of the unit, including:
 learning tasks that worked well and why
 learning tasks that could be improved and how
 assessment that worked well and why
 assessment that could be improved and how