ECI 511- Technology Integration Theory and Practice

 

Grade Level: 3rd Grade 

 

Subject: World Languages 

 

Content Standards:

Interpersonal Communication:

Connection to Language and Literacy

 

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.

 

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

 

Communities

 

NM.CMT.1.1 Use memorized words and phrases to ask and answer simple questions on familiar topics.

 

NM.CMT.1.2 Use memorized words and phrases on familiar topics to interact with communities of learners of the same target language.

 

Interpretive Communication:

Connection to Language and Literacy:

 

NL.CLL.2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.

 

NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.

 

Communities:

 

NL.CMT.2.1 Recognize single words and simple, memorized phrases from media in the language community.

 

Presentational Communication

Connection to Language and Literacy:

 

NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things.

 

Connection to other Disciplines:

 

NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language.

 

Technology Standards:

 

1) Empowered learner: 

   1b. Students build networks and customize their learning environments in ways that support the l 

         learning process.

   1d. Students understand the fundamental concepts of technology operations, demonstrate the ability

         to choose, use and troubleshoot current technologies and are able to transfer their knowledge to

         explore emerging technologies.

 

2) Digital Citizen

   2d. Students manage their personal data to maintain digital privacy and security and are aware

         of data-collection technology used to track their navigation online.

 

3) Knowledge Constructor

   3c. Students curate information from digital resources using a variety of tools and methods to

         create collections of artifacts that demonstrate meaningful connections or conclusions.

 

4) Innovative Designers

    4b. Students select and use digital tools to plan and manage a design process that considers design

          constraints and calculated risks.

 

6) Creative Communicator

    6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their

          creation or communication.

    6b. Students create original works or responsibly repurpose or remix digital resources into new

          creations.

    6c. Students communicate complex ideas clearly and effectively by creating or using a variety       

          of digital objects such as visualizations, models or simulations.

    6d. Students publish or present content that customizes the message and medium for their intended

          audiences.

 

Objectives: 

 

Students will identify common words in the Arabic language and identify themselves, family members, as well as the country they are from, and describe something they enjoy doing most in Arabic. They will create a Piktochart to display images of their family, where they are from, and what they like to do best. They will distinguish the various sounds of the Arabic letters, and construct basic knowledge of some of the beginning alphabets in the language. Students will critique others work and measure, as well as support each other.  

 

Description of Technologies:

 

PiktoCharts: This is a platform to create digital presentations and there are many colorful presentation templates to choose from. The intuitive tools used to make the presentation are simple and easy to use.  

SeeSaw: It's a simple, easy to use, digital portfolio and the students work can easily be shared with the teacher's approval and to parents as well. Students can create their work and share it. It's a learning journal to keep, and it empowers students of all ages to document through uploading or taking pictures of what they learn throughout the class lesson. It's student-driven, and teachers use it to keep a digital portfolio of all of their students work. 

AlefBaTa Arabic Learning Games: A website that contains simple games in Arabic, and it covers the basics of the language in context. The games are organized from easy, intermediate, to hard. The games cover various topics such as focusing on the pronunciation of the letters, different forms of writing the letter [in the beginning, middle, and end], reading and writing simple words, and constructing simple sentences. 

 

Resources and Materials:

*SmartBoard

*iPads 

*Markers

*White Paper 

 

Lesson(s): 

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This unit will be completed in 3 lessons, thus, 50 minutes per class period. 

 

Day 1: 

 

1) Students will be introduced to a new language: Arabic. Arabic is a unique language and they will 

    be told the following points about it (10 minutes):

        a) It's written from right to left.   

        b) There are different forms of pronouns.

        c) The letters connect to each other, with an exception of only 6 letters in the alphabet.

        d) There are 28 letters in the Arabic alphabets. 

 

2) Students will listen to the YouTube Video of the Arabic Alphabets (3 minutes)