Learner Outcomes, ACTFL & SAMR Standards:

The goal of this unit is for students to be able to say, recognize, read, write and use the Arabic numbers 1- 25 and to experience through hands on activities authentic situations in which knowledge of numbers is required in the Arabic speaking world; particularly activities related to leisure. Over the course of the unit, students will watch videos of Arab coffee shops, learn to play backgammon and Arab drums, and explore the relationships between numbers, gaming, and music as well as well as the social environments coffee drinking, and gaming take place in.

In this module students will use the information they learn to create a shared Google Sheet comparing and contrasting American vs Arab coffee shops and the activities which take place in them, looking specifically at types of activities which require numbers. Students will also create and share videos in which they will make use of the Arabic numbers in authentic contexts by making a music video using digital versions of authentic Middle Eastern musical instruments and through sharing on FlipGrid a recreation a visit to a typical Egyptian coffee shop.

Learner Outcomes:

• Students will be able to count from 1 to 10 in Arabic
• Students will be able to name, perform and count out various Middle Eastern drum rhythms
• Students will be able to compare and contrast the atmosphere and activities in Arab coffee shops vs American coffee shops like Starbucks.
• Students will be able to create a video showcasing their drumming, counting and singing skills
• Students will be able to make comparisions using the expressions "more than" and "less than"

ACTFL World Readiness Standards:

• Interpretive Communication (Google Form, and learning to drum from classmates)
• Presentational (Teaching drum beats, making an Arabic numbers music video)
• Cultural Comparisons (Google Form)
• Making Connections (Music, counting & Arabic -Drumming and teaching drum rhythms with darbuka app)
• School and Global Communities (posting the Arabic numbers video to Twitter and responding to any comments or feedback received)

SAMR

• The interpersonal task of answering questions on the Google Form is at the Augmentation level. The Google Form is in place of a piece of paper but it also allows students to more easily and quickly see answers from classmates and to compare them than would pieces of paper.
• The task of teaching and learning drum rhythms (Presentational and Interpersonal) using the app Darbuka Rhythms is at the Substitution level. It would be difficult to bring in authentic drums for each student and using the app makes it possible for students to experience what drumming on a real drum would sound like. The app also has additional features such as a cymbals, clapping, and tamborine located alongside the main drum which can add fun effects and make the activity more engaging for the students.
• The presentational task of making a music video teaching how to count to ten in Arabic using the Arabic musical instrument apps and authentic Arabic drum rhythms and then posting the video to Twitter with the hashtag #learnArabic is at the Redefinition level. Students are creating a product and sharing it instantly with the world, responding to comments from around the world, and showing the connection between authentic Arab rhythms, learning to count and digital instruments.

The spread sheet will be completed indiviually then as a group based on visual analysis of videos provided in the activities section. Students will use Arabic numbers to sum up the columns and make numerical comparisons. In class analysis will lead students to reflect on the role that gender plays in where leisure time is spent, the different levels of tobacco consumption in public places the Middle East vs in the US, and the role that numbers play in coffee shop activities in the US vs Egypt. At the end of the activity each student will turn in his personal sheet to the teacher via Edmodo.