Embedded Files
Context:
This module is part of a larger unit which focuses on teaching Arabic numbers. In the previous module students learned to count and write the Arabic numbers 1-10 in the context of exploring the use of numbers during leisure time activities in Arabic coffee shops.
This unit focuses on numbers and directions because the two often go hand in hand. When asking for directions for example people will direct other by ‘saying go straight and turn right on the second street’. Therefore goal of this module is for students to combine both numbers and directions to be able to locate and help others to locate places. Over the course of this unit students will practice giving and following directions as well as combining these tasks with numbers. Students will do so through physically moving around the classroom in response to verbal commands, working in pairs to explore King Tut’s tomb using a virtual reality app, and navigating through Cairo’s famous Khan Al Khalili market to find the Fishawi Ahwa from the previous unit and which students may visit again in the next unit when they will utalize numbers while role playing an evening at the ahwa.
ACTFL World Readiness Standards:
- Interpretive Communication (following directions in Activities 1 & 2, watching the video on King Tut's tomb in Activity #2 and the video on directions in the Pre-Class section, Quizlet matching game with vocabulary words)
- Interpersonal Communication (interact and negotiate meaning in spoken conversations to navigate tomb, decide which objects to look at, and decide on the best route to Ahwa El Fishawi using an Arabic map)
- Presentational Communication (creating an Educreations video demonstrating their route to El Fishawi)
- Making Connections (expand their knowledge of art by describing the connection between the Art Deco and the Tutankhamun's tomb)
- School and Global Communities (sharing their Educreations video to the class group for classmates to watch outside of class time, sharing and reading about Egyptian inspired Art Deco art on the class Edmodo page)
Learner Outcomes:
- Students will be able to give and follow navigational directions in Arabic
- Students will be able to identify and describe the influences of Egyptian art in the western Art Deco style.
- Students will be able to read, navigate, and give directions using an Arabic map.
- Students will be able to combine their knowledge of numbers and directions to count streets and the number of turns and streets included along a route so as to provide accurate directions.
Comprehension Guide:
SAMR:
The map reading exercise of giving directions is at the substitution level because we will use screenshots of maps of the market and tablets to draw on the maps. The use of the Google Survey to collect answer is also at the substitution level. It would be equally possible to collect these answers on paper.
To ensure that teams have sucessfully naviaged through the Khan they will make an Educreations video demonstrating their route as if they are giving directions. This video is at the augmentation level because while it would be possible to check each team's route in class, this allows the teacher to more easily see what each group has done, for groups to practice recording and editing their audio, and to share their routes with classmates outside of class time via the online classroom that the app has.
Exploring King Tut’s Tomb through virtual reality and giving a partner instructions in Arabic about how to navigate the tomb is at the redefinition level. Without the technology it would be possible to simply see flat black and white pictures of how the tomb looked inside when it was originally discovered. Technology allows students to move around the tomb, see it in full color, examine objects in 360 degrees and guide their movements around the tomb by using their fingers and physically moving and walking with the tablet.
Pre-Class Materials
Pre-Class Materials
Activity # 1: Interpretive
Activity # 1: Interpretive
Quick comprehension check to make sure students can state and follow directions in Arabic which they learned in the pre-class video and Quizlet game. The teacher will pull out toy and ask the class questions, “Where is Minne?” while holding Minnie Mouse above, below, behind, in front of, to the right, and to the left of a book.
Individual students will then be given physical directions to execute such as. “Go three steps to the right of the chair”, or "Turn right and go straight four steps". This will continue for about 3 students at which point the students will take over giving similar directions to fellow students. Click here to see a video of this activity.
Activity # 2: Interpretive & Interpersonal
Activity # 2: Interpretive & Interpersonal
Part 1:
Part 1:
Students will start by watching a video which will explain the historical context of the VR. Then working in pairs students will use the virtual reality app TutTomb 360 , while pretending to be Howard Carter and Lord Canarvan discovering the tomb, to practice giving and following directions. One student will hold the tablet and will move only as directed by this partner. They must work together to get inside the tomb, collect all of the purple diamonds, and direct their partner to the numbered rooms inside the app's directory.
Along the way they can explore the furniture and other aspects of the tomb using gambits like "Which number?", “I want to see…”, and “This or that?”. The person giving the directions can not touch the tablet so the partners must negotiate all interactions with the app verbally in Arabic. As the goal of this activity is to promote interpersonal verbal communication and my classes are small, students wil be informally assessed during the activity and via questions in the comprehension guide. Click here to see a video of this activity.
Part 2:
Part 2:
Students will build on their exploration of the tomb and its contents by:
1) Choosing to read a slide presentation or an article on the relationship between Art Deco and Tut's tomb
2) Searching the internet for a piece of Art Deco art that they think is most representative of the connection.
3) Posting the picture to the class Edmodo page of the art they chose in the the previous step along with a short description, in Arabic and English, explaining why they chose it; so that they may compare their choices with those of their classmates outside of class and see more examples of Egyptian inspired Art Deco works.
Activity # 3: Interpersonal & Presentational
Activity # 3: Interpersonal & Presentational
Working in small teams, each team will be given a map of Cairo’s Khan Al Khalili and a different starting point. Each team must work together to map out a route that allows them reach Ahwa El Fishawi.
Once they have mapped out their route they must write directions and count how many streets they traveled on and how many right and left turns.
Teams will fill out the directions, and numbers on a Google Survey (click here to see the survey) as well as make a video using the app Educreations demonstrating their route (click here to see a sample Educreations video).
This unit is comprised of 4 modules. You are in Module 3. Use the buttons below to navigate through the unit.
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