Module 4

SAMR

The apps Dominoes Prime and Original Backgrammon qualify as Modification. Both apps allow students to play against the computer while also offer helpful clues which guide payers through the games by showing them potential moves, which allows students to work together and verbally strategize their gameplay without aiding their opponent. During gameplay students must keep score using Arabic numbers and turn in their score sheets at the end of class via an attachement on Emodo and this qualifies as Substitution since it would be possible to simply turn in the pieces of paper.

In Activity # 2 students will watch an animated video, create a dialogue for the video and then provide a voice over to the video for their classmates. This activitiy also qualifies as Modification. Without technology students would still be able to act out a dialogue or match the dialogue with pictures, but with technology students must maintain a realistic speed to their speech and the speed is set by the video. The video also provides a richer video to the student audience which will enhance their vocabulary aquisition due to the combination of audio and visual presentation. It also allows students who are nervous about presenting or speaking live to pre-record their speaking and still share their oral skills with their classmates.

Finally, Activity # 3 in which students will build on Activity #3 and create polished role plays encorporating numbers, gameplay and vocabulary related to the awhwa by creating a polished video, edited with video editing software to include different backgrounds and effects, which will then be shared on FlipGrid and watched and rated by classmates as homework, qualifies as Redefinition. The technology in this activity enables students to extend learning beyond the classroom, collaborate with peers, and create a more polished product - elevating what would have previously been at best a costumed in class skit, to a work of art.

Students will play Backgammon or Dominoes in pairs against the computer using the app Dominoes Prime or Original Backgammon. Both apps allow players to play against the computer or eachother and suggest possible moves, which is helpful concidering that students are not very experienced in playing either game.

In order to ensure that students reinforce their abilities to speak and understand the Arabic numbers, two students will split the part of a typical player. Student A will be in charge of moving the game pieces to and on the board on the verbal instructions of student B. In backgammon, for instance, student B will report to student A the number that the dice roled and which pieces to move how many times in which direction. Student A will then carry out these directions. Upon the next role of the dice the student roles will switch; thus ensuring that both students practice speaking and listening equally. Students will also keep score on piece of paper using Arabic numerals. The score sheets will be turned in at the end of the game via Edmodo.

Activity # 1- In Action

Students will be provided with a list of words and phrases as well as an animated video. The animated video will portray a scene of a group of friends going to a typical ahwa, ordering drinks, playing backgammon or dominos, talking about their lives, paying their bill using Egyptian 1 Pound coins and leaving. Students will work together in a team to form a coherent dialogue for the video using the interactive wordbank checklist but should also add additional words which will serve to add content that will make their role play unique from other teams.

The completed dialogues will be presented live to the class either in the form of live voice overs for the video by each team to the class (video will be shown live and the students will simultaneously voice the characters) or as complete videos with voice overs recorded using the iMovie app. Either way, the class as a whole will see and hear the final product together at the same time, during class. Students in the audience will, answer 5 questions using a Google Survey created by the presenting team, about the content of the role play, as numerically rate their classmates voice overs using Arabic numbers on a scale of 1-10 by holding up the scores, written in Arabic numbers, on mini whiteboards. The members of the group that earns the highest average sore for its live voice over will be rewarded with a pass for one homework assignment.

Outside of class students will film a pretend visit to an Egyptian ahwa; either a local cafe or a more upscale cafe like El Fishawi. During their visit they must peform activities which are typical for at an ahwa, which they learned about in Module 2 as well as Activity # 2 of this module, and incorporate reading, writing, speaking, and listening to the Arabic numbers 1-25. The finished videos will be posted on the class FlipdGrid page and rated by classmates using the student rubric (below), which utilizes Arabic numbers, the maximum total of which is 25. Ratings will be posted in the comments section of each video. The activity will be formally assed by the teacher for a grade using this rubric.