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Arabic I Curriculum

Grades 9-12: Unit Four

Title: Food, Glorious Food

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Course Description

Philosophy

Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language acquisition. At

the completion of a strong series of course studies, students will be able to:

• Possess knowledge of adequate vocabulary structured in contextual thematic units

• Express thoughts and ideas on a variety of topics

• Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc…

• Rely on background knowledge to develop fluency in the second language acquisition related to their daily lives, families, and communities

• Compose short dialogues, stories, narratives, and essays on a variety of topics

• Learn and embrace the culture and traditions of the native speakers’ countries while learning the language and cultural expressions

• Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials translated from

English into the target language

Become valuable citizens globally, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures

Overview

The Arabic Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is guided by the NJ DOE

Model Curriculum for World Languages and encompasses the N.J.S.L. Standards for World Languages which address the need to prepare all

students for interdependent world.

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The World Languages units for grades 9-12 consist of the following four thematic units of study:

1. Unit 1 - All About Me

2. Unit 2 - School Days

3. Unit 3 - Home, Sweet Home

4. Unit 4 - Food, Glorious Food

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Pacing Chart – Unit 4

# Student Learning Objective NJSLS 9 Weeks

1 Identify words and phrases associated with food preferences, products, and

practices of the target culture.

7.1.NM.IPRET.1

7.1.NM.PRSNT.1

2 Demonstrate comprehension of oral and written instructions, commands, and

requests associated with food.

7.1.NH.IPRET.4

7.1.NM.IPERS.4

7.1.NM.PRSNT.5

3 Ask and respond to questions to order a meal from a culturally authentic menu. 7.1.NM.IPRET.2

7.1.NH.IPERS.4

4 Interpret highlights from a culturally authentic Arabic language passage orally

and/or in writing that compares food and authentic cuisine in the home and

target culture(s).

7.1.NH.IPRET.6

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular pattern

in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.12.CS2, 8.2.12.ED.1, 8.2.12.EC.1, 8.2.12.ETW.3

by the End of Grade 12 • Computing Systems:

❖ 8.1.12.CS.2: Model interactions between application software, system software, and hardware. Example: Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program.

• Engineering Design: ❖ 8.2.12.ED.1: Use research to design and create a product or system that addresses a problem and make modifications based

on input from potential consumers. Example: Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Ethics & Culture: ❖ 8.2.12.EC.1: Analyze controversial technological issues and determine the degree to which individuals, businesses, and

governments have an ethical role in decisions that are made. Example: Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

• Effects of Technology on the Natural World:

❖ 8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systematic plan of investigation,

and propose an innovative sustainable solution. Example: Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.

Computer Science and Design Thinking Standards

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Career Readiness, Life Literacies, and Key Skills Standards

9.4.12CI.1, 9.4.12.CI.2, 9.4.12.CI.3

Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions,

engage as responsible community members in a digital society, and to successfully meet the challenges and opportunities in an interconnected global economy.

● Standard 9.4 Life Literacies and Key Skills:

This standard outlines key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy that are critical for students to develop to live sand work in an interconnected economy.

❖ 9.4.12CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas.

Example: Students will reflect and present information about their favorite recipe of Arabic food or favorite Arabic restaurant.

● Standard 9.4 Life Literacies and Key Skills: This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career

options, career planning, and career requirements.

❖ 9.4.12.CI.2: Identify career pathways that highlight personal talents, skills, and abilities.

Example: Students will create a Google Doc / slide(s) featuring descriptions of personal talents, skills, and abilities to prepare for a career in culinary arts.

● Standard 9.4 Life Literacies and Key Skills. This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy* that are critical for

students to develop to live and work in an interconnected global economy.

❖ 9.4.12.CI.3: Investigate new challenges and opportunities for personal growth, advancement, and transition

Example: Students will develop a portfolio featuring skills, experiences, and knowledge required to work as a chef or a manager of an upmarket restaurant.

Career Readiness, Life Literacies, and Key Skills

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

6- Reaching

• Specialized or technical language reflective of the content areas at grade level

• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level

• Oral or written communication in English comparable to proficient English peers

5- Bridging

• Specialized or technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports

• Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

• Specific and some technical language of the content areas

• A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

• Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

• General and some specific language of the content areas

• Expanded sentences in oral interaction or written paragraphs

• Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of

its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

• General language related to the content area

• Phrases or short sentences

• Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

• Pictorial or graphic representation of the language of the content areas

• Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or

statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples

• Relationships:

Learn about your students’ individual cultures.

Adapt your teaching to the way your students learn

Develop a connection with challenging students

Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

Curriculum: Incorporate student- centered stories, vocabulary and examples.

Incorporate relatable aspects of students’ lives

Create lessons that connect the content to your students’ culture and daily lives.

Incorporate instructional materials that relate to a variety of cultural experiences

Incorporate lessons that challenge dominant viewpoints

Provide student with opportunity to engage with text that highlights authors, speakers, characters or content that reflect students lived experiences (mirror) or

provide a window into the lived experience of people whose identities differ from students.

Bring in guest speakers.

Use learning stations that utilize a range of materials.

Use Media that positively depicts a range of cultures.

• Instructional Delivery:

Establish an interactive dialogue to engage all students

Continuously interact with students and provide frequent feedback.

Use frequent questioning as a means to keep students involved.

Intentionally address visual, tactile, and auditory learners.

Present relatable real world problems from various viewpoint

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SEL Competency

Examples Content Specific Activity & Approach to SEL

✓ Self-Awareness

Self-Management Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Self-Awareness: • Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings about

performance

• Check for emotional wellbeing

• Facilitate understanding of student strengths

and challenges

- Teachers provide and review syllabi which outline and review classroom rules, routines, and procedures. Consequences for inappropriate behavior are discussed with the students.

- Students are considered stakeholders in the creation of classroom rules, routines, and procedures.

- The teacher and students design a framework to maximize student learning time. For example, teachers provide and review rubrics for Accountable Talk and dialectical journals.

- The students work collaboratively to develop a classroom environment which supports self-regulation and a responsibility for staying on task.

Self-Awareness ✓ Self-Management Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Self-Management: • Encourage students to take pride/ownership in

work and behavior

- The teacher can expose students to stories and/or videos featuring children in poverty, immigrant families, and war zones.

- The teacher can ask students how they would handle a situation with overwhelmed anxiety and fear.

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• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

• Assist students with managing their own

emotional states

- The students can be asked to put themselves into the shoes of any one of the characters in the story / video and reflect on the emotional state of the character.

- Teachers can encourage students to be cognizant of their own feelings when faced with difficult situations and develop strategies for self-management.

Self-Awareness Self-Management

✓ Social-Awareness Relationship Skills Responsible Decision-Making

Example practices that address Social-Awareness: • Encourage students to reflect on the perspective

of others

• Assign appropriate groups

• Help students to think about social strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

- I AM Malala (Arabic version) can be

used to teach students the

importance of education, family,

change, and freedom.

- The teacher can share parts from I

Am Malala by Malala Yousafzai so

students can reflect on the struggles

of children in war zones.

Self-Awareness Self-Management Social-Awareness

✓ Relationship Skills Responsible Decision-Making

Example practices that address Relationship

Skills:

• Engage families and community members

• Model effective questioning and responding to

students

• Plan for project-based learning

- Students can make connections to

self, others, and the outside world.

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• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication skills

• Demonstrate value for a diversity of opinions

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✓ Responsible Decision-Making

Example practices that address Responsible

Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict resolution

process

• Foster student independence

• Model fair and appropriate decision making

• Teach good citizenship

- Teachers will foster student

leadership within classrooms and the

school community by providing

opportunities for student

independence.

- Students will be responsible for their

behavior as well as their peers. For

example, best practices require

teachers and students to establish

classroom norms and values during

participation in classroom activities

such as gallery walks, turn and talks,

etc.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Interdisciplinary Connections

Social Studies: 6.1.2.CivicsCM.1

• Students will conduct research and complete a poster/power point to celebrate diversity and appreciate ethnic food.

Social Studies: 6.1.2.Geo.PP.2

• Students will research information about the impact of climate and weather on Mediterranean food / cuisine.

Technology: 8.1.12.IC.1

• Students will create a Google Doc / slides to evaluate the impact of computing technologies on restaurant efficiency in the United States or any Arab country.

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Enrichment

Accommodate Based on Students Individual Needs: Strategies

The goal of Enrichment is to provide learners the opportunity to participate in extension activities that are differentiated and augment the district’s

curriculum. Teachers are to accommodate based on student individual needs.

• Show a high degree of intellectual, creative and/or artistic ability and demonstrate this ability in multiple ways.

• Pose questions and exhibit sincere curiosity about principles and how things work.

• The ability to grasp concepts and make real world and cross-curricular connections.

• Generate theories and hypotheses and pursue methods of inquiry.

• Produce products that express insight, creativity, and excellence.

• Possess exceptional leadership skills.

• Evaluate vocabulary

• Elevate Text Complexity

• Inquiry based assignments and projects

• Independent student options

• Tiered/Multi-level activities

• Purposeful Learning Center

• Open-ended activities and projects

• Form and build on learning communities

• Providing pupils with experiences outside the ‘regular’ curriculum

• Altering the pace the student uses to cover regular curriculum in order to explore topics of interest in greater depth/breadth within their own grade level.

• A higher quality of work than the norm for the given age group.

• The promotion of a higher level of thinking and making connections.

• The inclusion of additional subject areas and/or activities (cross-curricular).

• Using supplementary materials in addition to the normal range of resources.

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Assessments

Required District/State Assessments

• For required District State Assessments, refer to the

district assessment calendar for the appropriate testing

window and mandatory assessments required by the

district.

• Running Records

(Baseline to be administered at the start of the school

year. Ongoing assessments to be administered

throughout the school year, with student data reported

during each unit administration window).

• Marking Period/Unit Assessment

(Students with CPL ≥3.5)

• ESL Unit Level 1-2 Assessment

(Students with CPL ≤3.4)

• W-APT oral language proficiency test / ACCESS

Suggested Formative/Summative Classroom Assessments

• Short constructed response questions

• Multiple Choice questions

• Quizzes

• Journals

• Essays

• Quick writes

• Summative chapter test

• Projects

• Portfolio

• Exit Slips

• Graphic Organizers

• Presentations (incorporating Web 2.0 tools)

• Homework

• Anecdotal Notes

• Student Conferencing

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Enduring Understanding:

➢ Healthy eating habits and fitness practices may vary from culture to culture.

➢ Fast food culture is impacting food culture worldwide, and issues of obesity are transpiring.

➢ Food impacts the economy, family, and social interactions.

Grade: 9-12

Unit: Four Topic: Food, Glorious Food

New Jersey Student Learning Standards (NJSLS):

7.1.NM.IPRET.1, 7.1.NM.PRSNT.1, 7.1.NH.IPRET.4, 7.1.NM.IPERS.4, 7.1.NM.PRSNT.5, 7.1.NM.IPRET.2, 7.1.NH.IPERS.4, 7.1.NH.IPRET.6

ACTFL Modes of Communication:

• Interpersonal

• Interpretive

• Presentational

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NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and Perspectives

SLO #1

Identify words and

phrases associated with

food preferences,

products, and practices of

the target culture.

Standard:7.1.NM.IPRET.1

Identify familiar spoken

and written words,

phrases, and simple

sentences contained in

culturally authentic

materials and other

resources related to

targeted themes.

Standard:7.1.NM.PRSNT.1

Present basic personal

information, interests, and

activities using memorized

words, phrases, and a few

simple sentences on targeted

themes.

• What are similarities

and differences between Arabic and

American eating

habits, table layout, and table manners?

• How does a fast food

culture impact food

culture in Arabic speaking countries, the

United States, and

other countries of the world?

• What is the role of

Arabic cuisine in the culinary world?

• What is the role of

food and meal taking

in a culture’s identity?

• How do uniquely

Arabic dishes reflect

the culture?

Role Play

Student act out a dialogue in

which they discuss being

hungry, thirsty and select food

they would like to have.

Arabic Supermarket

In groups of two, assign

students the task of shopping

to buy the ingredients needed

to prepare their meal following

the recipe for Tajine /

Couscous / Koshari.

Venn Diagram

Students Compare an Arabic

farmer market and American

one.

Survey

Students will conduct a survey

in the school cafeteria to find

out the percentage of students

who know about Halal food,

favor Halal Food at school

Recipes

https://www.recipesarabia.co

m/

Food Vocabulary

https://www.youtube.com/wat

ch?v=1zwBiv8Hh98

Kitchen Items

https://www.youtube.com/wat

ch?v=kIcDuj10aVY

Arabic Food Vocabulary

http://arabic.desert-

sky.net/food.html

Breakfast Options

https://scoopempire.com/16-

breakfasts-from-around-the-

middle-east/

There are many delicious

dishes in Arab World cuisine

like Moroccan Bastilla

(seafood or chicken), Tajine,

Couscous, Egyptian Koshari,

Lebanese Tabbouleh, Saudi

Kabsah, etc.

Typical Moroccan Breakfast

options:

• Baguettes

• Croissants

• Olive / Argan oil as a dip

• Butter / jam

• Cheese Triangles

• “M’semmen”

• “Beghrir” (Moroccan

Pancakes)

• “Harsha” (Semolina

Pan-Fried FlatBread)

• Eggs (Omelette)

• Eggs with salted

lamb or beef

• Olives

• Mint Tea

• Coffee

• Orange Juice

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NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and Perspectives

cafeteria, and eat Halal food at

home.

Collage Gallery Walk

In groups of 2, make a collage

of items found at various food

markets. Include shapes, sizes

and colors. Display it around

the classroom and have

students present their work in

the target language.

SLO #2

Demonstrate

comprehension of oral and

written instructions,

commands, and requests

associated with food.

Standard:7.1.NH.IPRET.4

Recognize some common

gestures and cultural

practices associated with

target culture(s).

• What is it like to go to

a restaurant in an

Arabic-speaking country?

• What do I need to

know to feel confident

when I order at a restaurant?

• How does food impact

the economy, family, and social interactions

in Arabic speaking

countries?

Commercial Activity

Design a commercial for a

typical Arabic food product (

snack or beverage). Provide a

jingle and present it to the

class.

Role play

Students are asked at the last

minute to replace the presenter

of a television cooking show.

In groups of two they will

present a theme menu (for a

Arabic Statements for

Dining

http://blogs.transparent.com/ar

abic/the-6-must-know-arabic-

phrases-for-dining/

At the Restaurant

https://www.youtube.com/wat

ch?v=cC_zDBrHQtU

A Weekly Arabic Diet

https://www.youtube.com/wat

ch?v=wXFBsMHlcOI

It is common practice waiters

do not ask you what to drink

first. Arabs order food first,

then a drink.

Arabic cuisine includes

different healthy ingredients.

Mediterranean diet in many

Arab countries

See Mediterranean Diet

Pyramid

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NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and Perspectives

Standard:7.1.NM.IPERS.4

Give and follow simple oral

and written directions,

commands, and requests

when participating in

classroom and cultural

activities.

Standard:7.1.NM.PRSNT.5

Present information from

age- and level-appropriate,

culturally authentic materials

orally or in writing.

• What is healthy

eating?

• What is the obesity

rate in Arabic

speaking countries in comparison with the

US?

• How is Arabic diet

similar to/ different from the US?

• What are the

measurements used to describe quantity in

Arabic speaking

countries?

birthday, etc.) They will give

ingredients and ideas.

Healthy Eating Diagram

Using a diagram, compare the

food diet in Arabic countries

and the USA.

Recipe Activity

Develop a recipe of your

favorite food, including the

measurements and quantities

needed for the ingredients in

the target language.

Healthy Arabic Food List

https://www.youtube.com/wat

ch?v=icEF7c4uzuw

Obesity is very low in Arabic

speaking countries compared

to the USA.

SLO #3

Ask and respond to

questions to order a meal

from a culturally authentic

menu.

Standard:7.1.NM.IPRET.2

Respond with actions

and/or gestures to oral and

written directions,

• How is the culture

expressed through food?

• What is the role of

economics in cuisine?

• How does street food

reflect

multiculturalism in a

society?

Role Play

With teacher prompt and

support, students will act out a

dialogue where one student

plays the role of a waiter /

waitress and the other plays

the role of a client utilizing a

menu to place an order.

Math Activity

Currency Converter

https://www.xe.com/currencyc

onverter/convert/?Amount=1&

From=USD&To=MAD

Arabic Currencies

https://www.youtube.com/wat

ch?v=ZX_ou-DQr_Y

When an Arab friend or host

invites you to a restaurant,

he/she will settle the bill once

the dinner is over.

In local restaurants, any tip is

left to the customer’s

discretion. However, in an

upmarket restaurant, taxes

and service charges are

usually added to bill.

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NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and Perspectives

commands, and requests

that relate to familiar and

practiced topics.

Standard:7.1.NH.IPERS.4

Give and follow a series of

oral and written directions,

commands, and requests for

participating in classroom

and cultural activities.

You are in an Arabic café and

you want to pay the bill. You

only have US dollars. Find out

the current Arabic currency

rate to convert into dollars to

pay your bill. (currency varies

according to the Arabic

country the students pick)

Arabic Menu/ Restaurant

Webquest

Students will complete a

webquest that will take them

to several well-known Arabic

restaurants. Students will look

at menus, foods, and other key

aspects of Arabic culture.

They will share their findings

via google docs.

Arabic Menu Creation

Students will create their own

authentic menu using

vocabulary and culture

introduced in class. The menu

can be hand drawn or made

using Microsoft publisher.

Currencies in comparison to

the US dollars

https://www.youtube.com/wat

ch?v=WOAwPsp_uiY

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NJDOE Student Learning

Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and Perspectives

SLO #4

Interpret highlights from a

culturally authentic Arabic

language passage orally

and/or in writing that

compares food and

authentic cuisine in the

home and target culture(s).

Standard:7.1.NH.IPRET.6

Interpret some common

cultural practices associated

with the target culture(s).

• How is the cost of

food/beverages in Arabic speaking

countries in

comparison with the cost in the United

States?

Post Card

Write a post card to a friend.

Include 4 to 5 items and their

cost in the chosen Arabic

country currency.

Journal

Write a paragraph in your

journal comparing cost of

vegetables in an Arabic

speaking country in

comparison with the cost of

vegetables in the US. Explain

which is less or more

expensive.

Cost of Living in Doha

(Qatar)

http://www.numbeo.com/cost-

of-

living/city_result.jsp?country=

Qatar&city=Doha

Egyptian Food Price

https://www.youtube.com/wat

ch?v=sZirWSL11oA

American fast food brands

have become popular places

for families, children, and the

youth in Arab countries.

Arabic I Unit Four Vocabulary

Food, Glorious Food

الوجبات الفواكه و الخضروات المفردات المفيدة المفردات المفيدة

الفطور برتقالة مشروبات

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ماء

الماء المعدني

حليب

عصير البرتقال

عصير التفاح

عصير العنب

.عصير طماطم

الصودا

عصير الليمون

القهوة

الشاي

شاي مثلج

الشوكوالطة

مفرش المائدة

كأس

فنجان

صحن

منشفة

شوكة

ملعقة

سكين

لذيذ

حلو

حامض

شطيرة

شطيرة لحم

شطيرة الجبن

شريحة لحم

شريحة لحم والرقائق

همبرغر

سلطة

بيتزا

عجة البيض

فطيرة

أيس كريم فانيليا

الشوكوالته اآليس كريم

بوظة

كعك

فطور

عشاء

طعم

أكل

عطش

إعداد المائدة ة

كم سعره؟

يكلف

مر

موزة

تفاحة

اجاصة

الفراولة

الكرز

الجريب فروت

طماطم

و الخيار

جزرة

حبة بطاطس

الفلفل

بازالء

فاصولياء خضراء

كمية

الغداء عشاء

التحلية

الطبق الرئيسي

وجبة خفيفة

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Unit Project (Choose 1)

Project (Suggested)

Project (Suggested)

1. Presentation: In groups of 3 or 4, design a menu and create an original skit

in a restaurant or a coffee shop setting. Include in your skit, culturally

appropriate greeting(s) to server and friends, authentic foods and beverages,

and ask for the check. Act out your skits and present in front of the class. Provide Rubrics for:

● Menu

● Skit Rubric Required

2. Develop a recipe of your favorite food (from any culture). Recipe must be

written and presented in the target language. Include an image of the final

product. Class recipes will be added to the class recipe book. Recipe book will be shared with all students in class.

Rubric Required