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Arabic IV Curriculum

Grades 9-12: Unit Three

Title: Iraq

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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:

Unit 1 – Syria, Palestine, Jordan and Lebanon

Unit 2 – North Africa

Unit 3 - Iraq

Unit 4 – Saudi Arabia, Oman, Yemen, Qatar, Bahrain, and Kuwait

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Pacing Chart – Unit 2

# Student Learning Objective NJSLS 9 Weeks

1 Identify, discuss and demonstrate your knowledge of Iraq including music,

cuisine, and local dialects.

7.1.IL.IPRET.1

7.1.IH.IPRET.2

7.1.AL.IPRET.1

7.1.IL.PRSNT.2

2 Identify, discuss and demonstrate your knowledge of Iraq and culture including

celebrations, monuments, and foods.

7.1.NH.PRSNT.3

7.1.IL.IPERS.5

7.1.IL.PRSNT.3

3 Identify, discuss and demonstrate your knowledge of Iraq and culture including currency, capitals, language, and history.

7.1.NH.PRSNT.3

7.1.IH.IPRET.2

7.1.IL.IPERS.5

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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.

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Computer Science and Design Thinking Standards

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 the role of Iraqi people in the development of their country.

● 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 American foreign affairs in Iraq.

● 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 in an embassy in Iraq.

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Career Readiness, Life Literacies, and Key Skills

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

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

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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.

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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

• 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 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.

- 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.

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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

• 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

- Students can make connections to

self, others, and the outside world.

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.Civics.PD.1.a

● Students will conduct research and write a passage, poster, or power point about the factors that led to an increase in the political rights and participation of Sunni,

Shia, or Kurdish people in the government of Iraq.

Social Studies: 6.1.2.CivicsPD.1

● Students will engage in a discussion by asking questions, considering facts, and listening to the ideas of others regarding an issue in Iraq.

Technology: 8.1.12.A.2

● Students will create a Google Doc / slide(s) about music, cuisine, or tourism in Iraq and insert pictures.

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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:

➢ Arabic dialects in North Africa

➢ Cultural diversity in North Africa.

Grade: 9-12

Unit: Three Topic: Iraq

New Jersey Student Learning Standards (NJSLS):

7.1.IL.IPRET.1, 7.1.IH.IPRET.2, 7.1.AL.IPRET.1, 7.1.IL.PRSNT.2, 7.1.NH.PRSNT.3, 7.1.IL.IPERS.5, 7.1.IL.PRSNT.3

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, discuss and

demonstrate your

knowledge of Iraq

including music, cuisine,

and local dialects.

Standard: 7.1.IL.IPRET.1

Restate and describe the

main idea and some

details from informational

and fictional texts (e.g.,

articles, blogs, TV

programs, radio, video

clips, podcasts) from other

subject areas and products

from the target culture(s).

Standard:7.1.IH.IPRET.2

Demonstrate

comprehension of spoken

and written language

expressed by speakers of

the target language in

• How are the various

Iraqi dialects distinct

from Arabic?

• What are the

differences between

Arabic culture and

Kurdish culture in

Iraq?

• What role does food

have in a culture?

Journal Entry

Write a one-page journal

entry about Iraqi music and

its influences.

Compare/contrast it to the

music from your culture.

Share with a partner and

then a whole class

discussion.

Comic

Use makebeliefscomix.com,

to illustrate a comic that

uses dialogues with

different dialects of Iraq.

Video: Think/Pair/Share

Watch a video of different

dialects in Iraq. Take notes

of new words. Discuss with

a partner the differences

between Standard Arabic

iraqi dialects.

Iraq Flags

https://www.britannica.com/top

ic/flag-of-Iraq

Dialects

http://countrystudies.us/iraq/31.

htm

https://www.academia.edu/6509

917/Iraq_Arabic_dialects

Recipes

https://www.sbs.com.au/food/cu

isine/iraqi

Iraqi Foods

https://flavorverse.com/traditional-iraqi-foods/

Iraqi Music

https://theculturetrip.com/midd

le-east/iraq/articles/iraqi-music-

in-everyday-life/

https://www.pinterest.com/kalz

ubaidy/iraqis-songs-music-

%D8%A7%D9%84%D8%A3

The Iraqi Cuisine, also called the

Mesopotamian Cuisine, dates

back to 10,000 years, during the

the pre-Islamic era when

civilizations like Sumerian,

Babylonian, and Assyrian

developed and existed in what is

now Iraq..

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formal and informal

settings, through

appropriate responses.

Standard: 7.1.AL.IPRET.1

Identify main ideas and

significant details in a

range of oral, viewed, and

written texts.

Standard: 7.1.IL.PRSNT.2

Present preferences on

everyday topics of interest

and explain reasons for the

preferences, using simple

sentences.

Regional Cuisine

Select a recipe for a regional

meal and write a short

comparison to a meal

similar in your culture.

Share with a partner then

with the whole group.

Recipe

Bring a recipe of your

favorite dish from Iraq.

Explain to the whole group

what the meal is and how to

prepare it. Include time for

preparation, cooking time,

and all ingredients. Present

the recipe to the class in the

form of iMOVIE,

Photostory or PowerPoint.

%D8%BA%D8%A7%D9%86

%D9%8A-

%D9%88%D8%A7%D9%84

%D9%85%D9%88%D8%B3

%D9%8A%D9%82%D9%89-

%D8%A7%D9%84%D8%B9

%D8%B1%D8%A7%D9%82

%D9%8A%D8%A9/

SLO # 2

Identify, discuss and

demonstrate your

knowledge of Iraq and

culture including

celebrations, monuments,

and foods.

• How does the

country benefit from

the different

civilizations the

country has

inherited?

Photo Prompt

Provide images/photos from

the target culture of various

things i.e. celebrations,

monuments, foods, etc…

and have each student write

a one-page story about the

I raq Profile / Timeline

https://www.bbc.com/news/worl

d-middle-east-

14546763#:~:text=Iraq%20time

line%20%2D%20the%20short

%20version&text=1917%20%2

D%20Britain%20seizes%20con

trol%2C%20creates,%2D%20I

ndependence%2C%20followed

Iraq has been called the Cradle

of Civilization.

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Standard: 7.1.NH.PRSNT.3

Describe orally and in

writing people and things

from the home and school

environment.

Standard: 7.1.IL.IPERS.5

Engage in short

conversations about

personal experiences or

events and/or topics

studied in other content

areas.

Standard: 7.1.IL.PRSNT.3

Use language creatively to

respond in writing to a

variety of oral or visual

prompts.

• How do the mixture

of cultures and

history reflect on the

culture today?

• How do traditional

celebrations reflect

Arabic / Kurdish

culture?

photo. Students take turn to

share with a partner.

Video discussion

Watch YouTube video “10

+ Incredible Facts About

Iraq”. In pairs, have

students discuss the content

and their observations.

Teacher facilitates a whole

group discussion.

Graph/Chart

Graph/Chart some historical

events in Iraq. Share with a

partner and complete a

poster.

Journal Entry

Write a one-page journal

entry describing one of the

celebrations of iraq. Take

turns to read aloud to the

whole group.

%20by%20coups.&text=1980%

2D1988%20%2D%20Iran%2D

Iraq,course%20with%20the%2

0international%20community.

The history of Iraq

http://teacher.scholastic.com/sc

holasticnews/indepth/iraq/iraq_

history.htm#:~:text=Early%20

History.,Persians%2C%20and

%20the%20Ottoman%20Turk

s.

https://www.britannica.com/pla

ce/Iraq

kurdistan

https://www.britannica.com/pla

ce/Kurdistan

Iraq Travel Advisory

https://travel.state.gov/content/travel/en/traveladvisories/traveladvisories/iraq-travel-advisory.html

Best Places to visit in Iraq

https://www.thecrazytourist.com/15-best-places-visit-iraq/

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10 + Incredible Facts About

Iraq

https://www.youtube.com/watc

h?v=KJd3RO6hSgE

SLO #3

Identify, discuss and

demonstrate your

knowledge of Iraq and

culture including

currency, capitals,

language, and history.

Standard: 7.1.NH.PRSNT.3

Describe orally and in

writing people and things

from the home and school

environment.

Standard: 7.1.IH.IPRET.2

Demonstrate

comprehension of spoken

and written language

expressed by speakers of

the target language in

formal and informal

settings, through

appropriate responses.

• How does a

country’s history

and colonization

affect the

language(s) spoken

today?

• What is the role of

religion on culture?

• How do music and

history influence

each other?

Jeopardy

Before class, teacher prepares

Jeopardy style clues and

questions for several categories:

celebrations, currency, languages,

capitals, etc… for Iraq. Students

must provide appropriate

questions. Place students in

teams. Each correct answer wins

a point for the team. The team

with the most points wins.

Discussion

Watch Al-Jazeera Documentary

on “Independence and the Iraqi

Kurds”and have students in

pairs/groups share and discuss the

information.

Newspaper Article

Students write a newspaper

article about an issue in Iraq.

Discuss internal/external

problems and provide solutions.

Glogster

Independence and the Iraqi

Kurds | Al Jazeera World

https://www.youtube.com/w

atch?v=8RS97hwLmhA

Music

https://theculturetrip.com/midd

le-east/iraq/articles/iraqi-music-

in-everyday-life/

Invasion of Iraq

https://www.nytimes.com/2003/0

3/19/international/bush-orders-

start-of-war-on-iraq-missiles-

said-to-be-aimed-at.html

Ancient Sumerians,

Babylonians, and Assyrians

developed empires in the

region between the Tigris

and Euphrates rivers.

Also, Iraq was ruled by the

Greeks, the Romans, the

Persians, and the Ottoman

Turks.

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Standard: 7.1.IL.IPERS.5

Engage in short

conversations about

personal experiences or

events and/or topics

studied in other content

areas.

Assign a famous person from

North Africa and have students

create a poster on Glogster.

Describe your poster to the whole

group.

Arabic IV Unit Three Vocabulary

Iraq

موسيقى

موسيقى تقليدية

رقص

الرقص ترادشونال

االحتفاالت

قديم

جديد

اكل تقليدي

الخضار

ثمار

طبق تقليدي

لحم

أرز

خبز

بغداد

البصرة

الشرق

غرب

شمال

جنوب

البالد

النهرينبالد ما بين

العراق القديم

الثقافة

التقاليد

المناطق

مشهور

تأثير

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Unit Project (Choose 1)

Project (Suggested) Project (Suggested)

1. Video Blog - Document your weekend through a video blog. Include wake up time, meals, activities, visits, outings, text messages, calls, etc…. (in Arabic)

Rubric Required

2. Create a video of yourself making an authentic meal from Iraq. Explain in your video a step by step process of your cooking, including ingredients used, the amount,

and the quality. Bring the final product to class for a taste.

Rubric Required