Module Three: Viber Assignment (Interpersonal)
This activity is intended for my level two Arabic classes. After being introduced to occupations, money, numbers, personalities, city, and the cultural importance of a "name," students are expected to complete the following assignment to apply the vocabulary to describe what they are looking for, participate in spontaneous dialogue, negotiate meaning, and explain why they want what they want.
Click here to view the module.
Objectives:
1. Students will be able to identify important aspects of a "quality match" as it is related to the Arab world.
2. Students will be able to identify appropriate matches based on family names, income, and dowry expectations.
3. Students will be able to create Viber accounts and record sound using the text "voice" tools on the accounts to send and receive messages.
4. Students will be able to carry on spontaneous conversations and negotiate meaning surrounding the "match maker" concepts present in the Arab world.
Activity: Students will take on a parent role in finding a potential bride or groom for their assigned son/daughter!!
There are 4 parts to this activity:
1. Students will read about the following Arab expectations for match making.
2. Students will set up a Google and Viber account to talk to their matches across the Arab world.
3. Students will talk to the "parents" of the matches and find someone suited for your son/daughter, explain to other parents why their sons/daughters are or are not a good match.
4. Students will need to make arrangements for their son/daughter to meet the perspective future spouse.
Click here to view the module.
Objectives:
1. Students will be able to identify important aspects of a "quality match" as it is related to the Arab world.
2. Students will be able to identify appropriate matches based on family names, income, and dowry expectations.
3. Students will be able to create Viber accounts and record sound using the text "voice" tools on the accounts to send and receive messages.
4. Students will be able to carry on spontaneous conversations and negotiate meaning surrounding the "match maker" concepts present in the Arab world.
Activity: Students will take on a parent role in finding a potential bride or groom for their assigned son/daughter!!
There are 4 parts to this activity:
1. Students will read about the following Arab expectations for match making.
2. Students will set up a Google and Viber account to talk to their matches across the Arab world.
3. Students will talk to the "parents" of the matches and find someone suited for your son/daughter, explain to other parents why their sons/daughters are or are not a good match.
4. Students will need to make arrangements for their son/daughter to meet the perspective future spouse.
These teaching creations are aligned with both ACTFL and NETS standards for education. Standards are presented below:
ACTFL Standards for Foreign Language Learning:
Communication Communicate in Languages Other Than English 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Students do this by exchanging information dealing with occupation, salary, personality traits, and other descriptors). 1.2: Students understand and interpret written and spoken language on a variety of topics. (Students do so by listening and responding to voice chats sent via Viber) Cultures Gain Knowledge and Understanding of Other Cultures 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. (students do so by reading about courtship in the Arab world) 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. (Students do so by exploring the meaning behind an "Arab" family name, occupation and how that determines place in society) Connections Connect with Other Disciplines and Acquire Information 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. (Students will be able to make connections to social studies since they are exploring courtship practices of the Arab World.) 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. (Students do so by exploring the practices especially unique to the Arab world, for example how dating is actually taboo). |
ISTE NETS*S Standards:
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media (using Google doc to share their Google Voice numbers) b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats (Using Viber as a tool for communication) d. Contribute to project teams to produce original works or solve problems (Trying to find the right match for their son or daughter) 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. d. Use multiple processes and diverse perspectives to explore alternative solutions (Students are given time to explore and troubleshoot through using the voice chat features on Viber) 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. c. Demonstrate personal responsibility for lifelong learning (using a Google Voice account to protect oneself, rather than actual phone number) 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems (Use and operate Viber) b. Select and use applications effectively and productively c. Troubleshoot systems and applications (Students are given time to explore and troubleshoot through using the voice chat features on Viber) d. Transfer current knowledge to learning of new technologies (Students are given time to explore and troubleshoot through using the voice chat features on Viber similar to traditional texting software) |