Lesson Plan: The Traditional Coffeehouse in Egypt

Your Name
Lameese Ahmad / Language Level
Arabic 2
Lesson Title/Theme
Traditional Coffeehouse in Egypt / Proficiency Level
Novice Mid; 90-minute block
THE TEACHING PROCESS
Materials:
  1. Coffee House Video:
  2. Construction paper
  3. Markers and colored pencils
  4. Rubric for students
  5. T chart
  6. Notecards
  7. Two authentic coffeehouse menus (on PowerPoint presentation)
  8. PowerPoint presentation
  9. Paper Egyptian pound pegs

Lesson Overview
Individually, students will be given a T chart. The T chart will be divided into two parts, items witnessed in cafes in the United States and Egyptian coffeehouse features seen in the video. The students will list at least 5 things they see in U.S. cafes and 5 things they expect to see in Egyptian coffeehouses. We will then spend two minutes discussing what they wrote. Students will then watch a 6-minute video, in which they will explore the ambiance of a famous traditional coffeehouse in Cairo. They will watch the video once. Students will also be given a worksheet to fill out as they watch the video, which will help them create their own coffeehouse, and list at least five things seen in an Egyptian coffeehouse. We will then discuss the worksheet, which they filled out during the video by looking at a PowerPoint presentation containing examples of these features (i.e. how the café name is written, traditional café layout, etc.) We will also review common culture expressions the students have recently learned regarding making purchases. Then, in groups of three, students will design their own traditional coffeehouse in which they will provide a name, menu, activities, and anything else they wish to include, based on what they saw in the PowerPoint presentation and video. Students will spend three minutes filling out performance assessment task about their group members before engaging in the next activity. Students will then visit one other’s coffeehouse, one person will be the waiter/ waitress and the other two will be customers. After visiting one of the four coffeehouses, students will be asked to write a two sentence review on a notecard in Arabic, listing one thing they enjoyed and one thing they didn’t.
3 Part Lesson Objectives (Action, Condition and Criteria - TSWBAT)
After exploring a video of a traditional coffee house in Egypt, in groups of three, students will design their own coffee houses by providing a name, creating a menu with at least 5 different drinks and their prices, listing at least 2 activities available in the coffee house.
Performance Assessment Task:
Students will assess their work peers’ work, while designing their coffeehouses. After designing their coffeehouses, I will give each student two rubrics and ask them to assess their peers’ work by filling out the rubrics. I will return the rubrics to the designated students during the closing activity, while they are writing their reviews.
The Student Can:
§114.22. Levels I and II - Novice Progress Checkpoint
(1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:
  • engage in oral and written exchanges of learned material to socialize and to provide and obtain information;
  • demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics; and
  • present information using familiar words, phrases, and sentences to listeners and readers.

  • Interpretive: Students will be shown two examples of authentic, traditional Egyptian café menus in Arabic. They will then watch a video in Arabic about a famous traditional Egyptian coffeehouse.

  • Interpersonal: Students will plan out their Egyptian coffeehouse and will be speaking in Arabic. They will then visit one of their peers’ coffeehouses, where two students will play the customers and one person will play the waiter/ waitress.

  • Presentational: In pairs, students will discuss their graphic organizer after watching the video the first time. We will then reconvene as a class and discuss they will present their graphic organizer and five items they noticed in the video. This should take place in Arabic.

§114.22. Levels I and II - Novice Progress Checkpoint
(2) Cultures. The student gains knowledge and understanding of other cultures. The student is expected to:
  • demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.
Students will gain a deeper understanding of coffeehouse culture in Egypt. They will be exposed to the differences seen between men and women regarding their participation in this culture, the importance of social interactions in coffeehouses, different activities (i.e. chess, backgammon, and cards), and difference drinks provided.
§114.22. Levels I and II - Novice Progress Checkpoint
(3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:
  • use resources (that may include technology) in the language and cultures being studied to gain access to information; and
  • use the language to obtain, reinforce, or expand knowledge of other subject areas.
There is a heavy emphasis on culture in this lesson; however, students will be expected to utilize their math skills when taking and paying for their orders during the visit to their peers’ coffeehouse activity. Students will also need to consider giving a tip to the waiter/ waitress, in addition to adding the cost of their drinks. They will be given paper pegs, which will represent 1 Egyptian pound and ½ an Egyptian pound (these two are most commonly used in a café).
§114.22. Levels I and II - Novice Progress Checkpoint
(4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:
  • demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied;
  • demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and
  • demonstrate an understanding of the influence of one language and culture on another.
Students will compare United States style cafes with Egyptian coffeehouses. They will begin by discussing the various features and activities, which occur in cafes in the U.S. then they will compare and contrast through a discussion and watching a video. They will apply what they learned from the discussion and video by creating their own Egypt coffeehouse.
§114.22. Levels I and II - Novice Progress Checkpoint
(5) Communities will not be used in this lesson.
§113.42. World History Studies (One Credit), Beginning with School Year
(25)Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
(D)explain how Islam influences law and government in the Muslim world.
(29)Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(C)explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;
(D)evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
(E)identify bias in written, oral, and visual material;
(F)analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;
(G)construct a thesis on a social studies issue or event supported by evidence
§113.43. World Geography Studies (One Credit), Beginning with School Year
(2)History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:
(A)describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; and
(B)explain how changes in societies have led to diverse uses of physical features.
(5)Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
(A)analyze how the character of a place is related to its political, economic, social, and cultural elements; and
(18)Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:
(C)identify examples of cultures that maintain traditional ways, including traditional economies; and
(D)evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises, the English language, technology, or global sports.
§113.45. Psychology (One-Half Credit), Beginning with School Year
(13)The individual in society. The student will understand the influence of society and culture on behavior and cognition. The student is expected to:
(A)describe how attributions affect explanations of behavior;
(B)explore the nature and effects of bias and discrimination;
(C)describe circumstances in which conformity and obedience are likely to occur;
(D)describe the effects of the presence of others on individual behavior;
(E)discuss the nature of altruism;
(F)discuss the factors influencing attraction; and
(G)identify sources of attitude formation and assess methods used to influence attitudes.
§113.46. Sociology (One-Half Credit), Beginning with School Year
(3)Culture and social structure. The student examines world cultures. The student is expected to:
(A)identify the elements of culture to include language, symbols, norms, and values;
(B)explain how the elements of culture form a whole culture; and
(C)give examples of subcultures and describe what makes them unique.
(4)Culture and social structure. The student understands types of groups and their functions. The student is expected to:
(B)analyze groups in terms of membership roles, status, values, mores, role conflicts, and methods of resolution.
(11)Social inequality. The student understands the impact of race and ethnicity on society. The student is expected to:
(A)define race and ethnicity and differentiate among the distinguishing characteristics of minority groups;
(B)contrast the terms discrimination, prejudice, and bias;
(C)discuss the ramifications of stereotyping;
(18)Changing world. The student understands how collective behavior, social movements, and modernization contribute to a changing social world. The student is expected to:
(A)compare and contrast various types of collective behavior and social movements and how they affect society;
(B)discuss theories that have been developed to explain collective behavior and social movements; and
(C)illustrate three social processes that contribute to social change and discuss and evaluate how technology, population, natural environment, revolution, and war cause cultures to change.
INSTRUCTIONAL SEQUENCE
Phase One ENGAGE the Learner
These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. The teacher provides an orientation to the lesson and assesses students¹ prior understanding of the concepts addressed in the lesson. The Engagement should transition students to the lesson of the day.
Engagement Activity Described – How do you prime your students for leaning?
While students are walking in the classroom, I will give them a T chart, asking them to individually list at least 5 features of an U.S. style café as soon as they get to their desk.Once class starts, I will model for them what I expect from them. Teacher: “What do we see in U.S. cafes?” Student: “People go to the café to study.” Teacher: “Yes! Perfect.” We I taught this lesson, I noticed that modeling this activity helped prompt them to list important U.S. café features. They will use a mix of Arabic and English when listing their items, as there are specific terms they may need to use. When will then reconvene as a class and discuss both sets of lists.
What’s the teacher doing?
Teacher will be walking around the classroom as students list their 5 U.S. features and 5 expectations.
After students have written down their items, teacher will go over what students have mentioned as a class. / What are the student’s doing?
List 5 features of a U.S. style café and 5 features expected to see in an Egyptian style coffeehouse.
Phase Two EXPLORE the Concept
Next, students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint.
ExplorationActivity Described – What do they discover?
After students have discussed what they wrote about U.S. cafes and their expectations of Egyptian cafes, as a class, we will watch a 5 minute video about Egyptian coffeehouses once.While watching the video, students will identify at least five features seen in an Egyptian coffeehouse according to the video. They will also be given a worksheet in Arabic, where they will be asked to identify the name of the coffeehouse, different drinks being served, the layout of the coffeehouse, different activities mentioned and that take place, and the people whom participate in coffeehouse culture (men? Women? Kids? College students? Etc.) The graphic organizer will serve as a model when students create their own Egyptian style coffeehouse.
Students will also see a PowerPoint presentation as a supplement to the video. The PP will emphasize some of the features not mentioned in the video, yet are seen in a coffeehouse, such as a menu, the type of money used, etc. The PP will also serve as a review to go over the students’ answers on their video worksheet.
What’s the teacher doing?
The teacher will be walking around the classroom, checking for understanding and making sure students are staying on task. / What are the student’s doing?
Students in individually watch a video, fill out their graphic organizer, and list five features seen in an Egyptian coffeehouse.
What’s the teacher doing?
While showing the PP presentation, the teacher will be asking students what they see in the photos. The teacher will elaborate on the various features in the PP. The teaching will also ask students to elaborate on the graphic organizer as the PP will help students provide additional information. / What are the student’s doing?
Students will be discussing what they see in the PP and documenting additional information on their graphic organizer.
Phase Three EXPLAIN the Concept
1. STATE the Objective in Terms the Students Will Understand (If you have not previously done so.)
2. Students EXPLAIN the Concept and Define the Terms
Students explain what they uncovered/discovered in their exploration? You only confirm and or clarify the discovery. Do not “Tell” or “Lecture”.)
Only after students have explored the concept do the curriculum and/or teacher provide the explanation and terms for what they are studying. The teacher may confirm or clarify the concepts via comments, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know.
Describe how you evoke an explanation from your students. Where might they stumble? Are you prepared with multiple ways to clarify new concepts?
Explanation Described – What do you expect your students to “explain”?
After watching the video, students will discuss in a mix of Arabic and English what they understood and what information they were able to identify for their graphic organizer, in groups of two. After about three minutes of discussing what they have understood from the video, we will discuss the information as a class. They will then be shown a PP presentation and example what the seen in the photos. The teacher will elaborate on the various cultural components; however, the students will be expected to explore and explain what they seen.
What’s the teacher doing?
Go from group to group and check for understanding by checking what students have been discussing and writing in the graphic organizer. / What are the students doing/saying?
Students will be discussing what they understood from the video after the first time watching.
They will then write down what they understood in a graphic organizer.