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ACTFL Standards met: 1.1 1.2 1.3 2.1 2.2 3.1 3.2 4.1 4.2 5.1 5.2
WG.5.1 Describe and classify reasons for human migration in terms of push or pull factors to determine the
changes and similarities in these factors over time
Lesson Objectives
What will learners be able to do with what they know by the end of this lesson?
Language Objectives
Do Know
can do statements knowledge they identify (you can list)
Content Objectives
SWBAT to explain various parts of the conflict in Syria based on a reading and their group
sharing
Learning Strategies (if any) Jigsaw sharing, sw read short articles in groups that
explains part of the Syrian conflict and then share
with the class about their part so that everyone will
end up with the whole picture on their graphic
organizers.
Assessment
Activities
Opening Learning Activity Hook: Do Now w/ photos from Where the Children Sleep,
with the questions who are these children? Where are they? We will discuss our
answers and then look a little bit at the website so they can see the images and
descriptions.
Learning Activity 1. What do you know about the Syrian conflict? Why is it important to
know about? This will help me know what my students already know about the conflict and I
will try to group them by spreading out the students who are already very knowledgeable. We
will write the answers on a big post-it so we can look back at it at the end of class.Then I will
introduce what we are going to do with the jigsaw idea. Everyone will get an empty graphic
organizer and each group will be assigned a part of the petit libe site on Syria (5 groups, 1
part each).
Learning Activity 2. Rania before the groups do their own part we will read the part about
Rania together and practice pulling out key details and key words. They are asked to define
any key words they think are important for everyone to know.
Learning Activity 3. Each group will work on their own part of the graphic organizer, once
they have filled it out they will get a giant post-it to write out their main points to present to the
class. Then they will present to the class and fill out the rest of their graphic organizers.
Closing Learning Activity- Each group will work together to take the quiz based on the petit
libe, they will be able to use their graphic organizers. Then I will have students compare what
they thought they knew about the Syrian conflict at the beginning of class and what they know
now.
*make your list of activities detailed enough that I could teach your lesson for you.
Include estimated times for each activity. Script out your teaching as much as
possible.
Materials
-Slides - https://docs.google.com/presentation/d/1U_NLC9C0W2bCnN_U-
FjHYOrngzRrVBEmn9_uxWtX49s/edit?usp=sharing
-Graphic Organizer
Le Conflit en Syrie (graphic organizer)
Que se pass-
t-il dans la
Syrie?
Quest-ce
que la Syrie?
Pourquoi y a-
t-il la guerre?
Qui se fait la
guerre?
Pourquoi
dautres pays
simpliquent-
ils?
Rania, 9 ans,
habite en
Syrie
Key
Rania, 9 o Elle habitait au Alep et elle a d quitter lcole cause des bombardements
o Elle a chang plusieurs fois de quartier
ans, o Il ny avait pas de nourriture et elle mangeait que ce quil y avait : des lentilles
habite o Maintenant elle est dans la rgion dIdlib au nord-ouest du Syrie ou il y a un
camp des rfugis
en Syrie o La rgion a trs froid
o Elle aimerait retourner lcole
4 3 2 1
Comprehensibility
Organization
Clarity, organization, and depth of presentation; degree to which presentation maintains attention and interest
of audience
Presented in a clear and Presented in a clear and Presented in a clear and Presentation may
organized manner. organized manner. organized manner. Some effort be either unclear or
Presentation illustrates Presentation illustrates to maintain audiences unorganized.
originality, rich details, and originality and features rich attention through visuals, Minimal to no effort
an unexpected feature that details, visuals, and/or organization of the text, and/or to maintain
captures interest and organization of the text to details. audiences
attention of audience. maintain audiences attention attention.
and/ or interest.
Language Function
Language tasks the speaker/ writer is able to handle in a consistent, comfortable, sustained, and spontaneous
manner
Handles successfully Creates with language by Creates with language by Uses memorized
uncomplicated tasks combining and recombining combining and recombining language only,
requiring exchange of basic known elements; ability to known elements; is able to familiar language.
information related to work, express own meaning expands express personal meaning in a
school, recreation, particular in quantity and quality. Handles basic way. Handles
interests, and areas of successfully a variety of successfully a number of
competence. Narrates and uncomplicated communicative uncomplicated communicative
describes in all major time tasks and topics necessary for tasks and topics necessary for
frames, although not survival in target-language survival in target-language
consistently cultures. cultures.
Language Control
Is most accurate when Is most accurate with Accuracy is limited to Has little accuracy
producing simple sentences memorized language, memorized words. Accuracy even with
in present time. including phrases. Accuracy may decrease when memorized words.
Pronunciation, vocabulary, decreases when creating and attempting to communicate
and syntax are strongly trying to express personal beyond the word level.
influenced by the native meaning.
language. Accuracy
decreases as language
becomes more complex.