WORLD LANGUAGE - STEM MODULE COVERSHEET Good Vibrations اال زياىاد ا غ ٤ لح

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1 WORLD LANGUAGE - STEM MODULE COVERSHEET Good Vibrations اال زياىاد ا غ ٤ لح Target Language: English as a Second Language Grade Level: 1 Proficiency Level: Junior Novice Low Junior Novice Mid Context and Storyline: Students discover the connection between sound and vibrations through teacher demonstrations. With each demonstration they will determine what is vibrating in order to make the sound waves. They will identify the difference between higher and lower pitches and experiment with changing pitches on a vibrating string, thus changing the frequency of the waves. They will create their own instruments and identify the different ways they can cause vibration: hitting, blowing, pulling, and shaking. Then they devise accompaniments for their chant and practice for the performance. In the concert students will each identify what vibrates in their instrument, whether the wave frequency is fast or slow, and how they cause the vibration. Enduring Understanding: We live in a world of sounds made in different ways. Essential Questions: 1. What is sound? 2. What makes sounds different from one another? 3. How can we make sound? 4. How are sounds important in our lives? Module Duration and Lessons: Five 30-minute lessons Lesson 1 What is Sound? Lesson 2 Characteristics of Sound Lesson 3 Sounds We Like and We Don t Like Lesson 4 We Can Make Sound Lesson 5 Good Vibrations Concert Standards Targeted 5C World Language Standards Communication Answer simple questions related to sound. (1.1) Interpret basic vocabulary of sound. (1.2) Cultures Students use instruments of different cultures to produce sounds. Connections (sample below) 5E STEM Standards NGSS 1. LS. Light and Sound Students who demonstrate understanding can: 1. LS. e. Carry out investigations to provide evidence that vibrating matter creates sound and that sound can cause matter to vibrate. 1. LS. f. Build a device that uses light or 1

2 WORLD LANGUAGE - STEM MODULE COVERSHEET Good Vibrations اال زياىاد ا غ ٤ لح Students access new information and reinforce existing knowledge of other content areas through the target language (3.1) Comparisons Students demonstrate understanding of the process of sound production through comparisons of English and target language (4.1) Communities Perform songs and chants in the target language (5.1) sound to send a signal over a distance. Knowledge: Students will know Vocabulary (both linguistic and content areas) Content obligatory language: Sound, vibration, waves, air صوت, إهتزاز, موجات, هواء High, low, fast, slow, near, Far اهرلبع, قلغ, و ٣ غ, هو ٣ ت, ثؼ ٤ ل Gong, Drum, Whistle, Maraca, Kazoo, Oboe, Güiro, Guitar, Maraca جرس, طبل, سفارة, بها ب ي به, ي به, ٣ و, ه ٤ ضبهح بها ب Frequency, pitch, volume Content compatible language: Hear, Ear روكك خ, ع بهح ا ظ د غ, ئم Pretty, Travel ع ٤, بكو Expressions and patterns I like, I don t like, Do you like أؽت, ال أؽت, رؾت make vibration by االهتزاز بواسطة My instrument is like a. صنع Skills: Students can (Can do statement) أستط ع : Make and name an instrument that produces sound Identify the sound that the instrument makes Classify the pitch of my instrument as high or low 2

3 WORLD LANGUAGE - STEM MODULE COVERSHEET Good Vibrations اال زياىاد ا غ ٤ لح آلت مثل Performance Assessment Interpretive Task At the final performance, the teacher introduces the instruments and sound, students step forward based on how the sounds of their instruments are made and whether the pitch is high or low. Presentational Task Students perform (1) the If you re happy song, and (2) the Sound Chant, while playing instruments that they have made. Students describe the sound of their instruments and their characteristics, including pitch and frequency. Interpersonal Task Students interview one another during lesson 3 in order to see which sounds each likes and does not like. Students interview one to two classmates to find out what their instrument looks like, how their instruments are made, and what the sound is. They will use the information they get from the interview to fill in the worksheet and these worksheets can be collected and published as a Class Instrument Book. Materials/Resources Lesson 1 o Song o ruler, pencil o bowl tightly covered with clinging plastic or aluminum foil, grains of rice, big pan lid, wooden spoon o Power Point - Sounds Worksheet 1a Song إرا م ذ سؼ ذا وأ ذ رؼشف رىل o Practice: Worksheet 1b Literacy السماع الصوت اإلهتزاز o Worksheet 1c Cards with process of ball dropping (small size for individual students; large for teacher) o Resource Lesson 2 o Pencil box without lid or other sturdy (plastic, corrugated cardboard), rectangular container one for demonstration, plus enough for students working in pairs (if desired and available, it would be good to have one for each student) o Sturdy rubber bands, two or more for demonstration and enough for each student pair to 3

4 WORLD LANGUAGE - STEM MODULE COVERSHEET Good Vibrations اال زياىاد ا غ ٤ لح have several apiece o 2 hand-made drums from cylinders and balloons, rubber bands (see one should have higher pitch, one lower. (This can be accomplished by using a bigger and a smaller cylinder.) When demonstrating, be sure to hold the drum in the hand and not to rest one end on a desk or other surface. o Cards with pictures for the engagement (This can either be done high tech with the items copied into a flipchart or low tech with poster for chart and cards for pictures.) o Power Point - Sounds o 2a Worksheet األش ٤ بء ا ز ٢ رظ غ / ال رظ غ ا ظ د o Worksheet 2b Literacy practice Lesson 3 o Maraca, gong, hand drum, whistle oboe instruments or power point with pictures and sounds o Power Point - Sounds o Worksheet 3a Sounds I like and do not like o Worksheet 3b Sounds that I like and sounds that I do not like o Worksheet 3c Sounds my friend likes and does not like Lesson 4 o o o o o o o See list of instrument instructions for all necessary materials Recorder instrument Power Point - Sounds It would be very helpful to have parents or other assistants come in to help with the instrument construction near the end of this lesson. Worksheet 4a Instruction for Mr. Music puppet Worksheet 4b - Assessment Worksheet 4c Instructions for Making Instruments Lesson 5 o Maraca, gong, hand drum, whistle oboe instruments or power point with pictures and sounds o Worksheet 5a Student Can-Do Statement o Recorder STEM Background for teachers: Sound stimulates one of the five senses--hearing. A sound starts as the vibration of an object. The vibration of the object then makes another object vibrate. Air and water also vibrate due to the moving molecules. Most of the sounds that we hear travel through the air, a gas. Sound can also travel through liquids and solids. Any object that sound waves travel through is called a medium. If there is no medium present, there is no sound. One example of a place where there is no sound is outer space. There are no mediums for the sound to travel through. 4

5 The vibrations travel as waves, moving away from the object in all directions. When the vibration waves enter our ears, the ears translate them into nerve impulses. The impulses travel to the brain, which interprets them as a sound. Musical sounds are produced in different ways. Certain instruments make sounds when struck. For example, when a drummer hits the top of a drum, it vibrates, producing sound. Xylophones have a series of different sized bars, each of which sounds a particular note when struck. A stringed instrument, such as a guitar, violin, or banjo, produces sound when a player makes one or more of its strings vibrate. This vibration causes parts of the instrument's body to vibrate, creating sound waves in the air. A wind instrument, such as a clarinet, flute, or trumpet, creates sound when a player makes air inside the instrument vibrate. A clarinet has a flat, thin part called a reed attached to its mouthpiece. The reed vibrates when a player blows across it. The vibration of the reed makes the air vibrate. The column of air in a flute vibrates when a musician blows across a hole in the flute's mouthpiece. In a tuba, the vibrating lips of the player make the air vibrate. Sound is described in terms of frequency and pitch, wavelength, intensity and loudness, and quality. The frequency of a sound is the number of waves that pass a given point each second. The more rapidly an object vibrates, the greater the frequency. Frequency is measured in hertz. One hertz equals one vibration or sound wave per second. The frequency of a sound determines its how ا خ high or low the sound is that we hear it. A highpitched sound has a higher frequency than a low-pitched sound. A higher sound wave moves faster than a low-pitched sound wave. Most people can hear sounds that have frequencies from about 20 to 20,000 hertz. Bats, dogs, and many other kinds of animals can hear sounds with frequencies much higher than 20,000 hertz. Wavelength is the distance between any point on one wave and the corresponding point on the next wave. Wavelength is related to frequency: The greater the frequency of a wave, the shorter the wavelength. The intensity of a sound measures the power of its sound waves. Loudness refers to how strong a sound seems to be when we hear it. For sounds of a given frequency, the more intense a sound is, the louder it seems. Information compiled from BrainPOP and World Book Students,

6 Lesson 1-What is Sound? ب ا ط د Lesson 1 of 5 Duration: 30 Minutes Objectives Vocabulary and Expressions Oral language: o Tell what sound is Literacy: o Recognize the words: listen/hear, sound, vibration STEM and Other Subject Areas: o Explain how to make sound. Content obligatory language: Listen/hear, sound, vibration, wave, and air Content compatible language: Make, use, ear, music أستط ع : Materials/Resources o Song o ruler, pencil o bowl tightly covered with clinging plastic or aluminum foil, grains of rice, big pan lid, wooden spoon o Ppt o Worksheet 1a إرا م ذ سؼ ذا وأ ذ رؼشف رىل o Worksheet 1b Literacy Practice السماع الصوت اإلهتزاز o o Worksheet 1c Cards with process of ball dropping (small size for individual students; large for teacher) Resource reen Lesson Storyline and Core Text Students discover the connection between sound and vibrations through teacher demonstrations. With each demonstration they will determine what is vibrating in order to make the sound waves. ا ٤ زؾلس ػ ا ظ د. كػ ب ز غ ئ ٠ نا... أػوف أؿ ٤ خ ػ ا رظل ٤ ن. ؼ ي رغهك ب أ ٣ ؼب ا ٤ زؾلس ػ ا ظ د. كػ ب ز غ ئ ٠ نا... 6

7 أحت س بع اى ىس قى, ج غ أ ىاع اى ىس قى ٣ الؽل ا ؼيف ػ ٠ أ زط ٤ غ ط غ ا ظ د ث ٤ ل ١ أػوف أؿ ٤ خ ػ ا رظل ٤ ن. ؼ ي رغهك ب أ ٣ ؼب دػ ب شؼش ة ثؼض االهزضاص أ زط ٤ غ ط غ ا ظ د. ا ز غ اال زياى ٣ زؾوى م بثب ا ٣ بثب, ث وػخ اىصىد, اىصىد, ب ا ن ١ ٣ غؼ األط اد ش ء هزض جؼو ىجخ دسبفش, دسبفش ػجو اىهىاء ئ ٠ األم اىصىد, اىصىد, ب ا ن ١ ٣ غؼ األط اد ب هى صىد ؽ ب ب هى صىد ؽ ب Key Elements Engagement Object, event or question used to engage students. Connections facilitated between what students know and can do Introduction to sound Opening routine ما هو الصوت Procedures Lesson 1 ا ٤ زؾلس ػ ا ظ د. كػ ب ز غ ئ ٠ نا... (Teacher begins by playing music of any kind; something the teacher enjoys and will enjoy sharing.) أحت س بع اى ىس قى ج غ أ ىاع اى ىس قى. أ زط ٤ غ ط غ ا ظ د ة 7

8 (holding up a picture of any instrument the teacher may play). نا, ن )ا اال خ ) ٣ الؽل ا ؼيف ػ ٠ (Continue with other instruments children might possibly play at this age, such as violin, guitar, piano, and drum.) (Reviewing) كػ ب و... (Name of student/s (name of instrument), (Continue with all the students and all the instruments represented in the class, so children hear the names of instruments several times). ( ا ا طب ت( ٣ زط ٤ غ ا ؼيف ػ ٠ )ا اال خ(... (Teacher begins by clapping) ن ا ٥ الد ا ٤ و ٤ خ, ب رظ غ ا ظ د أ زط ٤ غ ط غ ا ظ د ث ٤ ل ١ أػوف أؿ ٤ خ ػ ا رظل ٤ ن. ؼ ي رغهك ب أ ٣ ؼب (Teacher sings and claps, as indicated. The second time Teacher invites students to join in.) Ppt 1-1 & 1-2 (clap, clap) (clap, clap) إرا م ذ سؼ ذا إرا م ذ سؼ ذا وأ ذ رؼشف رىل صفك ة ذ ل وأ ذ رؼشف رىل صفك ة ذ ل إرا م ذ سؼ ذا وأ ذ رؼشف ام أط اري ثب زأ ٤ ل زظ و م ي (clap, clap) (Stamping) إرا م ذ سؼ ذا وأ ذ رؼشف رىل صفك ة ذ ل أ زط ٤ غ أ أط غ ط د ثوع ٢. ٣ زط ٤ غ أ ٣ ظ غ ط رب آفو 8

9 (Students raise hands and respond with various sounds) (Student name) )ئ ا طب ت( ٣ زط ٤ غ أ ٣ ظ غ ط رب ة (Students give different kinds of answers.) أ زط ٤ غ أ أط غ أط اد زؼ ال أش ٤ بء ض ٤ وح. بما ػ أ ا بء (Teacher hits the glass with a pen.). Teacher shakes the bell) Literacy Activity: Learn and practice the word: أ زط ٤ غ أ أط غ أط اد زؼ ال عو Use Worksheet 1b استمع / سمع ب ط د كػ ب ؼوكخ ا ي ٣ ل ؿلا... Closing routine Explanation Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Do you feel the vibration? Opening routine (Make different kinds of sound) ؼ ب أط اد قز لخ آفو وح. ر زط ٤ ؼ أ رظ ؼ ا ثؼغ االط اد اال ر زط ٤ ؼ ػل ط غ أ ١ ط د اال (Students keep quiet and not moving.) سائغ! ئم كػ ٢ أؽب ط غ ثؼغ االط اد. و أ ١ ط د. ٣ ظ غ نا ا و ط رب asks) (Teacher holds up the item and ال (Teacher taps pencil so it bounces a few times) شب ل ا (Teacher taps pencil again.) أ زط ٤ غ ط ؼ, ط غ ط د. ئ ؼ ا. شب ل ا, ا ظشوا اىقي زحشك ج ئخ ورهبثب ػ ذ ب ص غ اهصىد. اال كػ ب ؾب ثؼغ االط اد ا قز لخ. اه ٣ ل ا اؽ ت ا ر بػل ٢ 9

10 (One volunteer is invited to try) (holding it up) ن طوح. ا طوح رظ غ ط رب (Place the ruler with ½ or 2/3 of the ruler hanging over the edge of the desk, and hold it firmly in place on the desk). كػ ب و ب اما ب زط ٤ غ ا و ٤ ب ة, ط غ ط د. في ضغ اى سطشح ػيى حبفخ اى نزت مزا. م ف ن ب ص غ صىد ا سزؼ ي اى سطشح (Taps it or pushes it down). سائغ! ا ظشوا اى سطشح ددؽوى ألػ ٠ أل ل ث وػخ ج ٤ وح رظ غ ط رب ػ ل ب لكؼ ب ا ٠ اال ل. ا طوح ر زي. ٣ أ رو ب ر زي ؼ! (Demonstrate.) دػ ب شؼش ةػض االهزضاصاد. سأػط مو واحذ ن ػصب حشف خ. سأضغ واحذح ث أس ب. اال أدفغ اىؼصب إىى االسفو و أرشمهب. هو ن ن اىق ب ثزىل أ ضب هو رشؼشو ثبالهزضاص هو رس ؼى اىصىد ؼ! (Shake hands rapidly back and forth, students shake their hands like the teacher s.) ٤ ق ٣ جل اال دىاى أه ٢ ثأ ٣ ل ٣. (Repeat as with ruler): (Responses vary) بما ٣ زي رشؼو ث ٣ زي اال زياى ٣ زؾوى م بثب ئ ٣ بثب, ث وػخ ج ٤ وح. زؼ ا ي ٣ ل ػ اال زياى ا وح ا وبك خ. Literacy Activity: Learn and practice the word:.الصوت Use Worksheet 1b Closing routine, including song Exploration Objects and phenomena are explored. Hands-on activities, with guidance. What is a vibration? Opening routine (Shaking hands) آخر مرة تعلمنا ك ف ة االهتزاز. ما هو االهتزاز هل مكنكم عرض ذلك التحرك ذهابا و إ ابا 10

11 ج د جدا! حصل االهتزاز عندما كون هناك حركة ذهابا و إ ابا. االهتزاز صنع الصوت. الل وم سنرى ك ف سافر الصوت (Teacher uses the ruler to make some sound). أط غ ط رب رو اال زياى (Teacher points to the ruler and ears). ؼوف أ اال زياى ٣ ظ غ ا ظ د. ٤ ق ٣ بكو ا ظ د ب ئ ٠ االم ا ظ د ٣ بكو. ٣ أ و ا ظ د ٣ بكو ٣ أ و اال زياىاد أؽ ٤ ب ب, ب رؾلس عبد ك ٢ ا اء ال زط ٤ غ أ وا ب. ص ر بكو ن ا عبد ػجو ا اء. (Teacher calls on volunteer.) (Name of student), (Count grains of rice as they are dropped.) ؼ! 11 ال زط ٤ غ أ و ا عبد, أؽ ٤ ب ب زط ٤ غ هؤ ٣ خ ب رو ث ا عبد. هث ب زط ٤ غ أ و ٤ ل ٤ خ ا زوب ا عبد ا ظ ر ٤ خ. ول ع جذ ػبءا ىعبع ٤ ب ئ ٠ ا ظق ا ٤ ػغد ثؼغ ا جال ز ٤ ي ا ط بح ك ه, ثطو ٣ وخ ؾ خ علا. اال أؽزبط ئ ٠ بػل. ب ل ١ ثؼغ ؽج ة األهى )ئ ا طب ت(, كؼ ي ئهنف ثؼغ ؽجبد األهى ػ ٠ ا ؿالفا ثال ز ٢ ٤. كػ ب ؼل ٣ ب ؽالة. ش وا اال أؽزبط ئ ٠ بػل آفو. زؼ ههخ ا ؼ خ ؼوخ ا قشت و ب ئما ب زط ٤ غ أ غؼ ؽجبد االهى رولي ثل ب. أ ي ثوهخ ا غ خ ب, ك م ا ػبء. )ا طالة(, كؼ ي أػوة ههخ ا ؼ خ ثب ؼوخ, أػوث ب ثو ح. ٣ ب ؽالة, شب ل ا ثلهخ ب ٣ ؾلس األهى. و " اؽل, ئص ب, صالصخ. أػوة," أ أه )ا طب ت( ز ٠ ٣ ظة ػوة ههخ ا ؼ خ. عب ي ؽ ب Ss and اؽل, ئص ب, صالصخ. أػوة! كان هذا الصوت عال ا! ماذا رأ تم أنظروا بعنا ة ج دة. دعونا نفعل ذلك مرة أخرى! :T (Point to the bowl with the rice on it.) لنفعل ذلك مرة ثان ة (Repeat as above). ماذا رأ تم االرز تحرك نعم, االرز قفز! هل لمست االرز هل أنا لمست االرز ماذا فعلنا لجعل االرز قفز )الطالب( ضرب المقالة, و المقالة صنعت. و االهتزاز صنع. و الموجات الصوت ة تضرب البالست ك و تجعل البالست ك. و ذلك جعل االرز

12 . زط ٤ غ أ و اال زياىاد. اال زياىاد رظ غ ا عبد ك ٢ ا اء ا ز ٠ ال زط ٤ غ أ وا ب Literacy Activity: Learn and practice the word: Vibration. Use Worksheet 1b Closing routine Elaboration Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. الصوت, االهتزاز و الموجات Sound, vibration and waves Opening routine (Teacher plays music.) ما هذا صوت. موس قى. ج د! إنه صوت. الموس قى ه نوع من الصوت. (Teacher shows a violin or any kind of musical instrument that is convenient to get.) ما هذا هل مكن استعمال هذا لصنع الصوت نعم. (Teacher demonstrates how to make sound using the instrument and shows Ss where vibration is from.) ما الذي صنع األصوات االهتزاز. هائغ! ش ٢ ء ٣ زي, م ي اال زياى. :T (hold hand up, fingers tight, and move quickly back and forth) ٤ ق ٣ بكو اال زياى :T (move hand up and down in wave-like motion) االع ثخ رقز ق عخ, عخ ط ر ٤ خ, ئ. ؼ! اال زياى ٣ ظ غ عخ. عخ ر بكو :T (move hand up and down in wave-like motion) ػجو ا اء ئ ٠ االم (Bring wave motion to the ear). ن ٢ ا طو ٣ وخ ا ز ٢ ٣ زو ك ٤ ب ا ظ د ؽ ب. Divide students into pairs and distribute cards showing sequence of vibration to sound wave to ear. Have students work together to decide what the order is, then have student volunteers come to the front to order the big cards in front of the group. Narrate the sequence as the students order the cards. 12

13 Worksheet 1c ول رؼ ب ا ض ٤ و ػ ا ظ د. ٢ ب رؼ ب! :T (Teach the chant one line at a time, using a call and response technique. The teacher models the line, with actions, and students repeat it. In this first teaching phase, repeat the chant several times. Continue to use call and response with the chant for a couple of days, and after the second day or so invite student volunteers to lead the chant.). Ppt 1-3 & 1-4 (cup hands behind ears, as if to listen) (shrug shoulders and hold out hands) ط د, ط د, ب ا ظ د ب ا ن ١ ٣ ظ غ ن االط اد ؽ ب ش ٢ ء ٣ زي (hold hand up, fingers tight, and move quickly back and forth) رظ غ ا عخ ا ز ٢ (move hand up and down in wave-like motion) (continue wave motion) (continue wave motion) (bring the wave motion up to the ear) ر بكو, ر بكو ا اء ػته ئ ٠ االم. (cup hand behind ears) (Vibrate hand) ط د, ط د, ب ا ظ د اال زياى ٣ ظ غ ا ظ د ا ؽ Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness T. ف هذا الدرس تعلمنا الصوت االهتزاز والموجات. الصف القادم سنتعلم المز د عن أنواع االصوات الت نسمعها. Closing routine. Assessment Opening routine 1. Interpersonal: Play Simon Says: Teacher/Students serving caller and ask the class to do as they command. 2. Presentational: Show and Tell: students explain and demonstrate how they can make a sound; e.g., clap their hands, stump their feet, make sound by making a ruler vibrate; drop grains of rice or pencil and make sound. 3. Interpretive: Recognize words such as sound, vibrate, and wave; sound out the vocabulary. 4. Interpretive: Connect the vocabulary to pictures indicating their meaning. 13

14 5. Presentational: In small groups of students sing the If you are happy and Chant. ما هو الصوت 1- Teacher Reflection Lesson What worked well? What did not work well? What would I do differently? Other comments or notes 14

15 Lesson 2 Characteristics of Sound خصبئص اىصىد Lesson 2 of 5 Duration: 30 Minutes Objectives Oral language: Tell what pitch is Identify high and low pitch Tell when sound waves are fast the pitch is high Tell when sound waves are slow the pitch is low Literacy: Recognize the words: pitch, high, low, voice box, fast, slow STEM and Other Subject Areas: Understand the concepts of pitch and frequency of sound. استط ع : Vocabulary and Expressions Content obligatory language: Content compatible language: عال, منخفض سر ع بط ء نغمة تردد, صندوق الصوت اىسفش فس خزيف ػجش مج شح وصغ شح اسطىا خ Materials/Resources o Pencil box without lid or other sturdy (plastic, corrugated cardboard), rectangular container one for demonstration, plus enough for students working in pairs (if desired and available, it would be good to have one for each student) o Sturdy rubber bands, two or more for demonstration and enough for each student pair to have several apiece o 2 hand-made drums from cylinders and balloons, rubber bands (see one should have higher pitch, one lower. (This can be accomplished by using a bigger and a smaller cylinder.) When demonstrating, be sure to hold the drum in the hand and not to rest one end on a desk or other surface. o Cards with pictures for the engagement (This can either be done high tech with the items copied into a flipchart or low tech with poster for chart and cards for pictures.) o Worksheet 2a Things that do/do not make sound 15

16 o Worksheet 2b Literacy practice Lesson Storyline and Core Text Students explore different sounds and some of the properties of the sounds. They will identify the difference between higher and lower pitches and experiment with some instruments to see how to change the pitches and frequencies of the sound. For example, they try to find out how to change pitches on a vibrating string, thus change the frequency of the waves. Core Text ا ٤ زؼ ا ي ٣ ل ػ ا ظ د صنع موجة --- دعنا نغن أنشودة سو ا. ئكزؾ ا ػ ٤. ؼز ثؼغ االط اد من ستط ع أن قول ل صوت واحد الذي سمعتم هل هذا الصوت عال أو منخفض عندما كون االهتزاز بط ء فان النغمة تكون... عندما كون االهتزاز سر ع فان النغمة... ول ط ؼذ ؽج خ أ ظ أ ب رظ غ ط رب. عندما أتكلم, أغن, رؼ ب أط اد قز لخ أو أهمهم فان حنجرة صندوق صوت تهتز مثل الطبلة عندما تكون النغمة عال ة فان االهتزاز سر ع عندما تكون النغمة منخفضة فان االهتزاز بط ء Key Elements Engagement Object, event or question used to engage students. Connections facilitated between what students know and can do Lesson 2 Procedures I hear some sounds too Opening routine سنتعلم المز د ال وم عن الصوت. دعنا نرى... :T (Thinking) ما هو الصوت على أي حال ش ء... (Move finger to show vibration, as in the chant, and pause for students to finish the thought). 16

17 Key Elements Lesson 2 Procedures (may respond) (wait for students to fill in the word) (may respond) صنع... االهتزازات. ش ء هتز, تحر ك ال د لحركة موج ة موجة! صنع موجة هذا صح ح! هذه أنشودتنا, دعنا نغن أنشودتنا سو ا. أل س كذلك! Perform the chant together, again in a call-and-response style. The teacher says each line, with motions, and the students say it back. Ppt 1-3 & 1-4 (cup hands behind ears, as if to listen) ط د, ط د, ب ا ظ د (shrug shoulders and hold out hands) ب ا ن ١ ٣ ظ غ ن االط اد ؽ ب (hold hand up, fingers tight, and move quickly back and forth) ش ٢ ء ٣ زي (move hand up and down in wave-like motion) (continue wave motion) (continue wave motion) (bring the wave motion up to the ear) رظ غ ا عخ ا ز ٢ ر بكو, ر بكو ا اء ػته ئ ٠ االم (cup hand behind ears) ط د, ط د, ب ا ظ د 17

18 Key Elements Lesson 2 Procedures (Vibrate hand) اال زياى ٣ ظ غ ا ظ د ا ؽ ك ٢ نا ا له غ ا ي ٣ ل ػ االط اد. كػ ب ن أػ ٤ ب غ ث ل ء غ كوؾ. و ط رب ر زطؼ أ ر ؼ ا. (Sit silently for 10 seconds or so.) (Students raise hands.) اكزؾ ا أػ ٤. اهكؼ ا ٣ ل ئما ؼز أ ١ ط د. ؼذ ثؼغ االط اد ا ٣ ؼب. كػ ب ؾب وح أفو, ن ا وح أط غ ثؼغ االط اد. و اما ا زطؼز أ رو ا ٢ ب ٢. عب ي... أؿ و ا أػ ٤. Note: At this point the teacher makes some sounds that the students have previously heard, such as the tapping pencil, the ruler and the cookie sheet, and also other common sounds like clapping, stomping feet, or other familiar classroom sounds. : Tاكزؾ ا أػ ٤. ؼز ثؼغ االط اد ٣ زط ٤ غ ٣ و ٢ ط د اؽل ؼز (Continue asking volunteers what they heard Students give responses, Teacher recasts in English (ESL) or in the target language, as necessary.) ثؼغ االش ٤ بء رظ غ ا ظ د, ثؼغ االش ٤ بء ال رلؼ م ي. ن ثؼغ ا ظ ه ألش ٤ بء ؽ ٤ بر ب.ال رظ غ االش ٤ بء ط د. كػ ب ظو ا ٤ ب ووه ب اما ب ذ رظ غ ا ظ د ا ال. رظ غ ا ظ د pictures) (Hold up (Have students volunteer to tell if something does or does not make sound, using the pattern: " نا ٣ ظ غ ا ظ د" " نا ال ٣ ظ غ ا ظ د " Ppt 2-1 Note: you may wish to add pictures to extend the conversation or to use your own pictures that reflect recently learned vocabulary. Let students complete Worksheet 2a in group or individual. رائع! هناك انواع من االصوات ف ح اتنا. هل جم عها لها نفس الصوت دعونا نكتشف بعض االش اء الت تصنع أصوات مختلفة. 18

19 Key Elements Lesson 2 Procedures Exploration Objects and phenomena are explored. Hands-on activities, with guidance. Sound travels تعلمنا أن االصوات تصنع من اإلهتزازات. تختلف األصوات إذا كان اإلهتزاز سر ع أو ستط ع :T االهتزاز ان كون بط ء. (shaking hands fast) (shaking hands slow) دعونا نرى ما اذا كنا نستطيع ان نكتشف ك ف ستخدم ذلك. ل ١ ش ٢ ء ب ٣ أ ١ بػل ب ػ ٠ ك ٤ ق ٣ ألط اد أ ر قز لخ. Ppt 2-2 سآخذ صندوق االقالم هذا و أضع فوقه شر ط مطاط. من ظن انه مكن صنع صوت بهذا الشر ط المطاط رائع! )اسم الطالب( سحبت الشر ط volunteer) (call on student ( demonstrate )المطاط و صنعت صوتا. أستط ع نقره مرارا و تكرارا و صنع نفس الصوت. ثب زب ٢ كا ا شو ٣ ؾ ا طبؽ ٢... (pause for students to supply the word) هتز! طؾ ٤ ؼ ا شو ٣ ؾ ا طبؽ ٢ ٣ زي ٣ ظ غ ط د أستط ع نقر ا شو ٣ ؾ ا طبؽ ٢ مرارا و تكرارا و صنع نفس الصوت. لكن االن أر د ا شو ٣ ؾ :T ا طبؽ ٢ أ ٣ ظ غ ط د قز ق ا ظو ا ا ؼ ا! (Press finger lightly on the middle of the rubber band and pluck one side.) نا ا ظ د أػ ٠ أ أك ٠ الصوت أعلى الن ذلك الجزء من ا شو ٣ ؾ ا طبؽ ٢ ٣ زؾوى ث وػخ أ جو :T (remove finger and pluck again(. اال ا ظ د أػ ٠ أ أك ٠ صح ح اىصىد أد ى أل االهزضاص أثطأ. ارا ظشر ثؼ ب خ سث ب ن ل ا رشوا اىفشق. (Pluck the full rubber band, then the half. Students may be able to see the vibration of the full rubber band, but it will probably be too fast to see with the half rubber band.) ىزىل س ى هزا اىصىد " ها غ خ" وػ ذ ب نى االهزضاص ثط ء ف اه غ خ ي... )ثط ئخ( ػ ل ب ٣ اال زياى و ٣ غا كب خ ر... )ػب ٤ خ(. (Use gestures for high and low). 19

20 Key Elements Lesson 2 Procedures (Show pictures of fast and slow waves on the board. Pictures can be hand-drawn. Circle the one that students identify about the rubber band.) دعونا ننقر منتصف الشر ط المطاط. :T ن عبد و ٣ ؼخ هو ٣ جخ ثؼؼ ب ا جؼغ. ػ ل ب ٣ اال زياى و ٣ غا كب خ ػب ٤ خ. (Do hand gesture). (Show pictures of fast and slow waves on the board.) االن دعونا ننقر الشر ط المطاط باكمله. :T ماذا شبه صوتها هل ه موجه سر عة (pointing to fast wave picture on the board) أو هل ه موجه بط ئة (pointing to slow wave picture)? (Circle the one that students identify.) (Respond by raising their hand when the teacher points to each of the different waves). عندما كون االهتزاز بط ئ, فالنغمة تكون بط ئة. :T (do hand gesture). انظروا الى الموجات البط ئة. (Point to the slow wave picture.) ٣ زط ٤ غ أ ٣ ج ٤ ب أ ١ اؽلح ٢ أ وع عخ (Invite student volunteer to the board.) ا ١ اؽلح ٢ عخ ثط ٤ ئخ Note: for the next step, be sure that the second rubber band is either thicker or thinner, or stretched tighter, than the first one, so that the pitch will be different. ا خ رقجو ب ػ ل اهرلبع أ ل ا قلبع ا ظ د :T (Gesture for high and low pitch and have students imitate the gesture). ا غل ٣ ل.. ل ١ شو ٣ ؾ طبؽ ٢ آفو ب. كػ ب ؼؼ ػ ٠ ط ل م االهال. ٣ ؾت أ ٣ وو ػ ٠ ا شو ٣ ؾ ا طبؽ ٢ ا غل ٣ ل )ا ا طب ت( كؼ ي أ وو ػ ٠ ا شو ٣ ؾ ا طبؽ ٢ االن انقر على ا شو ٣ ؾ ا طبؽ ٢ اال ا طالب, هل ا خ ا شو ٣ ؾ ا طبؽ ٢ ا عل ٣ ل أػ ٠ أ أك ٠, ا ٢ ل ا ش ٢ ء ن ي ئما ب ذ ا خ ا شو ٣ ؾ ا طبؽ ٢ ا غل ٣ ل أػ ٠ \ أك ٠ ام كا ب ر زي أ وع أ أثطأ ٣ ب أ ؼ ٤ ق ا ي ٣ ل األهثطخ ا طبؽ ٤ خ أ ٣ ؼب ن ي كب ب روو ٣ جب ض ا ٤ زبهح Have students choose partners, or assign partners, and distribute pencil cases (or other stiff, open boxes) and several rubber bands to each pair. 20

21 Key Elements Lesson 2 Procedures Have them place one rubber band on each pencil box, then each pluck their own rubber band and decide which one is higher/lower, or if they are the same. The teacher circulates around the class, randomly asking pairs to tell which is higher/lower. Encourage them to add more rubber bands. Optional: have students add rubber bands to their boxes and order them from lowest to highest in pitch. Literacy Activity: Learn and practice the word:.النغمة Use Worksheet 2b Review the song If you re happy and you know it, using clapping. Then add another verse: If you re happy and you know it, pluck your guitar. Closing Routine Explanation Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Making sounds Opening routine Bring out the two drums you have made (see materials), and begin talking about the larger, lower drum. Ppt 2-3 Be sure to have something to strike the drum with, such as a chopstick or the eraser end of a wooden pencil. ول ط ؼذ ؽج خ أػزول أ ب ٣ ا رظ غ ط رب. ٣ زط ٤ غ أ ٣ ظ و ٤ خ ٢ ط غ :T.ط د ثطج ز ٢ (Hold the drum and call on a volunteer, who will likely hit the drum with the available pencil or chopstick.) (Student) Ss: Respond. اػوة ا طج خ ثب ؼظب ط ؼذ ط رب طؾ ٤ ؼ, ط ؼذ ا ظ د. ام نا ٣ ؼ ٢ ا ش ٤ ئب ب.. :T Prompt as necessary.) (Hit the drum again.) ا طج خ ر زي ٣ أ رو ا أ ب ر زي (Select two volunteers.) كػ ب و ب اما ب زط ٤ غ ا شؼو ث ب ر زي. ا ن ١ ٣ و ٣ ل ا بػلح ػغ أطبثؼي ثقلخ علا ػ ٠ ا طج خ, )اس اىطبىت ) :T اػوة ا طج خ ػغ أطبثؼي ثقلخ علا ػ ٠ ا طج خ 21

22 Key Elements Lesson 2 Procedures Ss: S2: (Prompt as necessary.) ٣ ب ؽالة ا أ )ا طب ت 2 ( ا طج خ ر زي ؼ, ا طج خ ر زي ا طج خ ر زي Repeat with additional student volunteers, prompting less and less each time. For additional practice, Teacher could ask S1 and/or S2 if they can see the drumhead vibrate. (Taking the other drum.) ن ؽج خ آفو. أػوة ا طج خ. ه ا ٢ : ا خ أػ ٠ أ أك ٠ Ss: اجب طؾ ٤ ؼ ن ي ٣ غت أ ٣ اال زياى... )أ وع ) :T (Students supply اسشع Prompt as necessary.) عندما كون االهتزاز بط ئ فالنغمة تكون بط ئة. :T (do hand gesture). انظروا الى الموجات البط ئة (Point to the slow wave picture.) ػ ل ب ٣ اال زياى و ٣ غا كب خ ر ػب ٤ خ (do hand gesture). (Point to the fast wave picture.) ا خ رقجو ب ػ ل اهرلبع أ ل ا قلبع ا ظ د. :T (Teacher does the gesture for high and low pitch and reminds students if they can t get the concept). هائغ! كػ ب ؼ ٤ ل ب ئ ٠ ا ش كر ب : :T Ppt 2-4 Repeat several times, in a call and response format. ا خ ػب ٤ خ fast) (vibrate hand اال زياى و ٣ غ (Show high with hands) االهتزاز بط ئ, slow) (vibrate hand hands) (Show low with النغمة بط ئة ا ٥ كػ ب ٢ اال ش ك ب ؼب. :T Ppt

23 Key Elements Lesson 2 Procedures Literacy Activity: Learn and practice the word:.عالي Use Worksheet 2b Repeat the entire chant learned so far, using call and response and including the new lines. Closing routine. Elaboration Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. When I talk, or sing, or hum, my voice box vibrates like a drum Opening routine, ending with the If you re happy song. Add another line: If you re happy and you know it, hit your drum..كػ ب ٢ اال ش ك وح صب ٤ خ, ن ا وح ؾب ش ٤ ئب. ػغ ٣ لى ػ ٠ ؽ وي ى ما :T (Teacher demonstrates hand flat on the middle of the throat.) Students and teacher sing. رشؼو ة أ ١ ش ٢ ء دػ ٣ ٤ ل (May say they do, or some may even call it vibration.) ب شؼو ث ا زياى.ش ٤ ئب ب ٣ زي ب ك ٢ ؽ و ب! ؾ ٤ ط ل م ا ظ د \ ا ؾ غوح Respond ا ٥ كػ ب أؿ ٤ ز ب. ػ ل ب, ػؼ ا ٣ ل ػ ٠ وثغ ط ر رشؼو ثبال زياى ب اال زياى (Teacher prompts as necessary.) ط ل م ا ظ د \ ا ؾ غوح! كػ ب و. ب ا ن ١ ٣ ب ا و ٤ ب ث غؼ ا ظ ل م ط ر ٢ ٣ زي وح أفو :T (Some children may have the idea of talking. If not, Teacher continues ).كػ ب جلأ ثأ ش كر ب -- أكه ا ا شؼ ه ةط ل م ا ظ ر ٢ :T (Teacher leads the first few lines of the chant.) رشؼو ثا زياى ا ظ ل م ا ط ر ٢ Respond. ئم...ا ط ل م ا ظ ر ٢ ٣ زي ػ ل ب زؾلس أ ػ ل ب... :T ( ٢ ا (hesitate for students to provide either أ ػ ل ب 23

24 Key Elements Lesson 2 Procedures. ٣ ب أ ط غ ط د ػ ل ب كػ ب ؾب م ي. أكه ا ا شؼ ه ةط ل م ا ظ ر ٢. (Whispering energetically, so as to be heard) ى ؼذ ا ٥ ٣ أ ر غ ٢ ػ ل ب أ Yes. ؼ. أ زط ٤ غ أ أ ؼ أ ٣ ؼب. ٣ زي ا ظ ل م ا ط ر ٢ ػ ل ب ر ال! نا طؾ ٤ ؼ!.ال أ زط ٤ غ أ أشؼو ثب زياى ا ظ ل م ا ط ر ٢ ش ٤ ئب ب ٣ غت أ ٣ زي, :T ا ب ا زطؼز بػ ٢. ؾب ش ٢ ء آفو. أؽزبط ا ٠ بػل. (Teacher calls on a volunteer and hands the volunteer a issue.) ب )ا ا طب ت(, كؼ ي ا ي ة نا ا ٤ ظ أ ب ك ٢ ػ ل ب أ. (Teacher whispers something the children will understand, such as my voice box doesn t vibrate.) ٣ ب ؽالة, بما ؽلس ٤ ظ ٣ زي. even Various responses maybe ا ٤ ظ ٣ زي أل ا اء ٣ زي ؽز ٠ ػ ل ب أ :T (Teacher shakes the hands to demonstrate vibration.) ول رؼ ز ا ض ٤ و ػ ا ظ د! ب ٢ ثؼغ ا بد ا فبطخ ا ز ٢ ؼوف ا ٥ ػ ا ظ د النغمة, اهرلبع \ ػب ٢ ا قلبع \ أك ٠ و ٣ غ ثط ٢ ء ا :S (Teacher uses gestures to prompt, as necessary.) رظؾ ٤ ؼ! ث بما رقجو ب ا خ ا خ رقجو ب ػ ل اهرلبع أ ل ا قلبع ا ظ د 24

25 Key Elements Lesson 2 Procedures ل ٣ ب ا ي ٣ ل اال ؼ ٤ ق ئ ٠ ا ش كر ب. :T (call and response, line by line, several times) ػ ل ب أرؾلس أ أؿ ٢ أ أ ا ظ ل م ا ط ر ٢ ٣ زي (touch hand to throat) ض ا طج خ (vibrate hand up and down). (Continue with call and response(. Ppt 2-5 ا ٥ كػ ب ٢ اال ش ك ب ط د, ط د, ب ا ظ د ب ا ن ١ ٣ ظ غ ن االط اد ؽ ب ٣ زي, رظ غ ا عخ ا ز ٢ ر بكو, ر بكو ػته ا اء ئ ٠ االم ط د, ط د, ب ا ظ د اال زياى ٣ ظ غ ا ظ د ا ؽ اال زياى و ٣ غ, ا خ ػب ٤ خ االهتزاز بط ئ, النغمة بط ئة ػ ل ب أرؾلس, ا أؿ ٢, أ ا, ا ظ ل م ا ظ ر ٢ \ ؽ غور ٢ ر زي ض ا طج خ ط د, ط د, ب ا ظ د اال زياى ٣ ظ غ ا ظ د ا ؽ Literacy Activity: Learn and practice the word: low. Use Worksheet 2b Closing Routine. Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. ك ٢ نا ا له رؼ ب ا ظ د ا خ. We learned about different sounds. Opening Routine أ ١ ع اال زياىاد رغؼ ا خ ػب ٤ خ اهتزاز سر ع طؾ ٤ ؼ! ب هأ ٣, ٤ ق رجل ا عخ ػ ل ا زياى و ٣ غ خ ػب ٤ خ ث ٤ ا ٢ ث ٤ ل ٣ :T Students make fast wave motion. ٤ ق رجل ا عخ ػ ل بد قلؼخ ا زياى قلغ Students make slow wave motion. طؾ ٤ ؼ! ز ػ ٤ ؼ كوؾ ػ ل ب رجل ا عخ ػ ٠ نا ا وج ٤... بما ز ا خ 25

26 Key Elements Lesson 2 Procedures نغمة منخفضة ػ ل ب رجل ا عخ ػ ٠ نا ا وج ٤... بما ز ا خ نغمة عال ة ول رؼ ب ا ض ٤ و! ا ط د ل ٣ ا خ ا خ ٣ أ ر ػب ٤ خ :T (make a high pitch sound and show high with your hand.) ا ز قلؼخ (make a low pitch sound and show low with your hand) ٣ زن وػال خ اال زياىاد ام كػ ب و أ "ػ ل ب ر ا خ ػب ٤ خ ف اال زياى و ٣ غ " "ػ ل ب ر ا خ ػب ٤ خ كبال زياى و ٣ غ." "ػ ل ب ر ا خ قلغح كبال زياى قلغ." "ػ ل ب ر ا خ قلغح كبال زياى قلغ." ام كػ ب ل و ك ٢ طبكوح... ب خ ػب ٤ خ أ قلؼخ :T (show high and low with your hands) ػب ٤ خ نا طؾ ٤ ؼ خ ا طبكوح ب ط د ػب ٢ ا زياى ط د ا طلبهح... :T (wait for response, if they don t offer answer, give them the choices fast or slow) سر ع طؾ ٤ ؼ! اال زياى و ٣ غ. أل ػ ل ب ر ا خ كبال زياى. كػ ب و م ي وح أفو ػ ل ب ر ا خ ػب ٤ خ ف اال زياى و ٣ غ. ا وػل ز ورلؼخ أ قلؼخ. قلؼخ طؾ ٤ ؼ ا وػل خ قلؼخ اال زياى... 26

27 Key Elements Lesson 2 Procedures Ss: Ss: بط ء طؾ ٤ ؼ ال ػ ل ب ر ا خ بط ئة ف اال زياى قلغ كػ ب ٢ رخ ػب ٤ خ. ػ ل ب أؿ ٢ رخ ػب ٤ خ ا ظ ل م ا ط د سر ع ػ ل ب أؿ ٢ رخ قلؼخ ٤ ق ٣ زي ا ظ ل م بط ء ا ط ر ٢ ٣ زي... ا طؾ ٤ ؼ! ال ػ ل ب ر ا خ بط ئة ف اال زياى قلغ :T ر بػل ب ػ ٠ رن و ع ٤ غ األش ٤ بء ا ز ٢ رؼ ب ب ػ ا ظ د ؽز ٠ ا ٥ Repeat the entire chant learned so far, using call and response and gestures.. كنتم رائعون ال وم! ك ٢ نا ا له دػ ب األط اد ا قز لخ. ؼ ب اط ارب ث خ ورلؼخ خ ورلؼخ خ ؽج ٢ رظ غ خ قلؼخ ا و ٤ ضبهاد ا شو ٣ ؾ ا طبؽ ٢. ؼ ب قلؼخ Closing routine خصبئص اىصىد 2 Teacher Reflections on Lesson What worked well? What did not work well? What would I do differently? Other comments or notes 27

28 Lesson 3 Sounds we like and don t like Sounds we like and we don t like Lesson 3 of 5 Objectives Duration: 30 Minutes استطيع : Oral language: I can talk about the sounds that I like I can talk about the sounds that my friends like Literacy: I can tell which sounds the whole class likes best and which sounds the whole class dislikes Vocabulary: volume, one instrument (student s choice) hit, blow, pluck, STEM and Other Subject Areas: I can describe different sounds using the concepts of pitch and volume. Vocabulary and Expressions Materials/ Resources Lesson Storyline and Core Text Content obligatory language: Content Compatible languages: o o o o o ؽغ خ, آ خ ٤ و ٤ خ ؿ ؾ ؽج خ طبكوح أ ث ا غو به ب ع ٤ أ ب أؽت أ ب ال أؽت رؾت بما رؾت... Maraca, gong, hand drum, whistle oboe instruments or power point with pictures and sounds Power Point Worksheet 3a Sounds I like and do not like Worksheet 3b Sounds that I like and sounds that I do not like Worksheet 3c Sounds my friend likes and does not like Students learn that sound is a very important part of our life. You can hear sound everywhere. Some sounds are pleasant and some are not so pleasant. Then students explore one of the beautiful sounds: music. They will know some musical instruments that make different kinds of sounds. Core text: ب نا ٣ ي أ ر غ أ ١ ش ٢ ء بما ر غ ل ٣ ب ع ٤ غ األط اد ا ز ٢ ؾج ب ل ٣ ب أ ٣ ؼب أط اد ال ؾج ب 28

29 ا ٥ كػ ب غ ثؼغ األط اد زشق أط ارب ػظ ٤ خ ن ا ؾو ٤ جخ األط اد ػ ٠ أ هاه اه ا ش ٤ ئب هل ٣ ظ غ ثؼغ االط اد.الت رؾج ب ثؼغ االط اد ا ز ٢ ال رؾج ب بى ا ض ٤ و األط اد ا قز لخ أ ب أؽت ا ٤ و ٠! رؾج ا ٤ و ٠ ب ا ظ د ا ن ١ رؾج ب ا ظ د ا ن ١ ال رؾج.أ ب ال أؽت... أفجو ٢ ػ ا ط د ا ن ١ ال رؾج.ا خ قلؼخ علا. ا ب ٤ ذ ط ٤ لخ ا ٥ أؽ ت ا طالة ئعواء وبث خ ؼ ٢ رو ٣ ل ئعواء وبث خ ؼ ٢ Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها Engagement Object, event or question used to engage students. Connections facilitated between what students know and can do Review what we have learned about sound Opening routine ول رؼ ب ا ض ٤ و ػ ا ظ د! بما رؼ ب ا ظو ا ئ ٠ ب أه ث (Teacher has hand on ear as if trying to hear something, gives the students the quiet cue still with hand on ear) (Pause to see if any student says the word Sounds ) ب نا ب ٣ أ ر غ ا أ ١ ش ٢ ء بما ر غ الصوت! ب نا ب ا ن ١ ٣ ظ غ ا ظ د االهتزاز! ػظ ٤! اال زياى ثب ب ا ٣.. :T (Shake the hands very fast) سر عا! اال زياى ٣ أ ٣ أ ٣ ؼب... 29

30 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها (Shake the hands very slowly) بط ء Show high using hands) زبى! اال زياى ا و ٣ غ ٤ ؼط ٢ ا ظ د... نغمة عال ة! (Show low using hands) ا زياى ثط ٤ ئ ئػطبء ٤ ؼط ٢ ا ظ د... نغمة بط ئة! عظ م! دعونا نغن االنشودة معا. االهتزاز سر ع... :T (Students chant.) كػ ب زي ة ا ل ء ز غ وح أفو. :T (No talking). غبػ ثب و أ ب أ غ ا ض ٤ و األط اد! ر ؼ االط اد ا ٥ ف أػط ٤ ر و ٣ ط ٤ و. ا ٥ أه ٣ ل أ أػط ٤ اعت. أ ب أه ٣ ل أ رؾظ ا ػ ٠ ههخ اه ا ش ٤ ئب ب ٣ ظ غ األط اد ك ٢ ؽ ٤ بري. (Hand out the worksheets to students.) ا ؾ ا ٢ أ أه ش ٤ ئب ب. :T (Teacher can draw something like a bird) أ ١ ع ا ظ د رظ غ (Do the sounds of birds). ػظ ٤! ا ٥ ٣ وع ٠ ه ش ٤ ئ ه ا ػ االط اد ا ز ٢ ل ٣ : T (Students share their pictures and what sound they can make) أ ها الطالب, بى ض ٤ و األ اع ا قز لخ األط اد ك ٢ ؽ ٤ بر ب. كػ ب ؾزلع ث ب ك ٢ ا ؼو! ك ٢ ا وح ا وبك خ ف زشق ثؼغ األط اد ا ز ٢ ؾت ثؼغ األط اد ا ز ٢ ال ؾت ب Closing routine, including song Exploration Objects and phenomena are explored. Hands-on activities, with The Sound we like Opening routine, including song or chant (Teacher plays some music in the classroom.) ك ود ك ٢ ؼت ثؼغ ا ٤ و ٠ ب أل ٢ أؽت ا ٤ و ٠. رؾج ا ٤ و ٠ 30

31 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها guidance. نعم! بى أ ١ ط د دؽت ئما ز ال رؼوك ٤ ق رو م ي ٣ ي ا ر ض ا م ي! بى أ ١ ط د ال رؾج ئما ز ال رؼوك ٤ ق رو م ي ٣ ي ا ر ض ا م ي! (Students act out the sound they don t like.) شكرا! رؼوك ا ظ د ا ن ١ ال أؽت أ ب ال أؽت ط د ا طواؿ. :T هل تصرخون (Teacher makes the sound of screaming.) (Students might say yes.) ؼ! ؾ ع ٤ ؼب هل ظوؿ ك ٢ ثؼغ األؽ ٤ ب. رؼوك بما أ ب ال أؽت ا ظواؿ.. ط د ػب علا ؼ ا ط د ػب علا. األط اد هل ر ورلؼخ أ ٤ د ورلؼخ (Teacher shows big using hands) ٢ م ي ا ؽغ. ا ؽغ ع بهح ا ظ د. ممتاز! و ماذا عن نغمة صوت الصراخ عال! نعم! أ ب ال أؽت ا ظ د ا ؼب ٢ علا ا ؽ خ ا ؼب ٤ خ. بما ػ األط اد ا ز ٢ رؾج األط اد ا ز ٢ ال رؾج ا ب ؿ ٤ و بهح ب ٣ خ. Students give a variety of reactions. Ask some volunteers to try to describe some sound. Help them to use volume and pitch to describe sound. 31

32 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها ل ٣ ب ع ٤ غ األط اد ا ز ٢ ؾت ب ل ٣ ب أ ٣ ؼب األط اد ا ز ٢ ال ؾت ب. ا ٥ كػ ب غ ثؼغ األط اد. زشق األط اد ن ا ؾو ٤ جخ ا ؼظ ٤ خ ألط اد. ػ ٠ أ هاه, اه ا ش ٢ ء ٣ ظ غ ثؼغ االط اد رؾت ب. ا ز ٢ دؽج ب ثؼغ االط اد ا ز ٢ ال Use YouTube First time - Play the sound only Stop and ask students a. to identify the sound b. If they like/dislike the sound 2 nd time show the video Teacher distribute handout, Worksheet 3a, students can draw or write down the sound they like or don t like. ف أع غ أ هاه ؽز ٠ ال رلول ا. ك ٢ هذ الؽن زقل ن األ هام وح أفو ذؽلس ػ األط اد ا ز ٢ دؽج ب األط اد ا ز ٢ ال رؾت ب. Closing routine, including chant Explanation Students explain their understanding of concepts and processes. New concepts and skills are introduced as conceptual clarity and cohesion are sought. Let s listen to some instruments Opening routine, including song آفو وح رؾلص ب ػ األط اد ك ٢ ؽ ٤ بر ب. بى أط اد ؾج ب بى أط اد ال ؾج ب. ٣ أ رقجو ٢ ػ االط اد ا ز ٢ دؽج ب االط اد ا ز ٢ ال رؾت ب Note: If students can t get the answers, teacher reminds students to look at the worksheets they worked on last time. Students volunteer to talk about the sounds they like and the sounds they don t like. ع ٤ ل. بى ا ض ٤ و األط اد ا قز لخ. أ ب أؽت ا ٤ و ٠! رؾت ا ٤ و ٠ (Many students will say yes.) ا ٤ و ٠ ٢ ع ا ظ د. ؾ ثؾبعخ ا ٠ آ خ ٤ و ٤ خ ظ غ ا ٤ و ٠. رؼوف أ ١ آ خ ٤ و ٤ خ 32

33 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها (Display the drum made for an earlier lesson.). ا ظو ا ئ ٠ نا! إنها طبلة! أ ب ط ؼذ ن ا ٥ خ ا ٤ و ٤ خ! ب ٢ ؼ ؽج خ ٢ ع ا ٥ الد ا ٤ و ٤ خ. رؾج ا طج خ نعم او ال (Teacher shows several pictures of some musical instruments.) أ ب أؽت نا اؽل نا! نا ب! رؾج أ ر ؼ ا ا ب (some students may indicate they play the violin). ب نا أ ب أػوف ا ثؼؼب ٣ ؼوك ا ؼيف ػ ٠ آ خ ا ب أ ٣ ؼب نا أ و ػظ ٤! بى ا ض ٤ و ا ٥ الد ا ٤ و ٤ خ ا ز ٢ دط غ األط اد ا قز لخ. كػ ب ز غ ئ ٠ ػلك ه ٤ ن األط اد Elaboration Activities allow students to apply concepts in contexts, and build on or extend understanding and skill. (the target language and culture) ب رؼ بى ا ي ٣ ل ا ٥ الد ا ٤ و ٤ خ ك ٢ صوبكبد أفو. كػ ب ذػوفػ ٠ ا ثؼغ ا. Note: Teacher proceeds to make each sound from the power point presentation. This is an opportunity to pick culturally relevant artifacts. Our 5 sounds will be Gong, Maraca, Whistle, Hand Drum, and Oboe. Teacher uses flipchart or power point with pictures and sounds to demonstrate for students. After the whistle, the teacher should point out that a whistle isn t always considered a musical instrument, but it is sometimes used in music. If there is no access to these technologies then the actual instruments will be needed. Let the students listen to all the sounds first. Then, on the second time through, while the teacher is making the sounds the students will be filling in worksheet 3b with the sounds that they like and the ones that they do not. For each sound use the following pattern: 33

34 ن Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها د ٠ ؿ ؾ. ٤ ق رظل ط د ػب. ا خ قلؼخ ا ظ د ؽلك ا ئما ز رؾج ب أ ال رؾج ب (Teacher repeats the same procedure and utterances for other musical instruments.) ول رؼ ب ا ض ٤ و ا ٥ الد ا ٤ و ٤ خ! ا ٥ خ ا ز ٢ أؽت كائ ب أ ضو ٢ بما ػ ي أه ٣ ل أ أه ا ٥ خ ا لؼ خ ك ٢ طل ب! كػ ب ز شق ب ٢ أؽ أ خ لؼ خ ك ٢ طل ب. ل ١ ه ث ٤ ب ٢ ب غ ع ٤ غ األط اد ا ز ٢ ؼ ب ب. أ ال ا زت ا ا اءى ػ ٠ ههخ وثؼخ ا ز ٢ أػط ٤ ئ ٣ ب ب ا ٥. ػ ل ب دعل ا ٥ خ ا كؼ ح ل ٣ ئؽؼو ا ا ههخ ثغب ت م ي ا ظ د. ا وثغح ئ ٠ ا ه ا ث ٤ ب ٢ ػغ ب (When the teacher comes to the sound that the student liked the best, they will put their construction paper square on to the chart if it is low tech or fill it in the with pen on the smart board if it is high tech.) ب ٢ ا ٥ خ ا ز ٢ ؾت ب أ ضو أ زت ا غ خ ػ ٠ ا ؽخ االصوت المفضل ف صفنا هو Closing routine Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. ك ٢ نا ا له رؼ ب أ بى أط اد ؾج ب. ٣ أ رقجو ٢ ة ثؼغ Interview my partner about the sound he/she likes األط اد ا غ ٤ خ ٣ أ رقجو ٢ ة ثؼغ األط اد ا ز ٢ ال دؽ ت ب Opening routine Students give responses. 34

35 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها Students give responses. Worksheet 3c ا ٤ و ثأع اء وبث خ غ شو ٣ ي ػ االط اد ا ز ٢ غ م ي ػ ٠ ا ههخ ا قبطخ ة قزجو ا ظ د ٣ ؾج ب أ االط اد ا ز ٢ ال ٣ ؾج ب T (Work with a student volunteer): أه ٣ ل شقض ب بػلر ٢ ؽز ٠ ز به خ ن ا وبث خ رؾج رؾج ب ب ا ظ د ا ن ١ أحب... ب ا ظ د ا ن ١ ال ال أحب... (And any possible answers.) أفجو ٢ ػ ا ط د ا ن ١ ا خ ا قلغح علا. ا ب ال رؾت ٤ ذ ع ٤ خ. ا ٥ أؽ ت ا طالة ثأعواء وبث خ ؼ ٢. رو ٣ ل ئعواء وبث خ ؼ ٢ (Teacher will be interviewed by the student. Try to talk about the pitch and volume.) Repeat the interview with another student; then have the whole class ask you the questions. Then have the whole class ask another volunteer the questions. (Teacher can decide how partners are assigned either by the teacher or by the students based on class knowledge. The teacher should circulate throughout the room and ensure that students are remaining on task and working through in the target language. Students will finish Worksheet 3c) 35

36 Key Elements Procedures Lesson 3 أصوات نحبها وأصوات ال نحبها Closing routine أصوات نحبها وأصوات ال نحبها Teacher Reflections on Lesson 3 What worked well? What did not work well? What would I do differently? Other comments or notes 36

37 Lesson 4 We can make sound نستط ع أن نصنع صوتا ا Lesson 4 of 5 - نستط ع أن نصنع صوتا ا Duration: 30 Minutes Objectives أستط ع Oral language: Name my instrument Describe the sound using important concepts of sound including volume and pitch. Literacy: Vocabulary: shake, blow, rub STEM and Other Subject Areas: Explain different ways of instruments making sounds. Make an instrument that produces sound Identify the sound that the instrument makes Identify the pitch of my instrument Vocabulary and Expressions Content obligatory language: Content Compatible languages: الضرب على اآللة هز اآللة سحب / نقرعلى اآللة النفخ على اآللة ا ي به ؿ ٣ و, ؿ ٤ زبه, به ب ا ي به ا لو ػوة ا ي ل وو العزف على )اآللة ) Materials/Resources See list of instrument instructions for all necessary materials Recorder instrument It would be very helpful to have parents or other assistants come in to help with the instrument construction near the end of this lesson. Worksheet 4a Instruction for Mr. Music puppet Worksheet 4b - Assessment Worksheet 4c Instructions for Making Instruments Lesson Storyline and Core Text Students meet Mr. Music who knows a lot about music, musical instruments, and sound. He wants students to have a concert with him. For that, students must understand how musical instruments make sound. Then they can make their own musical instruments and use the instruments to make sounds in different pitches and volumes. Then they will play some music in a concert. 37

38 Core Text عندنا ض ف ال وم اسمحوا ل ان اقدمه لكم! ا ا ٤ ل ا ٤ و ٠! ٣ أ رو ا وؽجب ٤ ل ا ٤ و ٠ غبػ ثب و رؼ ز ا ض ٤ و! أ ب ل ش أ ب ب أل ٢ أه ٣ ل أ ارؼ كه ب ٤ و ٤ ب غ (Acting out blowing) (Acting out hitting) أ ب أط غ ا زياى ػ ل ب أ ل أ ػ ل ب أػوة ثش ٢ ء ب كوؾ (Acting out rubbing and plucking) (Acting out shaking) أؽ ٤ ب ب أكوى أ أ وو ػ ٠ ف ٤ ؾ ا ظ د, ا ظ د, ب ا ظ د ب ا ن ١ ٣ ظ غ األط اد ؽ ب Key Elements Engagement Object, event or question used to engage students. Connections facilitated between what students know and can do نستط ع أن نصنع صوتا ا Procedures Lesson 4 Mr. Music is here Teacher prepares the music puppet. It can be any puppet with a notation symbol glued on top of it. Opening routine (Shows the puppet to the student.) ػ ل ب ػ ٤ ق ا ٤. ا ؾ ا ٢ أ أهل! ئ ا ٤ ل ا ٤ و ٠! ٣ أ رو ا وؽجب ٤ ل ا ٤ و ٠ وؽجب, ا ٤ ل ا ٤ و ٠! 38

39 Key Elements نستط ع أن نصنع صوتا ا Procedures Lesson 4 وؽجب ث! رشوكذ ث ؼوكز. أ ب ؼ ٤ ل علا أ رزؼ ػ ا ظ د! ب د وػ ا ٤ و ٠. ا ٤ و ٠ ٢ ع األط اد. بما رؼ ز ػ ا ظ د ف أ ب أؽت رول ٣ (Give a variety of responses. Teacher encourages students to talk about the important concepts about sound such as vibration, pitch, and musical instruments.) غبػ ثب و! رؼ ز ا ض ٤ و! أ ب ل ش علا! رؼ ب ا ض ٤ و ا ٥ الد ا ٤ و ٤ خ. ب ٢ ا ٥ الد ا لؼ خ ك ٢ طل أ ب ب أل ٢ أه ٣ ل أ أرؼ كه ب ٤ و ٤ ب ؼ Ss: أ ب أؽت ع ٤ غ ا ٥ الد! ٣ قز لخ ا ٥ الد ا رؼ ٣ ب زول ٣ ا ٤ و ٠ ك ٢ ؽل ٤ و ٢! :M (Teacher shows several pictures of a concert, including local concerts, if possible. أؽل ب ؽؼو ؽلال ٤ و ٤ ب أؽل ب ب ك ٢ ؽل ؿ بئ ٢ 4-1 Ppt (If necessary, give examples of local or school concerts and ask if any of the students were there.) Students give a variety of response. ك ٢ ؽل ؿ بئ ٢ ا ب ٣ ول ا ٤ و ٠ ا ٠ ا غ ه ب ا ن ٣ ٣ أر ال ز بع ا ٤ ب. ك ٢ ثؼغ األؽ ٤ ب ٣ أ ٣ ؼيك ػ ٠ ا ٥ الد ك ٢ غ ػخ أ ثأ ل. أؽت ا ؾلالد ا ٤ و ٤ خ. ئ ب ع ٤ خ علا زول ٣ أط اد هائؼخ! ا ؾل خ ا ٤ و ٤ خ ٢ ك وح ع ٤ لح. أػزول أ ب ٣ غت ا ؼوف ٤ ل ٤ خ ػ ا ٥ الد. ا ؾ ا ٢ ث إا ا ٠ ع ٤ غ ا طالة : أ ١ آ خ دػيك (Students who know how to play violin ا اد هم. رفعون Repeat with the same procedure and utterances for other instruments such as piano, guitar, maraca, drums, and flute.) غبػ ثب و. رؼيك ٣ ي ا دػيف ا ػ ٠ ا ٥ الد ٣ ي أ رول ا ا أط اد ٤ و ٤ خ! أر ٠ أ اه ٤ ق عندي فكرة. دعونا نذهب الى غرفة الموس قى المرة القادمة. بى آالد ٤ و ٤ خ ك ٢ ؿوكخ 39

40 Key Elements نستط ع أن نصنع صوتا ا Procedures Lesson 4 ا ٤ و ٠. أ ٣ ي ئؽؼبه آ ز ا قبطخ ث ٢ رؼيك ا ب. ف وا ك ٢ ا وح ا وبك خ ئ ٢ زؾ علا! ؾ ؼلاء علا أ ٣ ؼب! ؾ ع ٤ ؼب ؾت Closing routine ا ٤ و ٠! Exploration Objects and phenomena are explored. Hands-on activities, with guidance. وؽجب أ ٣ ب ا ؼ أ ٣ ب ا طالة! Play the instruments (Teacher takes students to the music room if possible.) وؽجب أ ٣ ب ا ٤ ل ا ٤ و ٠ ش وا ي ػ ٠ ا ؾؼ ه ب. أ ك أ ال رل ر ٢ ن ا لوصح! أ ب أػ ا ثؼغ ا طالة ما ج ؼيف ػ ٠ آالر ؼ! أؽل ك ٢ ا ظق ع ت آ ز ا قبطخ ث بما ل ٣ Opening routine ا ٤! (Students might bring different kinds of instrument and play some song that they know. The total time that students play their instrument should not be longer than 6-8 minutes. ) غبػ ثب و! أؽت ا ٤ و ٠ أ ب أؽت ع ٤ غ ا ٥ الد. أه ٣ ل أ أ أ إاال: رؼوك ٤ ق ن ا ٥ الد رظ غ ن األط اد ا غ ٤ خ نا إا ع ٤ ل! ب ا ن ١ ١ ط غ اال زياى ١ ط غ ا ظ د ا ظ د. ػظ ٤! ب ا ن ١ ٣ ظ غ اال زياى 40