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Title: '5 day journey to medieval Seville' Contact: Mohammed Jame Ahmed TEFL Institute mohammedj.ahmed@gmail.com Level/Subject: Beginner to Intermediate. Elementary students. The students have a good understanding of English and in this topic the students will be able to understand more of the medieval Spain. Overall goals for the lesson : Students will be able to thoroughly grasp the various grammar functions, pronunciations, as well as work on skills such as information gathering and information sharing. Their skills and drills will be able to supplement the main theme of the unit while the students are more confident in reading, listening, speaking and writing. Instructional Objectives : Students will be able to independently explore other cities/countries or cultures and have more understanding of time and place and the influence of various cultures on the modern world. plus the students will engage in other discussions about different cultures, as well as everyday life. Description of the lessons Day 1 - Introduction to the topic and to basic vocabulary, students will differentiate between new words and will be able to identify it through drawings and repetitive questioning. Day 2 - Students will read and get a brief idea of the life in Seville during medieval times and will be able to engage in paired and group discussions and be able to differentiate between life in Medieval Seville and their home country(e.g.: US) Day 3 - Passport exercises(immigration), Letter to the Queen of Spain (a previous informal letter writing was already instructed). Students are able to collect their ideas and shared responses and produce a letter to the King or the Queen. Day 4 - Students will map the various countries and actively answer questions while playing the twister through riddled drills. Day 5- Students will recollect the week's activities and present it on the tiles (tiles activity) and be able to share their descriptions of the tiles to the rest of the class. The students will initially work independently and then with the groups and eventually post the tiles across the classroom wall.

Class layout and student grouping

Day 1—Teacher in front, students are in rows, facing teacher and blackboard. Students move about the classroom. Later, volunteer students will come to the board for the activities.

Day 2—Teacher in the front, students in rows, facing teacher and blackboard. Later, students will be paired and small groups for activities.

Day 3—Teacher in the front, accepting passports for their entry to Seville. Teacher in front, students in groups for discussions and activities.

Day 4—Teacher in front, students in groups for activities and the twister games. Day 5—2 clusters, facing each other. Later, teacher in front, students sitting in rows facing the

teacher/board.

What I plan to write on the board: New vocabulary, sentences, comparison charts, map drawing, students- teacher brainstorming. Assessment: There are 1 Formative assessment (crossword) and 1 summative assessment(question sheet) included in the lessons. Other summative assessments are embedded in the lessons in the form of questions, explanations and class participation to determine the student learning progress. Prerequisite Skills: Students have prior knowledge of sentence structure , grammar, vocabulary and are able to write short sentences and have already been introduced to informal letter writing. Anticipated Problems : Students might get bored about medieval Spain or their judgement of Seville. But the planned activities will keep the students busy and hopefully they can concentrate on quick tasks. Students will be shy at speaking or answering questions.

Lesson # 1 : The Mystery Box

Language Vocabulary: Jews, Muslims, Christians, peace, Priest, Rabbi, Imam, church, temple, mosque, dancer, castle, king, queen, acrobat. Phrases & Structures: Verbs: to put, to point, to give, to achieve, to cooperate, to have Prepositions: on top, on bottom commands: put, point questions: what? when? how? who? where? Time : 40 mins Materials: -magic box (directions to make a magic box on next page) -small items for vocabulary(vocabulary cards) Presentation Activity 1[5 mins, T>S, S>T] I will ask for volunteers to pull out the secret items from the magic box. Activity 2 [15 mins, T>S, S>T] As each item is pulled from the box, I will ask the following questions?

Who has ....... the castle?

Does Anna have the castle?

Does Anna have the castle or the mosque? Practice Activity 3[10 mins, T>S, S>T] I will continue to practice the vocabulary words with the use of the following commands throughout the lesson:

Point to the castle.

Put the castle on your head.

Give the castle to Shaun. Production Activity 4[10 mins, T>S, S>T] Continue the vocabulary by asking the students Where is the castle?(repeat for all vocabulary)

Homework:[Assessment] Activity Sheet #1- The students will match the new vocabulary word to its corresponding picture.

Lesson #2 : Medieval Seville Brainstorm

Language Vocabulary: United States, Spain, Seville (Plus the vocabulary from Lesson 1) Phrases and Structures: Verbs: to share, to immigrate, to move. Adjectives: diverse Time : 40 mins

Materials: Activity Sheet #1 Activity Sheet #2 (Seville Information) Activity Sheet #3 (compare/contrast chart) Activity Sheet #4 (passport) Presentation Activity 1[5 mins, S>S] In pairs the students share their answers to Activity sheet # 1 Activity 2[5 mins, T>S] I will ask the students to read the information from Activity Sheet #2 Practice Activity 3[10 mins, T>S, S>S, S>T] I will check the students understanding by leading the class to answer a the following question chart:

Who?

What?

Why?

Where?

How?

Activity 4[5 mins, S>S] I will then separate the class into small groups of three or four students each. ask each group to brainstorm the diversity of (current country) and in Spain during the "Age of Cooperation" period. One member of the group should serve as a secretary by writing down the words/phrases that the group comes up with. Production

Activity 5[10 mins, S>T] Each group reports back their terms as the teacher lists them the first column of the chart on t he board.

Home Country Seville

Activity 6[5mins, S>S, S>T] After some discussions and with the student responses, they should return to their small groups and fill-in the compare/contrast chart (Activity Sheet #3) Homework: Using Activity Sheet #3, the students should interview a family member, friend, neighbour or a relative. They should put a check mark next to the words/phrases that their interviewee agrees with them. they should then fill-in the information on Activity Sheet#4 and fill in and cut out the passport.

Lesson # 3: Why? Immigration to Seville

Language Vocabulary: column, arch, tile, calligraphy, architecture, building, (plus all the other vocabulary from the past 2 lessons) Phrases and Structures: tall/short, round, on top, underneath, around Time : 40 mins

Materials: - Activity Sheet#4 (finished passports) - A badge that says "Welcome to Seville" - rubber stamp and a rubber pad - images of medieval Spain with a focus on architecture (sample pictures, also pictures available on the internet) - a map of the world labelled with arrows showing the migration patterns of people to Spain(Appendix C ) - music from Spain( medieval, flamenco guitar, etc) -a tape or a cd player -road signs (posters), Seville(Appendix D) -Activity Sheet #5 (questionnaire) -Activity Sheet #6a ( King Alphonso) Activity Sheet #6b (letter template) Presentation Activity 1 The photos/photocopies should be set-up around the room before the lesson. The music tape should be playing in the background.

Activity 2 [5 mins, T>S, S>T] Before the students enter the room, the I(wearing the "welcome" badge) should check the homework passports by acting as the "border officer" and checking information before allowing the students to enter the room. I will also stamp the passport with any rubber stamp. Practice Activity 3[5 mins, Assessment] Each student is given a list of questions (Activity Sheet#5) to answer on their trip Activity 4[5 mins, S>S, S>T] Upon arrival in "Seville", the students should be encouraged to walk around in pairs, answering all the questions on the sheet. Activity 5[10 mins, S>S] In small groups, the students should discuss their answers to the questions. Production Activity 6 [15 mins, S>S, S>T, T>S] As a class, the students should discuss their reactions to what they saw and heard on the trip. Homework: Activity Sheet 6a and 6b - Ask the students to read the information about Seville and then to fill-in the "Letter to the King and Queen" on the following page.

Lesson #4: How they Arrived

Language vocabulary: country, place, land, harmony, (plus the vocabulary from previous lessons) Phrases and structures verbs: to move, to color, to immigrate, to arrive, to learn adjectives: wise possessive pronouns: you, his, her, our Time : 40 mins

Materials: - Activity Sheet #6b (letter) -white plastic shower curtain liners -permanent magic markers - a map of Africa and Spain - Activity Sheet #7 (the template) Presentation Activity 1[10 mins, S>S] In small groups, the students share their homework Practice Activity 2[10 mins, S>S, S>T] Each group should choose its favourite letter and read it to the class and explain why they liked it. Production Activity 3 [5 mins, S>S] The teacher should arrange the students into two groups: Group A will draw Spain on a shower curtain with markers Group B will draw Africa on a shower curtain with markers Activity 4 [15 mins, S>S] Place the curtain on the floor side by side so that the students can play "Twister". They command each other to put different body parts on different places using riddle clues.

Homework: Activity Sheet#7, students create an image or saying that would describe one of the groups that came Spain in the medieval times. They should write the image or phrase on the paper tile and cut it out.

Lesson #5: Tiles

Language Vocabulary: tile, color, decorations, pen (plus all the vocabulary from lesson 1) Phrases & structures verbs: to cooperate, to draw, to make, to color adjectives: red, blue, green, white. Time : 40 mins

Materials: - Activity Sheet #7 (paper 'Tiles') - white-coloured clay tiles - different coloured paint pens - Activity Sheet # 8 (crossword) - images of medieval Spain (Appendix) Presentation Activity 1 [10 mins, S>S, S>T] The students share their homework with the class comparing the different images and messages that they created. Activity 2 [5mins, T>S, S>T] I will explain that the tiles (paper) are going to be hung in the classroom linked from end to end. They will eventually form a border( Note: this can be used as an ongoing project. The students can write words, phrases, or even messages to friends. When the two ends finally link, the resulting chain will be a great visual representation of the of the fact that peoples from all around the world lived together, each retaining their own identity, but joining together to form something unified!)

Practice Activity3 [5mins, T>S] Each student is given a title on which to paint their own designs. I will instruct to the students about the activity. The students might refer to the images of Medieval Spain for inspiration (Appendix) Activity 4[10 mins, S>S] The students should work in groups to share the paint pens. They should request the pens by saying "please pass the red pen", etc. Production

Activity 5[10 mins, S>S, S>T] After completing their tiles, each student should briefly describe the tile they have created . Activity 6 [completion] The tiles should be displayed in the classroom Homework : [Assessment]Activity Sheet #8- The students should complete the crossword puzzle. --------------------------------------------------------------------------------------------------------------------------

Suggested Reading: Abercombie, Thomas J. " When the Moors Ruled Spain", National Geographic, Volume 174, No. 1, July 1988 (Google) http://www.hispanicmuslims.com/andalusia/Abercrombie.html Roberge, Pierre-F, Alfonso X "el Sabio"- A discovery of attributed works. http://www.medieval.org/emfaq/composers/cantigas.html Suggested Medieval Music:

Medieval Spain - Una matica de ruda , http://www.youtube.com/watch?v=5OguZIDbt30

Activities

Name: _____________________ Date:______________________ Activity #2 Read the information about Age of Cooperation:

During the "Age of Cooperation" in Medieval Spain, people from all over the world gathered in Seville to live. These people shared ideas about science, literature, music and art. Christians, Jews and Muslims built churches, Temples and Mosques(Masjids) in the city. When the king held parties at the castle, there would be troubadours, musicians, acrobats and guests from all walks of life gathered together to share in the celebration. Write your impressions in the box below:

My ideas about the Age of Cooperation:

Name: _____________________ Date:______________________ Activity #3 Ask someone if they agree or disagree with these ideas: Seville United States 1) 2) 3) 4) 5) 6) Name:______________________

Name: _____________________ Date:______________________ Activity #5 After you walk through "Seville", answer the following: 1. What 3 religious buildings do you see? ________________________________ ________________________________ ________________________________ 2. Describe the buildings? ____________________________________________________ ____________________________________________________ ____________________________________________________ _____________________________________________________ _______________________________________________________ 3. What kind of decorations do you see? _____________________________________________________ ______________________________________________________ _______________________________________________________ Name: _____________________ Date:______________________ Activity #6a King Alfonso X 'The Wise' King Alfonso X was a very wise man who wanted to learn about everything. He never cared about peoples' differences. He invited diverse people from different countries and different religions to his castle where everyone could talk, teach and learn in peace. This is why the people called him King Alfonso "the Wise."

Appendix A : Small Vocabulary Cards