Arabic Classroom Lens: Designing a School Tools Prototype
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Arabic Classroom Lens: Designing a School Tools Prototype

Grade 7Foreign Language2 days
★★★★★
5.0 (1 rating)
In this 7th-grade project, students act as both linguists and designers to create "Classroom Lens," an interactive app prototype designed to help beginners master Arabic classroom vocabulary. Students curate a catalog of essential tools, master grammatical gender and definite articles, and record high-quality audio focusing on unique Arabic phonemes. The final phase challenges students to apply design thinking to build a functional prototype with a Right-to-Left (RTL) user interface, ensuring accessibility and cultural authenticity for new learners.
Arabic LanguageApp PrototypingUser Experience (UX)Right-to-Left DesignDigital LiteracyClassroom VocabularyPhonetics
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an interactive app prototype that helps new learners master Arabic classroom vocabulary by effectively connecting visual imagery, written script, and correct pronunciation?

Essential Questions

Supporting questions that break down major concepts.
  • What are the essential nouns and categories of tools used in an Arabic-speaking classroom environment?
  • How does the relationship between visual imagery, written script, and audio pronunciation assist in language retention?
  • How can we design a user interface (UI) that specifically addresses the challenges of learning the Arabic alphabet and its unique sounds?
  • In what ways can a digital tool foster a more inclusive and accessible environment for new Arabic language learners?
  • How do we ensure the accuracy of gender (masculine/feminine) and definite articles when labeling classroom objects in Arabic?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Identify and correctly label at least 20 common school and classroom objects in Arabic, incorporating correct grammatical gender (masculine/feminine).
  • Demonstrate accurate pronunciation of Arabic classroom vocabulary, specifically focusing on letters and sounds that are unique to the Arabic alphabet.
  • Apply knowledge of Arabic definite articles (Al-) and noun-adjective agreement within the context of the app's labeling system.
  • Design a functional low-fidelity or high-fidelity app prototype that effectively maps visual imagery to written Arabic script and audio cues for language learners.
  • Evaluate the user experience (UX) to ensure the interface is inclusive and accessible for beginners navigating a right-to-left language interface.

ACTFL World-Readiness Standards for Learning Languages

ACTFL 1.2
Primary
Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.Reason: Students must accurately interpret Arabic vocabulary for classroom tools to categorize and label them correctly in their app.
ACTFL 1.3
Primary
Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.Reason: The final app prototype serves as a presentational tool that communicates language concepts to a specific audience of learners.
ACTFL 4.1
Supporting
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.Reason: Students compare how gender and definite articles function in Arabic versus their native language while designing the labeling system.

ISTE Standards for Students

ISTE 1.4.a
Secondary
Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.Reason: Students are using a design process to create a prototype of a visual app that solves a specific learning challenge.
ISTE 1.6.b
Supporting
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.Reason: Students are creating original digital media (the app interface) to facilitate language learning for others.

Entry Events

Events that will be used to introduce the project to students

The Silent Simulation

The teacher enters the room and conducts the first five minutes of class entirely in Arabic, using only gestures to ask for various school tools (pencil, notebook, ruler). After the 'simulation' ends, students discuss the frustration of the language barrier and are challenged to build a visual 'Lens' that ensures no student ever feels that lost again.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Sound Station Recording Lab

Every great language app needs clear audio. Students will set up a 'recording studio' to capture high-quality pronunciations of their 20 words. They will focus specifically on 'challenging' Arabic letters—like the deep 'Qaf' or the breathy 'Ha'—that don't exist in English, ensuring their app provides an authentic learning experience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Phonetic Practice: Practice saying each of your 20 words aloud, focusing on correct vowel sounds (fatha, damma, kasra).
2. Record: Use a recording tool (like Vocaroo or a tablet) to record each word. Ensure you speak clearly and at a pace a beginner can follow.
3. Identify 'Tricky Sounds': Pick 5 words with unique Arabic sounds. Write a 'tip' for the user on how to position their tongue or throat to make that sound.
4. Peer Check: Have a partner listen to your recordings while looking at the Arabic script to ensure the sound matches the letters.

Final Product

What students will submit as the final product of the activityAn 'Audio Asset Library' consisting of 20 clean audio recordings and a 'Pronunciation Cheat Sheet' for the app's 'Help' section.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with ACTFL 1.3 (Presentational Communication) as students prepare audio content for an audience. It specifically targets the learning goal of mastering unique Arabic sounds and phonetics.
Activity 2

The Reverse Logic UI Blueprint

Now students shift from content to design. Because Arabic is read from Right-to-Left (RTL), the layout of an Arabic app must be a 'mirror image' of typical English apps. Students will wireframe the user interface (UI) of their 'Classroom Lens,' deciding where the 'scan' button goes, how the text appears, and how to navigate the menus in an RTL format.

Steps

Here is some basic scaffolding to help students complete the activity.
1. RTL Flip: Research 'Right-to-Left' web design. Notice how back buttons and menus move to the opposite side of the screen.
2. Wireframe the 'Lens': Draw the main interface. Where does the camera view go? Where does the Arabic word pop up once the tool is 'identified'?
3. Integration Planning: Map out where your audio clips from Activity 2 will be triggered (e.g., a 'speaker' icon next to the Arabic word).
4. Accessibility Check: Ensure the font size for the Arabic script is large enough to see the distinct dots and shapes of the letters.

Final Product

What students will submit as the final product of the activityA 'Paper Prototype Wireframe' showing at least three screens: The Home/Scan Screen, the Result Screen (showing the image and Arabic text), and the Category Screen.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with ISTE 1.4.a (Innovative Designer) and the project's UX goal. Students must solve the design challenge of Right-to-Left (RTL) navigation, which is a critical standard for designing for Arabic-speaking contexts.
Activity 3

The 'Classroom Lens' Final Prototype

Students will bring their research, audio, and design blueprints together to create a clickable, high-fidelity prototype using a tool like Canva, Google Slides, or Figma. This final product will simulate the actual experience of using 'Classroom Lens' to identify objects and hear their Arabic names.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Build the Interface: Use your wireframes to build the digital screens. Upload your photos from Activity 1.
2. Add the Script: Type the Arabic labels for each item. Use a clear Arabic font that shows the connections between letters accurately.
3. Link the Audio: Insert your audio recordings so that clicking the 'play' icon or the word triggers the sound.
4. The 'Inclusion' Test: Have a student from another group 'test' your app. Can they navigate the RTL interface? Can they pronounce the word after hearing your audio?
5. Final Polish: Adjust any alignment issues or grammatical errors based on feedback.

Final Product

What students will submit as the final product of the activityA fully interactive 'Classroom Lens' App Prototype that can be 'played' by a user to learn 20 classroom tools.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with ISTE 1.6.b (Creative Communicator) and ACTFL 1.3 (Presentational Communication). It represents the culmination of all learning goals, requiring students to communicate language concepts through a digital medium.
Activity 4

The Classroom Curator Catalog

Before building the app, students must curate the content. In this activity, students act as 'Curators' of their classroom environment. They will identify 20 essential school tools, capture their visual representation, and research their correct Arabic labels, including the grammatical gender and the use of the definite article (Al-). This ensures the 'database' of their app is accurate and culturally/grammatically correct.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Scavenger Hunt: Walk around the classroom and take clear photos of 20 different items (e.g., pencil, desk, board, computer).
2. Research & Label: Use a dictionary or provided resources to find the Arabic name for each item. Write the name in Arabic script.
3. Gender Coding: Determine if each noun is masculine or feminine. Tag each item in your catalog with a color-coded indicator (e.g., blue for masculine, pink for feminine) to help with app categorization later.
4. The 'Al-' Addition: Rewrite each word adding the definite article 'Al-'. Notice how it changes the look of the word.

Final Product

What students will submit as the final product of the activityA 'Visual Vocabulary Catalog' (digital slide deck or physical binder) containing photos of 20 classroom objects, their Arabic names in script, their phonetic spelling, and their grammatical gender.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with ACTFL 1.2 (Interpretive Communication) as students must identify and research specific nouns. It also addresses ACTFL 4.1 (Language Comparisons) by requiring students to distinguish between masculine and feminine nouns and apply the definite article 'Al-', a grammatical structure that functions differently than in English.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Classroom Lens App: Arabic Language & Design Rubric

Category 1

Arabic Language & Literacy

Evaluates the student's mastery of Arabic vocabulary, grammar, and the ability to compare linguistic structures as per ACTFL standards.
Criterion 1

Linguistic Precision & Grammar

Accuracy of Arabic nouns for classroom objects, including correct application of grammatical gender and the definite article 'Al-'.

Exemplary
4 Points

Demonstrates sophisticated linguistic precision with 20+ accurately labeled objects; grammatical gender and 'Al-' are applied flawlessly across all entries with a nuanced understanding of spelling changes.

Proficient
3 Points

Demonstrates thorough understanding by accurately labeling 20 objects; grammatical gender and 'Al-' are used correctly in the vast majority of instances with minimal errors.

Developing
2 Points

Shows emerging understanding; labels are mostly correct but contains several errors in grammatical gender or the consistent application of the definite article 'Al-'.

Beginning
1 Points

Shows initial understanding; many labels are missing or incorrect, and there is significant confusion regarding grammatical gender and the use of 'Al-'.

Criterion 2

Cultural & Language Comparison

The comparison between Arabic grammar/script and the student's native language, specifically regarding gendered nouns and Right-to-Left (RTL) mechanics.

Exemplary
4 Points

Provides sophisticated reflections on language differences; the 'Pronunciation Cheat Sheet' and UI layout demonstrate a deep, innovative grasp of how Arabic differs from English.

Proficient
3 Points

Provides clear evidence of language comparison; accurately identifies differences in noun structure and successfully implements a mirrored RTL interface layout.

Developing
2 Points

Shows partial understanding of language differences; attempts an RTL layout and gender coding, but the execution is inconsistent or lacks depth.

Beginning
1 Points

Shows limited evidence of comparison; the interface remains primarily Left-to-Right and grammatical comparisons are absent or incorrect.

Category 2

Oral Communication & Phonetics

Assesses the student's ability to communicate orally in Arabic and provide pedagogical support for other learners.
Criterion 1

Phonetic Accuracy & Audio Quality

Clarity, accuracy, and phonetic quality of the audio recordings for the 20 classroom objects.

Exemplary
4 Points

Audio is professional-grade and crystal clear; pronunciation of unique sounds (e.g., Qaf, Ha) is precise; 'Tricky Sound' tips are exceptionally helpful and accurate.

Proficient
3 Points

Audio is clear and easily understood; pronunciation of unique Arabic sounds is accurate; includes helpful tips for the 5 selected 'Tricky Sounds'.

Developing
2 Points

Audio is of varying quality; pronunciation is mostly understandable but struggles with the nuances of unique Arabic phonemes; tips are vague.

Beginning
1 Points

Audio is muffled or difficult to understand; pronunciation of unique sounds is incorrect or missing; no 'Tricky Sound' tips provided.

Category 3

Innovative Design & Technology Integration

Evaluates the technical and creative execution of the 'Classroom Lens' app based on ISTE innovative design and communication standards.
Criterion 1

User Experience (UX) & RTL Logic

The application of design thinking to create a Right-to-Left (RTL) user interface that is accessible and functional.

Exemplary
4 Points

The UI is an innovative, fully-mirrored RTL prototype; navigation is highly intuitive for new learners; font and layout choices enhance accessibility for Arabic script.

Proficient
3 Points

The UI successfully implements RTL logic; wireframes clearly show the scan/result/category flow; interface is accessible and easy to navigate.

Developing
2 Points

The UI shows an emerging attempt at RTL design but contains LTR 'leftovers'; navigation is basic and may be confusing for a first-time user.

Beginning
1 Points

The UI fails to account for RTL logic; the layout is cluttered or incomplete; navigation is non-functional or follows standard English patterns.

Criterion 2

Digital Prototype Integration

The successful merging of visual assets, Arabic script, and audio recordings into a cohesive digital product.

Exemplary
4 Points

The final prototype is a seamless, high-fidelity experience; all interactive elements (audio triggers, buttons) work perfectly; the product is ready for real-world use.

Proficient
3 Points

The final prototype integrates all 20 words, images, and audio clips successfully; most interactive elements work as intended to facilitate learning.

Developing
2 Points

The prototype is partially integrated; some audio links or script labels may be missing or disconnected; the 'Inclusion Test' feedback was only partially addressed.

Beginning
1 Points

The prototype is incomplete; key elements (audio or script) are missing; the design does not function as a cohesive learning tool.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

On a scale of 1 to 5, how confident do you now feel in your ability to correctly identify, label, and categorize classroom objects in Arabic using proper gender and 'Al-' prefixes?

Scale
Required
Question 2

What was the most significant challenge you faced when designing a user interface that moves from Right-to-Left, and how did you ensure your app remained accessible for a new learner?

Text
Required
Question 3

Which part of the Arabic language did you find most important to focus on when creating your 'Pronunciation Cheat Sheet' or audio library to ensure user accuracy?

Multiple choice
Required
Options
The unique physical positioning of the tongue and throat for sounds like 'Qaf' or 'Ha'
Determining and color-coding the masculine vs. feminine grammatical gender of nouns
Maintaining the visual integrity of the Arabic script when typing it into a digital interface
The way the 'Al-' definite article changes the appearance and sound of the base noun
Question 4

How does your final 'Classroom Lens' prototype specifically address the frustration of a language barrier for a new student, and what is one feature you are most proud of for its ability to foster inclusion?

Text
Required