STUDENT PROGRAM LEARNING PLAN
For step-by-step help in completing this document, please see the accompanying annotated learning plan.
Modality: Reading and Writing
Topic: Shopping - Souvenir
Trip to Iran; Participating in Nowruz Festival: / Week 3Day 11 / Grade Range of Learners: / 2-3
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Low
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
· I can read and understand short and simple text related to topics, such as greeting and introduction, Nowruz celebrations, shopping, and public transportation in Iran (Interpretive Reading).
· I can communicate with friends through short and simple emails and Moodle postings about very familiar topics, such as greeting and introduction, Nowruz celebrations, shopping, and public transportation in Iran (Interpersonal Communication for Reading and Writing).
· I can present though Facebook/ or Moodle posting on topics related to greeting and introduction, Nowruz celebrations, shopping, and public transportation in Iran (Presentational Writing).
OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
Learners will read simple and short pop-up greeting and introduction phrases in an animated dialogue.
STAGE 1
What will learners be able to do with what they know by the end of this episode? / STAGE 2
How will learners demonstrate what they can do with what they know by the end of this episode?
EPISODE 1
Learning Targets
What specific can-do addresses this episode? / Culture, Content & Language
What do learners need to know to meet the can-do? / Checking for Learning
How will you know that learners have met the learning target for this episode?
I can read and understand questions about souvenir (Interpretive Reading). / Vocabulary: souvenir, favorite, Clothes, shoes, shopping, handicraft
سوغات، مورد علاقه، لباس، کفش، صنایع دستی، خریداری
Grammatical structures: Action verbs: to buy, to have; Negative verbs, interrogative words, Like, dislike
خریدن، دوست داشتن/نداشتن
Language Chunks: what is your favorite souvenir?...my favorite souvenir is … clothes, shoes… handicrafts… I like shopping clothes…
سوغات مورد علاقه تو چیست؟... سوغات مورد علاقه من ... است... لباس... کفش...صنایع دستی ... دوست دارم...
Cultural knowledge: Students will learn about shopping in Iran. They will also learn about some behaviors and cultural aspects of shopping in Iran such as “Negotiating price”…
دانش اموزان در باره نحوه خرید کردن در ایران یاد می گیرند. آنها همچنین درباره بعضی رفتارها و خصوصیات فرهنگی خرید کردن در ایران از جمله " چانه زدن قیمت" آشنا می شوند.
Content: Shopping-Souvenir / Learners will fill out an information gap chart.
EPISODE 2
Learning Targets
What specific can-do addresses this episode? / Culture, Content & Language
What do learners need to know to meet the can-do? / Checking for Learning
How will you know that learners have met the learning target for this episode?
I can sometimes read and understand questions about shopping for souvenir (Interpretive Reading). / Vocabulary: Handicrafts, leather, rug, traditional clothes,
صنایع دستی چرمی، فرش، گلیم، لباس سنتی
Grammatical structures: Action verbs: to buy, to have; Negative verbs, interrogative words, Like, dislike
Language Chunks: what is her favorite souvenir?...her favorite souvenir is …Persian rug… she likes traditional clothes, she likes… leather handicrafts …Geleem…I like …how much it is?
سوغات مورد علاقه او چیست؟... سوغات مورد علاقه او فرش ایران است...او لباس محلی دوست دارد...... صنایع دستی چرمی ... گلیم دوست دارد...
Cultural knowledge: Students will learn about shopping in Iran. They will also learn about some behaviors and cultural aspects of shopping in Iran such as “Negotiating price”…
دانش اموزان در باره نحوه خرید کردن در ایران یاد می گیرند. آنها همچنین درباره بعضی رفتارها و خصوصیات فرهنگی خرید کردن در ایران از جمله " چانه زدن قیمت" آشنا می شوند.
Content: Shopping-Souvenir / Learners will read a short questionnaire and fill out a graphic organizer.
EPISODE 3
Learning Targets
What specific can-do addresses this episode? / Culture, Content & Language
What do learners need to know to meet the can-do? / Checking for Learning
How will you know that learners have met the learning target for this episode?
I can tell someone about what I plan to buy as souvenir for my family, phrases and simple sentences. (Interpersonal Communication for Reading and Writing). / Vocabulary: Pistachios, almond, Iranian sweets ( Sohan, Gaz), wooden valet
پسته، بادام، سوهان ، گز، کیف ، چرمی
Grammatical structures: Action verbs: to buy, to have; Negative verbs, interrogative words, Like, dislike
Language Chunks: what is your favorite souvenir?... my favorite souvenir is … from Iran … I buy Pistachios… almond…Sohan from Iran… I buy Gaz… for souvenir … leather bag …
سوغات مورد علاقه تو چیه؟... سوغات مورد علاقه من ..از .ایران است...من پسته، بادام، سوهان برای سوغات می خرم ...... من سوغاتی از ایران ...گز...کیف چرمی ... می خرم ...
Cultural knowledge: Students will learn about shopping in Iran. They will also learn about some behaviors and cultural aspects of shopping in Iran such as “Negotiating price”…
دانش اموزان در باره نحوه خرید کردن در ایران یاد می گیرند. آنها همچنین درباره بعضی رفتارها و خصوصیات فرهنگی خرید کردن در ایران از جمله " چانه زدن قیمت" آشنا می شوند.
Content: Shopping-Souvenir / Learners will communicate through short email and Fact book/Moodle postings and write their information on a provided chart.
EPISODE 4
Learning Targets
What specific can-do addresses this episode? / Culture, Content & Language
What do learners need to know to meet the can-do? / Checking for Learning
How will you know that learners have met the learning target for this episode?
I can present on the topic of souvenir, using phrases and simple sentences (Presentational Writing). / Vocabulary: souvenir, favorite, Clothes, shoes, shopping, handicraft
سوغات، مورد علاقه، لباس، کفش، صنایع دستی، خریداری
Grammatical structures: Action verbs: to buy, to have; Negative verbs, interrogative words, Like, dislike
خریدن، دوست داشتن/نداشتن
Language Chunks: what is her favorite souvenir?...her favorite souvenir is … clothes, shoes… handicrafts…she likes shopping clothes… from Iran
سوغات مورد علاقه او چیست؟... سوغات مورد علاقه او ... است... لباس... کفش...صنایع دستی ... دوست دارد...از ایران می خرد
Cultural knowledge: Students will learn about shopping in Iran. They will also learn about some behaviors and cultural aspects of shopping in Iran such as “Negotiating price”…
دانش اموزان در باره نحوه خرید کردن در ایران یاد می گیرند. آنها همچنین درباره بعضی رفتارها و خصوصیات فرهنگی خرید کردن در ایران از جمله " چانه زدن قیمت" آشنا می شوند.
Content: Shopping-Souvenir / In groups of two, the learners will write briefly about souvenir and post it to the Facebook page/Moodle for other students to read.
Add additional learning episodes as needed by copying a learning episode box.
MATERIALS NEEDEDWhat supplies and materials will you need to successfully implement this learning plan?
· Computer, pencil, and paper
· Authentic images, video clips, and texts
· Markers and crayons
· Authentic objects
· Flashcards
· Flip charts
REFLECTION/NOTES TO SELF
Did all learners meet the learning goals of the lesson? What will you do to adapt for those who are not learning? What might you do in subsequent lessons?
As soon as the lesson is completed, the teacher will ask the following questions to evaluate the instruction and identify the areas for improvement:
· Did the activities work?
· What are the areas that need to be improved?
· Did the time work well?
· Did students have an enjoyable learning experience?
· Did the lesson engage all students?
The teacher will adjust his or her lesson, activities, and practices accordingly.
While only Stage 1 and Stage 2 are required for STARTALK purposes, programs are encouraged to use Stage 3 as a planning tool in ways that best meet the needs of their instructors.
STAGE 3What will prepare learners to demonstrate what they can do with what they know?
Do the learning activities allow learners to move from input to shared/guided practice and then to independent application of new learning? Do all activities make the best use of instructional time to maximize student learning and take an appropriate amount of time considering the age of the learner? Do the learning activities provide variety to enable a lively pace for the lesson?
LEARNING ACTIVITIES FOR EPISODE 1
What activities will be used to ensure learners accomplish the learning targets from Episode 1?
The teacher will introduce the new vocabulary and grammatical points through TPRS (modeling and acting in a story format) in which he or she will introduce short texts, use PowerPoint presentations, real objects, and authentic pictures. The teacher will further practice words and phrases with the learners in the form of short and simple questions and answers. At the end, the learners will fill out an information gap chart to demonstrate their understanding. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 2
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
In groups of two, the learners will read a short passage on the topic and complete a graphic organizer. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 3
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
Learners will communicate through short email and Fact book/Moodle postings and write about the information that they have collected through the completion of graphic organizers. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 4
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
In groups of two, the learners will write a short note on the topic and post it to the Facebook page/Moodle for other students to read. Other students will read and post a comment in response. / TIME:
20 min
References: TBA
Add additional learning activities for each episode as needed.
2
Revised 2016