Modality: Reading and Listening

STUDENT PROGRAM LEARNING PLAN

For step-by-step help in completing this document, please see the accompanying annotated learning plan.

Topic: Influential People: King Amanullah Khan

Trip to Afghanistan; Participating in Nowruz Festival: / Week 3
Day 14 / Grade Range of Learners: / 4-5
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Mid
LEARNING GOALS
WhatCan-Do statement(s) from the curriculum template does this lesson address?

I can read short articles or written interviews in which people talk about Afghan political and influential figures such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi, and Afghan singers including Ustad Shayda, Ahmad Zahir, and Aryana Sayeed)and retell its main message to a friend(Interpretive Reading).
I can read and write emails and Facebook postings to friends about topics related to historical places such as the minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Mandawee; as well as about influential Afghan figures such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi(Interpersonal Communication for Reading and Writing).
I can present on familiar topics related to Nowruz including special Nowruz dishes (Samanak, Haft Maywa); music; songs (Samanak); singers such as, Ustad Shayda, Ahamd Zahir, and Aryan Sayeed; folkloric stories (Baba Nowrozee), Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, and kid’s Mayla ; transportation; daily routines and interests; historical places (minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Mandawee); influential people (King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana jalaluddin Rumi Balhki)(Presentational Writing).

OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
The teacher will show some images related to the reading to spark the curiosity of learners about the topic.
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 King Amanullah Khan (Interpretive Reading). / Vocabulary: Known as, appearance, tall, round face, joined eyebrow, thick, mustache
معر وف به، ظاهر، رفتار، قد بلند، گرد، پیوسته،
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, past Interrogative words,frequently used adjectives, some preposition
داشتن
Language Chunks: King Amanullah Khan known as king the great…about his appearance ... he has a round face… joined eyebrow…a thick mustache…
شاه امان الله خان معروف به ..... درباره ظاهر او ... صورت گرد ، قد بلند...ابروهای پیوسته...بروت کلفت دارد...
Cultural knowledge :
Students learn about the life and history of King Amanullah Khan; students also learn about some cultural aspects of the role of men in decision-making in the family and the society…
نقش مرد در تصمیم گیری در خانواده وجامعه...
Content: Famous people / Learners will complete a reading comprehension test about what they have read.
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 understand the meaning of a simple text
aboutKing Amanullah Khan’s personality
(Interpretive Reading). / Vocabulary: behavior, serious, strict, a little, funny
اخلاق، جدی، سخت گیر، کمی، شوخ
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, past Interrogative words,frequently used adjectives, some preposition
Language Chunks: King Amanullah Khan known as… king the great…about his personality ... serious … strict... a little funny…
شاه امان الله خان یکم معروف به شاه بزرگ...... درباره اخلاق او ... آدم جدی...سخت گیر ... کمی شوخ ...
Cultural knowledge :
Students learn about the life and history of the King Amanullah Khan; students also learn about some cultural aspects of the role of men in decision-making in the family and the society…
نقش مرد در تصمیم گیری در خانواده وجامعه...
Content: Famous people / In groups of two or three, learners will receive two pictures related to the topic. They will read the provided short and simple description/caption of one of the pictures. They will then use the second picture (with no information) and write a simple caption for it.
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 present on a topic related to the about King Amanullah Khan (Interpersonal Communication for Reading andWriting). / Vocabulary: interest, art, painting, architecture, poetry
علاقه، هنر، نقاشی ، شعر، معماری علاقه،
Grammatical structure: Action verbs and the expression of “like”, "dislike” and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, past Interrogative words,frequently used adjectives, some preposition
علاقه داشتن
Language Chunks: Shah Abbas 1 has great interest in art… painting, poetry… poetry, architecture…and painting…
شاه امان الله هنر را خیلی دوست داشت...هنر نقاشی... شعر... معماری....
Cultural knowledge :
Students learn about the life and history of the King Amanullah Khan; students also learn about some cultural aspects of the role of men in decision-making in the family and the society…
نقش مرد در تصمیم گیری در خانواده وجامعه...
Content: Famous people / Learners will tell the contents of an interview that they have heard and share it with each other.
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 a topic related to King Amanullah Khan (Presentational Writing). / Vocabulary: Known as, appearance, tall, round face, joined eyebrow, Thick, mustache, behavior, serious, strict, a little, funny
معر وف به، ظاهر، رفتار، قد بلند، گرد، پیوسته،
اخلاق، جدی، سخت گیر، کمی، شوخ
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, past Interrogative words,frequently used adjectives, some preposition
داشتن ، علاقه داشتن، بودن
Language Chunks: King Amanullah Khanknown as king the great…about his appearance ... he has a round face… joined eyebrow…a thick mustache… behavior ... serious … strict... a little funny…
شاه امان الله ...بزرگ... درباره ظاهر او ... صورت گرد ، قد بلند...ابروهای پیوسته...بروت کلفت دارد... اخلاق او ... آدم جدی...سخت گیر
Cultural knowledge :
Students learn about the life and history of the King Amanullah Khan; students also learn about some cultural aspects of the role of men in decision-making in the family and the society…
نقش مرد در تصمیم گیری در خانواده وجامعه...
Content: Famous people / Learners, in small groups, will select a topic related to the theme and prepare a poster presentation. They will use drawing and painting to inform the audience about the topic, its importance and other interesting points. They will post a copy of theirdrawings/paintingsto program-created Facebook/Moodle page.

Add additional learning episodes as needed by copying a learning episode box.

MATERIALS NEEDED
What 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 identifythe 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 3
What 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 andtake 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 modeling and acting, PowerPoint presention, use of 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. / 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 or three, learners will receive two pictures related to the topic. They will read the provided short and simple description/caption of one of the pictures. They will then use the second picture (with no information) and write a simple caption for it. the picture describing the name of the place, the date and the person(s) who has built the place, historical significance of the place and some physical description of it. At last, they will post their pictures on the classroom’s wall. Students will walk around and read the information for each picture. / 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 work in small groups and write an email or a Facebook page posting about the topic. Other students will read and response, using short and simple sentences. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 4
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
Learners, in small groups, will select a topic related to the theme and prepare a poster presentation. They will use drawing and painting to inform the audience about the topic, its importance and other interesting points. They will post a copy of theirdrawings/paintingsto program-created Facebook/Moodle page. Other students will read and write simple and short comments in response. / TIME:
20 min
References: TBA

Add additional learning activities for each episode as needed.

Revised 2016