STUDENT PROGRAM LEARNING PLAN

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

Modality: Listening and Speaking

Topic: Nawruz Ritual: Amoo Nawruz

Trip to Iran; Participating in Nawruz Festival: / Week 2
Day 10 / Grade Range of Learners: / 4-5
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Mid
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
·  I can read and understand simple information and description about topics related to Nawruz celebrations and traditions such as children folkloric (Amoo Nawruz and Naneh Sarma), Persian food (Samanoo, Sabzi Polo); music; songs ( Amoo Nawruz/samanoo) transportation; historical places (Emam Square, Tehran Museum, Bagh-e-Behesht, See o Se Pol, ,Tehran Grand Bazar, Chehel Setoon, pole Khajoo, and Menar Jonboon); and how people usually spend their time during Nawruz ( Sizdeh be dar, jashne Chahar Shanbeh Souri, and Ghashogh Zanee) (Interpretive Reading).
·  I can read and write emails and facebook postings to friends about topics related to historical places such as the Takhte Jamshed,Tehran Grand Bazar, Tehran Museum, Jameh Mosque of Isfahan, See o se pol, Hasht Behesht , and Chehel setoun; as well as about influential Persian figures such as Amir kabir, Hafiz, Ferdosee , Mawlana Jalaluddin Rumi Balkhi.(Interpersonal Communication for Reading and Writing).
·  I can present on familiar topics related to Nawruz including special Nawruz dishes (Samanoo, Sabzi Koo Koo); music; songs (Amoo Nawruz/Samanoo); singers such as Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee.; folkloric stories (Amoo Nawruz and Nanneh Sarma), Sizdeh be Dar, Chaharshanbeh Souri, and Ghashogh zanee ; transportation; daily routines and interests; historical places (Takhte Jamsid, Tehran Museum, Jameh Mosque of Isfahan, Tehran Grand Bazar, baghe Mohtasham, Jamsheedieh Park,); influential people (Amir Kabir, Ferdosee, , Hafiz, Mawlana jalaluddin Rumi Balhki) (Presentational Writing).
· 
OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
The teacher will play a couple of clips from YouTube for a minute or so 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 understand questions about Amoo Nawruz (Interpretive Listening). / Vocabulary: spring, gift, Nawruz ceremonies, children, the end of
عیدی، عمو نوروز، آخر، بچه ها، مراسم نوروز، بهار
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun, like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
آمدن، آوردن
Language Chunks: pleasantries related to Nawruz: happy Nawruz... Uncle Nowruz comes at the end of the year ...... Uncle Nowruz brings spring …he loves kids ... the kids ... Happy Nowruz festival, Eid Mubarak ... he gives a new-year gift to kids…
Which of the Nawruz celebrations do you like?
تعارفات مربوط به نوروز: ..نوروز مبارک، عیدت مبارک...
در آخر سال عمو نوروز می آید...بهار را می اورد...عمو نوروز بچه ها را خیلی دوست دارد... عیدی به بچه ها می دهد....
کدام مراسم نوروز را بیشتر دوست داری؟
Cultural knowledge: Students learn about the traditions and behaviors associated with Nawruz celebration and ceremonies such as visiting elders, giving cash as a new-year gift…
کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از بزرگترها عیدی می گیرند.
Content: Nawruz Ritual / Learners will understand questions and be able to provide answers.
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 draw a representation of what I have heard in an interview about Amoo Nawruz (Interpretive Listening). / Vocabulary: : New Year, Oldman, kind, beard, felt hat, happy
سال نو، پیرمرد، مهربان، ریش، کلاه نمدی، مبارک
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
عیدی دادن،
Language Chunks: …Uncle Nawruz is a kind old man… long white hair... white beard ... felt hat ... comes ... gives fresh money to the kids ... he says…Happy Nawruz … happy Aid ...
عمو نوروز پیرمرد مهربان.... موهای بلند سفید... ریش سفید...کلاه نمدی... می آید ... عیدی به بچه ها می دهد...عمو نوروز میگه...نوروز مبارک، عیدت مبارک... سال نو مبارک...
عمو نوروز چه شکلی است؟
Cultural knowledge: Students learn about the traditions and behaviors associated with Nawruz celebration and ceremonies such as visiting elders, giving cash as a new-year gift…
کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از بزرگترها عیدی می گیرند.
Content: Nawruz Ritual / Learners will listen to an authentic story through a YouTube clip and demonstrate their understanding through drawing pictures.
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 what I have heard in an interview about Amoo Nawruz (Interpersonal Communication). / Vocabulary: joy, everybody, chocolate, haft seen table,
خوشحال، همه، شکلات، سفره هفت سین
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
جشن گرفتن
Language Chunks: …Uncle Nawruz makes everybody happy…he comes with gifts and chocolate... gives fresh money to the kids ... haft seen table…celebrate new year …Nawruz ceremonies…Happy New year …
عمو نوروزهمه را خوشحال می کند...... او با شکلات و هدیه برای بچه ها می اید... بزرگ ترها پول تازه به بچه ها می دهند ... سفره هفت سین ...سال نو را جشن می گیرند... سال نو مبارک...
Cultural knowledge: Students learn about the traditions and behaviors associated with Nawruz celebration and ceremonies such as visiting elders, giving cash as a new-year gift…
کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از بزرگترها عیدی می گیرند.
Content: Nawruz Ritual / Learners will tell the contents of a clip 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 Amoo Nawruz (Presentational Speaking). / Vocabulary: spring, gift, Nawruz ceremonies, children, the end of
عیدی ، عمو نوروز، آخر، بچه ها، مراسم نوروز، بهار
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun, like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
آمدن، آوردن
Language Chunks: pleasantries related to Nawruz: happy Nawruz... Uncle Nowruz comes at the end of the year ...... Uncle Nowruz brings spring …he loves kids ... the kids ... Happy Nowruz festival, Eid Mubarak ... he gives a new-year gift to kids…
Which of the Nawruz celebrations do you like?
تعارفات مربوط به نوروز: ..نوروز مبارک، عیدت مبارک...
در آخر سال عمو نوروز می آید...بهار را می اورد...عمو نوروز بچه ها را خیلی دوست دارد... عیدی به بچه ها می دهد....
کدام مراسم نوروز را بیشتر دوست داری؟
Cultural knowledge: Students learn about the traditions and behaviors associated with Nawruz celebration and ceremonies such as visiting elders, giving cash as a new-year gift…
کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از بزرگترها عیدی می گیرند.
Content: Nawruz Ritual / 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 present their drawings/paintings to the class and also answer classmates’ questions.

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/ingredients
·  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 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 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 modeling and acting, PowerPoint presentation, 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?
Learners will listen to an authentic story through a YouTube clip on the topic for 2-3 times. They will draw pictures that will reflect what they have heard and learned. / 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 tell each other about their drawings and answer their classmates’ related questions about the topic. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 4
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
Learners will work in small groups and prepare poster presentations of the topic. They will use drawings and paintings to inform the audience about the topic, its importance and other interesting points. They will present their drawings/paintings to the class and also answer classmates’ questions. / TIME:
20 min
References: TBA

Add additional learning activities for each episode as needed.

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Revised 2016