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: Historical place – Naghshe Jahan
Trip to Iran; Participating in Nowruz Festival: / Week 1Day 3 / 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 understand simple information and description about topics related to Nowruz celebrations and traditions such as children folkloric (Amoo Nowruz and Naneh Sarma), Persian food (Samanoo, Sabzi Polo); music; songs ( Amoo Nowruz/samanoo) transportation; historical places (Emam Squre, Tehran Musem, 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 Nowruz ( Sizdeh be dar, jashne Chahar Shanbeh Souri, and Ghashogh Zanee) (Interpretive Listening).
· I can talk 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 Balkh) (Interpersonal Communication).
· I can present on familiar topics related to Nowruz including special Nowruz dishes (Samanoo, Sabzi Koo Koo); music; songs (Amoo Nowruz/Samanoo); singers such as Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee.; folkloric stories (Amoo Nowruz 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 Speaking).
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 Naghshe jahan Square (Interpretive Listening). / Vocabulary: ancient, city, state, famous, historical,
تاریخی باستانی ، شهر،استان، معروف،
Grammatical structure: Demonstrative pronouns, Personal and possessive pronoun, present and past tense. compound action verbs, interrogative words, Frequently used adjectives and adverbs, adverb of place and time, like and dislike
Language Chunks:
Historical Square of Naghshe jahan is in Isfahan…in state of Isfahan… traditional building …Naghshe jahan Square is very famous… where do you like to see in Isfahan?
میدان تاریخی نقش جهان ... در شهر اصفهان است. میدان نقش جهان بسیار معروف است...تو کجای اصفهان را دوست داری ببینی؟
Cultural knowledge: Learners learn about Traditional and historic building as a reflection of the personality and history of the people (such as the role of men and women) and country/city during that era.
ساختمان های تاریخی نشان دهنده نحوه زندگی و نقش مردان و زنان در روابط اجتماعی آن دوران.
Content: Historical Places / 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 Naghshe jahan Square (Interpretive Listening). / Vocabulary: known as, architecture, garden, building
معروف به، معماری، باغ، بنا
Grammatical structure: Demonstrative pronouns, Personal and possessive pronoun, present and past tense. compound action verbs, interrogative words, Frequently used adjectives and adverbs, adverb of place and time, like and dislike
گفتن
Language Chunks:
The guest of today’s TV program said… Naghshe Jahan Square is known as Imam Square…the architecture of this square is very famous… this square was a big garden…where did you see in Isfahan?
مهمان برنامه تلویزیونی گفت.. . میدان نقش جهان معروف به میدان امام است... معماری بنا های میدان نقش جهان بسیار معروف است... این میدان یک باغ بسیار بزرگ بود. کجای اصفهان را دیدی؟
Cultural knowledge: Learners learn about Traditional and historic building as a reflection of the personality and history of the people (such as the role of men and women) and country/city during that era.
ساختمان های تاریخی نشان دهنده نحوه زندگی و نقش مردان و زنان در روابط اجتماعی آن دوران.
Content: Historical Places / Learners will listen to an authentic interview in a TV show 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 Naghshe jahan Square (Interpersonal Communication). / Vocabulary: Bazar, shop, also, traditional
بازار، مغازه، هم،سنتی
Grammatical structure: Demonstrative pronouns, Personal and possessive pronoun, present and past tense. compound action verbs, interrogative words, Frequently used adjectives and adverbs, adverb of place and time, like and dislike
Language Chunks: the guest also said…Naghshe Jahan Square has great traditional bazar …the city of Isfahan…traditional shops…great … has 200 shops…
مهمان هم گفت ...میدان نقش جهان... بازار سنتی بزرگ دارد... شهر اصفهان...مغازه های سنتی... در این میدان است... دویست مغازه...دارد... در این بازار صنایع دستی اصفهان می فروشند ...
Cultural knowledge: Learners learn about Traditional and historic building as a reflection of the personality and history of the people (such as the role of men and women) and country/city during that era.
ساختمان های تاریخی نشان دهنده نحوه زندگی و نقش مردان و زنان در روابط اجتماعی آن دوران.
Content: Historical Places / 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 Naghshe jahan Square (Presentational Speaking). / Vocabulary: ancient, city, state, famous, historical, building, known as, shops, architecture
تاریخی، معروف ، بنا، معروف به، مغازه، معماری باستانی ، شهر،استان،
Grammatical structure: Demonstrative pronouns, Personal and possessive pronoun, present and past tense. compound action verbs, interrogative words, Frequently used adjectives and adverbs, adverb of place and time, like and dislike
Language Chunks:
Historical Square of Naghshe jahan is l in Isfahan…in state of Isfahan… traditional building …Naghshe jahan Square is very famous… where do you like to see in Isfahan? Great Bazar in the square…has 200 shops …
میدان تاریخی نقش جهان ... در شهر اصفهان است. میدان نقش جهان بسیار معروف است...تو کجای اصفهان را دوست داری ببینی؟... بازار بزرگ در میدان... دویست مغازه دارد...
Cultural knowledge: Learners learn about Traditional and historic building as a reflection of the personality and history of the people (such as the role of men and women) and country/city during that era.
ساختمان های تاریخی نشان دهنده نحوه زندگی و نقش مردان و زنان در روابط اجتماعی آن دوران.
Content: Historical Places / 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 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 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 interview in a TV show on the topic for 2-3 times. They will draw pictures that will reflect what they have heard and learned from the interview. / 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.
7
Revised 2016