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: Greeting and Introduction

Trip to Afghanistan; Participating in Nowruz Festival: / Week 1
Day 1 / Grade Range of Learners: / 2-3
Total Number of Minutes: / 90 (10 minute breaks ) / 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 Afghanistan (Intepretive 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 Afghanistan (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 Afghanistan (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 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 when people introduce themselves using short and simple sentences. (Interpretive Reading) / Vocabulary: name, last name, job, years , student, elementary school, class, hello, how, fine
اسم, نام فامیلی یا تخلص، سال، شاگرد، مکتب، صنف, سلام،
Grammatical structures: verbs: to live, to like and dislike, interrogative words of what, where, who
فعل بودن،داشتن
Language Chunks:hello,… his name is …his last name is … he is 10 years old…his job is student… his is …grade… he goes to elementa … I am in second grade.
سلام ...اسم او ... است ...تخلص او ... است ...او ده سال دارد... شغل او دانش آموز.. شاگرد است...او صنف ... است... او به مکتب می رود...
صنف چند هستی؟
من در صنف دوم هستم.
Cultural knowledge: Students learn cultural behaviors associated with greetings such as saying hi and good morning when they see their parents in the morning or when they enter the classroom.
شاگردان درباره رفتارهای فرهنگی مناسب در ارتباط با احوالپرسی یاد می گیرند. مثل گفتن سلام و صبح بخیر به والدین یا وقتی وارد صنف می شوند.
Contents: Greeting and Introduction / 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 how old I am, where I live, etc. (Interpretive Read) / Vocabulary: teacher, Afghanistan, country, color
معلم، افغانستان، کشور، رنگ
Grammatical structures: verbs: to live, to like and dislike, interrogative words of what, where, who
زندگی کردن، دوست داشتن
Language Chunks: the name of that girl is…her last name is …she is … years old…she is a teacher… she lives in Afghanistan…she likes red…
Where does she live?
How old is she?
اسم آن دختر ... است ...تخلص او ... است ...او ... سال دارد... شغل اومعلم است...او در افغانستان زندگی می کند...او رنگ سرخ را دوست دارد...
او کجا زندگی می کند؟
او چند ساله است؟.
.
Cultural knowledge: Students learn cultural behaviors associated with greetings such as saying hi and good morning when they see their parents in the morning or when they enter the classroom.
شاگردان درباره رفتارهای فرهنگی مناسب در ارتباط با احوالپرسی یاد می گیرند. مثل گفتن سلام و صبح بخیر به والدین یا وقتی وارد صنف می شوند.
Contents: Greeting and Introduction / Learners will read a short questionnaire and fill out a grphic orgranizer.
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 myself using phrases and simple sentences. (Interpersonal Communication for Reading and Writing) / Vocabulary: teacher, Afghanistan, country, color
معلم، افغانستان، کشور، رنگ
Grammatical structures: verbs: to live, to like and dislike, interrogative words of what, where, who
زندگی کردن، دوست داشتن
Language Chunks: my name of is…my last name is …I am … years old…I am a student… I live in America… I like soccer…what is your name/ what is your job? Which grade are you? …
اسم من ... است ...نام فامیلی من ... است ..من ... ساله استم... شغل .. کار من دانش اموز است...من در امریکا زندگی می کنم... من ورزش فوتبال ... دوست دارم...
اسم تو چیست؟ کار یا شغل تو چیست؟ صنف چند هستی؟ کجا زندگی می کنی؟... کدام ورزشی را دوست داری؟
Cultural knowledge: Students learn cultural behaviors associated with greetings such as saying hi and good morning when they see their parents in the morning or when they enter the classroom.
شاگردان درباره رفتارهای فرهنگی مناسب در ارتباط با احوالپرسی یاد می گیرند. مثل گفتن سلام و صبح بخیر به والدین یا وقتی وارد صنف می شوند.
Contents: Greeting and Introduction / Learners will communicate through short email and Factbook/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 introduce my classmate using phrases and simple sentences. (Presentational Writing) / Vocabulary: name, last name, job, years , student, elementary school, class, hello, how, fine
اسم, تخلص، سال، شاگرد، مکتب، صنف, سلام، چطور استی، خوب استم
مکتب ابتداییه
Grammatical structures: verbs: to live, to like and dislike, interrogative words of what, where, who
فعل بودن،داشتن
Language Chunks:hello,… his name is …his last name is … he is 10 years old…his job is student… his is …grade… he goes to elementary school… What grade are you? … I am in second grade.
سلام ...اسم او ... است ...تخلص او ... است ...او ده ساله است... کار یا شغل او دانش آموز است...او صنف ... است... او به مکتب ابتداییه می رود...
صنف چند هستی؟
من در صنف دوم هستم
Cultural knowledge: Students learn cultural behaviors associated with greetings such as saying hi and good morning when they see their parents in the morning or when they enter the classroom.
شاگردان درباره رفتارهای فرهنگی مناسب در ارتباط با احوالپرسی یاد می گیرند. مثل گفتن سلام و صبح بخیر به والدین یا وقتی وارد صنف می شوند.
Contents: Greeting and Introduction / In groups of two, the learners will write a short introduction of each other 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 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 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 TPRS (modeling and acting in a story format) in which he or she will introduce short texts, use PowerPoint presention, 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?
Learners will read a short and simple authentic text on the topic. They will draw pictures that will reflect what they have read and learned from the text, and also complete an 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 Factbook/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 introduction of each other 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.

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Revised 2016