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: Historical place – NAGHSHE JAHAN

Trip to Iran; Participating in Nowruz Festival: / Week 4
Day 17 / Grade Range of Learners: / 2-3
Total Number of Minutes: / 90 (10 minutes break) / Performance Level: / Intermediate Low
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
·  I can sometimes read and understand questions related to topics such as, family, someone’s physical appearance, and Iran’s historical places (Interpretive Reading).
·  I can read and send short and simple messages to someone about topics such as, family, someone’s physical appearance, and Iran’s historical places (Interpersonal Communication for Reading and Writing).
·  I can write simple messages about familiar topics such as, family, someone’s physical appearance, and Iran’s historical places (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 Target
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 simple questions about Naghshe jahan (Interpretive Reading). / Vocabulary: square, city, famous, historical, where
تاریخی، کجا میدان، شهر،معروف،
Grammatical structures: Action verbs, prepositions, simple present tense, demonstrative adjectives
دیدن، دوست داشتن
Language Chunks:
This is Naghshe Jahan Square….Historical Square of Naghshe Jahan is in Isfahan…is this square famous? Yes, this is very famous… is this square old… historical? Yes, this square is old … where do you like to see in Isfahan?
این میدان نقش جهان است....این میدان در شهر اصفهان است...آیا میدان نقش جهان معروف است؟ بله، میدان نقش جهان خیلی معروف است...آیا این میدان تاریخی .... قدیمی است؟ بله، این میدان تاریخی است... کجای اصفهان را دوست داری ؟
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 fill out an information gap chart.
EPISODE 2
Learning target
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 Naghshe jahan (Interpretive Reading) / Vocabulary: Bazaar, mosque, carriages, garden, palaces
بازار، مسجد، کالسکه ، باغ، کاخ ها
Grammatical structures: Action verbs, prepositions, simple present tense, demonstrative adjectives
دیدن،
Language Chunks: this is Naghshe Jahan Square … Naghshe Jahan Square is in the city of Isfahan… this is a famous square… an old …historical square. … Has a big garden… you see an old bazar…, historical mosque… palaces… carriage… in the Naghshe Jahan Square…
What do you see in Naghshe Jahan Square?
این میدان نقش جهان است...میدان نقش جهان در شهر اصفهان است....این میدان معروف است...قدیمی، تاریخی...باغ بزرگ دارد...در این میدان ...بازارهای قدیمی...مسجد تاریخی... کاخ...کالسکه می بینی...
چه چیزهایی در میدان نقش جهان می بینی؟
Cultural knowledge: Ancient artifacts provide information about the history, life style, and culture of people, places, and events from the past time. Students will learn about the life style of the ancient Iran, their behaviors, clothes style, food and utensils,…
دانش آموزان درباره فرهنگ،طرز زندگی مردم و آداب مربوط به رفتارهای مختلف مثل طرز لباس پوشیدن، غذا خوردن، روابط فامیلی، ... رایاد می گیرند.
Content: Historical Places / Learners will read a short questionnaire and fill out a graphic organizer.
EPISODE 3
Learning target
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 ask and answer questions about Naghshe jahan (Interpersonal Communication for Reading and Writing). / Vocabulary: traditional, shops, handicrafts
مغازه، سنتی، صنایع دستی
Grammatical structures: Action verbs, prepositions, simple present tense, demonstrative adjectives
Language Chunks: this film is about Naghshe Jahan square … this is a very old museum…in this square …a traditional bazar… this traditional bazar has 200 shops… they sell …clothes, shoes, handicrafts from Isfahan…
What do you see in the Naghshe Jahan square?
این فیلم درباره میدان نقش جهان است.... این میدان خیلی قدیمی است....یک بازار سنتی در این میدان است... این بازار سنتی دویست مغازه دارد...کفش، لباس، صنایع دستی اصفهان ... می فروشند...
چه چیزهایی در میدان / بازار می بینی؟
Cultural knowledge: Ancient artifacts provide information about the history, life style, and culture of people, places, and events from the past time. Stuدرdents will learn about the life style of the ancient Iran, their behaviors, clothes style, food and utensils,…
دانش آموزان درباره فرهنگ،طرز زندگی مردم و آداب مربوط به رفتارهای مختلف مثل طرز لباس پوشیدن، غذا خوردن، روابط فامیلی، ... رایاد می گیرند.
Content: Historical Places / Learners will communicate through short email and Fact book/Moodle postings and write their information on a provided chart.
EPISODE 4
Learning target
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 (Presentational Writing). / Vocabulary: square, city, famous, historical, where
تاریخی، کجا میدان، شهر،معروف،
Grammatical structures: Action verbs, prepositions, simple present tense, demonstrative adjectives
دیدن، دوست داشتن
Language Chunks:
This is Naghshe Jahan Square….Historical Square of Naghshe Jahan is in Isfahan… this is very famous… this square is old … this traditional bazar has 200 shops… they sell …clothes, shoes, handicrafts from Isfahan…
این میدان نقش جهان است....این میدان در شهر اصفهان است... میدان نقش جهان خیلی معروف است...این میدان تاریخی است... .. این بازار سنتی دویست مغازه دارد...کفش، لباس، 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 / In groups of two, the learners will write briefly about Naghshe jahan 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 target 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 target 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 target 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 target 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.

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Revised 2016