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: Public Transpiration

Trip to Iran; Participating in Nawruz Festival: / Week 4
Day 20 / 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 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 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 Nawruz ( Sizdeh be dar, jashne Chahar Shanbeh Souri, and Ghashogh Zanee)(Interpretive Listening)
·  I can talk with someone about my hobbies and interests such as regular routines on a Nawruz day; Sofre ye Haft Seen folkloric stories (Amoo Nawruz and Nanneh Sarma); songs (Amoo Nawruz/Samanoo); Sizdeh Be dar, , Chaharshanbeh Souri, and Ghashogh Zanee; special Nawruz dishes (Samanoo, Sabzi Polo Ba Mahee); shopping (souvenir); transportation; and popular Persian music and singers such as Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee (Interpersonal Communication).
·  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 Spaking).
· 
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 public transportation (Interpretive Listening). / Vocabulary: bus, taxi, boat, bicycle, metro, ticket
اتوبوس، تاکسی، قطار، دوچرخه، مترو، بلیط
Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, , possessive pronoun, simple past tense, Interrogative words, frequently used adjectives
سوارشدن،رفتن،
Language Chunks: I get in the bus… go to school… my friend get in the taxi… bus number three , I got ticket... How do you go to your school? I like metro.
من سوار اتوبوس می شوم... به مدرسه می روم...اتوبوس خط سه ...بلیط گرفتم ...دوستم سوار تاکسی می شود... تو با چه وسیله ایی به مدرسه می روی؟ من مترو دوست دارم...
Cultural knowledge: Students will learn about behaviors related to using public transportation and “Taaroaf Kardan” in paying the taxi bill, or getting in/getting off the vehicle…
تعارف کردن، (بفرمایید، شما بفرمایید)
جداکردن اتوبوس زنان و مردان
Content: Transportation / 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 public transportation in Iran
(Interpretive Listening). / Vocabulary: interview, new, station, a lot, separate
مصاحبه، جدید،ایستگاه، زیاد، جدا
Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, , possessive pronoun, simple past tense, Interrogative words, frequently used adjectives
شنیدن
Language Chunks: in interview… I heard…taxi is yellow… metro is new … lots of bus station in Iran… men and women are getting in the bus separately …
در مصاحبه ... شنیدم... تاکسی زردرنگ است... متر و جدید است ... در ایران... ایستگاه اتوبوس زیاد دارند... در اتوبوس مردها و زن ها جدا سوار می شوند...
Cultural knowledge: Students will learn about behaviors related to using public transportation and “Taaroaf Kardan” in paying the taxi bill, or getting in/getting off the vehicle…
تعارف کردن، (بفرمایید، شما بفرمایید)
جداکردن اتوبوس زنان و مردان
Content: Transportation / 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 transportation system in Iran (Interpersonal Communication). / Vocabulary: people, what, fast, sheap
مردم، چه چیز، سریع، گران
Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, , possessive pronoun, simple past tense, Interrogative words, frequently used adjectives
دوست داشتن
Language Chunks: in the interview… the guest… in Iran…people …like metro more…metro is fast and cheap…they don’t like taxi… there is …little taxi …it is expensive…
What kind of transportation do you like? Or don’t you like?
در مصاجبه... مهمان گفت...... مردم ... در ایران...مترو بیشتر دوست دارند... مترو سریع و ارزان است... تاکسی کم است ... دوست ندارند... گران است......
تو چه وسیله ایی دوست داری؟ یا دوست نداری؟
Cultural knowledge: Students will learn about behaviors related to using public transportation and “Taaroaf Kardan” in paying the taxi bill, or getting in/getting off the vehicle…
تعارف کردن، (بفرمایید، شما بفرمایید)
جداکردن اتوبوس زنان و مردان
Content: Transportation / 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 transportation (Presentational Speaking). / Vocabulary: bus, taxi, boat, bicycle, metro, ticket
اتوبوس، تاکسی، قطار، دوچرخه، مترو، بلیط
Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, , possessive pronoun, simple past tense, Interrogative words, frequently used adjectives
سوارشدن،رفتن،
Language Chunks: I get in the bus… go to school… my friend get in the taxi… bus number three , I got ticket... How do you go to your school? I like metro.
من سوار اتوبوس می شوم... به مدرسه می روم...اتوبوس خط سه ...بلیط گرفتم ...دوستم سوار تاکسی می شود... تو با چه وسیله ایی به مدرسه می روی؟ من مترو دوست دارم...
Cultural knowledge: Students will learn about behaviors related to using public transportation and “Taaroaf Kardan” in paying the taxi bill, or getting in/getting off the vehicle…
تعارف کردن، (بفرمایید، شما بفرمایید)
جداکردن اتوبوس زنان و مردان
Content: Transportation / 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
·  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 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.

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Revised 2016