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 Traditions: Sizdeh Be Dar

Trip to Iran; Participating in Nawruz Festival: / Week 3
Day 13 / 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 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 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 talk about the similarities and differences between cultural events related to New Year Nawruz celebration in Iran such as Jashne Sizdeh be Dar and Jashne Chaharshanbeh Souri and in the United States (New Year’s Eve)(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 Sizdah Be-dar (Interpretive Listening). / Vocabulary: Sizdah be dar, picnic, food, nature, end
سیزده بدر، پیک نیک، خوراکی ، طبیعت، پایان،
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc
بیرون رفتن،
Language Chunks: The thirteenth day of Farvardin is Sizdah Bedar, the last day of Nawruz, they picnic …, go out... nature…sizdeh be dar’s food… like Chaghale Badoom…
سیزده فروردین سیزده بدر است...پایان نوروز...،...،مردم...بیرون می روند ...به طبیعت ... پیک نیک می کنند، ... غذاهای های سیزده بدر ... چا قاله.بادام..
Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Sizdah be dar such as tying the grass while wishing for a better future and dropping the sprouted wheat in the river or nature in order to keep the nature greener.
آداب و رسوم مربوط به سیزده بدر مثل سبزه گره زدن، انداختن سبزه در طبیعت، رفتن به طبیعت و پیک نیک کردن و دور ریختن نحسی عدد سیزده...
Content: Nawruz Traditions / 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 Sizdah Be Dar (Interpretive Listening). / Vocabulary: Holiday, park, garden, field, joy
تعطیل، پارک، باغ، صحرا،شلدی
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
بیرون رفتن،
Language Chunks: the guest said… sizdeh be dar is a holiday… people go to a park, garden, or a field… they picnic...they enjoy
مهمان برنامه گفت...سیزده بد رروز تعطیل است...پایان نوروز...،...،مردم به پارک، باغ، و صحرا می روند... پیک نیک می کنند... شادی می کنند..
Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Sizdah be dar such as tying the grass while wishing for a better future and dropping the sprouted wheat in the river or nature in order to keep the nature greener.
آداب و رسوم مربوط به سیزده بدر مثل سبزه گره زدن، انداختن سبزه در طبیعت، رفتن به طبیعت و پیک نیک کردن و دور ریختن نحسی عدد سیزده...
Content: Nawruz Traditions / 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 Sizdah Be-dar (Interpersonal Communication). / Vocabulary: sprouted wheat, lettuce, noodle soup
سبزه، کاهو ، آش رشته
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
گره زدن
Language Chunks: The guest also said… sizdeh be dar … tie the grass… eat lettuce and Noodle soup… people go to a park, garden, or a field… they picnic...they enjoy
مهمان همچنین گفت...سیزده بد ر سبزه گره می زنند...کاهو و آش رشته می خورند... مردم به پارک، باغ، و صحرا می روند... پیک نیک می کنند... شادی می کنند..
Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Sizdah be dar such as tying the grass while wishing for a better future and dropping the sprouted wheat in the river or nature in order to keep the nature greener.
آداب و رسوم مربوط به سیزده بدر مثل سبزه گره زدن، انداختن سبزه در طبیعت، رفتن به طبیعت و پیک نیک کردن و دور ریختن نحسی عدد سیزده...
Content: Nawruz Traditions / 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 Sizdah Be-dar (Presentational Speaking). / Vocabulary: Sizdah be dar, picnic, food, nature, end
سیزده بدر، پیک نیک، خوراکی ها، طبیعت، پایان،
Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc.
بیرون رفتن،
Language Chunks: the thirteenth day of Farvardin is Sizdah Bedar, the last day of Nawruz, they picnic …, go out...nature…sizdeh be dar’s food… like Chaghale Badoom…
سیزده فروردین سیزده بدر است...پایان نوروز...،...،مردم...به طبیعت ... بیرون می روند... پیک نیک می کنند، ... غذاهای های سیزده بدر ... چا قاله.بادام..
Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Sizdah be dar such as tying the grass while wishing for a better future and dropping the sprouted wheat in the river or nature in order to keep the nature greener.
آداب و رسوم مربوط به سیزده بدر مثل سبزه گره زدن، انداختن سبزه در طبیعت، رفتن به طبیعت و پیک نیک کردن و دور ریختن نحسی عدد سیزده...
Content: Nawruz Traditions / 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.

7

Revised 2016