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: Afghan Music

Trip to Afghanistan; Participating in Nowruz Festival: / Week 1
Day 1 / Grade Range of Learners: / 4-5
Total Number of Minutes: / 90 (10 minute breaks ) / 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 (Baba Nowrozee), Afghan food (Samanak, Haft Maywa); music; songs (Samanak) transportation; historical places (minaret of Jam, Kabul Musem, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Mandawee); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, and kid’s Mayla) (Interpretive Listening).
·  I can talk with someone about my hobbies and interests such as regular routines on a Nowruz day; Jashin-e-Dehqan folkloric stories (Baba Nowrozee); songs (Samanak); Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, and kid’s Mayla; special Nowruz dishes (Samanak, Haft Maywa); shopping (souvenir); transportation; and popular Afghan music and singers such as Ustad Shayda, Ahamd Zahir, and Barana Sayeed (Interpersonal Communication).
·  I can present on familiar topics related to Nowruz including special Nowruz dishes (Samanak, Haft Maywa); music; songs (Samanak); singers such as Ustad Shayda, Ahamd Zahir, and Barana Sayeed; folkloric stories (Baba Nowrozee), Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, and kid’s Mayla ; transportation; daily routines and interests; historical places (minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Mandawee); influential people (King Amanullah Khan, Sayed Jamaluddin Afghan, 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 Afghan music (Interpretive Listening). / Vocabulary: music, pop, traditional, musical instruments
موسیقی، پاپ، سنتی، آلات موسیقی،
Grammatical structures: Demonstrative pronouns, Personal and possessive pronoun, most frequently used adjectives, Ezafe or the addition “-e”, compound action verbs, interrogative words, prepositions, the opposite words
گوش کردن،
Language Chunks: Rastak group … uses traditional musical instruments. The Baran group uses pop musical instruments.
Do you like traditional music?
Do you like pop music?
گروه باران... از آلات موسیقی سنتی استفاده می کنند.
گروه باران از آلات موسیقی پاپ استفاده می کنند.
آیا موسیقی سنتی دوست داری؟
آیا موسیقی پاپ دوست داری؟
Cultural knowledge:
Students will learn about traditional musical instruments and the role of Afghanistanian traditional music and modern music in people’s life in Afghanistan.
شاگردان در مورد آلات موسیقی و نقش موسیقی سنتی افغاانی و موسیقی مدرن در افغانستان یاد میگریند.
Content: Afghan music / 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 Afghan music (Interpretive Listening). / Vocabulary: Guest, about, singer, musician, this, that
مهمان، خواننده، نوازنده، ،درباره، این، آن
Grammatical structures: Demonstrative pronouns, Personal and possessive pronoun, most frequently used adjectives, Ezafe or the addition “-e”, compound action verbs, interrogative words, prepositions, the opposite words
گفتن
Language Chunks: the guest … said…Rastak group … uses traditional musical instruments such as setar, daff, santour. The Baran group uses pop musical instruments such as guitar.
What musical instruments do you like? What is this/that instrument?
مهمان درباره گروه باران...گفت... از آلات موسیقی سنتی مثل سه تار، طبله استفاده می کنند.
گروه باران از آلات موسیقی پاپ مثل گیتار استفاده می کنند.
کدام موسیقی را خوش داری؟ این/آن
Cultural knowledge:
Students will learn about traditional musical instruments and the role of Afghanistanian traditional music and modern music in people’s life in Afghanistan.
شاگردان در مورد آلات موسیقی و نقش موسیقی سنتی افغانی و موسیقی مدرن در افغانستان یاد میگریند.
Content: Afghan music / 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 Afghan music (Interpersonal Communication). / Vocabulary: happy, sad, more, less
شاد، غمگین،بیشتر، کمتر،
Grammatical structures: Demonstrative pronouns, Personal and possessive pronoun, most frequently used adjectives, Ezafe or the addition “-e”, compound action verbs, interrogative words, prepositions, the opposite words
نشستن
Language Chunks: the guest … said…the people … like more traditional music… instruments…less pop music… rational music … sad… pop … happy…
مهمان گفت ... مردم بیشتر ... موسیقی سنتی ... دوست دارند... کمتر موسیقی پاپ ...موسیقی سنتی ... غمگین است... پاپ... شاد ... است...
Cultural knowledge:
Students will learn about traditional musical instruments and the role of Afghanistanian traditional music and modern music in people’s life in Afghanistan.
شاگردان در مورد آلات موسیقی و نقش موسیقی سنتی افغانی و موسیقی مدرن در افغانستان یاد میگریند.
Content: Afghan music / 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 Afghan music (Presentational Speaking). / Vocabulary: music, pop, traditional, musical instruments
موسیقی، پاپ، سنتی، آلات موسیقی،
Grammatical structures: Demonstrative pronouns, Personal and possessive pronoun, most frequently used adjectives, Ezafe or the addition “-e”, compound action verbs, interrogative words, prepositions, the opposite words
گوش کردن،
Language Chunks: group … uses traditional musical instruments. The Baran group uses pop musical instruments.
Do you like traditional music?
Do you like pop music?
گروه ... از آلات موسیقی سنتی استفاده می کنند.
گروه باران از آلات موسیقی پاپ استفاده می کنند.
آیا موسیقی سنتی دوست داری؟
آیا موسیقی پاپ دوست داری؟
Cultural knowledge:
Students will learn about traditional musical instruments and the role of Afghanistanian traditional music and modern music in people’s life in Afghanistan.
شاگردان در مورد آلات موسیقی و نقش موسیقی سنتی افغانی و موسیقی مدرن در افغانستان یاد میگریند.
Content: Afghan music / 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 presention, 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