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: A Memorable Experience: Park e Mohtasham
Trip to Iran; Participating in Nowruz Festival: / Week 4Day 19 / Grade Range of Learners: / 7-8
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Advanced Low
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
· I can understand the main ideas of short presentations related to Nowruz celebrations and traditions such as: a memorable experience, special food (Haft Seen); picnic places (Parke Mohtasham, Park e Eram, Emam Squre , and Tehran Zoo); famous historical places (Bagh-e-Behesht, See o Se Pol, Chahar Bagh, , Chehel Setoon, pole Khajoo, and Menar Jonboon) to visit during Nowruz; famous people (Shaikh Bahaee, shah safee, and shah Abbas, Jalaludding Rumi Balkhi); and how people usually spend their time during Nowruz (Sizdah Be-dar)(Interpretive Listening).
· I can ask and give information about different traditional practices and products related to Nowruz celebrations such as: a typical Nowruz day; picnic places (chahar Bagh School, Si-o-Se Pol, , Jamsheedieh, and Hasht Behesht); food (Sabzi Polo ba Mahee,Reshte Polo, Beryounee , Ghayme, Samanoo, kookoo sabzi) historical places (Mohtashem Park, Chehel setoun, Musume of Tehran, Menar Jonban, Fire temple of Tehran, Ali Gholi Hammam, shah Mosque, and Jameh Mosque of Tehran); and famous people ( king Shah Abas, Amir Kabir, Ferdosee , and Hafiz) (Interpersonal Communication).
· I can describe a past event that is associated with Nowruz celebrations and events such as describing my last visit to Iran during Nowruz (meeting extended family, having picnic in park Jamsheedieh , visiting shiraz, and Tehran zoo).
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 someone’s story related to Nowruz celebration (Park e Mohtasham- Rasht) (Interpretive Listening). / Vocabulary: Travel, The main Park, pavilion, traditional tea house, National Library
مسافرت، پارک اصلی،عمارت کلاه فرنگی، چایخانه سنتی، کتابخانه ملی ،
Grammatical structure: Simple past tense, action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
شرکت کردن
Language Chunks: Last year, we traveled to Rasht… for the Sizdah be Dar event… Mohtasham Park…the most famous national park in ..., At the end of the park ... a long river flows. In traditional tea house pavilion ... drinking tea, participated… Special event for Nowruz celebration... folk music group …participated… in the park
پارسال، ما ...به شهر رشت مسافرت کردیم،برای سیزده به در... پارک محتشم... معروف ترین پارک ملی این شهر... رفتیم. در انتهای پارک...رودخانه ایی در جریان است. در عمارت کلاه فرنگی... چایخانه سنتی،... چای خوردیم.درجشن ویژه نوروزی ... گروه موسیقی محلی... در پارک ...شرکت کردیم
Cultural knowledge: students will learn about different local food, clothes, handicrafts, local dance, and traditional local music’s related to northern region of Iran. For example, some people in this region still use hands for eating instead of fork and spoon.
دانش آموزان درباره غذاهای مختلف، لباس ها، صنایع دستی، رقص ها و موسیقی های سنتی و محلی یاد می گیرند. برای مثال دانش اموزان رقص محلی را تمرین می کنند و یا خوردن غذا/ پلو با دست را تمرین می کنند که توسط عده محدودی از مردم هنوز در روستاهای شمال ایران مورد استفاده قرار می گیرد.
Content: Nowruz- A Memorable Experience / Learners will provide answers to the teacher’s questions through meaningful conversations about Park e Mohtasham- Rasht, especially during Nowruz (frequent knowledge check). Learners will also demonstrate their learning through performance-based activity. Learners will write down the most important point they have learned during this episode.
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 write a summary about what I’ve heard in a TV report related to Nowruz celebration (Park e Mohtasham- Rasht
(Interpretive Listening). / Vocabulary: Natural attraction, yearly, center, vast, green/verdurous, robust trees
جاذبه طبیعی، سالانه، مرکز، وسیع، سر سبز،درختان تنومند
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
جذب کردن
Language Chunks: Nowruz vacation... one of the parks with natural attraction. …a vast park with huge and old trees ... they are more than 100 years old... very green ... by the river…summer pavilion… the traditional tea house attracts people…small garden full of flowers… everywhere… is located in the center of…
تعطیلات عید...یکی از پارک هایی با جاذبه طبیعی... پارکی وسیع با درختان تنومند و قدیمی ... بیشتر از صد سال عمر دارند،...بسیار سرسبز... مردم در کنار رودخانه ... عمارت تابستانی کلاه فرنگی ... چایخانه سنتی مردم را به خود جذب می کند...باغ های کوچک پر از گل ... همه جا می بینیم، ...مرکز شهر قرار دارد.
Cultural knowledge: students will learn about different local food, clothes, handicrafts, local dance, and traditional local music related to northern region of Iran. For example, some people in this region still use hands for eating instead of fork and spoon.
دانش آموزان درباره غذاهای مختلف، لباس ها، صنایع دستی، رقص ها و موسیقی های سنتی و محلی یاد می گیرند. برای مثال دانش اموزان رقص محلی را تمرین می کنند و یا خوردن غذا/ پلو با دست را تمرین می کنند که توسط عده محدودی از مردم هنوز در روستاهای شمال ایران مورد استفاده قرار می گیرد.
Content: Nowruz- A Memorable Experience / Learners will listen to an authentic report in a TV show about how people use Park e Mohtasham- Rasht as a picnic place, especially in Nowruz. The learners will then write the report’s summary in their own words.
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 a summary about what I’ve heard about the report related to Nowruz celebration (Park e Mohtasham- Rasht)
(Interpersonal Communication). / Vocabulary: water fountain, pool, soccer field
فواره آبی، حوض ، زمین فوتبال
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
Language Chunks: Mohtasham park known as the city park (park shahr), nice and fresh weather… they went to the Mohtasham park for seezdeh be dar… they played in the soccer field …, they saw beautiful water fountains and pools…
پارک محتشم معروف به پارگ شهر... هوای خوب وتازه... آنها به پارک محتشم برای سیزده بدر ... رفتند ،... در زمین فوتبال... بازی کردند ،... و حوض ها و فواره های زیبا...را دیدند...
Cultural knowledge: students will learn about different local food, clothes, handicrafts, local dance, and traditional local music related to northern region of Iran. For example, some people in this region still use hands for eating instead of fork and spoon.
دانش آموزان درباره غذاهای مختلف، لباس ها، صنایع دستی، رقص ها و موسیقی های سنتی و محلی یاد می گیرند. برای مثال دانش اموزان رقص محلی را تمرین می کنند و یا خوردن غذا/ پلو با دست را تمرین می کنند که توسط عده محدودی از مردم هنوز در روستاهای شمال ایران مورد استفاده قرار می گیرد.
Content: Nowruz- A Memorable Experience / Learners will summarize the contents of a report that they have heard and share it with each other. They will re-tell the report in their own words and mention why the people in the report selected Park e Mohtasham- Rasht as their picnic place and how they spent their time there. They will also answer each other’s questions.
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 a story in the past (Presentational Speaking). / Vocabulary: Travel, The main Park, pavilion, traditional tea house, National Library
مسافرت، پارک اصلی،عمارت کلاه فرنگی، چایخانه سنتی، کتابخانه ملی ،
Grammatical structure: Simple past tense, action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
شرکت کردن
Language Chunks: Last year, we traveled to Rasht… for the Sizdah be Dar event… Mohtasham Park…the most famous national park in ..., At the end of the park ... a long river flows. In traditional tea house pavilion ... drinking tea … participated… Special event for Nowruz celebration... folk music group …participated… in the park
پارسال، ما ...به شهر رشت مسافرت کردیم،برای سیزده به در... پارک محتشم... معروف ترین پارک ملی این شهر... رفتیم. در انتهای پارک...رودخانه ایی در جریان است. در عمارت کلاه فرنگی... چایخانه سنتی،... چای خوردیم.درجشن ویژه نوروزی ... گروه موسیقی محلی... در پارک ...شرکت کردیم
Cultural knowledge: students will learn about different local food, clothes, handicrafts, local dance, and traditional local music related to northern region of Iran. For example, some people in this region still use hands for eating instead of fork and spoon.
دانش آموزان درباره غذاهای مختلف، لباس ها، صنایع دستی، رقص ها و موسیقی های سنتی و محلی یاد می گیرند. برای مثال دانش اموزان رقص محلی را تمرین می کنند و یا خوردن غذا/ پلو با دست را تمرین می کنند که توسط عده محدودی از مردم هنوز در روستاهای شمال ایران مورد استفاده قرار می گیرد.
Content: Nowruz- A Memorable Experience / Learners, in small groups, will select a topic and prepare a poster presentation. They will present their posters and also answer classmates’ questions.
Add additional learning episodes as needed by copying a learning episode box.
MATERIALS NEEDEDWhat 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/ingredients
· 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 3What 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, using real objects and authentic pictures. The teacher will further practice words and phrases with the learners in the form of a meaningful activity. For instance, the teacher will tell a story about a picnic that he or she had in the past. The teacher will use pictures to tell the story in the form of TPRS.
Later, learners will ask questions from the teacher to fully understand the story. / 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 report in a TV channel. The host will report on how people have spent their time in Park e Mohtasham- Rasht last Nowruz. Students will take notes and then write a summary of the interview in their own words. A list of important words and phrases will be provided to them as a reference. / 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 share their summaries with each other. They will re-tell the report in their own words and mentioned how people in the report have spent their time in Park e Mohtasham- Rasht in Nowruz. They will also answer each other’s questions. / 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, using authentic pictures.
They will talk how they have spent their last Nowruz, using the correct form of the verb (past tense). They will also answer questions. / TIME:
20 min
References: TBA
Add additional learning activities for each episode as needed.