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: A Memorable Experience: Kabul Zoo

Trip to Afghanistan; Participating in Nowruz Festival: / Week 4
Day 20 / 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 read and understand the main idea of a short article related to topics such as: a memorable experience, special food (Haft Maywa and Haft Seen); picnic places (Paghman, Mazar-e-sharif, and Kabul Zoo); famous historical places (Bagh-e-Babor, Zayarat-e-Sakhi, Mazari Sharif, Darul Aman Palance, Buddhas of Bamiyan, Masjid Jami Herat, and Khirqa Mubarak) to visit during Nowruz; famous people ( King Amanullah Khan, Sayed Jamaluddin Afghan, and Mawlana Jalaludding Rumi Balkhi); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh and Sizdah Be-dar) (Interpretive Reading).
·  I can read postings and write responses about different traditional practices and products related to Nowruz celebrations such as: famous Afghan restaurants, a typical Nowruz day; picnic places (Paghman, Mazar-e-sharif, and Kabul Zoo); food (Haft Maywah, Sabzee Chalaw , Samanak, Qabili Palau), historical places (Bagh-e-Babor, Zayarat-e-Sakhi, Mazari Sharif, Darul Aman Palance, Buddhas of Bamiyan, Masjid Jami Herat, and Khirqa Mubarak); and famous people ( King Amanullah Khan, Sayed Jamaluddin Afghan, and Mawlana Jalaludding Rumi Balkhi) (Interpersonal Communication for Reading and Writing).
·  I can write about a memorable story related to Nowruz such as describing my last visit to Afghanistan during Nowruz (meeting extended family, having picnic in Paghman, visiting Mazar-e-sharif, and Kabul Zoo) (Presentational Writing).
OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
The teacher will show some images related to the reading 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 and provide answers about someone’s story related to Nowruz celebration (Kabul Zoo) (Interpretive Reading). / Vocabulary: Zoo, wild, domestic, view, Spectacular, memento , tickets
باغ وحش، وحشی، اهلی، منظره ، دیدنی، یادگاری، بلیط
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
تصمیم گرفتن
Language Chunks: A tour in the zoo of Kabul, out of the town… Beautiful view… prepared ticket...... Kabul’s biggest zoo ... We decided to visit this morning...with all of the family... map of the zoo… wild animals such as lions and leopards… took souvenir photos ...
گشتی در باغ وحش کابل،
خارج از شهر ...منظره زیبا... تکت تهیه کردیم...بزرگترین باغ وحش افغانستان...ما تصمیم گرفتیم صبح با همه فامیل به دیدن .....برویم. ..نقشه باغ وحش ...ما به دیدن حیوانات وحشی مثل شیر و پلنگ رفتیم...عکس یادگاری گرفتیم...
Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pets in an Afghan family, how they take care of pets, and what are some of the popular pets.
شاگردان درباره رفتارهای مربوط به حیوان خانگی در افغانستان یاد می گیرند.
Content: Last Nowruz/Kabul Zoo / Learners will provide answers to the teacher’s questions by completing a reading comprehension test about the article.
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 what I’ve read about someone’s story related to Nowruz celebration (Kabul Zoo)
(Interpretive Reading). / Vocabulary: visitors, the person in charge birds, various, species
بازدید کنندگان، مسول مراقبت، پرندگان، گونه های ، مختلف
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
ترجیح دادن،
Language Chunks: When …arrived to the zoo ... full of visitors, the person responsible for taking care of the Lions ... feed ... s/he was playing with lion’s kids, ... various species of birds ... they ... prefer… picnicking…
وقتی به باغ وحش رسیدند...پر از بازدیدکنندگان بود...، مسول مراقبت از شیرها ...غذا می داد...با بچه ببر بازی می کرد، ... گونه های مختلف پرندگان...انها... ترجیح می دهند... میله می کردند...
...
Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pets in an Afghan family, how they take care of pets, and what are some of the popular pets.
شاگردان درباره رفتارهای مربوط به حیوان خانگی در افغانستان یاد می گیرند.
Content: Last Nowruz/Kabul Zoo / After reading the article, learners will write three things they found out about the topic, two things they found interesting, and one question they still have about the topic.
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 write a summary of what I have read about someone’s story related to Nowruz celebration (Kabul Zoo)
(Interpersonal Communication for Reading and Writing). / Vocabulary: lovers, pets, finally, following
دوستداران، حیوانات خانگی، سرانجام ، در ادامه
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
تماشاکردن
Language Chunks: …her cousin is animal lovers… finally, they visited the birds section…. Following the visit of the cages… his cousin bought a bird as a pet…
... پسر خاله او از دوستداران حیوانات است ...،سرانجام از پرندگان بازدید کردند ... در ادامه بازدید به قفس ها ... پسر خاله اش یک پرنده خرید به عنوان حیوان خانگی...
...
Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pets in an Afghan family, how they take care of pets, and what are some of the popular pets.
شاگردان درباره رفتارهای مربوط به حیوان خانگی در افغانستان یاد می گیرند.
Content: Last Nowruz/Kabul Zoo / Learners will write a summary of their findings and share it with classmates through a Facebook posting.
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 Writing). / Vocabulary: Zoo, wild, domestic, view, Spectacular, memento , tickets
باغ وحش، وحشی، اهلی، منظره ، دیدنی، یادگاری، بلیط
Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description
تصمیم گرفتن
Language Chunks: A tour in the zoo of Tehran, out of the town… Beautiful view… prepared ticket...... Kabul biggest zoo ... We decided to visit this morning...with all of the family... map of the zoo… wild animals such as lions and leopards… took souvenir photos ...
گشتی در باغ وحش کابل،
خارج از شهر ...منظره زیبا... تکت تهیه کردیم...بزرگترین باغ وحش افغانستان...ما تصمیم گرفتیم صبح با همه فامیل به دیدن .....برویم. ..نقشه باغ وحش ...ما به دیدن حیوانات وحشی مثل شیر و پلنگ رفتیم...عکس یادگاری گرفتیم...
Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pets in an Afghan family, how they take care of pets, and what are some of the popular pets.
شاگردان درباره رفتارهای مربوط به حیوان خانگی در افغانستان یاد می گیرند.
Content: Last Nowruz/Kabul Zoo / Learners will write a summary of their findings through different activities and post it on the program’s created Facebook page. Other students will read the posting and write comments.

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/ingrediants
·  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 check students background information about the topic. He or she will then introduce some key words/concepts through images. Later, learners will complete a reading comprehension test about the article and show how much they have learned. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 2
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
Leaners will read an article about the topic. They will then write three things they found out about the topic, two things they found interesting, and one questions they still have about the topic. / 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 three findings with each other through a Facebook posting. They will also post comments and answer each other 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,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.

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Revised 2016