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: Family - Occupation

Trip to Iran; Participating in Nowruz Festival: / Week 2
Day 8 / Grade Range of Learners: / 2-3
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Low
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
·  I can sometimes read and understand questions related to topics such as, family, someone’s physical appearance, and Iran’s historical places (Interpretive Reading).
·  I can read and send short and simple messages to someone about topics such as, family, someone’s physical appearance, and Iran’s historical places (Interpersonal Communication for Reading and Writing).
·  I can write simple messages about familiar topics such as, family, someone’s physical appearance, and Iran’s historical places (Presentational Writing).
OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
Learners will read simple and short pop-up greeting and introduction phrases in an animated dialogue.
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 related to occupation (Interpretive Listening). / Vocabulary: occupation, teacher, doctor, student,
شغل، معلم، دکتر، دانش آموز،
Grammatical structures: Possessive pronoun endings, interrogative words, questionآیا, action verbs (to have, to be), demonstrative pronoun and adjective.
Language Chunks: what is your dad occupation? … My dad is a doctor… what is your mom occupation? … She is a teacher… this is my brother…he is a student… what kind of job do you like?...
شغل پدر توچیست؟ پدر من دکتر است... شغل مادر تو چیست؟.... مادر من معلم....این برادر من است... شغل او دانش اموز است ...تو چه شغلی را دوست داری؟...
Cultural knowledge: students will learn about different occupations in Iran. They also become familiar with the cultural aspects, behaviors, and nature or style of those occupations that are specific to Iran society.
دانش اموزان در باره شغل های مختلف در ایران یاد می گیرند. و با فرهنگ، طبیعت و سبک بعضی از شغل های ایرانی.
Content: Family - Occupation / Learners will understand questions and be able to provide answers, using short and simple sentences.
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 about occupation of someone’s family members
(Interpretive Listening). / Vocabulary: Baker, engineer, photographer, tailor
نانوا، مهندس، عکاس. خیاط
Grammatical structures: Possessive pronoun endings, interrogative words, questionآیا, action verbs (to have, to be), demonstrative pronoun and adjective.
Language Chunks: his father is an engineer… his brother is a photographer… His sister is Tailor…his grandfather is a baker…does he like bakery? ... he likes … job ...
پدر او مهندس است... برادر او عکلس است خواهر او خیا ط است...پدر بزرگ او نانوا است... تو شغل نانوا را دوست داری؟ ... او شغل ... دوست دارد ...
Cultural knowledge: students will learn about different occupations in Iran. They also become familiar with the cultural aspects, behaviors, and nature or style of those occupations that are specific to Iran society.
دانش اموزان در باره شغل های مختلف در ایران یاد می گیرند. و با فرهنگ، طبیعت و سبک بعضی از شغل های ایرانی.
Content: Family – Occupation / Learners will demonstrate their understanding through drawing pictures of each profession.
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 exchange basic information about my family members’ occupations with friends (Interpersonal Communication). / Vocabulary: worker, housewife
کارگر، خانه دار
Grammatical structures: Possessive pronoun endings, interrogative words, questionآیا, action verbs (to have, to be), demonstrative pronoun and adjective.
Language Chunks: what is your dad’s job? … My dad is a worker… what is your mother’s job? Her job is a housewife…your brother job… he is an engineer… your sister’s job… she is a student…
... شغل پدر تو چیه؟ ...شغل پدر من کارگر است شغل مادر تو چیه؟...شغل مادر من خانه دار است... شغل برادر تو چیه.؟ ... برادر من مهندس است.... خواهر تو... دانش آموز...
Cultural knowledge: students will learn about different occupations in Iran. They also become familiar with the cultural aspects, behaviors, and nature or style of those occupations that are specific to Iran society.
دانش اموزان در باره شغل های مختلف در ایران یاد می گیرند. و با فرهنگ، طبیعت و سبک بعضی از شغل های ایرانی.
Content: Family – Occupation / Learners will ask simple questions from their peers and complete a graphic organizer.
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 my family members’ occupations (Presentational Speaking). / Vocabulary: occupation, teacher, doctor, student,
شغل، معلم، دکتر، دانش آموز،
Grammatical structures: Possessive pronoun endings, interrogative words, questionآیا, action verbs (to have, to be), demonstrative pronoun and adjective.
Language Chunks: what is your dad occupation? … My dad is a doctor… what is your mom occupation? … She is a teacher… this is my brother…he is a student… what kind of job do you like?...
شغل پدر توچیست؟ پدر من دکتر است... شغل مادر تو چیست؟.... مادر من معلم....این برادر من است... شغل او دانش اموز است ...تو چه شغلی را دوست داری؟...
Cultural knowledge: students will learn about different occupations in Iran. They also become familiar with the cultural aspects, behaviors, and nature or style of those occupations that are specific to Iran society.
دانش اموزان در باره شغل های مختلف در ایران یاد می گیرند. و با فرهنگ، طبیعت و سبک بعضی از شغل های ایرانی.
Content: Family - Occupation / In groups of two, the learners will draw the pictures of their family members with their occupations and present them to the class.

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?
In groups of two, the learners will read a short passage on the topic and complete a graphic organizer. / 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 communicate through short email and Fact book/Moodle postings and write about the information that they have collected through the completion of graphic organizers. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 4
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
In groups of two, the learners will write a short note on the topic and post it to the Facebook page/Moodle for other students to read. Other students will read and post a comment in response. / TIME:
20 min
References: TBA

Add additional learning activities for each episode as needed.

References: TBA

Add additional learning activities for each episode as needed.

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Revised 2016