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: Famous People: Mawlana Jalaluddin Rumi Balkhi

Trip to Afghanistan; Participating in Nowruz Festival: / Week 4
Day 16 / Grade Range of Learners: / 4-5
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Mid
LEARNING GOALS
WhatCan-Do statement(s) from the curriculum template does this lesson address?
  • I can listen to interviews in which people talk about Afghan political and influential figures such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi, and Afghan singers including Ustad Shayda, Ahmad Zahir, and Aryana Sayeed)and retell its main message to a friend (Interpretive Listening).
  • I can talk about topics related to historical places such as the minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Mandawee; as well as about influential Afghan figures such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi (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 Aryan 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 Spaking).

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 Mawlana Jalaluddin Rumi Balkhi (Interpretive Listening). / Vocabulary: Afghans, poet, thin, tall, attached and long eyebrow, beautiful face, square face, Smiling
افغانشاعر ،لاغر، قد بلند، ابروهای کشیده، صورت زیبا، صورت مربع، خندان
Grammatical structure: Action verbs, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words,frequently used adjectives, some preposition
Language Chunk: Mawlana is a great Afghans poet …, his appearance was … tall… thin…attached and long eyebrow, charming face… square face…Smiling...
مولانا شاعر بزرگ افغان است، ...ظاهر او لاغر، قد بلند، ابروهای کشیده، صورت زیبا...مربع شکل...خندان، داشت..
.
Cultural knowledge:Students learn the epic legend in the form of poem. They also become familiar with Mawlana’s personality as a spiritual figure.
شاگردان با اشعار مولانا و شخصیت او بصفت یک شخص عرفانی و تصوفی آشنا می شوند.
Content: Famous people / 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 about Mawlana Jalaluddin Rumi Balkhi’s personality
(Interpretive Listening). / Vocabulary: behavior, intelligent, curious, brave, free, Litterateur
اخلاق، با هوش، کنجکاو، شجاع، آزاد، ادیب ،
Grammatical structure: Action verbs, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words,frequently used adjectives, some preposition
Language Chunk: the guest talked about ...Mawlana’s personality…was…an intelligent…curious…brave… free man… Mawlana loved story and legend...
مهمان ... درباره اخلاق مولانا گفت...یک مرد باهوش...کنجکاو...شجاع ... آزاد... بود. مولانا علاقه به داستان و حماسه ... داشت…
.
Cultural knowledge:Students learn the epic legend in the form of poem. They also become familiar with Mawlana’s personality as a spiritual figure.
شاگردان با اشعار مولانا و شخصیت او بصفت یک شخص عرفانی و تصوفی آشنا می شوند.
Content: Famous people / 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 Mawlana Jalaluddin Rumi Balkhi (Interpersonal Communication). / Vocabulary: book, poetry, legends, stories
کتاب، شعر، افسانه ها، داستانها
Grammatical structure: Action verbs, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words,frequently used adjectives, some preposition
Language Chunk: the guest talked about ...Mawlana’s book…he wrote the poetry book of … this book has nice legends and stories …
مهمان ... درباره کتاب مولانا گفت... مولانا کتاب شعر...را نوشت... این کتاب ... داستان ها و افسانه های زیبا ... دارد …
.
Cultural knowledge:Students learn the epic legend in the form of poem. They also become familiar with Mawlana’s personality as a spiritual figure.
شاگردان با اشعار مولانا و شخصیت او بصفت یک شخص عرفانی و تصوفی آشنا می شوند.
Content: Famous people / 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 Mawlana Jalaluddin Rumi Balkhi(Presentational Speaking). / Vocabulary: Afghans, poet, thin, tall, attached and long eyebrow, beautiful face, square face, Smiling
افغان, شاعر ،لاغر، قد بلند، ابروهای کشیده، صورت زیبا، صورت مربع، خندان
Grammatical structure: Action verbs, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words,frequently used adjectives, some preposition
Language Chunk: Mawlana is a great Afghans poet …, his appearance was … tall… thin…attached and long eyebrow, charming face… square face…Smiling...
مولانا شاعر بزرگ افغان است، ...ظاهر او لاغر، قد بلند، ابروهای کشیده، صورت زیبا...مربع شکل...خندان، داشت..
.
Cultural knowledge:Students learn the epic legend in the form of poem. They also become familiar with Mawlana’s personality as a spiritual figure.
شاگردان با اشعار مولانا و شخصیت او بصفت یک شخص عرفانی و تصوفی آشنا می شوند.
Content: Famous people / 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 identifythe 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 andtake 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