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: Nowruz Special Disht: Haft Maywa and Kids’s Mayla
Trip to Afghanistan; Participating in Nowruz Festival: / Week 3Day 11 / Grade Range of Learners: / 4-5
Total Number of Minutes: / 90 (10 minutes break) / Targeted Performance Level: / Intermediate Mid
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
· I can read and understand simple information and descriptions 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 Reading).
· I can read and write emails and Facebook postings to friends about my hobbies and interests such as regular routines on a Nowruz day; Jashin-e-Dehqan; folkloric stories (Baba Nowruzee); 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 Aryana Sayeed (Interpersonal Communication for Reading and Writing).
· 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 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 read and understand questions about Haft Maywa and Kids Mayla during Noruz (Interpretive Reading). / Vocabulary: raisin, walnuts, apricot, egg, salt, pepper, chopped herbs, oil, pan
تخم مرغ، نمک، فلفل، چارمغز، کشمش، غولنگ، میله، اطفال
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences for food, adverb of time and place, simple past and present tense, possessive pronouns, Interrogative words,
احتیاج داشتن
Language Chunks: Haft Maywa …we need… ..morning, everyone, two cups of
I like ... I don’t like …
برای هفت میوه، . احتیاج داریم ... من . .. دوست دارم... دوست ندارم.. صبح.
Cultural knowledge: Students learn about the role of each family members during the Nawruz celebration specifically related to preparing especial dishes for Nawruz celebration. And they also learn about the role of the women, men, and rest of family members during Nawruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nawruz.
غذاهای مخصوص نوروز
نقش اعضای خانواده در تهیه غذاهای ویژه در دوران نوروز چیست؟ شیوه دید وبازدید و میهمانوازی در طی این دوران در شب سال نو ...
Content: Nawruz Dish / Learners will complete a reading comprehension test about what they have read.
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 understand the meaning of a simple text
about Haft Maywa and Kids Mayla during Noruz (Interpretive Reading). / Vocabulary: first, then, finally, chef, dish
اول، بعد، آخر، سر آشپز، غذا
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences for food, adverb of time and place, simple past and present tense, possessive pronouns, Interrogative words,
تیار کردن، بازی کردن، میله رفتن
Language Chunks: the chef in the TV… for this dish…we need first… .., second, two .., then, ..…next, … oil, pan…finally…fried…
Do you like ..?
سر آشپز در برنامه تلویزیون ....برای این غذا اول، ..، دوم... ..، بعد ، .... در آخر ... تیار می کنیم.
....دوست داری؟
Cultural knowledge: Students learn about the role of each family members during the Nawruz celebration specifically related to preparing especial dishes for Nawruz celebration. And they also learn about the role of the women, men, and rest of family members during Nawruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nawruz.
غذاهای مخصوص نوروز
نقش اعضای خانواده در تهیه غذاهای ویژه در دوران نوروز چیست؟ شیوه دید وبازدید و میهمانوازی در طی این دوران در شب سال نو ...
Content: Nawruz Dish / In groups of two or three, learners will receive two pictures related to the topic. They will read the provided short and simple description/caption of one of the pictures. They will then use the second picture (with no information) and write a simple caption for it
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 short email message about Haft Maywa and Kids Mayla during Noruz (Interpersonal Communication for Reading and Writing). / Vocabulary: New year, Nawruz, spring
سال نو، نوروز، بهار،
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences for food, adverb of time and place, simple past and present tense, possessive pronouns, Interrogative words
جشن گرفتن
Language Chunks: the chef ... said… the first day of new year… we .. the first day of spring… we eat it ..… celebrate…
What .. dish do you like?
آشپز گفت....هفت میوه.. را روز اول سال نو ... می نوشند ...روز اول بهار ... با .. ... جشن می گیرند...
کدام غذای را دوست داری؟
Cultural knowledge: Students learn about the role of each family members during the Nawruz celebration specifically related to preparing especial dishes for Nawruz celebration. And they also learn about the role of the women, men, and rest of family members during Nawruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nawruz.
غذاهای مخصوص نوروز
نقش اعضای خانواده در تهیه غذاهای ویژه در دوران نوروز چیست؟ شیوه دید وبازدید و میهمانوازی در طی این دوران در شب سال نو ...
Content: Nawruz Dish / Learners will write an email/ or make a Facebook post, sharing their understanding 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 Haft Maywa and Kids Mayla in New Year day (Presentational Speaking). / Vocabulary: raisin, walnuts, apricot, egg, salt, pepper, chopped herbs, oil, pan
تخم مرغ، نمک، فلفل، چارمغز، کشمش، غولنگ، میله، اطفال
Grammatical structure: Action verbs and the expression of “like”, “ dislike” and preferences for food, adverb of time and place, simple past and present tense, possessive pronouns, Interrogative words,
احتیاج داشتن
Language Chunks: Haft Maywa …we need… ..morning, everyone, two cups of
I like ... I don’t like …
برای هفت میوه، . احتیاج داریم ... من . .. دوست دارم... دوست ندارم.. صبح.
Cultural knowledge: Students learn about the role of each family members during the Nawruz celebration specifically related to preparing especial dishes for Nawruz celebration. And they also learn about the role of the women, men, and rest of family members during Nawruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nawruz.
غذاهای مخصوص نوروز
نقش اعضای خانواده در تهیه غذاهای ویژه در دوران نوروز چیست؟ شیوه دید وبازدید و میهمانوازی در طی این دوران در شب سال نو ...
Content: Nawruz Dish / 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 post a copy of their drawings/paintings to program-created Facebook/Moodle page.
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, 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?
In groups of two or three, learners will receive two pictures related to the topic. They will read the provided short and simple description/caption of one of the pictures. They will then use the second picture (with no information) and write a simple caption for it. the picture describing the name of the place, the date and the person(s) who has built the place, historical significance of the place and some physical description of it. At last, they will post their pictures on the classroom’s wall. Students will walk around and read the information for each picture. / 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 write an email or a Facebook page posting about the topic. Other students will read and response, using short and simple sentences. / TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 4
What activities will be used to ensure learners accomplish the learning targets from Episode 3?
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 post a copy of their drawings/paintings to program-created Facebook/Moodle page. Other students will read and write simple and short comments in response. / TIME:
20 min
References: TBA
Add additional learning activities for each episode as needed.
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Revised 2016