STARTALK
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: Nawruz Ritual: Amoo Nawruz
|Trip to Iran; Participating in Nawruz |Week 2 |Grade Range of Learners: |4-5 |
|Festival: |Day 10 | | |
|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 description about topics related to Nawruz celebrations and traditions such as children folkloric (Amoo |
|Nawruz and Naneh Sarma), Persian food (Samanoo, Sabzi Polo); music; songs ( Amoo Nawruz/samanoo) transportation; historical places (Emam Square, Tehran |
|Museum, Bagh-e-Behesht, See o Se Pol, ,Tehran Grand Bazar, Chehel Setoon, pole Khajoo, and Menar Jonboon); and how people usually spend their time during |
|Nawruz ( Sizdeh be dar, jashne Chahar Shanbeh Souri, and Ghashogh Zanee) (Interpretive Reading). |
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|I can read and write emails and facebook postings to friends about topics related to historical places such as the Takhte Jamshed,Tehran Grand Bazar, Tehran |
|Museum, Jameh Mosque of Isfahan, See o se pol, Hasht Behesht , and Chehel setoun; as well as about influential Persian figures such as Amir kabir, Hafiz, |
|Ferdosee , Mawlana Jalaluddin Rumi Balkhi.(Interpersonal Communication for Reading and Writing). |
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|I can present on familiar topics related to Nawruz including special Nawruz dishes (Samanoo, Sabzi Koo Koo); music; songs (Amoo Nawruz/Samanoo); singers such|
|as Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee.; folkloric stories (Amoo Nawruz and Nanneh Sarma), Sizdeh be Dar, Chaharshanbeh Souri, and |
|Ghashogh zanee ; transportation; daily routines and interests; historical places (Takhte Jamsid, Tehran Museum, Jameh Mosque of Isfahan, Tehran Grand Bazar, |
|baghe Mohtasham, Jamsheedieh Park,); influential people (Amir Kabir, Ferdosee, , Hafiz, Mawlana jalaluddin Rumi Balhki) (Presentational Writing). |
|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 |STAGE 2 |
|What will learners be able to do with |How will learners demonstrate what they can do with |
|what they know by the end of this episode? |what they know by the end of this episode? |
|EPISODE 1 |
|Learning Targets |Culture, Content & Language |Checking for Learning |
|What specific can-do addresses this |What do learners need to know to meet the |How will you know that learners have met the learning target for this|
|episode? |can-do? |episode? |
|I can understand questions about Amoo |Vocabulary: spring, gift, Nawruz ceremonies, |Learners will understand questions and be able to provide |
|Nawruz (Interpretive Listening). |children, the end of |answers. |
| |عیدی، عمو نوروز، آخر، بچه ها، مراسم نوروز، بهار | |
| |Grammatical structure: Action verbs: present tense,| |
| |negative, positive, possessive pronoun, like and | |
| |dislike, interrogative words, frequently used | |
| |adjectives and adverbs, etc. | |
| |آمدن، آوردن | |
| |Language Chunks: pleasantries related to Nawruz: | |
| |happy Nawruz... Uncle Nowruz comes at the end of | |
| |the year ... ... Uncle Nowruz brings spring …he | |
| |loves kids ... the kids ... Happy Nowruz festival, | |
| |Eid Mubarak ... he gives a new-year gift to kids… | |
| |Which of the Nawruz celebrations do you like? | |
| |تعارفات مربوط به نوروز: ..نوروز مبارک، عیدت | |
| |مبارک... | |
| |در آخر سال عمو نوروز می آید...بهار را می اورد...عمو| |
| |نوروز بچه ها را خیلی دوست دارد... عیدی به بچه ها می| |
| |دهد.... | |
| |کدام مراسم نوروز را بیشتر دوست داری؟ | |
| |Cultural knowledge: Students learn about the | |
| |traditions and behaviors associated with Nawruz | |
| |celebration and ceremonies such as visiting elders,| |
| |giving cash as a new-year gift… | |
| |کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از | |
| |بزرگترها عیدی می گیرند. | |
| |Content: Nawruz Ritual | |
|EPISODE 2 |
|Learning Targets |Culture, Content & Language |Checking for Learning |
|What specific can-do addresses this |What do learners need to know to meet the can-do? |How will you know that learners have met the learning |
|episode? | |target for this episode? |
|I can draw a representation of what I have|Vocabulary: : New Year, Oldman, kind, beard, felt hat, |Learners will listen to an authentic story through a |
|heard in an interview about Amoo Nawruz |happy |YouTube clip and demonstrate their understanding |
|(Interpretive Listening). |سال نو، پیرمرد، مهربان، ریش، کلاه نمدی، مبارک |through drawing pictures. |
| |Grammatical structure: Action verbs: present tense, | |
| |negative, positive, possessive pronoun (pronoun | |
| |injunctive), like and dislike, interrogative words, | |
| |frequently used adjectives and adverbs, etc. | |
| |عیدی دادن، | |
| |Language Chunks: …Uncle Nawruz is a kind old man… long | |
| |white hair... white beard ... felt hat ... comes ... | |
| |gives fresh money to the kids ... he says…Happy Nawruz | |
| |… happy Aid ... | |
| |عمو نوروز پیرمرد مهربان.... موهای بلند سفید... ریش | |
| |سفید...کلاه نمدی... می آید ... عیدی به بچه ها می | |
| |دهد...عمو نوروز میگه...نوروز مبارک، عیدت مبارک... سال | |
| |نو مبارک... | |
| |عمو نوروز چه شکلی است؟ | |
| |Cultural knowledge: Students learn about the traditions| |
| |and behaviors associated with Nawruz celebration and | |
| |ceremonies such as visiting elders, giving cash as a | |
| |new-year gift… | |
| |کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از | |
| |بزرگترها عیدی می گیرند. | |
| |Content: Nawruz Ritual | |
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|EPISODE 3 |
|Learning Targets |Culture, Content & Language |Checking for Learning |
|What specific can-do addresses this |What do learners need to know to meet the can-do? |How will you know that learners have met the learning |
|episode? | |target for this episode? |
|I can tell what I have heard in an |Vocabulary: joy, everybody, chocolate, haft seen table, |Learners will tell the contents of a clip that they |
|interview about Amoo Nawruz (Interpersonal|خوشحال، همه، شکلات، سفره هفت سین |have heard and share it with each other. |
|Communication). |Grammatical structure: Action verbs: present tense, | |
| |negative, positive, possessive pronoun (pronoun | |
| |injunctive), like and dislike, interrogative words, | |
| |frequently used adjectives and adverbs, etc. | |
| |جشن گرفتن | |
| |Language Chunks: …Uncle Nawruz makes everybody happy…he | |
| |comes with gifts and chocolate... gives fresh money to | |
| |the kids ... haft seen table…celebrate new year …Nawruz | |
| |ceremonies…Happy New year … | |
| |عمو نوروزهمه را خوشحال می کند.......او با شکلات و هدیه | |
| |برای بچه ها می اید... بزرگ ترها پول تازه به بچه ها می | |
| |دهند ... سفره هفت سین ...سال نو را جشن می گیرند... سال نو| |
| |مبارک... | |
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| |Cultural knowledge: Students learn about the traditions | |
| |and behaviors associated with Nawruz celebration and | |
| |ceremonies such as visiting elders, giving cash as a | |
| |new-year gift… | |
| |کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها از بزرگترها| |
| |عیدی می گیرند. | |
| |Content: Nawruz Ritual | |
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|EPISODE 4 |
|Learning Targets |Culture, Content & Language |Checking for Learning |
|What specific can-do addresses this |What do learners need to know to meet the |How will you know that learners have met the learning target for |
|episode? |can-do? |this episode? |
|I can present on a topic related to |Vocabulary: spring, gift, Nawruz ceremonies, |Learners, in small groups, will select a topic related to the theme |
|Amoo Nawruz (Presentational Speaking).|children, the end of |and prepare a poster presentation. They will use drawing and |
| |عیدی ، عمو نوروز، آخر، بچه ها، مراسم نوروز، |painting to inform the audience about the topic, its importance and |
| |بهار |other interesting points. They will present their drawings/paintings|
| |Grammatical structure: Action verbs: present |to the class and also answer classmates’ questions. |
| |tense, negative, positive, possessive | |
| |pronoun, like and dislike, interrogative | |
| |words, frequently used adjectives and | |
| |adverbs, etc. | |
| |آمدن، آوردن | |
| |Language Chunks: pleasantries related to | |
| |Nawruz: happy Nawruz... Uncle Nowruz comes at| |
| |the end of the year ... ... Uncle Nowruz | |
| |brings spring …he loves kids ... the kids ...| |
| |Happy Nowruz festival, Eid Mubarak ... he | |
| |gives a new-year gift to kids… | |
| |Which of the Nawruz celebrations do you like?| |
| | | |
| |تعارفات مربوط به نوروز: ..نوروز مبارک، عیدت | |
| |مبارک... | |
| |در آخر سال عمو نوروز می آید...بهار را می | |
| |اورد...عمو نوروز بچه ها را خیلی دوست دارد... | |
| |عیدی به بچه ها می دهد.... | |
| |کدام مراسم نوروز را بیشتر دوست داری؟ | |
| |Cultural knowledge: Students learn about the | |
| |traditions and behaviors associated with | |
| |Nawruz celebration and ceremonies such as | |
| |visiting elders, giving cash as a new-year | |
| |gift… | |
| |کوچکترها به دیدن بزرگ ترها می روند. کوچکتر ها| |
| |از بزرگترها عیدی می گیرند. | |
| |Content: Nawruz Ritual | |
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/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 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 |TIME: |
|objects, and authentic pictures. The teacher will further practice words and phrases with the learners in the form of short and simple |20 min |
|questions and answers. | |
|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 story through a YouTube clip on the topic for 2-3 times. They will draw pictures that will reflect |TIME: |
|what they have heard and learned. |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 |TIME: |
|topic. |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 |TIME: |
|audience about the topic, its importance and other interesting points. They will present their drawings/paintings to the class and also |20 min |
|answer classmates’ questions. | |
|References: TBA | |
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Add additional learning activities for each episode as needed.
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