Student program learning plan

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 Traditions: Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan

Trip to Afghanistan; Participating in Nowruz Festival:	Week 3 Day 13	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 Reading and Writing). I can write about the similarities and differences between cultural events related to New Year Nowruz celebration in Afghanistan such as, Jashne Mayla-e-Gul-e-Surkh and Jashne Dehqan and in the United States (New Year’s Eve) (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 Mayla-e-Gul-e-Surkh and Jashin-e-Dehqan (Interpretive Reading).	Vocabulary: Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, picnic, food, nature, end میله گل سرخ و جشن دهقان، پیک نیک، خوراکی ، طبیعت، پایان، Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc بیرون رفتن، Language Chunks: The .. is Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, the last day of Nawruz, they picnic …, go out... nature…sizdeh be dar’s food… like میله گل سرخ و جشن دهقان روز اول حمل ر است...پایان نوروز...،...،مردم...بیرون می روند ...به طبیعت ... پیک نیک می کنند، ... غذاهای های لذیز ... چا قاله.بادام.. Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan آداب و رسوم مربوط به میله گل سرخ و جشن دهقان را یاد میگیرند. Content: Nawruz Traditions	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 the Mayla-e-Gul-e-Surkh and Jashin-e-Dehqan (Interpretive Reading).	Vocabulary: Holiday, park, garden, field, joy تعطیل، پارک، باغ، صحرا،شلدی Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc. بیرون رفتن، Language Chunks: the guest said… is a holiday… people go to a park, garden, or a field… they picnic...they enjoy مهمان برنامه گفت... روز تعطیل است...پایان نوروز...،...،مردم به پارک، باغ، و صحرا می روند... پیک نیک می کنند... شادی می کنند.. Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan آداب و رسوم مربوط به میله گل سرخ و جشن دهقان را یاد میگیرند. Content: Nawruz Traditions	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 present on a topic related to the about Mayla-e-Gul-e-Surkh and jashin-e-Dehqan (Interpersonal Communication for Reading and Writing).	Vocabulary: sprouted wheat, lettuce, noodle soup سبزه، کاهو ، آش، هفت میوه Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc. میله کردن Language Chunks: The guest also said… .. … tie the grass… eat lettuce and ..… people go to a park, garden, or a field… they picnic...they enjoy مهمان همچنین گفت...میله گل سرخ و جشن دهقان ..می کنند...کاهو و هفت میوه می خورند... مردم به پارک، باغ، و صحرا می روند... میله می کنند... شادی می کنند.. Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan آداب و رسوم مربوط به میله گل سرخ و جشن دهقان را یاد میگیرند. Content: Nawruz Traditions	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 Mayla-e-Gul-e-Surkh and Sizdah Be-dar (Presentational Writing).	Vocabulary: Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, picnic, food, nature, end میله گل سرخ و جشن دهقان، میله، خوراکی ، طبیعت، پایان، Grammatical structure: Action verbs: present tense, negative, positive, possessive pronoun (pronoun injunctive), like and dislike, interrogative words, frequently used adjectives and adverbs, etc بیرون رفتن، Language Chunks: The .. is Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan, the last day of Nawruz, they picnic …, go out... nature…sizdeh be dar’s food… like میله گل سرخ و جشن دهقان روز اول حمل ر است...پایان نوروز...،...،مردم...بیرون می روند ...به طبیعت ... پیک نیک می کنند، ... غذاهای های لذیز ... چا قاله.بادام.. Cultural knowledge: Students learn about the traditions, customs, and behaviors associated with Mayla-e-Gul-e-Surkh, Jashin-e-Dehqan آداب و رسوم مربوط به میله گل سرخ و جشن دهقان را یاد میگیرند. Content: Nawruz Traditions	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 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 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.

Revised 2016