Modality: Reading and Writing s2

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

Trip to Afghanistan; Week 3 6-7 Participating in Nowruz Grade Range of Learners: Day 11 Festival: Total Number of Minutes: 90 (10 minutes break) Targeted Performance Level: Intermediate High

LEARNING GOALS What Can-Do statement(s) from the curriculum template does this lesson address?  I can read and understand the information given in an Afghan radio advertisement or in a conversation that I overhear related to Nowruz celebrations and traditions such as Afghan food (Samanak, Haft Maywa); music and concerts (traditional and modern); public transportation; historical places (minaret of Jam, Kabul Musem, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Taqi Zafar); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh and Sizdah Be-dar) (Interpretive Reading).

 I can appropriately communicate through email and Facebook postings and provide and ask for information related to topics of interest such as daily routine; public transportation; special Nowruz dishes (Samanak, Haft Maywa); music and concerts (traditional and modern); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh and Sizdah Be-dar) (Interpersonal Communication for Reading and Writing).  I can present on familiar topics related to Nowruz including special Nowruz dishes (Samanak, Haft Maywa); music and concert (traditional and modern); transportation; daily routine; historical places (minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG, Khyber Pass, Sher Darwaza, and Taqi Zafar); influential people (King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana jalaluddin Rumi Balhki); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh and Sizdah Be-dar) (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.

Revised 2016 1 STAGE 1 STAGE 2 What will learners be able to do with How will learners demonstrate what they can do what they know by the end of this episode? with what they know by the end of this episode?

EPISODE 1

Learning Targets Culture, Content & Language Checking for Learning What specific can-do What do learners need to How will you know that learners have met the addresses this episode? know to meet the can-do? learning target for this episode?

Revised 2016 2 Learners will provide answers to the teacher’s I can understand questions Vocabulary: raisin, questions by completing a reading comprehension and provide answers bout apricot, walnut, almond, test about what they have read. Haft Maywa (Interpretive pastiche کشمش، غولنگ، بادام، پسته، .(Reading چارمغز Grammatical structure: Action verbs, present and past tenses, interrogative words, imperatives, sequence expressions, negative, positive form of sentences, demonstrative pronouns, superlative and comparative adjective, خورد کردن، هم زدن، تیار کردن Language Chunks: recipe of .. for Nowruz night: the necessary materials… .. :طرز تهیه هفت میوه برای شب عید مواد لزم ، کشمش، غولنگ، بادام، پسته، چارمغز . Cultural knowledge: Students learn about the role of each family members during the Nowruz celebration specifically related to preparing especial dishes for Nowruz celebration. And they also learn about the role of the women, men, and rest of family members during Nowruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nowruz. 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

Revised 2016 3 Revised 2016 4 EPISODE 2

Revised 2016 5 I can write what I have read Vocabulary: chef, After reading a short and simple passage, in Haft Maywa (Interpretive especial, guest, dish, learners will write three things they found out Reading). popular, easy, first, then, at about the topic, two things they found the end, interesting, and one question they still have .about the topic سر آشپز، میهمان ،غذا، محبوب،آسان ،اول، بعد، آخر Grammatical structure: Action verbs, present and past tenses, interrogative words, imperatives, sequence expressions, negative, positive form of sentences, demonstrative pronouns, superlative and comparative adjective, خورد کردن، تیار کردن، صحبت کردن Language Chunks: the guest, the chef Mrs.…. Talked about how to cook ... …new year eve... so easy ... popular ... First ... Next ... Finally ... مهمان سرآشپز خانم ...درباره طرز تهیه هفت میوه برای شب نوروز صحبت کرد... خیلی آسان ... محبوب ...در شب .. ... اول... بعد... در آخر

Cultural knowledge: Students learn about the role of each family members during the Nowruz celebration specifically related to preparing especial dishes for Nowruz celebration. And they also learn about the role of the women, men, and rest of family members during Nowruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nowruz. 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 Revised 2016 6 EPISODE 3

Revised 2016 7 I can write a summary about Vocabulary: also, people, Learners will summarize the contents of an what I’ve read in an article with, celebration interview that they have read and share it with .each other, using short and simple sentences هم/همچنین، مردم، با، افغانی، جشن about Haft Maywa (Interpersonal Communication for Reading Grammatical structure: Action verbs, present and and Writing). past tenses, interrogative words, imperatives, sequence expressions, negative, positive form of sentences, demonstrative pronouns, superlative and comparative adjective, جشن گرفتن Language Chunks: the guest, also talked about.… people eat .. with .. … on the first night of new year… celebrate… the recipe of ..so easy ... popular ... First ... Next ... Finally ... مهمان برنامه همچنین درباره ... صحبت کرد...افغانها ...را با سبزی .. می خورند...اولین روز نوروز...جشن می گیرند...طرز تهیه .. خیلی آسان...محبوب...اول، ...بعد... آخر Cultural knowledge: Students learn about the role of each family members during the Nowruz celebration specifically related to preparing especial dishes for Nowruz celebration. And they also learn about the role of the women, men, and rest of family members during Nowruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nowruz. 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

Revised 2016 8 EPISODE 4

Learning Targets Culture, Content & Language Checking for Learning What specific can-do What do learners need to know How will you know that learners have met the addresses this episode? to meet the can-do? learning target for this episode? I can present on a topic Vocabulary: raisin, apricot, Learners will write a short and simple related to Haft walnut, almond, pastiche summary of their findings through different Maywa(Presentational activities and post it on the program’s created کشمش، غولنگ، بادام، پسته، چارمغز .(Writing Facebook page. Other students will read the Grammatical structure: posting and write comments, using short and Action verbs, present and simple sentences. past tenses, interrogative words, imperatives, sequence expressions, negative, positive form of sentences, demonstrative pronouns, superlative and comparative adjective, خورد کردن، هم زدن، تیار کردن Language Chunks: recipe of .. for Nowruz night: the necessary materials… .. :طرز تهیه هفت میوه برای شب عید مواد لزم ، کشمش، غولنگ، بادام، پسته، چارمغز . Cultural knowledge: Students learn about the role of each family members during the Nowruz celebration specifically related to preparing especial dishes for Nowruz celebration. And they also learn about the role of the women, men, and rest of family members during Nowruz celebration. Also, they get familiar with some rituals associated with visiting and revisiting during Nowruz. 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

Revised 2016 9 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 check students background information about the topic. He or she will then TIME: introduce some key words/concepts through PPT and images. Later, learners will provide answers to the teacher’s questions by completing a reading comprehension test about what they have read. 20 min

Revised 2016 10 LEARNING ACTIVITIES FOR EPISODE 2 What activities will be used to ensure learners accomplish the learning targets from Episode 3?

Leaners will read a short and simple passage, supported by images. They will then write three things TIME: they found out about the topic, two things they found interesting, and one questions they still have 20 min about the topic.

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 share a summary of their three findings with each other TIME: through a Facebook posting. They will also post comments and answer each other questions about 20 min the topic, using short and simple sentences.

LEARNING ACTIVITIES FOR EPISODE 4 What activities will be used to ensure learners accomplish the learning targets from Episode 3?

Learners will work independently and write a summary of their overall findings from the reading and TIME: group activities and post it to the program Facebook page. Other students will read postings and 20 min comment.

References: TBA

Add additional learning activities for each episode as needed.

Revised 2016 11