Modality: Listening and Speaking

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: Afghan Influential Singer – Ahmad Zahir

Trip to Afghanistan; Week 4 Grade Range of 6-7 Participating in Nowruz Day 18 Learners: Festival: Total Number of Targeted Performance 90 (10 minutes break) Intermediate High Minutes: Level:

LEARNING GOALS What Can-Do statement(s) from the curriculum template does this lesson address?

 I can understand the biographical information of an Afghan influential person such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi, and Afghan singers including Ustad Shayda, Ahmad Zahir, and Aryana Sayeed) (Interpretive Listening).  I can provide information and full description 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 Taqi Zafar; as well as about influential Afghan figures such as King Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi; famous and influential singers such as Ustad Shayda, Ahamd Zahir, and Aryan Sayeed (Interpersonal Communication)

 I can talk about the similarities and differences between the traditional and modern Afghan music through introducing and talking about singers from different eras (Ustad Shayda, Ahmad Zahir, and Aryana Sayeed) (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 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

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

Revised 2016 1 Learners will provide answers to the teacher’s I can understand questions Vocabulary: Both styles, questions through meaningful conversations about Ahmad Zahir traditional, doctor, about the topic throughout this episode. In (Interpretive Listening). musical instruments, addition, they will play a jeopardy game to composer demonstrate their learning. هر دو سبک، سنتی،پزشک، آل ت موسیقی،آهنگ ساز Grammatical structures: Adjective, adverb of time and place, possessive pronoun, simple present tense, simple past tense, superlative and comparative adjectives preposition… استفاده کردن Language Chunks: Ahmad Zahir is from ... singer, and composer… a very famous singer of both ... traditional and pop music… his musician’s band... uses traditional musical instruments… Where is he from? احمد ظاهر از کابل ...خوانند و آهنگ ساز است... خواننده بسیار معروف در هر دو موسیقی پاپ و سنتی ایرانی است... گروه نوازندگان او از آل ت موسیقی ...سنتی استفاده می کنند ا حمد ظاهر اهل کجاست؟

Cultural knowledge: Students learn about the role of music in people’s life particularly during Nowruz celebration. And they also learn about Traditional musical instruments and songs and its differences with modern one. نقش موسیقی در زندگی مردم بخصوص در دوران نوروز Content: Music

Revised 2016 2 EPISODE 2

Revised 2016 3 I can write a short Vocabulary: album, Learners will listen to an authentic interview summary about what I number, bestselling, in a TV show and write its summary in their have heard in an interview sehtar, guitar own words/ or draw their understanding with an Afghan singer from the interview. Several simple questions آلبوم، پر فروشترین، ستار، گیتار about Ahmad Zahir will be provided by the instructor to guide (Interpretive Listening). Grammatical structures: students in writing their summary. Adjective, adverb of time and place, possessive pronoun, simple present tense, simple past tense, superlative and comparative adjectives preposition… منتشر کردن Language Chunks: The interview about ... Ahmad Zahir publishes... albums till today…his most famous album is “... the Best- selling pop music albums..., use traditional musical instruments such as ... Santour, Setar, guitar, ...

مصاحبه درباره احمد ظاهر.... البوم منتشر کرده... معروف ترین آلبوم او "....."است ...پرفروشترین آلبوم موسیقی پاپ... آل ت موسیقی سنتی و پاپ مثل سنتور، تنبک، سه تار، ...گیتار... استفاده می کنند

Revised 2016 4 EPISODE 3

I can summarize what I Vocabulary: The young, Learners will summarize the contents of an have heard in an interview pro/fan, concert interview that they have heard and share it about Ahmad Zahid with each other. جوان،طرفدار،کنسر ت (Interpersonal Communication). Grammatical structures: Adjective, adverb of time and place, possessive pronoun, simple present tense, simple past tense, superlative and comparative adjectives preposition… Language Chunks: The guest of TV program also talked about … he learned Traditional music from …, the young generation… Pro-pop music albums…in the last concert… He performed both traditional and pop songs …

مهمان برنامه همچنین درباره ...گفت ..او موسیقی سنتی را .. احمد ظاهر یاد گرفت... جوان ها... طرفدار آلبوم های موسیقی پاپ ...، در کنسر ت آخر... او هر دو اهنگ های ...سنتی و پاپ... خواند

Revised 2016 5 Revised 2016 6 EPISODE 4

Learning Targets Culture, Content & Checking for Learning What specific can-do Language How will you know that learners have met addresses this What do learners need to the learning target for this episode? episode? know to meet the can-do? I can present on the Vocabulary: Both styles, Learners, in small groups, will select 2-3 similarities and traditional, doctor, musical pictures of singers from different eras and differences between the instruments, composer use a Venn diagram to highlight the traditional and modern similarities and differences. They will هر دو سبک، سنتی، آل ت موسیقی،آهنگ Afghan music and create a poster and present it to the class, ساز songs (Presentational and also answer classmates’ questions. Speaking). Grammatical structures: Adjective, adverb of time and place, possessive pronoun, simple present tense, simple past tense, superlative and comparative adjectives preposition… استفاده کردن Language Chunks: Ahmad Zahir is from ... a, singer, and composer… a very famous singer of both... traditional and pop music… his musician’s band... uses traditional musical instruments… Where is he from? احمد ظاهر از کابل ... پزشک، خوانند و آهنگ ساز است... خواننده بسیار معروف در هر دو موسیقی پاپ و سنتی ایرانی است... گروه نوازندگان او از ...آل ت موسیقی سنتی استفاده می کنند محمد اصفهانی اهل کجاست؟

Revised 2016 7 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 TIME: acting, using real objects and authentic pictures. The teacher will further practice words and phrases with the learners in the form of a meaningful activity and through short and simple 20 min sentences. Learners will also play jeopardy, twenty questions, in which careful listening is critical to questions and answers. The game will further assist students to develop a thorough understanding about the topic and content.

Revised 2016 8 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 TIME: take notes and then, either, write a summary of the interview in their own words, or draw related pictures to reflect the contents of the interview. A list of important words and phrases 20 min will be provided to them as a reference.

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 their summaries with each other/ or use their TIME: drawings to tell classmates about the topic. They will tell each other what they have heard in 20 min the interview, and ask and answer related questions.

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 on topics, using TIME: authentic pictures. In groups of two, they will use 2-3 pictures of signers from different eras 20 min and create a Venn diagram to highlight similarities and differences. They will then present their posters/Venn diagram to the class and answer questions.

References: TBA

Add additional learning activities for each episode as needed.

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