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: Family – Occupation
Trip to Iran; Participating Week 2 Grade Range of Learners: K-1 in Nowruz Festival: Day 12 Total Number of Targeted Performance 90 (10 minute breaks ) Novice Mid Minutes: Level:
LEARNING GOALS What Can-Do statement(s) from the curriculum template does this lesson address?
I can read letters, simple words, and phrases related to greeting and personal information, such as names, last names, age, body parts, place of birth, my favorite fruits and colors, family kinship terms, common occupations, common transportation, my famous singers, and historical places (Interpretive Reading). I can read and write basic words and short phrases related to greeting and introduction of self and family; basic personal information, such as names, last names, age, body parts, place of birth, my favorite fruits and colors, family kinship terms, common occupations, common transportation, my famous singers, and historical places (Interpersonal Communication for Reading and Writing). I can briefly write about myself, my immediate family members, my favorite fruits and colors, common occupations, common transportation, my famous singers, and historical places, using related pictures. (Presentational Writing).
OPENING ACTIVITY How will you capture the learners’ energy and commitment for this lesson? The teacher will act-out a simple greeting between two cartoon characters, using the method of TPRS to spark students’ curiosity 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
Checking for Learning Learning Targets Culture, Content & Language How will you know that What specific can-do What do learners need to know to meet learners have met the addresses this episode? the can-do? learning target for this episode?
Revised 2016 1 I can read and understand Vocabulary: teacher, student, Learners will bubble words and words and phrases related doctor, baker, occupation phrases on a sheet when they hear to my family members’ them. معلم،دانشآموز، دکتر، نانوا،شغل occupations if supported by images (Interpretive Grammatical structures: Verb: to Reading). be, to like (first, second and third person singular), demonstrative interrogative (این، آن) adjective questions فعلبودن،دوستداشتن Language Chunks: Hello, This is my mother. She is a teacher. This is my father. He is a doctor. This s my sister. She is a student… my brother… This is my grandfather… he is a baker. I like them. Bye. ،سلم . اینمادر .مناستاو دکتراست .آن پدر .مناستاو دکتر است اینخواهر .مناستااو دانشآموز .است ... برادر من ... اینپدر بزرگ مناست .او نانوا است ... منآنهارا دوستدارم خداحافظ Cultural knowledge: Students learn about different Iranian occupations such as Persian style bakery, calligrapher, and butcher (sangak, barbari, taftoune…) through images. دانش آموزان با استفاده از عکس در باره شغل های مختلف ایرانی مثل نانوایی به روش سنتی ( سنگک، بربری، تافتون...)، خطاطی، قصابی را .یاد می گیرند Contents: Family – Occupation
Revised 2016 2 EPISODE 2
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?
I can briefly answer very Vocabulary: engineer, Learners will a matching activity. familiar questions related house wife to my family members’ مهندس،خانهدار occupations (Interpretive Reading). Grammatical structures: Verb: to be, to like (first, second and third person singular), demonstrative (این، آن) adjective interrogative questions
فعلبودن، ( است، ) دوستداشتن Language Chunks: what is your dad’s job? … He is an engineer… what is your mother’s job? She is a housewife… what is your sister’s job? She is a student…. What is your brother job? He is a teacher… شغل پدر تو چیه؟ ... او مهندس ... است. شغل مادر تو چیه؟...او خانه دار است...شغل خواهر نو چیه؟ او دانش آموز است... شغل برادر تو چیه.؟ ...... او معلم است
Cultural knowledge: Students learn about different Iranian occupations such as Persian style bakery, calligrapher, and butcher (sangak, barbari, taftoune…) through images. دانش آموزان با استفاده از عکس در باره شغل های مختلف ایرانی مثل نانوایی به روش سنتی ( سنگک، بربری، تافتون...)، خطاطی، قصابی .را یاد می گیرند Contents: Family – Occupation Revised 2016 3 EPISODE 3
Learning Targets Culture, Content & Language Checking for Learning What specific can-do What do learners need to know to How will you know that learners have met addresses this episode? meet the can-do? the learning target for this episode?
I can briefly name and Vocabulary: grandfather, grand In groups of two, the learners will write a provide simple mother brief dialogue between two cartoon information related to my .characters پدر بزرگ، مادر بزرگ family members’ occupations, using Grammatical structures: Verb: to memorized words and be, to like (first, second and third phrases (Interpersonal person singular), demonstrative interrogative (این، آن) Communication for adjective Reading and Writing). questions
فعلبودن، ( است، ) دوستداشتن Language Chunks: this is my father... he is an engineer… this is my mother.She is a taecher… this is my sisiyer. She is a student…. This is my brother. He is a student…this is my grandfather. He is a baker…this is my grandmother… she is a housewife… این پدر من است... او مهندس است. این مادر من است...او معلم است...این خواهر من است...او دانش آموز است... این برادرمن است ... او دانش آموز است... این پدر بزرگ من است...او نانوا است...این مادربزرگ من ...است... او خانه دار است
Cultural knowledge: Students learn about different Iranian occupations such as Persian style bakery, calligrapher, and butcher (sangak, barbari, taftoune…) through images. دانش آموزان با استفاده از عکس در باره شغل های مختلف ایرانی مثل نانوایی به روش سنتی ( سنگک، بربری، تافتون...)، خطاطی، .قصابی را یاد می گیرند Contents: Family – Occupation
Revised 2016 4 EPISODE 4
Learning Targets Culture, Content & Language Checking for Learning What specific can-do What do learners need to How will you know that learners have addresses this know to meet the can-do? met the learning target for this episode? episode?
Revised 2016 5 I can write names Vocabulary: teacher, student, In groups of two, the learners will draw related to my family doctor, baker, occupation pictures of 2-3 members of their family and members’ occupations, name (in writing) their occupations, using معلم،دانشآموز، دکتر،نانوا،شغل using phrases and words and short phrases. simple sentences. Grammatical structures: Verb: (Presentational Writing) to be, to like (first, second and third person singular), این، ) demonstrative adjective interrogative questions (آن فعلبودن،دوستداشتن Language Chunks: Hello, This is my mother. She is a teacher. This is my father. He is a doctor. This s my sister. She is a student… my brother… This is my grandfather… he is a baker. I like them. Bye. ،سلم . اینمادر .مناستاو دکتراست .آن پدر .مناستاو دکتر است اینخواهر .مناستااو دانشآموز است ... برادر من ... اینپدر بزرگ من .است .او نانوا است ... منآنهارا دوستدارم خداحافظ Cultural knowledge: Students learn about different Iranian occupations such as Persian style bakery, calligrapher, and butcher (sangak, barbari, taftoune…) through images. دانش آموزان با استفاده از عکس در باره شغل های مختلف ایرانی مثل نانوایی به روش سنتی ( سنگک، بربری، تافتون...)، .خطاطی، قصابی را یاد می گیرند Contents: Family – Occupation
Add additional learning episodes as needed by copying a learning episode box.
Revised 2016 6 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 PowerPoint TIME: presentations, use of real objects and pictures. The teacher will further practice letters, 20 min words, and phrases with the learners through a game. In this game, the teacher will write the letters, or words and phrases on pieces of paper. In small groups, learners will find and read the letter, or word and phrase as soon as they hear it from their teacher, wad it into a ball and shoot it into the trashcan. Through another activity, the learners will bubble words and phrases on a sheet when they hear them from their teacher.
Revised 2016 7 LEARNING ACTIVITIES FOR EPISODE 2 What activities will be used to ensure learners accomplish the learning targets from Episode 3? Learners will read names of occupations on using pictures and complete a matching activity. 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 create a brief dialogue between two cartoon TIME: characters. They will draw a picture for 2-3 family members and name their occupations, using memorized words phrases. Each group will share their drawings with other groups. 20 min
LEARNING ACTIVITIES FOR EPISODE 4 What activities will be used to ensure learners accomplish the learning targets from Episode 3?
In groups of two, the learners will draw their own pictures and introduce (in writing) their TIME: favorite occupations, using words and short phrases. 20 min
References: TBA
Add additional learning activities for each episode as needed.
Revised 2016 8