Modality: Listening and Speaking s1

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: Persian Influential Singer - Ustad Shajarian

Trip to Iran; Participating Week 4 4-5 Grade Range of Learners: in Nawruz Festival: Day 17 Total Number of Targeted Performance 90 (10 minutes break) Intermediate Mid Minutes: Level:

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

 I can listen to interviews in which people talk about Persian political and influential figures such as Amir Kabir, Naserideen shah, Ferdosee, Hafiz, Mawlana Jalaluddin Rumi Balkhi, and Iranian singers including Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee and retell its main message to a friend (Interpretive Listening).  I can talk with someone about my hobbies and interests such as regular routines on a Nawruz day; Sofre ye Haft Seen folkloric stories (Amoo Nawruz and Nanneh Sarma); songs (Amoo Nawruz/Samanoo); Sizdeh Be dar, Chaharshanbeh Souri, and Ghashogh Zanee; special Nawruz dishes (Samanoo, Sabzi Polo Ba Mahee); shopping (souvenir); transportation; and popular Persian music and singers such as Ustad Shajarian, Alireza Eftekhari, and Mohammad Isfahanee (Interpersonal Communication).  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 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

Revised 2016 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? Learners will understand questions I can understand questions Vocabulary: Professor, singer, and be able to provide answers. about Ustad Shajarian traditional, musical instruments, (Interpretive Listening). composer, ،استاد ،خواننده، سنتی، آلت موسیقی،آهنگ ساز Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words, frequently used adjectives, some preposition ،گوش کردن Language Chunks: Ustad Shajarian … he is from Mashhad…famous singer of Persian traditional music… composer … his group... uses traditional musical instruments… Where is he from? What kind of music does he sing? What kind of musical instruments does his group use?

استاد شجریان ...اهل مشهد ... خواننده ... معروف موسیقی سنتی ایرانی است... آهنگ ساز...... آلت .موسیقی سنتی استفاده می کنند او کجا بدنیا آمد؟ او چه نوع موسیقی می خواند؟ در گروه او چه آلت موسیقی استفاده می کند؟

Cultural knowledge: Students learn about the role of music in people’s life particularly during Nawruz celebration. And they also learn about Traditional musical instruments, songs, and its differences with modern one. نقش موسیقی در زندگی مردم بخصوص در دوران ...نوروز و تفاوت ان با موسیقی مدرن Content: Music-Persian singer

Revised 2016 2 EPISODE 2

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

I can draw a representation Vocabulary: song, new, poem, Hafiz, Learners will listen to an of what I have heard in a from authentic song and demonstrate song (Interpretive their understanding through آهنگ،شنیدن، جدید ، شعر ، حافظ ، از .(Listening drawing pictures. Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words, frequently used adjectives, some preposition شنیدن Language Chunks: Ustad Shajarian … shajarian songs…are from Hafiz poems… Persian traditional music…

استاد شجریان ...آهنگ های شجریان ... از شعر حافظ ... "آسایش دو جهان تفسیر این دو حرف است... با ...دوستان مروت با دشمنان مدارا " ... کنند

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

I can tell what I have heard Vocabulary: concert, tonbak, sehtar, Learners will summarize the in an interview about tar, santour contents of an interview that they Ustad Shajarian have heard and share it with each کنسرت، تنبک، سه تار، تار،سنتور (Interpersonal other. Communication). Grammatical structures: Action verbs and the expression of "like", "dislike" and preferences, present tense, negative, positive, possessive pronoun, adverb of time and place, simple past tense, Interrogative words, frequently used adjectives, some preposition استفادهکردن Language Chunks: in an interview …said…Ustad Shajarian … had so many concerts … his group... uses traditional musical instruments such as …santour, sehtar, tar, tonbak, … What kind of Instrument do they use?

در مصاحبه ... گفت استاد شجریان کنسرت های زیادی دادند...گروه موسیقی ...آلت موسیقی سنتی .مثل سنتور... تنبک، سه تار، تار... استفاده می کنند گروه موسیقی چه آلت موسیقی اسنفاده می کنند؟ Cultural knowledge: Students learn about the role of music in people’s life particularly during Nawruz celebration. And they also learn about Traditional musical instruments, songs, and its differences with modern one. نقش موسیقی در زندگی مردم بخصوص در دوران ...نوروز و تفاوت ان با موسیقی مدرن Content: Music-Persian singer

Learning Targets Checking for Learning Culture, Content & Language What specific can-do How will you know that learners What do learners need to know to meet addresses this have met the learning target for the can-do? episode? this episode? I can present on a topic vocabulary: Professor, singer, Learners, in small groups, will related to Ustad traditional, musical instruments, select a topic related to the Shajarian composer, theme and prepare a poster (Presentational presentation. They will use ،استاد ،خواننده، سنتی، آلت موسیقی،آهنگ ساز (Speaking drawing and painting to inform Grammatical structures: Action verbs the audience about the topic, its and the expression of "like", "dislike" importance and other and preferences, present tense, interesting points. They will negative, positive, possessive pronoun, present their drawings/paintings adverb of time and place, simple past to the class and also answer tense, Interrogative words, frequently classmates’ questions. used adjectives, some preposition ،گوش کردن Language Chunks: Ustad Shajarian … he is from Mashhad…famous singer of Persian traditional music… composer … his group... uses traditional musical instruments… Where is he from? What kind of music does he sing? What kind of musical instruments does his group use?

استاد شجریان ...اهل مشهد ... خواننده ... معروف موسیقی سنتی ایرانی است... آهنگ ساز...... آلت .موسیقی سنتی استفاده می کنند او کجا بدنیا آمد؟ او چه نوع موسیقی می خواند؟ در گروه او چه آلت موسیقی استفاده می کند؟

Add additional learning episodes as needed by copying a learning episode box.

MATERIALS NEEDED Revised 2016 5 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, PowerPoint presentation, 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 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?

Revised 2016 6 Learners will listen to an authentic song for 2-3 times. They will draw pictures that will reflect TIME: what they have heard and learned. 20 min

Learners will work in small groups and tell each other about their drawings and answer their TIME: classmates’ related questions about the topic. 20 min

Learners will work in small groups and prepare poster presentations of the topic. They will TIME: use drawings and paintings to inform the audience about the topic, its importance and other 20 min interesting points. They will present their drawings/paintings to the class and also answer classmates’ questions.

References: TBA

Add additional learning activities for each episode as needed.

Revised 2016 7