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: Historical place – Mazari Sharif

Trip to Afghanistan; Week 1 Grade Range of 7-8 Participating in Nowruz Day 5 Learners: Festival: Total Number of Targeted Performance 90 (10 minutes break) Advanced Low Minutes: Level:

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

 I can read and understand the main idea of a short article related to topics such as: a memorable experience, special food (Haft Maywa and Haft Seen); picnic places (Paghman, Mazar-e-sharif, and Kabul Zoo); famous historical places (Bagh-e-Babor, Zayarat-e-Sakhi, Mazari Sharif, Darul Aman Palance, Buddhas of Bamiyan, Masjid Jami Herat, and Khirqa Mubarak) to visit during Nowruz; famous people ( King Amanullah Khan, Sayed Jamaluddin Afghan, and Mawlana Jalaludding Rumi Balkhi); and how people usually spend their time during Nowruz ( Mayla-e-Gul-e-Surkh and Sizdah Be-dar) (Interpretive Reading).  I can read postings and write responses about different traditional practices and products related to Nowruz celebrations such as: famous Afghan restaurants, a typical Nowruz day; picnic places (Paghman, Mazar-e-sharif, and Kabul Zoo); food (Haft Maywah, Sabzee Chalaw , Samanak, Qabili Palau), historical places (Bagh-e-Babor, Zayarat-e-Sakhi, Mazari Sharif, Darul Aman Palance, Buddhas of Bamiyan, Masjid Jami Herat, and Khirqa Mubarak); and famous people ( King Amanullah Khan, Sayed Jamaluddin Afghan, and Mawlana Jalaludding Rumi Balkhi) (Interpersonal Communication for Reading and Writing).  I can write a short article or a letter about Nowruz celebrations (Milah Gole Sorkh, Sizdah Be-dar); visiting historical places (Bagh-e-Babor, Zayarat-e-Sakhi, Mazari Sharif, Darul Aman Palance, Buddhas of Bamiyan, Masjid Jami Herat, and Khirqa Mubarak); preparing Nowruz special dishes (Haft Maywah, Haft Seen, Sabzee Chalaw, Samanak, Qabili Palau); and identifying important historical figures and their characteristics (King Amanullah Khan, Sayed Jamaluddin Afghan, and Mawlana Jalaludding Rumi Balkhi) (Presentational Writing).

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?

Revised 2016 1 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 2 I can understand questions Vocabulary: ancient Learners will provide answers to the teacher’s and provide answers bout monuments, capital, questions by completing a reading Mazari Sharif as a Persepolis, century, comprehension test about the article. historical place in architects, Afghanistan (Interpretive مزار شریف، باستانی ، آثار، Reading). پایتخت ، قرن، معماران، حضرت علی Grammatical structure: Action verbs, expressing opinion, present, past, and future tenses, interrogative words. قرار داشتن Language Chunks: Mazai Sharif is one of the most important historical city in Afghanistan. Sakhi Zayarat is located in there. Mazai Sharif city has a traditional structure. I traveled from .. مزار شریف یکی از مهم ترین .شهرهای تاریخی افغانستان است .مرقد علی در آنجا قراردارد مزار شریف بافت شهری سنتی .دارد .من از کابل به مزار شریف رفته ام

Cultural Knowledge: Traditional, historic building as a reflection of the personality and history of the people/ and different costumes/ traditions country/city. لهجه ها و گویش های محلی متفاوت و اداب متفاوت زندگی در این منطقه ایران(مثل رفتارها و ویژگی های مربوط به حمام های عمومی زنانه و مردانه Content: Historical Place

EPISODE 2

Revised 2016 3 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 write what I have Vocabulary: researcher, After reading the article, learners will write read in an article about record, ancient three things they found out about the topic, Mazari Sharif history monuments, Magnificent two things they found interesting, and one (Interpretive Reading). question they still have about the topic. محققان، سابقه ،آثار، باشکوه ، پایتخت Grammatical structure: Action verbs, expressing opinion, present, past, and future tenses, interrogative words. تحقیق کردن، خوش آمد ن Language Chunks: Welcome to the television program. This week our guest will talk about ... History researcher ... The historical record ... shows… goes back to ...… Historic monuments ... such as … painting on the wall…... به برنامه تلویزیونی ...خوش امدید. مهمان این هفته ما درباره ... صحبت ...خواهد کرد ...محققان تاریخی سابقه تاریخی... مزار شریف به .. ...سال پیش بر می گردد آثار تاریخی... مثل نقلشی های روی ...دیوار .. Traditional, historic building as a reflection of the personality and history of the people/ and different costumes/ traditions country/city. لهجه ها و گویش های محلی متفاوت و اداب متفاوت زندگی در این منطقه ایران(مثل رفتارها و ویژگی های مربوط به حمام های عمومی زنانه و (مردانه Content: Historical Place

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 write a summary Vocabulary: TV presenter, Learners will write a summary of their findings about what I’ve read in an conversation, expression, and share it with classmates through a article about Mazari Sharif biography Facebook posting. history and recipe. مجری برنامه، گفتگو، بیان، زندگی (Interpersonal ،نامه Communication for Reading and Writing). Grammatical structure: Action verbs, expressing opinion, present, past, and future tenses, interrogative words. Ordinal and cardinal numbers. اول، دوم، بعد، در آخر بیان کردن Language Chunks: First, the TV presenter introduced the historian. Second, the historian expressed his autobiography. Then, the spoke about the history of ... اول مجری تلویزیون تاریخ شناس را معرفی کرد. دوم تاریخ شناس زندگی نامه خود را بیان کرد.بعد در باره .تاریخ ... صحبت کرد پایتخت شاهای ... بود . .... سال .. ...پیش ساخته شد Traditional, historic building as a reflection of the personality and history of the people/ and different costumes/ traditions country/city. لهجه ها و گویش های محلی متفاوت و اداب متفاوت زندگی در این منطقه ایران(مثل رفتارها و ویژگی های مربوط به حمام های عمومی زنانه و (مردانه Content: Historical Place

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 a topic Vocabulary: Shiraz, palaces, Learners will write a summary of their related to Mazari Sharif ancient monuments, capital, findings through different activities and in Nowruz. Persepolis, century, post it on the program’s created Facebook (Presentational Writing). architects, Darius the Great page. Other students will read the posting and write comments. مزار شریف، باستانی ، آثار، پایتخت، ، قرن، معماران،ابن سینا بلخی Grammatical structure: Action verbs, expressing opinion, present, past, and future tenses, interrogative words. قرار داشتن، تحقیق کردن، خوش آمد ن

Language Chunks: .. Mazai Sharif is one of the most important historical city in Afghanistan. Mazai Sharif is located in there..as a traditional structure. I traveled from Kabul to Mazar شیراز یکی از مهم ترین شهرهای .تاریخی افغانستان است .مقبره ...در آنجا قراردارد .مزار شریف شهری سنتی دارد .... من از کابل به مزار Cultural Knowledge: Traditional, historic building as a reflection of the personality and history of the people/ and different costumes/ traditions country/city. لهجه ها و گویش های محلی متفاوت و اداب متفاوت زندگی در این منطقه ایران(مثل رفتارها و ویژگی های مربوط به حمام های عمومی زنانه و مردانه Content: Historical Place

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 check students background information about the topic. He or she will then TIME: introduce some key words/concepts through images. Later, learners will complete a reading comprehension test about the article and show how much they have learned. 20 min

LEARNING ACTIVITIES FOR EPISODE 2 What activities will be used to ensure learners accomplish the learning targets from

Revised 2016 7 Episode 3?

Leaners will read an article about the topic. They will then write three things they found out TIME: about the topic, two things they found interesting, and one questions they still have about the 20 min 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 their three findings with each other through a TIME: Facebook posting. They will also post comments and answer each other questions about the 20 min topic.

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 TIME: reading and group activities and post it to the program Facebook page. Other students will 20 min read postings and comment.

References: TBA

Add additional learning activities for each episode as needed.

Revised 2016 8