Student program learning plan



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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: A Memorable Experience: Tehran Zoo




Trip to Iran; Participating in Nowruz Festival:

Week 4

Day 20


Grade Range of Learners:

7-8


Total Number of Minutes:

90 (10 minutes break)

Targeted Performance Level:

Advanced Low




LEARNING GOALS

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



  • I can understand the main ideas of short presentations related to Nowruz celebrations and traditions such as: a memorable experience, special food (Haft Seen); picnic places (Parke Mohtasham, Park e Eram, Emam Squre , and Tehran Zoo); famous historical places (Bagh-e-Behesht, See o Se Pol, Chahar Bagh, , Chehel Setoon, pole Khajoo, and Menar Jonboon) to visit during Nowruz; famous people (Shaikh Bahaee, shah safee, and shah Abbas, Jalaludding Rumi Balkhi); and how people usually spend their time during Nowruz (Sizdah Be-dar)(Interpretive Listening).
  • I can ask and give information about different traditional practices and products related to Nowruz celebrations such as: a typical Nowruz day; picnic places (chahar Bagh School, Si-o-Se Pol, , Jamsheedieh, and Hasht Behesht); food (Sabzi Polo ba Mahee,Reshte Polo, Beryounee , Ghayme, Samanoo, kookoo sabzi) historical places (Mohtashem Park, Chehel setoun, Musume of Tehran, Menar Jonban, Fire temple of Tehran, Ali Gholi Hammam, shah Mosque, and Jameh Mosque of Tehran); and famous people ( king Shah Abas, Amir Kabir, Ferdosee , and Hafiz) (Interpersonal Communication).


  • I can describe a past event that is associated with Nowruz celebrations and events such as describing my last visit to Iran during Nowruz (meeting extended family, having picnic in park Jamsheedieh , visiting shiraz, and Tehran zoo).




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

What will learners be able to do with what they know by the end of this episode?



STAGE 2

How will learners demonstrate what they can do with what they know by the end of this episode?









EPISODE 1




Learning Targets

What specific can-do addresses this episode?



Culture, Content & Language

What do learners need to know to meet the can-do?

Checking for Learning

How will you know that learners have met the learning target for this episode?






I can understand questions about someone’s story related to Nowruz celebration (Tehran Zoo) (Interpretive Listening).

Vocabulary: Zoo, wild, domestic, view, Spectacular, memento , tickets

باغ وحش، وحشی، اهلی، منظره ، دیدنی، یادگاری، بلیط

Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description

تصمیم گرفتن

Language Chunks: A tour in the zoo of Tehran, out of the town… Beautiful view… prepared ticket...... Iran's biggest zoo ... We decided to visit this morning...with all of the family... map of the zoo… wild animals such as lions and leopards… took souvenir photos ...

گشتی در باغ وحش تهران،

خارج از شهر ...منظره زیبا... بلیط تهیه کردیم...بزرگترین باغ وحش ایران...ما تصمیم گرفتیم صبح با همه فامیل به دیدن .....برویم. ..نقشه باغ وحش ...ما به دیدن حیوانات وحشی مثل شیر و پلنگ رفتیم...عکس یادگاری گرفتیم...

Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pet in Persian family’s households, how they take care of pets, and what are some of the popular pets. The rationale behind having the red fish on the Haft Seen table.

دانش آموزان درباره رفتارهای مربوط به حیوان خانگی در ایران یاد می گیرند. ماهی قرمز در سفره هفت سین و نماد مربوط به آن.

Content: Last Nowruz/Tehran zoo




Learners will provide answers to the teacher’s questions through meaningful conversations about Tehran Zoo, especially during Nowruz (frequent knowledge check). Learners will also demonstrate their learning through performance-based activity. Learners will write down the most important point they have learned during this episode.

EPISODE 2

Learning Targets

What specific can-do addresses this episode?



Culture, Content & Language

What do learners need to know to meet the can-do?



Checking for Learning

How will you know that learners have met the learning target for this episode?



I can write a summary about what I’ve heard about someone’s story related to Nowruz celebration (Tehran Zoo)

(Interpretive Listening).



Vocabulary: visitors, the person in charge birds, various, species

بازدید کنندگان، مسول مراقبت، پرندگان، گونه های ، مختلف

Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description

ترجیح دادن،

Language Chunks: When …arrived to the zoo ... full of visitors, the person responsible for taking care of the Lions ... feed ... s/he was playing with lion’s kids, ... various species of birds ... they ... prefer… فا picnicking…

وقتی به باغ وحش رسیدند...پر از بازدیدکنندگان بود...، مسول مراقبت از شیرها ...غذا می داد...با بچه ببر بازی می کرد، ... گونه های مختلف پرندگان...انها... ترجیح می دهند... پیک نیک می کردند...

...

Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pet in Persian family’s households, how they take care of pets, and what are some of the popular pets. The rationale behind having the red fish on the Haft Seen table.


دانش آموزان درباره رفتارهای مربوط به حیوان خانگی در ایران یاد می گیرند. ماهی قرمز در سفره هفت سین و نماد مربوط به آن.

Content: Last Nowruz/Tehran zoo




Learners will listen to an authentic report in a TV show about how people use Tehran Zoo as a picnic place, especially in Nowruz. The learners will then write the report’s summary in their own words.




EPISODE 3







Learning Targets

What specific can-do addresses this episode?



Culture, Content & Language

What do learners need to know to meet the can-do?



Checking for Learning

How will you know that learners have met the learning target for this episode?






I can tell a summary about what I’ve heard about someone’s story related to Nowruz celebration (Tehran Zoo)

(Interpersonal Communication).




Vocabulary: lovers, pets, finally, following

دوستداران، حیوانات خانگی، سرانجام ، در ادامه

Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description

تماشاکردن

Language Chunks: …her cousin is animal lovers… finally, they visited the birds section…. Following the visit of the cages… his cousin bought a bird as a pet…

... پسر خاله او از دوستداران حیوانات است ...،سرانجام از پرندگان بازدید کردند ... در ادامه بازدید به قفس ها ... پسر خاله اش یک پرنده خرید به عنوان حیوان خانگی...

...

Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pet in Persian family’s households, how they take care of pets, and what are some of the popular pets. The rationale behind having the red fish on the Haft Seen table.


دانش آموزان درباره رفتارهای مربوط به حیوان خانگی در ایران یاد می گیرند. ماهی قرمز در سفره هفت سین و نماد مربوط به آن.

Content: Last Nowruz/Tehran zoo



Learners will summarize the contents of a report that they have heard and share it with each other. They will re-tell the report in their own words and mention why the people in the report selected Tehran Zoo as their picnic place and how they spent their time there. They will also answer each other’s questions.



EPISODE 4

Learning Targets

What specific can-do addresses this episode?



Culture, Content & Language

What do learners need to know to meet the can-do?



Checking for Learning

How will you know that learners have met the learning target for this episode?



I can present on a topic related to a story in the past (Presentational Speaking).

Vocabulary: Zoo, wild, domestic, view, Spectacular, memento , tickets

باغ وحش، وحشی، اهلی، منظره ، دیدنی، یادگاری، بلیط

Grammatical structure: Simple past tense action verbs, adjectives, adverbs of time. Sequence expressions, passive voice, narration, direction, description

تصمیم گرفتن

Language Chunks: A tour in the zoo of Tehran, out of the town… Beautiful view… prepared ticket...... Iran's biggest zoo ... We decided to visit this morning...with all of the family... map of the zoo… wild animals such as lions and leopards… took souvenir photos ...

گشتی در باغ وحش تهران،

خارج از شهر ...منظره زیبا... بلیط تهیه کردیم...بزرگترین باغ وحش ایران...ما تصمیم گرفتیم صبح با همه فامیل به دیدن .....برویم. ..نقشه باغ وحش ...ما به دیدن حیوانات وحشی مثل شیر و پلنگ رفتیم...عکس یادگاری گرفتیم...

Cultural knowledge: Students will learn about behaviors associated with pets in general in Iran. For example, students will learn about the popularity or disfavor of having pet in Persian family’s households, how they take care of pets, and what are some of the popular pets. The rationale behind having the red fish on the Haft Seen table.

دانش آموزان درباره رفتارهای مربوط به حیوان خانگی در ایران یاد می گیرند. ماهی قرمز در سفره هفت سین و نماد مربوط به آن.

Content: Last Nowruz/Tehran zoo



Learners, in small groups, will select a topic and prepare a poster presentation. They will present their posters and also answer classmates’ questions.

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 introduce the new vocabulary and grammatical points through modeling and 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. For instance, the teacher will tell a story about a picnic/visit that he or she had in the past. The teacher will use pictures to tell the story in the form of TPRS.
Later, learners will ask questions from the teacher to fully understand the story.

TIME:

20 min



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 report in a TV channel. The host will report on how people have spent their time in Tehran Zoo last Nowruz. Students will take notes and then write a summary of the interview in their own words. A list of important words and phrases will be provided to them as a reference.

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 share their summaries with each other. They will re-tell the report in their own words and mentioned how people in the report have spent their time in Tehran Zoo in Nowruz. They will also answer each other’s questions.

TIME:

20 min





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, using authentic pictures.

They will talk how they have spent their last Nowruz, using the correct form of the verb (past tense). They will also answer questions.



TIME:

20 min





References: TBA










Add additional learning activities for each episode as needed.



Revised 2016






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