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: Family - Occupation

Trip to Iran;
Week 2 Grade Range of
Participating in 2-3
Day 8 Learners:
Nowruz Festival:
Total Number of Targeted Performance
90 (10 minutes break) Intermediate Low
Minutes: Level:

LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?
 I can sometimes understand questions related to topics such as, family, someone’s
physical appearance, and Iran’s historical places (Interpretive Listening).

 I can talk with someone about topics such as, family, someone’s physical appearance,
and Iran’s historical places (Interpersonal Communication).

 I can talk with someone about topics such as, family, someone’s physical appearance,
and Iran’s historical places (Presentational Speaking).

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
what they know by the end of this episode? do with what they know by the
end of this episode?

EPISODE 1

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

Revised 2016 2
 Learners will understand questions
I can understand Vocabulary: occupation,
and be able to provide answers,
questions related to work, teacher, doctor,
using short and simple sentences.
occupation student, school
(Interpretive Listening).
،‫ دانش آموز‬،‫ دکتر‬،‫ معلم‬،‫ کار‬،‫شغل‬
‫ مدرسه‬،‫دانشجو‬،
Grammatical structures:
Possessive pronoun
endings, interrogative
words, question ‫آیا‬, action
verbs (to have, to be),
demonstrative pronoun
and adjective.
Language Chunks: what is
your dad occupation? …
My dad is a doctor… what
is your mom occupation?
… She is a teacher… she
works at school... this is
my brother…he is a
student… he goes to
school… what kind of job
do you like?...
‫شغل پدر توچیست؟ پدر من دکتر‬
‫ مادر من‬....‫ شغل مادر تو چیست؟‬...‫است‬
‫او در مدرسه کار می‬... ‫معلم است‬
‫ شغل او دانش‬...‫این برادر من است‬....‫کند‬
‫تو‬...‫اموز است او به مدرسه می رود‬
‫چه شغلی را دوست داری؟‬...

Cultural knowledge:
students will learn about
different occupations in
Iran. They also become
familiar with the cultural
aspects, behaviors, and
nature or style of those
occupations that are
specific to Iran society.
‫دانش اموزان در باره شغل های مختلف‬
،‫ و با فرهنگ‬.‫در ایران یاد می گیرند‬
‫طبیعت و سبک بعضی از شغل های‬
‫ایرانی‬.
Content: Family -
Occupation

Revised 2016 3
EPISODE 2

Culture, Content &

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

Revised 2016 4
I can draw a
Vocabulary: Baker, Learners will demonstrate their
representation of what I
engineer, understanding through drawing
have heard about
photographer, tailor pictures of each profession.
occupation of
someone’s family ‫ خیاط‬.‫ عکاس‬،‫ مهندس‬،‫نانوا‬
members Grammatical
(Interpretive Listening). structures: Possessive
pronoun endings,
interrogative words,
question ‫آیا‬, action verbs
(to have, to be),
demonstrative pronoun
and adjective.
Language Chunks: what
does his dad do?... his
father is an engineer…
what does his brother
do?... his brother is a
photographer… what
does his sister do?... His
sister is Tailor…do you
like bakery? ... I do not
like … job ...
‫پدر اوچه کار می کند؟ پدر او‬
‫ برادر او چه کار می‬...‫مهندس است‬
‫ برادر او عکلس است برای‬...‫کند؟‬
‫سینما کار می کند؟ خواهر او چه کار‬
‫ تو‬...‫می کند؟ خواهر او خیا ط است‬
‫ من‬... ‫شغل نانوا را دوست داری؟‬
‫ دوست ندارم‬... ‫ شغل‬...

Cultural knowledge:
students will learn
about different
occupations in Iran.
They also become
familiar with the
cultural aspects,
behaviors, and nature
or style of those
occupations that are
specific to Iran society.
‫دانش اموزان در باره شغل های‬
‫ و با‬.‫مختلف در ایران یاد می گیرند‬
‫ طبیعت و سبک بعضی از‬،‫فرهنگ‬
‫شغل های ایرانی‬.
Content: Family -
Occupation

EPISODE 3

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

Revised 2016 6
I can exchange basic Vocabulary: worker, Learners will ask simple questions from
information about my housewife their peers and complete a graphic
family members’ organizer.
‫ خانه دار‬،‫کارگر‬
occupations with
friends (Interpersonal Grammatical
Communication). structures: Possessive
pronoun endings,
interrogative words,
question ‫آیا‬, action verbs
(to have, to be),
demonstrative pronoun
and adjective.
Language Chunks: what
is your dad’s job? … My
dad is a worker… what
is your mothe’sr job?
Her job is a housewife…
your brother job… he is
an engineer… your
sister’s job… she is a
student…
... ‫شغل پدر‬... ‫شغل پدر تو چیه؟‬
‫من کارگر است شغل مادر تو‬
‫شغل مادر من خانه دار‬...‫چیه؟‬
... ‫؟‬.‫ شغل برادر تو چیه‬...‫است‬
‫ خواهر‬....‫برادر من مهندس است‬
‫ دانش آموز‬...‫تو‬...

Cultural knowledge:
students will learn
about different
occupations in Iran.
They also become
familiar with the
cultural aspects,
behaviors, and nature
or style of those
occupations that are
specific to Iran society.
‫دانش اموزان در باره شغل های‬
‫ و با‬.‫مختلف در ایران یاد می گیرند‬
‫ طبیعت و سبک بعضی از‬،‫فرهنگ‬
‫شغل های ایرانی‬.
Content: Family -
Occupation

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 EPISODE 4

Learning Targets Culture, Content & Checking for Learning

What specific can- Language How will you know that learners have
do addresses this What do learners need to met the learning target for this
episode? know to meet the can-do? episode?
I can present on a
Vocabulary: occupation, In groups of two, the learners will
topic related to my
work, teacher, doctor, draw the pictures of their family
family members’
student, school members with their occupations and
occupations
present them to the class.
(Presentational ،‫ دانش آموز‬،‫ دکتر‬،‫ معلم‬،‫ کار‬،‫شغل‬
Speaking). ‫ مدرسه‬،‫دانشجو‬،
Grammatical structures:
Possessive pronoun
endings, interrogative
words, question ‫آیا‬, action
verbs (to have, to be),
demonstrative pronoun
and adjective.
Language Chunks: what
is your dad occupation?
… My dad is a doctor…
what is your mom
occupation? … She is a
teacher… she works at
school... this is my
brother…he is a student…
he goes to school… what
kind of job do you like?...
‫شغل پدر توچیست؟ پدر من دکتر‬
‫ مادر‬....‫ شغل مادر تو چیست؟‬...‫است‬
‫او در مدرسه کار می‬... ‫من معلم است‬
‫ شغل او‬...‫این برادر من است‬....‫کند‬
‫دانش اموز است او به مدرسه می‬
‫تو چه شغلی را دوست داری؟‬...‫رود‬...
Cultural knowledge:
students will learn about
different occupations in
Iran. They also become
familiar with the cultural
aspects, behaviors, and
nature or style of those
occupations that are
specific to Iran society.
‫دانش اموزان در باره شغل های مختلف‬
،‫ و با فرهنگ‬.‫در ایران یاد می گیرند‬
‫طبیعت و سبک بعضی از شغل های‬
‫ایرانی‬.
Content: Family -
Occupation
Revised 2016 8
 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
TIME:
modeling and acting, PowerPoint presentation, use of real objects, and authentic
pictures. The teacher will further practice words and phrases with the learners in 20 min
the form of short and simple questions and answers.

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 LEARNING ACTIVITIES FOR EPISODE 2
What activities will be used to ensure learners accomplish the learning targets
from Episode 3?

Learners will listen to their teacher’s presentation who will name his or her family TIME:
members and talk about their occupations. Learners will demonstrate their
20 min
understanding through drawing pictures of each profession.

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 ask and answer each other’s questions TIME:
about the occupations of their family members. They then complete and graphic 20 min
organizer.

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 draw the pictures of their family members TIME:
with their occupations and present them to the class.
20 min

References: TBA

Add additional learning activities for each episode as needed.

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