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 – Free Time Activities
Trip to Iran; Participating in
Nowruz Festival:
Total Number of Minutes:
Week 2
Day 10
90 (10 minutes break)
Grade Range of Learners: 2-3
Targeted Performance Level: Intermediate Low
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
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
Revised 2016
1
Learning Targets
What specific can-do
addresses this episode?
Culture, Content & Language
What do learners need to know
to meet the can-do?
I can understand questions
related to free time
activities (Interpretive
Listening).
Vocabulary: hobby, free, time,
tennis, cinema,
‫ سینما‬،‫ تنیس‬،‫ آزاد‬،‫ وقت‬،‫سرگرمی‬
Checking for Learning
How will you know that learners have met the
learning target for this episode?
Learners will understand questions and be able
to provide answers, using short and simple
sentences.
Grammatical structures: Possessive
pronoun endings, interrogative
words, action verbs (to play, to go),
demonstrative pronoun and
adjective. Like, dislike
‫ دوست داشتن‬،‫ رفتن‬،‫بازی کردن‬
Language Chunks: what do you do
in your free time?… what is your
hobby? …I go to the park... what do
you do with your family in your free
time? …we go to the movie
theater/cinema…play tennis in the
park…what do you like to do in your
free time?… I like soccer...
‫ سرگرمی‬... ‫در وقت آزاد چه کار می کنی؟‬
‫ تو با‬...‫ من به پارک می روم‬... ‫تو چیه؟‬
... ‫خانواده ات در وقت آزاد چه کار می کنید؟‬
‫ در پارک تنیس بازی می‬... ‫به سینما می رویم‬
‫تو وقت ازاد چه کار دوست داری‬... ‫کنیم‬
...‫ من فوتبال دوست دارم‬... ‫بکنی؟‬
Cultural knowledge: students will
learn about different hobbies in
Iran. They also become familiar with
the cultural aspects, behaviors, and
nature or style of those hobbies
such as Persian traditional dances
and sports…
‫دانش اموزان در باره تفریحات مختلف در‬
‫ طبیعت و‬،‫ و با فرهنگ‬.‫ایران یاد می گیرند‬
‫ رقص ها و‬.‫سبک بعضی از این تفریحات مثل‬
.‫اشنا می شوند‬....‫ورزش های سنتی ایرانی‬
Content: Family- free time activity
EPISODE 2
Revised 2016
2
Learning Targets
What specific can-do
addresses this episode?
I can draw a representation of
what I have heard about
someone’s free time activities
(Interpretive Listening).
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?
Vocabulary: Mall, dance, swim
Learners will demonstrate their
understanding through drawing pictures of
‫ شنا‬، ‫ رقص‬،‫بازار‬
each activity.
Grammatical structures:
Possessive pronoun endings,
interrogative words, action verbs
(to play, to go), demonstrative
pronoun and adjective. Like,
dislike
،‫ رفتن‬،‫بازی کردن‬
Language Chunks: what does his
dad do in his free time?... he plays
soccer … what does his mother do
in her free time?... she goes to a
mall… what does his brother do in
his free time? He swims…what his
sister does in her free time…she
dances…
‫ پدرش وقت‬...‫ پازل‬... ‫سرگرمی او چیه؟‬
‫ او فوتبال بازی‬...‫بیکاری چه کار می کنه؟‬
‫ مادر او وقت بیکاری چه کار‬....‫می کند‬
...‫مادر او به بازار می رود‬...‫می کنه؟‬
...‫برادرش وقت بیکاری چه کار می کنه؟‬
‫ خواهرش وقت بیکاری چه‬...‫او شنا می کند‬
...‫ او می رقصد‬...‫کار می کنه؟‬
Cultural knowledge: students will
learn about different hobbies in
Iran. They also become familiar
with the cultural aspects,
behaviors, and nature or style of
those hobbies such as Persian
traditional dances and sports…
‫دانش اموزان در باره تفریحات مختلف در‬
‫ طبیعت و‬،‫ و با فرهنگ‬.‫ایران یاد می گیرند‬
‫ رقص‬.‫سبک بعضی از این تفریحات مثل‬
‫اشنا می‬....‫هاو ورزش های سنتی ایرانی‬
.‫شوند‬
Content: Family- free time activity
EPISODE 3
Revised 2016
3
Learning Targets
What specific can-do
addresses this episode?
I can exchange basic
information about my
family members’ free
time activities with
friends (Interpersonal
Communication).
Culture, Content & Language
What do learners need to know to
meet the can-do?
Vocabulary: sport, yoga, dance, swim
‫ شنا‬، ‫ رقص‬،‫ یوگا‬،‫ورزش‬
Checking for Learning
How will you know that learners have met
the learning target for this episode?
Learners will ask simple questions from their
peers and complete a graphic organizer.
Grammatical structures: Possessive
pronoun endings, interrogative
words, action verbs (to play, to go),
demonstrative pronoun and
adjective. Like, dislike
،‫ رفتن‬،‫بازی کردن‬
Language Chunks: what is your
hobby? ... Sport… what is your dad
hobby??... Soccer … what is your
mom hobby?... yoga … what is your
brother hobby? …swimming… what
is your sister hobby?...dance…
book…
What do you like to do?
What don’t you like to do?
‫ سرگرمی پدر‬...‫ ورزش‬... ‫سرگرمی تو چیه؟‬
... ‫سرگرمی مادر تو چیه؟‬....‫ فوتبال‬... ‫تو چیه؟‬
...‫شنا‬... ‫ سرگرمی برادر تو چیه ؟‬...‫یو گا‬
...‫ کتاب‬...‫ رقص‬... ‫سرگرمی خواهر تو چیه؟‬
‫؟‬...‫؟ چی دوست نداری‬...‫چی دوست داری‬
Cultural knowledge: students will
learn about different hobbies in Iran.
They also become familiar with the
cultural aspects, behaviors, and
nature or style of those hobbies such
as Persian traditional dances and
sports…
‫دانش اموزان در باره تفریحات مختلف در‬
‫ طبیعت و‬،‫ و با فرهنگ‬.‫ایران یاد می گیرند‬
‫ رقص ها و‬.‫سبک بعضی از این تفریحات مثل‬
.‫اشنا می شوند‬....‫ورزش های سنتی ایرانی‬
Content: Family- free time activity
EPISODE 4
Revised 2016
4
Learning Targets
What specific can-do
addresses this
episode?
I can present on a
topic related to my
family members’ free
time activities
(Presentational
Speaking).
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?
Vocabulary: hobby, free, time,
tennis, cinema,
In groups of two, the learners will draw 2-3
pictures of their family members’ free time
activities and present them to the class.
‫ سینما‬،‫ تنیس‬،‫ آزاد‬،‫ وقت‬،‫سرگرمی‬
Grammatical structures: Possessive
pronoun endings, interrogative
words, action verbs (to play, to go),
demonstrative pronoun and
adjective. Like, dislike
‫ دوست داشتن‬،‫ رفتن‬،‫بازی کردن‬
Language Chunks: what do you do in
your free time?… what is your
hobby? …I go to the park... what do
you do with your family in your free
time? …we go to the movie
theater/cinema…play tennis in the
park…what do you like to do in your
free time?… I like soccer...
‫ سرگرمی تو‬... ‫در وقت آزاد چه کار می کنی؟‬
‫ تو با خانواده‬...‫ من به پارک می روم‬... ‫چیه؟‬
‫ به سینما‬... ‫ات در وقت آزاد چه کار می کنید؟‬
‫ در پارک تنیس بازی می کنیم‬... ‫می رویم‬
... ‫تو وقت ازاد چه کار دوست داری بکنی؟‬...
...‫من فوتبال دوست دارم‬
Cultural knowledge: students will
learn about different hobbies in
Iran. They also become familiar with
the cultural aspects, behaviors, and
nature or style of those hobbies
such as Persian traditional dances
and sports…
‫دانش اموزان در باره تفریحات مختلف در‬
‫ طبیعت و‬،‫ و با فرهنگ‬.‫ایران یاد می گیرند‬
‫ رقص ها و‬.‫سبک بعضی از این تفریحات مثل‬
.‫اشنا می شوند‬....‫ورزش های سنتی ایرانی‬
Content: Family- free time activity
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 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 questions and answers.
TIME:
20 min
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 their teacher’s presentation who will name talk about his or her family
members’ free time activities. Learners will demonstrate their understanding through drawing
pictures of some activities.
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 ask and answer each other’s questions about their family
members’ free time activities. They then complete and graphic organizer.
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 draw the pictures of some free time activities and present them
to the class.
TIME:
20 min
References: TBA
Add additional learning activities for each episode as needed.
Revised 2016
7