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: Afghan Influential Singer – Ahmad Zahir
Trip to Afghanistan;
Participating in Nowruz
Festival:
Total Number of Minutes:
Week 4
Day 19
90 (10 minutes break)
Grade Range of Learners:
6-7
Targeted Performance Level: Intermediate High
LEARNING GOALS
What Can-Do statement(s) from the curriculum template does this lesson address?

I can read and understand the biographical information of an Afghan influential person such as King
Amanullah Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi, and Afghan singers including
Ustad Shayda, Ahmad Zahir, and Aryana Sayeed) (Interpretive Reading).

I can communicate through email and Facebook postings provide information and full description about topics
related to historical places such as the minaret of Jam, Kabul Museum, Shah-e Doh Shamshira Mosque, ARG,
Khyber Pass, Sher Darwaza, and Taqi Zafar; as well as about influential Afghan figures such as King Amanullah
Khan, Sayed Jamaluddin Afghan, Mawlana Jalaluddin Rumi Balkhi; famous and influential singers such as
Ustad Shayda, Ahamd Zahir, and Aryan Sayeed (Interpersonal Communication for Reading and Writing).

I can write a summary of a Venn diagram that I prepared to compare and contrast the traditional and modern
Afghan music through introducing and talking about singers from different eras (Ustad Shayda, Ahmad Zahir,
and Aryana Sayeed) (Presentational Writing).
OPENING ACTIVITY
How will you capture the learners’ energy and commitment for this lesson?
The teacher will show some images related to the reading to spark the curiosity of learners about the topic.
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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?
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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?
2
I can understand questions
and provide answers bout
Ahmad Zahir (Interpretive
Reading).
Vocabulary: Both styles,
traditional, doctor, musical
instruments, composer
Learners will provide answers to the teacher’s
questions by completing a reading comprehension
test about what they have read.
‫ آالت‬،‫پزشک‬،‫ سنتی‬،‫هر دو سبک‬
‫آهنگ ساز‬،‫موسیقی‬
Grammatical structures:
Adjective, adverb of time
and place, possessive
pronoun, simple present
tense, simple past tense,
superlative and
comparative adjectives
preposition…
‫استفاده کردن‬
Language Chunks: Ahmad
Zahir is from ... singer, and
composer… a very famous
singer of both ...
traditional and pop music…
his musician’s band... uses
traditional musical
instruments…
Where is he from?
‫خوانند و‬... ‫احمد ظاهر از کابل‬
‫ خواننده بسیار‬...‫آهنگ ساز است‬
‫معروف در هر دو موسیقی پاپ و‬
‫ گروه‬...‫سنتی ایرانی است‬
‫نوازندگان او از آالت موسیقی‬
...‫سنتی استفاده می کنند‬
‫ا حمد ظاهر اهل کجاست؟‬
Cultural knowledge:
Students learn about the
role of music in people’s life
particularly during Nowruz
celebration. And they also
learn about Traditional
musical instruments and
songs and its differences
with modern one.
‫نقش موسیقی در زندگی مردم‬
‫بخصوص در دوران نوروز‬
Content: Music
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EPISODE 2
Learning Targets
What specific can-do
addresses this episode?
I can write a summary about
what I’ve read in an article
about Ahmad Zahir
(Interpretive Reading).
Culture, Content & Language
What do learners need to
know to meet the can-do?
Vocabulary: album, number,
bestselling, sehtar, guitar
‫ گیتار‬،‫ ستار‬،‫ پر فروشترین‬،‫آلبوم‬
Checking for Learning
How will you know that learners have met the
learning target for this episode?
Learners will summarize the contents of an
interview that they have read and share it with
each other, using short and simple sentences.
Grammatical structures:
Adjective, adverb of time and
place, possessive pronoun,
simple present tense, simple
past tense, superlative and
comparative adjectives
preposition…
‫منتشر کردن‬
Language Chunks: The
interview about ... Ahmad
Zahir publishes... albums till
today…his most famous
album is “... the Best-selling
pop music albums..., use
traditional musical
instruments such as ...
Santour, Setar, guitar, ...
‫ البوم‬....‫مصاحبه درباره احمد ظاهر‬
‫ معروف ترین آلبوم او‬...‫منتشر کرده‬
‫پرفروشترین آلبوم‬... ‫"است‬....."
‫ آالت موسیقی سنتی و‬...‫موسیقی پاپ‬
،‫ سه تار‬،‫ تنبک‬،‫پاپ مثل سنتور‬
...‫ استفاده می کنند‬...‫گیتار‬
Cultural knowledge: Students
learn about the role of music
in people’s life particularly
during Nowruz celebration.
And they also learn about
Traditional musical
instruments and songs and its
differences with modern one.
‫نقش موسیقی در زندگی مردم‬
‫بخصوص در دوران نوروز‬
Content: Music
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EPISODE 3
Learning Targets
What specific can-do
addresses this episode?
I can summarize what I have
read about Ahmad Zahir
(Interpersonal
Communication for Reading
and Writing).
Culture, Content & Language
What do learners need to
know to meet the can-do?
Vocabulary: The young,
pro/fan, concert
‫کنسرت‬،‫طرفدار‬،‫جوان‬
Checking for Learning
How will you know that learners have met the
learning target for this episode?
Learners will summarize the contents of passage
that they have read and share it with each other,
using short and simple sentences.
Grammatical structures:
Adjective, adverb of time and
place, possessive pronoun,
simple present tense, simple
past tense, superlative and
comparative adjectives
preposition…
Language Chunks: The guest
of TV program also talked
about … he learned
Traditional music from …,
the young generation… Propop music albums…in the last
concert… He performed both
traditional and pop songs …
‫گفت‬... ‫مهمان برنامه همچنین درباره‬
‫ احمد ظاهر‬.. ‫او موسیقی سنتی را‬..
‫ طرفدار آلبوم‬...‫ جوان ها‬...‫یاد گرفت‬
‫ در کنسرت‬،... ‫های موسیقی پاپ‬
‫ او هر دو اهنگ های سنتی و‬...‫آخر‬
...‫ خواند‬...‫پاپ‬
Cultural knowledge: Students
learn about the role of music
in people’s life particularly
during Nowruz celebration.
And they also learn about
Traditional musical
instruments and songs and its
differences with modern one.
‫نقش موسیقی در زندگی مردم‬
‫بخصوص در دوران نوروز‬
Content: Music
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EPISODE 4
Learning Targets
What specific can-do
addresses this episode?
I can present on the
similarities and
differences between the
traditional and modern
Afghan music and songs
(Presentational Writing).
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: Both styles,
traditional, doctor, musical
instruments, composer
Learners will write a short and simple
summary of their findings through different
activities and post it on the program’s created
Facebook page. Other students will read the
posting and write comments, using short and
simple sentences.
‫آهنگ‬،‫ آالت موسیقی‬،‫ سنتی‬،‫هر دو سبک‬
‫ساز‬
Grammatical structures:
Adjective, adverb of time and
place, possessive pronoun,
simple present tense, simple
past tense, superlative and
comparative adjectives
preposition…
‫استفاده کردن‬
Language Chunks: Ahmad Zahir
is from ... a, singer, and
composer… a very famous
singer of both... traditional and
pop music… his musician’s
band... uses traditional musical
instruments…
Where is he from?
‫ خوانند و‬،‫ پزشک‬... ‫احمد ظاهر از کابل‬
‫ خواننده بسیار‬...‫آهنگ ساز است‬
‫معروف در هر دو موسیقی پاپ و سنتی‬
‫ گروه نوازندگان او از‬...‫ایرانی است‬
...‫آالت موسیقی سنتی استفاده می کنند‬
‫محمد اصفهانی اهل کجاست؟‬
Cultural knowledge: Students
learn about the role of music in
people’s life particularly during
Nowruz celebration. And they
also learn about Traditional
musical instruments and songs
and its differences with modern
one.
‫نقش موسیقی در زندگی مردم بخصوص‬
‫در دوران نوروز‬
Content: Music
Add additional learning episodes as needed by copying a learning episode box.
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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
introduce some key words/concepts through PPT and images. Later, learners will provide answers to
the teacher’s questions by completing a reading comprehension test about what they have read.
TIME:
20 min
LEARNING ACTIVITIES FOR EPISODE 2
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What activities will be used to ensure learners accomplish the learning targets from Episode 3?
Leaners will read a short and simple passage, supported by images. They will then write three things
they found out about the topic, two things they found interesting, and one questions they still have
about the topic.
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 a summary of their three findings with each other
through a Facebook posting. They will also post comments and answer each other questions about
the topic, using short and simple sentences.
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 independently and write a summary of their overall findings from the reading and
group activities using a Venn diagram and post it to the program Facebook page. Other students will
read postings and comment.
TIME:
20 min
References: TBA
Add additional learning activities for each episode as needed.
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