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2014 STUDENT Program Curriculum Template For step-by-step help in completing this document, please see the accompanying guide.

BASIC PROGRAM INFORMATION

Host Institution: Language Acquisition Resource Center – San Diego State University

Program Title: STARTALK Dari Summer Camp

Language(s): Dari Grade(s) of Learners:

K-2, 3-5, 6-8, 9-12 9-12

Heritage Speakers? Yes Non-Heritage Speakers? No

Program Setting: Residential: Non-Residential: x Distance/Online Component:

Other (please specify):

Duration: Weeks/Days: 21 Contact Hours: 136

Target Proficiency Level: (by end of program)

Speaking/Listening: Advanced Low

Reading/Writing: Intermediate Low

Target Performance Level(s): (during and by end of program)

Speaking/Listening: Advanced Low/Advanced Mid

Reading/Writing: Intermediate Low/Intermediate Mid

If your program will enroll learners at different developmental and language proficiency levels, please fill out a separate template for each group.

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Curriculum designed by: Farid Saydee

Email: fsaydee@mail.sdsu.edu

STARTALK-endorsed Principles for Effective Teaching and Learning Implementing a standards-based and thematically organized curriculum Facilitating a learner-centered classroom Using target language and providing comprehensible input for instruction Integrating culture, content, and language in a world language classroom Adapting and using age-appropriate authentic materials Conducting performance-based assessment

STAGE 1: What will learners be able to do with what they know by the end of the program?

Program Overview and Theme In a paragraph, provide a brief overview of your program. What is the theme that will guide standards-based instruction and learning throughout the program? What will learners experience during the program? What do you hope learners will be able to do after the program ends?

In the theme, “My Cousin’s Wedding,” students will explore authentic products and practices that relate to family, shopping, transportation, food, and celebrations in Afghanistan. They will discuss and compare their heritage customs and traditions with those of the United States. Students will work in pairs and small groups to talk about cultural events and proper ways of communication e.g., use of formal and informal language. They will spend time visiting Afghan websites, watching authentic videos, interviewing their parents or other adult members of their families, and conducting further research using the Internet to develop their knowledge about the related topics. Students will demonstrate their understanding through in-class presentations, writing summaries, and developing portfolios. During a field trip, students will engage in conversations with representatives of the Afghan community to enhance their knowledge of Afghanistan culture. Students will also communicate through email and Skype with their extended families in Afghanistan and ask them questions about wedding celebrations and the importance of weddings in Afghanistan culture, and then they will share their stories with their classmates.

Learning Targets Identify the learning targets for your program. First, choose the NCSSFL-ACTFL Global Can-Do Benchmarks that are appropriate to learners’ proficiency level(s) and your program goals. Then, select program specific NCSSFL-ACTFL Can-Do Statements that reflect the specific content of your program or create your own. Attention to and balance of the various modes will depend on your program goal(s). A master list of the NCSSFL-ACTFL Global Can-Do Benchmarks and Can-Do Statements is available at https://startalk.umd.edu/resources/NCSSFL_ACTFLCanDos.pdf. You will then be able to use LinguaFolio® Online to document the

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learning targets you've selected.

NCSSFL-ACTFL GLOBAL CAN-DO BENCHMARKS Be sure to label the mode and proficiency level of each statement.

PROGRAM CAN-DO STATEMENTS OR NCSSFL-ACTFL CAN-DO STATEMENTS

Number the Can-Do statements here and then transfer to Stage 3.

Interpersonal

Advanced Low: I can participate in conversations about familiar topics that go beyond my everyday life. I can talk in an organized way and with some detail about events and experiences in various time frames. I can describe people, places, and things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication Advanced Mid: I I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics. I can talk in detail and in an organized way about events and experiences in various time frames. I can con fidently handle routine situations with an unex pected complication. I can share my point of view in discussions on some complex issues.

1. I can give a friend a detailed descriptions about Afghan wedding customs and traditions and respond to questions about them. I can appropriately converse with people during the wedding ceremony.

2. I can tell someone the differences and similarities between the wedding customs and traditions in Afghanistan with those in the United States such as proposal ceremony.

3. I can talk about different means of transportation and tell someone how to use public transportation in Afghanistan.

4. I can ask for and provide descriptions of places I want to visit in

Afghanistan to a travel agent in order to book my trip to Afghanistan.

Presentational Speaking

Advanced Mid: I can deliver well-organized presentations on concrete social, academic, and professional topics. I can present detailed information about events and experiences in various time frame

1. I can share my personal stories about traveling and shopping in Afghanistan and state my opinion on such topics.

2. I can give detailed presentations on the process of “khastegari, aghd” – the process of getting engaged

Presentational Writing

Intermediate Low: I can write briefly about most familiar topics and present information using a series of simple sentences

1. I can write about my plan for traveling from Kabul to Parwan using

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Afghanistan’s map. (cities of Afghanistan) (IL)

2. I can write simple direction/instruction on a recipe of Qabuli-polo. (IL)

Interpretive Listening

Advanced Low: I can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in a variety of genres on familiar topics, even when something unexpected is expressed Advanced Mid: can understand the main idea and most supporting details on a variety of topics of personal and general interest, as well as some topics of professional interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in most genres, even when not familiar with the topic.

1. I can understand short presentations about the topic of Khastegari in Afghanistan

2. I can understand information in video clips related to family and relationship

3. I can understand and follow directions when using public transportation in Afghanistan

Interpretive Reading

Intermediate Low: I can understand the main idea of short and simple text when the topic is familiar

Intermediate Mid: I can understand the main idea of text related to everyday life and personal interests or studies.

1. I can read a simple posting on a friend’s social media page regarding

his/her trip to Afghanistan’s cities

2. I can read and understand information provided on my cousin’s wedding

invitation card

3. I can read simple recipes and cook Afghan popular sweets such as

Baghlava

You may add additional rows as necessary.

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STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program?

Summative Performance Assessment Describe the major summative performance assessments you will use for each of the three communicative modes. These assessments will provide evidence that learners have achieved the program learning objectives.

INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK

Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Learners interact and negotiate meaning in spoken, or written conversations to share

information, reactions, feelings, and opinions.

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and

adapting to various audiences of listeners, readers, or viewers.

Students will explore wedding ceremony and traditions through film and music. They listen for main ideas and some details as they expand and refine their knowlage about traditional and contemprory wedding in Afghanistan. They will also research using two authentic resources, one print and one non-print, about traditional Afghanistan wedding. Students will talk about wedding traditions and consider the role of culture in people lives in Afghanistan

Students will then discuss wedding traditions with their peers. They then interview a native speaker about their weddings stories and their personal experiences in face-to-face sessions and/or through Skype. Students will ask questions and seek more detail and personal information about the native speaker’s wedding ceremony.

They will then use the results of their research from these all different resources to write a post for a blog about Afghanistan wedding ceremony. They will give an oral presentation to the rest of the class and answer questions.

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STAGE 3: What will prepare learners to demonstrate what they can do with what they know?

Learning Experiences In this section, list the major learning experiences and related evidence of learning from the beginning through the end of your unit/program. Complete the first column with the program Can-Dos developed or identified in Stage 1. In the second column, determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme. In the third column, indicate the learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2.

PROGRAM CAN-DO STATEMENTS NCSSFL-ACTFL CAN-DO STATEMENTS

Learners can …

LANGUAGE, CULTURE, CONTENT Learners need to use …

MAJOR LEARNING EXPERIENCES & EVIDENCE Learners will experience & demonstrate …

Copy these Can-Dos directly from Stage 1, Column 2. Use one row per Can-Do.

List the vocabulary, grammatical structures, language chunks, cultural knowledge, and content information that learners need to accomplish the

Can-Dos listed in column 1.

Describe the key learning tasks/activities/formative assessments that allow learners to demonstrate that they can

meet the stated Can-Do.

I can give a friend detailed descriptions about Afghan wedding customs and traditions and respond to questions about them. I can appropriately converse with people during the wedding ceremony.

A wedding in Afghanistan will start with Khastegari.

Khastegari is …

What do you think about Aghd?

Why it is the way it is?

People don’t date in Afghanistan because…..

Do you agree or disagree with …..

Using Present, Past and Future tense

Expressions of preference/opinion

After the lesson about wedding customs and traditions teacher will hold a discussion session where students are asked to state their opinion about different stages of wedding ceremony. For example the teacher will hold a discussion session on proposal (Khastegari) in Afghanistan. Before the discussion, the teacher sets the purpose of the discussion in order to keep the discussion points relevant to this purpose. Students will be involved in agree/disagree discussions. The teacher will form groups of students, preferably 3 in each group, and provide debatable sentences like “Involving parents in proposal process will make the marriage stronger” or “to date or not to date”. Then each group works on their topic for a given time period, and each member presents his/her opinions to the class. The speaking will be equally divided among group members. At

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the end, the class decides on the winning group who defended their idea in the best way.

Free-speaking Activity The teacher starts to tell a story about the topic of the day for example: “khastegari”, but after a few sentences he stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from five to ten sentences. Students can add new characters, events, descriptions and so on.

I can tell someone the differences and similarities between the wedding customs and traditions in Afghanistan with those in the United States such as proposal, ceremony.

What are some similarities?

Can you tell me about some differences?

I believe these differences are because of….

What do you think?

In Afghanistan the bride and groom’s family are responsible for…

Subjunctives

Adverbs of time (االن، قبالَ، آینده )

Outside of class, students interview their parents (Afghanistan native) to find out the differences and similarities between Afghanistan wedding customs vs. American wedding customs. Students then will work together to focus on different stages of a marriage ceremony in Afghanistan and USA. They will be divided into two groups one represent Afghanistan and the other group represents USA. They then will have a nametag with the name of the ceremony (e.g. Afghanistan wedding: khastegari, aroosi, patakhti… and American wedding: proposal, reception,…) and each will talk about the ceremony (stated in their nametag) and what it means and how it works.

I can talk about different means of transportation and tell someone how to use public transportation in Afghanistan.

What are some public transportations in Afghanistan?

The most popular means of public transportation in Tehran is…..

What time your train will arrive?

What public transportation do you use to travel to Shiraz?

Filling the gaps in a train schedule: students will work in groups of two. Partner A holds a train timetable with some of the arrival and departure times missing. Partner B has the same timetable but with different blank spaces. The two partners are not permitted to see each other's timetables and must fill in

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What do you see?

what color is it?

Time

WH Questions (کی، کجا، چه وقت، چند )

the blanks by asking each other appropriate questions. The features of language that are practiced would include questions beginning with, what "chay" or at what time "che waqt." Answers would be limited mostly to time expressions like "at 8:15" or "at ten in the evening."

Completing the picture: The two partners have similar pictures, but similar items differ in appearance. For example, in one picture, a man taking a cab, while in the other the man is taking the bus. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different. Differences in the activities depicted lead to practice of different verbs. Differences in places, transportation, and shape lead to adjective and proper or common noun practice. Differing locations would probably be described with prepositional phrases.

I can ask for and provide descriptions of places I want to visit in Afghanistan to a travel agent in order to book my trip to Afghanistan.

Name of popular places to visit in Afghanistan

When you visit Afghanistan, you have to visit …. Because ….

I like to visit …… because ……

Which places do you like to visit? Why?

I will be visiting Tehran, Shiraz and Isfahan in my trip to Afghanistan.

Isfahan is one of oldest cities in Afghanistan…

There are many places that one can visit in Tehran including…..

Superlative and comparative adjectives

The teacher will split students into three groups – group 1 representatives of a tourism agency A: specialized in sightseeing in Kabul city. Group 2 representatives of a tourism agency B: specialized in sightseeing in Parwan city. The third group includes tourists coming from different countries to visit Afghanistan. The teacher will give each group thirty minutes to prepare for the discussion in their groups. Students should discuss the points mentioned and any other points they may come up with in their groups. The tourist group will search about different cities in Afghanistan and talk about it among their own group. The teacher will circulate around the classroom helping students and taking notes on common

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( ...بهتر، زیباترین، دیدنی، سرسبزترین، )

Prepositions (از، تا )

Intrrogative form of must (باید)

language problems. Have students get back together and ask agency A and B members to talk about their city and why is the best choice for tourists to visit that city. The information should include: some facts about the city, historic places in that city, the city climate, … After the agency A & B presentation, the tourists will pick the city they want to visit. Each tourist must explain why he or she has chosen that city. At the end the agency with more tourist will win.

Presentational Speaking

I can share my personal stories about traveling and shopping in Afghanistan and state my opinion on such topics.

In Afghanistan people travel with ….

I liked traveling with…

I visited ……., ……., ……. in Shiraz.

I want to buy……

I bought ……., ……., ……. From store in the Bazar.

Narration/description in the present

Expression of fact

Students will create online Voki (www.voki.com) or avatars in which students will describe the traveling and shopping in Afghanistan. The Voki or avatar presentation will be watched by three other students who will each ask one follow up question to get more information. Each student will then create a second Voki or avatar to answer those questions

I can give detailed presentations on the process of “khastegari, aghd” – the process of getting engaged

The main idea of the video was…..

I think the video was representing….

This picture represents the ……….. which is a cultural ……. In Afghanistan.

Grooms family are responsible for…..

Brides family are responsible for….

I noticed that people in that area will do …….. in this way ………. (eat food with their hands, sitting on the floor, all males in one room, and females in another

Students will watch multiple videos of Afghanistan wedding ceremony. In groups of 5, they then will work together to focus on one stage of a wedding ceremony in different parts of Afghanistan. They then will print authentic images related to the different steps for the stage they have chosen. Each group will make their own photo gallery and each member will be responsible for his or her own image. Each group will take turn to have their gallery walk. When other group members visit the gallery each student will give a short presentation about their image.

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Narration in present tense

Sequence expression (اول، بعد، آخر )

Interrogatives

Exclamation

Each member will use the key word to open his or her presentation. For example student 1 will say: In Aghd ceremony, first the bride’s parents will design a special sweet tray. The decorations are very elaborate. Afghans pay close attention to the sweet tray.

Presentational Writing

I can write about my plan for traveling from Kabul to Parwan using Afghanistan’s map. (cities of Afghanistan) (IL)

This is a map of Afghanistan

Kabul is located at ….

Parwan is located at….

To get from Kabul to Parwan people can use……..

I like to travel with….

It takes six hours to drive to Isfahan from Tehran

Narration/description in future tense

Related Vocabulary ( مسافت، مدت، ساعت، کابل،نقشه،

.....هواپیما، قطار، دوست دارم، دوست ندارم موتر )

Students will use authentic images and Afghanistan maps to write about their future plans, and they will read the information to their classmates

I can write simple direction/instruction on a recipe of Qabli-polo (IL)

The ingridients for zereshk-polo are….

First cook the rice….

Then drain….

Narration/description/direction

Imperative sentences

Related vocabulary ( زردک کشمش،اول، برنج، مرغ،

...کردن، پختن، سرخ کردن )

Students will watch Afghanistan cooking show about preparing and cooking different Dari dishes. They will also ask their parents the recipe of Qabli-polo that is commonly served in Afghanistan weddings and write the steps on a piece of paper

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Interpretive Listening

I can understand short presentations about the topic of Khastegari in Afghanistan

Roles of each member in the process of Khastegari

Bride to be brings Chai and sweets for guests

Parents discuss dowry amount and other details

Related vocabulary ( خاستگاری، داماد، عروس، خانواده،

....مهریه، سکه، زمین )

Students will watch videos about Khasegari and listen to native speakers’ presentations on the topic of Khastegari. Students then summarize the information in a text message that they might write to a friend.

I can understand information in video clips related to family and relationship

He is our great uncle, he should give his blessing

She is the great grandmother

Would you allow ….

Thematic vocabulary ( ،خانواده، احترام، بزرگتر، کوچکتر

...اجازه می فرمایید، با اجازه بزرگترها ریش سفید، بفرمایید، )

Cultural knowledge

Future tense

Students will watch a video clip about family and relationship in Afghanistan, take notes and using the charted hand out write the given information in appropriate place. Students then use their notes to develop follow-up questions that would allow them to develop a deeper understanding of the information regarding family and relationship in Afghanistan.

I can understand and follow directions when using public transportation in Afghanistan

Please pay attention to the announcement …

Do not leave your ….

Related vocabulary ( ،قطار، حرکت می کند، مسافرین

....هواپیما، بکسمحترم، توجه بفرمایید، )

Imperatives (توجه بفرمایید، نکنید، بدهید، یگیرید )

Students will listen to travel announcements and write the directions. They then summarize the information and text message it to their friend.

Interpretive Reading

I can read a simple posting on a friend’s social Facebook postings from classmates Students will first read the information on the Facebook page and them they will post reply.

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media page regarding his/her trip to

Afghanistan’s cities

Audio and video clips of native speakers talking about personal identity

Cultural knowledge

Other students will read and post a reply. Instructors will monitor the activity and occasionally offer feedback

I can read and understand information

provided on my cousin’s wedding invitation

card

Biographical and personal information

Related vocabulary ( ،دعوت شدن، مراسم ازدواج

...فرمایید )

Simple interrogative words

Students will read an authentic wedding invitation card. Then they will write and design a wedding invitation card for their friend’s wedding.

I can read simple recipes and cook Afghan popular sweets such as Baghlava

interrogative words such as who, what, when, where, why

Related vocabulary ( ،شکر، آب، روغن، بادام، آرد، شیره

....بهم زدن، پختن )

Students will read an authentic menu of an Afghan restaurant. They then call the restaurant to order the food. They then ask about some of ingredients of the food they are ordering.

You may add additional rows as necessary. Materials & Other Resources Describe the primary resources that you plan to use for the program. Be specific so that these resources can be shared with other programs.

Authentic text, images, maps (Afghanistan & USA),

Simple recipes, common ingredients

Movie/video clips showing weddings celebrations

Invitation cards

Movie/video clips showing weddings celebrations

Authentic Text along with a video regarding Afghanistan wedding:

Afghanistan wedding ceremony,

About Afghanistan:

Invitation cards:

Sources: TBA

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Daily Schedule Describe the typical daily schedule for a participant. Consider how to create a program day that creates a blend different types of activities and learning experiences throughout the day.

TIME FRAME ACTIVITY

9:00 – 9:15 Opening Activity – Exercise, Movement, Song, etc.

9:15 – 10:30 Class – Key New Learning for Day

10:30 – 11:45 Break

11:45 – 12:00 Wedding related session – emphasis on culture/content

12:00 – 01:00 Lunch

01:00 – 02:00 Class - Computer lab – Personal Lerning Intitiatives

02:00-03:00 Class – Afghanistan movie and discussion

03:00 – 03:30 Culturally relevant skits, role-plays, or dances

03:30 – 03:45 Wrap Up

You may add additional rows as necessary.