STT14-Dari-Colors

Lesson Profile
Student Level 
Elementary (3-5)
Target Language 
Dari
Teaching Context 
Traditional
Target Proficiency Level 
Novice
Topics 
Other
Performance Descriptors 
  • Basic factual conversation in highly familiar contexts
  • Answer simple, direct questions
  • Introduce oneself and exchange greetings
  • List, enumerate, identify
  • Use short, memorized phrases
  • Use formulaic expressions
  • Understand basic notices
  • Complete basic forms
Objectives and Standards
Objective 1 
Students will learn names of 12 colors.
Objective 2 
Students will use short sentences to identify the colors they have learned, meaning they will use "this" and "that" with color names.
World-Readiness Standards
Communication 
1.1 Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
1.2 Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
1.3 Presentational: 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.
Cultures 
2.2 Products: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
California Standards
Stage I
Communication 
1.4 List, name, identify, and enumerate.
Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

Students will look at the objects they are assigned, the colors on the board and will internalize the meaning of words, and will interpret the idea in their own language.

Performance Task 2 - Presentational 

Students will be able to identify the name of colors in the target language.

Performance Task 3 - Interpersonal 

Students will use a short phrase to ask about the color they are holding. They will work in groups of two to ask and answer about the colors they have learned.

Functions, Structures and Vocabulary
Functions 

Students will know 12 colors in the target language and they will be able to identify colors.

Structures 

We will not cover any grammatical points but will use a simple phrase, they will learn "this is", "that is", and "what color is this?" in the target language.

Vocabulary 

Comprehension of 12 different colors. List of vocabulary will be provided to students.

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students will learn names of 12 colors.

Students can identify/name more than 10 colors all the time.

Students can identify/name more than 10 colors most of the time.

Students can identify/name more than 10 colors sometimes.

Students barely identify/name more than 10 colors.

Students will use short sentences to identify the colors they have learned, meaning they will use "this" and "that" with color names.

Students know "this" and "that" in the Target Language all the times.

Students know "this" and "that" in the Target Language most of the time.

Students know "this" and "that" in the Target Language sometimes.

Students barely know "this" and "that" in the Target Language.

Task 2 - Presentational
Students will learn names of 12 colors.

Students pronounce and understand colors all the time.

Students pronounce and understand colors most of the time.

Students pronounce and understand colors sometimes.

Students barely pronounce and understand colors.

Students will use short sentences to identify the colors they have learned, meaning they will use "this" and "that" with color names.

Students are able to pronounce "this" and "that" in the TL with all color names.

Students are able to pronounce more than 10 (80%) colors

Students are able to pronounce about 6 (50%) colors

Students are able to pronounce more than 3 (25%) colors

Task 3 - Interpersonal
Students will learn names of 12 colors.

Students use colors in their groups all the time.

Students use colors in their groups most of the time.

Students use colors in their groups sometimes.

Students barely use colors in their groups.

Students will use short sentences to identify the colors they have learned, meaning they will use "this" and "that" with color names.

Students use phrases or short sentences by using colors all the time.

Students use phrases or short sentences by using colors most of the time.

Students use phrases or short sentences by using colors sometimes.

Students barely use colors in their phrases or short sentences.

Activities
Opening Activities / Setting the Stage 

Objects Assigned - (Time: 5 minutes)
Students will be assigned an object with a particular color. For example, a blue pen, red paper, etc... Reference: 1.1

Main Activities - Comprehensible Input 

Activity 1.1. Presentation: (Time:15 minutes)
Teacher will introduce the names of colors, using power point presentation. Reference: 1.2

Main Activities - Guided Practice 

Activity 1.2.. Circular Practice - (Time: 10 minutes)
A circular practice will be performed, teacher will take a card and will show it to students and they will be asked about it, he/she will have to answer, then he/she will take a card and show it to each other, so all colors will be exercised circularly.
Then the same practice will be accomplished for two colors.

Main Activities - Independent Practice 

Activity 1.3. Yes/No Practice - (Time: 10 minutes)
Teacher will ask 12 colors via yes and no questions from each student.
E.g. (Is this Red?) Student: (Yes/No)
Reference: 1.3

Closure 

Activity 1.4 - Simon Says - (Time: 10 minutes)
Yes and no question will be exercised between students among themselves. Reference: 1.3

Additional Activities or Standards Addressed 

Fly Swatter Activity
If time permits, students will form groups of two. Each group will hold a fly swatter and will face the board. Teacher will write/attach colors on the whiteboard and will ask students to hit the color they hear. Reference 1.4

Links to Online Resources
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