Persian Novice - "Face & Body parts"

Lesson Profile
Student Level 
College / University
Target Language 
Persian
Teaching Context 
Online
Target Proficiency Level 
Novice
Topics 
Parts of the body and health
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 can name the Face & body parts in Persian
Objective 2 
Students can use Persian personal pronouns and the verbs "to be" and " to have" in order to make simple sentences in Persian.
Objective 3 
Students can recognize the words used for Face & Body parts in an old children animation video clip and can learn to sing along the song.
Objective 4 
Students can ask simple verification questions in Persian about the lesson "Face & Body Parts"
Objective 5 
Students can answer simple, direct questions in Persian about the face and body parts
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.
Cultures 
2.1 Practices: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
Connections 
3.1 Other disciplines: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
Comparisons 
4.1 Languages: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
Communities 
5.2 Lifelong learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
California Standards
Novice Range
Communication 
1.0 Students use formulaic language (learned words, signs [ASL], and phrases).
1.1 Engage in oral, written, or signed (ASL) conversations.
1.2 Interpret written, spoken, or signed (ASL) language.
1.3 Present to an audience of listeners, readers, or ASL viewers.
1.4 List, name, identify, and enumerate.
1.5 Identify learned words, signs (ASL), and phrases in authentic texts.
Cultures 
1.2 Recognize similarities and differences in the target cultures and between students' own cultures.
Structures 
1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
Settings 
1.0 Students use language in highly predictable common daily settings.
Common Core Standards
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Performance Assessment (Final Project/Assessment)
Performance Task 1 - Interpretive 

- Students go over the information supplied on the Quizlet flashcards; and take the quizzes until 100% performance achieved.
- Students listen to the rhyme on the video clip and complete a graphic organizer with the words used in the rhyme.

Performance Task 2 - Presentational 

- Asynchronous: Students video record their presentation of the body parts by using a picture downloaded on Voicethread by the teacher. Teacher will watch the videos on VoiceThread and give them feedback. Can be graded as a formative assessment.
-Synchronous: Students do the same presentation on Google hangout, presenting for each other and the teacher. Can be graded as a cumulative assessment.

Performance Task 3 - Interpersonal 

-- Asynchronous: Students comment on each other's presentations about the pictures on VoiceThread.
- Synchronous: Using google hangouts, students will respond to the teacher's questions on the body parts' graphic organizer. They will also ask the teacher, questions, using the same method. The session will be recorded and later on, graded as a cumulative assessment.

Functions, Structures, Vocabulary and Culture
Functions 

- Present the body parts using a graphic organizer
- Communicate through words, phrases, and simple short sentences to agree or disagree about a name corresponding to a body part picture.
- Make simple verification questions

Structures 

- Simple description (Presentation on VoiceThread or Google Hangout)
- Listening & Comprehension through watching a rhyme (animation) video clip and completing the activity worksheet.
- Simple communication through Google Hangout.

Vocabulary 

- Nouns: Face and body parts
- Question word " آیا " equivalent to "est-ce que" in French, for changing affirmative sentences to interrogative.
- Present tense of the verbs "to be = بودن " and "to have = داشتن "
- Personal pronouns (separate form)

Rubrics
Task 1 - Interpretive
Exceeds Expectation - [4] points
Meets Expectation - [3] points
Progressing - [2] points
Does Not Meet Expectation - [1] point
Students can name the Face & body parts in Persian

Student's progress on Quizlet activities 100%

Student's progress on Quizlet activities between 95 to 99%

Student's progress on Quizlet activities between 89 to 95%

Student's progress on Quizlet activities less than 89%

Students can use Persian personal pronouns and the verbs "to be" and " to have" in order to make simple sentences in Persian.

Student's progress on Quizlet activities 100%

Student's progress on Quizlet activities between 95 to 99%

Student's progress on Quizlet activities between 89 to 95%

on Quizlet activities less than 89%

Students can recognize the words used for Face & Body parts in an old children animation video clip and can learn to sing along the song.

100% Correct completion of the Graphic Organizer

98 to 99% Correct completion of the Graphic Organizer

96 to 98% Correct completion of the Graphic Organizer

less that 96% of the Graphic Organizer has been completed correctly

Students can ask simple verification questions in Persian about the lesson "Face & Body Parts"

all student's questions are correct and correspond to the pictures s/he shows

Except few word order mistakes, all student's questions are correct and correspond to the pictures s/he shows

Student has vocabulary and /or conjugation mistakes, but goes over his/her mistakes and tries to auto corrects himself/herself

Student has more than 5 vocabulary and /or conjugation mistakes, and doesn't try to reiterate his/her questions.

Students can answer simple, direct questions in Persian about the face and body parts

all student's questions are correct and correspond to the Questions asked during the synchronous Google Hangout activity

Student's answers correspond to the questions, but there are few syntactic errors in the answers.

Student answers the questions by sometimes going around it. S/he shows understanding of the question but has some doubts. The answers are syntactically correct with few mistakes.

Student has no idea about the meaning of the questions and/or responds with irrelevant answers

Task 2 - Presentational
Students can name the Face & body parts in Persian

Presents accurately and confidently the vocabulary corresponding to the picture during the asynchronous presentation on Voicethread. Uses the appropriate vocabulary during the synchronous conversation activity on Google hangout.

Few vocabulary mistakes during the presentation. Student reiterates her/his answers many time when making a mistake.

Many vocabulary and pronunciation mistakes, but still relevant answers, showing ongoing progress

Many mistakes. student has little or no idea of the lesson.

Students can use Persian personal pronouns and the verbs "to be" and " to have" in order to make simple sentences in Persian.

Personal pronouns are used correctly, and the subject - verb agreement is respected with very few unrepeated mistakes

Personal pronouns are used correctly most of the times, and the subject - verb agreement is most of the time respected with few repeated mistakes

Personal pronouns are used with patterns of mistake, and the subject - verb agreement is not always respected

Incorrect use of the personal pronouns, and little respect/ understanding of the subject-verb agreement.

Students can recognize the words used for Face & Body parts in an old children animation video clip and can learn to sing along the song.

All the words have been accurately rewritten and pronounced

Most the words have been accurately rewritten and pronounced

Many of the words have been accurately rewritten and pronounced

Few the words have been accurately rewritten and pronounced

Students can ask simple verification questions in Persian about the lesson "Face & Body Parts"

Accurate meaningful phrase, or simple sentence structure.
Good and accurate usage of vocabulary, pronouns and present verb conjugation.

Meaningful phrase, or simple sentence structure.
Few mistakes in the usage of vocabulary, pronouns and present verb conjugation.

Somehow meaningful phrase, or simple sentence structure.
Many mistakes in the usage of vocabulary, pronouns and present verb conjugation.

Questions have little or no meaning.

Students can answer simple, direct questions in Persian about the face and body parts

Accurate meaningful phrase, or simple sentence structure.
Good and accurate usage of vocabulary, pronouns and present verb conjugation.

Meaningful phrase, or simple sentence structure.
Few mistakes in the usage of vocabulary, pronouns and present verb conjugation.

Somehow meaningful phrase, or simple sentence structure.
Many mistakes in the usage of vocabulary, pronouns and present verb conjugation.

Sentences have little or no meaning.

Task 3 - Interpersonal
Students can name the Face & body parts in Persian

Student can express her/his idea and understand the idea of the other without shifting to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting infrequently to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting frequently to his/her main language.

Student can not express her/his idea and/ or understand the idea of others.

Students can use Persian personal pronouns and the verbs "to be" and " to have" in order to make simple sentences in Persian.

Student can express her/his idea and understand the idea of the other without shifting to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting infrequently to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting frequently to his/her main language.

Student can not express her/his idea and/ or understand the idea of others.

Students can recognize the words used for Face & Body parts in an old children animation video clip and can learn to sing along the song.

Student can express her/his idea and understand the idea of the other without shifting to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting infrequently to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting frequently to his/her main language.

Student can not express her/his idea and/ or understand the idea of others.

Students can ask simple verification questions in Persian about the lesson "Face & Body Parts"

Student can express her/his idea and understand the idea of the other without shifting to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting infrequently to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting frequently to his/her main language.

Student can not express her/his idea and/ or understand the idea of others.

Students can answer simple, direct questions in Persian about the face and body parts

Student can express her/his idea and understand the idea of the other without shifting to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting infrequently to his/her main language.

Student can express her/his idea and understand the idea of the other by shifting frequently to his/her main language.

Student can not express her/his idea and/ or understand the idea of others.

Activities
Opening Activities / Setting the Stage 

- Asynchronous:LE 5.c, LE4f Students will watch a Persian rhyme videoclip about the body parts in order to stimulate their curiosity, break the ice and increase their motivation.
Synchronous: PF2b, PF3a Teacher will model and sing the same rhyme showing the body parts mentioned in the rhyme.

Main Activities - Comprehensible Input 

- Asynchronous/ synchronous:
Using Quizlet, the teacher will show a set of flashcards to the students. Students will practice the words (about body parts) and listen to their pronunciation, then take the quiz to make sure they learned them for the next activity.
Synchronous: The teacher shows a picture of the body and asks the students, the name of each part on the picture.

Main Activities - Guided Practice 

Asynchronous:Students work on a new set of flashcards (verbs "to be", "to have") then, take the quiz for it. Students read the text and listen to the teacher's recording on VoiceThread.
-Synchronous:Teacher goes over different parts of the picture, and models them on her/himself, but this time by adding the possessive pronouns. ex: دست...دستِ من...دستِ تو...د and pointing to students and using different possessive pronouns always in the target language. ex: Your hand, his/her hand...دستِ تو، دستِ او
- finally, the teacher uses the the verbs "to be" and "to have" in order to make simple sentences with the

Main Activities - Independent Practice 

Asynchronous: Students record their reading of the text on VoiceThread; then, on Google hangouts, they do a series of Q/A based on what they learned on the VoiceThread activity.
Synchronous: Students will take turn reading a text after listening the teacher's reading. Students will mingle and do a series of Q/A based on the lesson.

Closure 

Asynchronous: Students will watch again a part of the Videoclip shown at the beginning of the class; they will complete a graphic organizer by recognizing and writing the words that were mentioned in the rhyme (video clip).
synchronous: After watching again and listening to the same rhyme shown at the beginning of the class, students will be given a graphic organizer to fill in by using the words they heard in the rhyme.

Additional Activities or Standards Addressed 

- Asynchronous: Teacher introduces the Question word " آیا " on quizlet.
Synchronous: On Google hangout, and using the question word " آیا " equivalent to "est-ce que...?" in French, students will make simple questions about the lesson.

Links to Online Resources
File Attachments
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Image Attachments
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