Mindfulness: Sample Hindi Curriculum

Program Overview and Theme (Proficiency Level: Intermediate Low)

A group of friends signed up for a mindfulness and wellness trip to India. The group found several exciting options that they would like to pursue. This excursion goes beyond the typical sightseeing expedition in India. Rishikesh, Lucknow, Varanasi, Kolkata and Darbhanga are visited to provide a diverse perspective on communities, their customs and practices.

Students first visit Rishikesh and explore what people do on the banks of the sacred river that brings them inner balance and interact with several local swamis and swaminis. Next, they spend two days in Lucknow, visit the Happy Lab in the University of Lucknow, where they practice sound meditation. They also visit the maze in the BaRaa ImambaRaa. The students travel to Banaras, take a boat ride and celebrate Shiv Ratri while examining the role of Ganga Ma. They also visit Sarnath and meet with Buddhist monks-professors at the Center for Higher Tibetan Studies to further explore peace and contentment. They visit a weavers’ village and interact with local residents. They travel to Kolkata and visit Rabindranath Tagore’s home, learn about his humanistic and educational ideas as well as tour the University and school he established in Shantiniketan, where students learn outdoors and have no exams until grade 8. The trip ends in Darbhanga, Bihar, where they mingle with Maithili artists and art students and learn about the stories and themes they depict, the styles and symbolisms in their drawings. During their stay in India, they write daily blog posts describing their observations and include photos that document the journey. The International Rotary Club organizes Mindfulness Fair in India and invites them to make a presentation about their experiences and what they have learned. They plan to bring artifacts and photos to supplement the presentation. Afterwards, they will interact with the members by answering questions and conversing about the trip. This presentation will be part of the final project. The students prepare promotional flyers, booklets and posters for these products and practices. They plan to bring artifacts and photos to supplement their presentations. They prepare presentation “Mindful India” for an NGO website. Additionally, they produce infomercials for the various practices they have learned about. They also make the case for promoting practices to improve the quality of life of communities and to bring prosperity.

Learning Targets

GLOBAL STATEMENTS.	PROGRAM CAN-DO STATEMENTS
Interpersonal Speaking
Intermediate Low: I can handle short social interactions in everyday situations by asking and answering a variety of questions.	I can ask and answer questions about family, occupation, environment, likes/dislikes and reasons for certain practices.
	I can exchange personal information with my travel companions and the local speakers I meet.
	I can talk about a mindful daily routine I experienced or observed and compare that with what I normally do at home.
	I can talk about a few practices and traditions that I learned when interacting with native speakers of Hindi.
	I can describe several places that I visited, their natural and social environment, and activities I did or observed.
	I can ask for and give suggestions for how to work towards and what practices to follow for inner peace.
Presentational Speaking
Intermediate Low: I can make presentations on a wide variety of familiar topics: using connected sentences.	I can describe my plans for traveling in India and describe my interests in mindfulness.
	I can describe the travel and what I have observed or experienced (where I stayed, conditions, expectations, travel, people I met, practices I observed).
	I can give a presentation about the famous place I visited and about an experience I had during the home stay.
Presentational Writing
Intermediate Low: I can write on a wide variety of familiar topics using connected sentences.	On a blog site, I can write about the exploration I engaged in when I was in India (people I met, what they did for a living, their contentment routines, role of family and school).
	I can write about customs and traditions I have learned in relation to contentment and mindfulness.
	I can write out a draft of a presentation that I plan to present orally including notes for the speech I will make to the International Rotary Club members in Hindi.
Interpretive Listening
Intermediate Low: I can understand the main idea in short, simple messages and presentations on familiar topics. I can understand the main idea of simple conversations that I overhear.	I can understand basic information about community members lives, their environment,.
	I can understand basic description of the practices and rituals I was introduced and how they are related to inner balance.
	I can understand basic suggestions or instructions for mindful living.
Interpretive Reading
Intermediate Low: I can understand the main idea of short texts when the topics are familiar.	I can understand when personal information is offered about a community and its environment, people’s habits and customs, family structure and role, occupations.
	I can understand basic information about wellness practices and rituals on websites.
	I can understand postings in blogs on wellness-related topics.

STAGE 2: Summative Performance Assessments

INTERPRETIVE TASK

INTERPERSONAL TASK

PRESENTATIONAL TASK

After reading brochures, viewing video interviews and footage or perusing websites and posts that advertise places where mindfulness is practiced or taught, students:

formulate questions based on the articles
create with an appropriate title/slogan
summarize or state the main idea/explain the scientific process

Finally, students complete an organizational grid with relevant information such as location and environment, local customs and practices, advantages and disadvantages.

On a daily basis, students post blog messages about their observations and experiences during the travel and community interactions. They respond to posts from friends in an ongoing conversation and make comparisons between two cultures. In class, they compare experiences and discuss what to include in the final presentation for the Rotary Club.

Students make a presentation to the International Rotary Club in Delhi, India. They highlight places and communities they visited and what they learned about the people and their wellness practices. This presentation will be given to other speakers of Hindi and will also be part of a Mindfulness Fair held at the end of the program. The students prepare promotional flyers, booklets and posters for these products and practices. They plan to bring artifacts and photos to supplement their presentations. They prepare presentation on “Incredible Eco Friendly India” for the Incredible India website managers to post on their website.

STAGE 3: Learning Experiences

PROGRAM CAN-DO STATEMENTS Learners can …

LANGUAGE, CULTURE, CONTENT

Learners need to use …

MAJOR LEARNING EXPERIENCES & EVIDENCE Learners will experience & demonstrate …

List of the program objectives

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

The key learning activities/formative assessments that allow learners to demonstrate that they can meet the objectives

Interpersonal Speaking

I can ask and answer questions about family, occupation, environment, likes/dislikes and reasons for certain practices..

Vocabulary: Interests and reasons to participate in this program:

to experience – anubhav karnaa
to feel – mahsuus karnaa
to travel – X kii yaatraa karnaa

another/different culture – duusrii/alag/bhinn sanskriti
to increase the proficiency in Hindi – Hindi meN praviNtaa baRhaanaa
local resident – sthaaniiya niwaasii
mental health – maansik svaasthya
mental balance – maansik santulan
mindfulness – schetantaa/jaagruutaa
bhaashaa siikhnaa,
I want to experience a new culture – duusrii sanskriti kaa anubhav karnaa chaahta/chaahtii huuN
I will meet new people – mujhe naye log mileNge/miluuNgii; maiN naye logoN se miluungaa/miluuNgii
I will be able to use my language skills – mujhe hindii bolne/hindii meN baat karne kaa maukaa milegaa)

Grammar:

X- se milnaa (to meet with someone) and X-ko milnaa (to meet someone by chance)
Future tense: ham baazaar jaayeNge.
·Subject + Infinitive + chaahnaa

Teacher organizes students into “buzz groups” of 3 or 4 individuals to discuss their reasons for wanting to travel, the activities they want to participate in, and the places they would like to visit. Each “buzz group” discusses one of the topics and comes to a decision about the top 3 items that interest them (reasons for taking part in the combined travel/home stay, activities, reasons for traveling, and places they want to visit). One person from each group reports the findings to the class in Hindi.

I can exchange personal information with my travel companions and the local speakers I meet.

Vocabulary:

Free time activities and how to do them:

sport – khel m.
team – dal m.
to prepare – teiyarii f. + karnaa
to practice – abhyaas m. + karnaa

Emotions:

joy – sukh/khushii f.
bliss – aanand m.
contentment – santosh m.
suffering – dukh m.
interest – ruuchi/dilchaspi f.
weird – ajiib
pleasant – mazedaar

Favorite type of art:

music – sangiit m.
artist – kalaakaar m.
art – kalaa f.
fine arts – lalit kalaaeN f.
dance – nritya m. + karnaa
poetry – kaavya m.
poem – kavitaa f.
favorite – manpasand
musical instrument – saaz m.
to create – X-kii rachnaa karnaa, rachit karnaa
playing instrument – sitar/viinaa bajaanaa
to like — pyaar karnaa/ X-ko pasand hona / aanaa
to prefer – X-ko praathmikataa denaa

Grammar:

Compulsion and obligation constructions: X-ko infinitive chahiye/honaa/ (hameN hindii bolnii chahiye/ hotii hai/paRtii hai.)

Lagnaa Constructions:

Noun + lagna: I am hungry – mujhe bhuukh lagii hai.
Adjective + lagnaa: I like to draw paintings – mujhe chitra banaanaa achhaa lagtaa hai.
Oblique Infinitive + lagnaa: they started talking – baat karne lage

On the first days of the trip, students meet and greet one another. They circulate and gather information about their travel companions. As they learn more about their travel companions and what they like to do, they form similarity groups (students who have 3 or more things in common) and report to the whole group about their commonalities.

In small groups students reminisce and list experiences they have had on previous trips. These lists are then used to create “Find Someone Who” activities where students interact to find the person in class who has done a certain thing. In small groups students discuss the activities deciding if they were interesting, funny, sad, scary, awkward, etc.

I can talk about a mindful daily routine I experienced or observed and compare that with what I normally do at home.

Daily activities (get up, bathe, dress, eat breakfast, go to school, do work/activities, play sports, music, do rituals, eat dinner, watch television/chat with friends, go to bed)

to get up – uThnaa
to dress up – kapRaa pahannaa, sajhaanaa
to offer a garland – phuul maalaa daalnaa
breakfast – naashtaa
to watch television – Tiivii dekhnaa
to worship – X-kii puujaa karnaa
to do offering – prasaad chadhaanaa
go for a walk – ghuumne jaanaa
to converse – baatchiit karanaa
to travel – yaatraa karnaa
pilgrimage – tiirth yaatraa

Weather and season:

heat/winder is on – garmii/sardii ho rahii hai
hot wind – luu f.
mansoon – barsaat
to rain – baarish f. honaa
storm – tufaan m.
thick clouds – ghane baadal m.
sunshine – dhuup m. + paDnaa
wind – hawaa f. + chaltii hai

Routines:

I wake up at…uThnaa
I have breakfast at … in…- naashtaa karnaa
in the morning, I first…- subah
in the afternoon, I…- dopahar meN
in the evening, I… – sham ko/meN
ride on the bus – bus se yaatraa karnaa
sightseeing – dekhneyogya jagah jaanaa
hike – parvat chaRhnaa
etc. – ityaadi

Urban and rural settings

city residents – shahar-rahnewale, nagar-nivaasii m.
residential area- ilaakaa m.
modes of transportation — yaatayaat ke saadhan m.
village residents- graamiN log / gaaNv-wale / kisaan log
region – ziilaa m.
setting — vataavaraN / mahaul
environment – paryaavaraN m.
multistory-buildings – bahumanzilii imaarateN f.

Grammar:

Telling time (24 hour clock) – bajkar…; bajne meN
Sequencing expressions – iske baad, sab se pahle, phir, infinitive + ke baad/se pahle

Grammar (Review):

Habitual: ham hindii bolte haiN/the.
Progressive: ham hindii bol rahe haiN/the

Grammar:

Habitual: ham hindii balate haiN/the.
Progressive: ham hindii bal rahe haiN/the.
Formal and informal greetings (use of plural pronouns as honorifics and variations in different places

In pairs, students create a Venn diagram to illustrate similarities and differences between daily schedules at home and in the community. They display their diagrams and talk about a mindful version of a daily schedule that blends elements of both cultures.

I can talk about a few practices and traditions that I learned when interacting with native speakers of Hindi.

Vocabulary: Participating in a community event:

to go to the temple -mandir meN jaanaa
to put a tilak – tilak lagaanaa
to use jaimaal, haldii, singur + istemaal karnaa
to walk around something – phere laganaa
river bank – nadii ke ghaat/kinaare
to visit the gods in a temple – darshan karnaa
dress the statue up – murti ko sajhaanaa
wash the statue – murti ko dhulaanaa
to ring the bell – ghaNtii bajaanaa
blessing – ashirwaad

Team Word Webbing – Working in small groups, students brainstorm a concept map. They contribute ideas orally and assign one team member to record their ideas on a piece of chart paper. They talk about different ceremonies – list of rituals, role of different people in various rituals, special products used and how they are used.

I can describe several places that I visited, their natural environment and community, and activities I did or observed.

Names of regions and sites

Reporting activities

I saw… – main ne … dekhaa
I visited… – main … dekhne gayaa/gayii
I climbed… – parvat chaRhne gayaa/gayii
I took pictures of…- mainne foto kiNche
I learned about the history of … – main ne X-kaa itihaas sikhaa
It is famous for… – ke liye mashhuur hai

Grammar: Perfective constructions

Transitive verbs: ergative – X ne object + participial verb form (agreement with object)
Intransitive verbs: Subject + verb

Students each receive a card with the name of a location. They circulate to ask and answer questions about the location that their classmates have. They must ask at least 5 questions before they guess the name of the place. The object is to accumulate as many of the cards as possible by finding out the name of the site.

The same task with the name of a wellness practice (meditation, worship, relaxing on the river banks, drawing, dancing, playing an instrument).

Working in pairs, students create a collage of 3+ mindful activities. They join with a different pair to ask and answer questions about them.

I can ask for and give suggestions for how to work towards and what practices to follow for inner peace.

Vocabulary: Wishes and preferences

I would like to… – merii icchaa hai ki
I prefer… – mujhe zyaadaa pasand hogaa agar
Where do I find…? – Kaise milegaa?
Where is … located? – kahaaN milegaa; kahaaN sthit hai?
Can you please explain why… – aap samjhaa sakte hain ki yah kyoN…
to turn – muRnaa
to go straight – sidhe jaanaa
corner – konaa-

Grammar:

Kar-construction – khaanaa khaakar baahar ghuumne jaate haiN
Subjunctive in simple sentences – chaleN, dekheN
Subjunctive in complex sentences with chaahnaa – log chaahte haiN ki … mandir jaakar ki puujaa kareN

Students are given sentences reflecting possible activities that they might do in a specific location. They choose the ones that bring contentment and discuss further what else they want to do. They then work with a map to reflect the sequence of these activities for three days.

Presentational Speaking

I can describe my plans for traveling in India and describe my interests in mindfulness.

Vocabulary: Activities

I want to travel because… – maiN yaatraa karnaa chaahtaa huuN kyonki
to travel abroad – videsh ki yaatraa karnaa
to explore new places – alag alag jagah ghuumnaa
to learn about the people and customs vibhinn riti rivazoN ke bare meN siikhna / ki jaankaarii prapt karnaa
to perform a ritual of worship (with lighting a candle) – arti karnaa (gangaa ke kinaare par)
to hike/trek – chaRhnaa
to walk – paidal chalanaa
to go for a walk – sair m. karnaa
to swim – tairnaa
to jump in the water – paani men kuudnaa
to draw – taswiir banaanaa
to weave a sari – saaRii bhunnaa
to dry sikki grass – sikki ghaass sukhaanaa

Students create a concept map that outlines their mindfulness trip plans and their reasons for traveling. They then assemble an electronic poster (glogster.edu) with information they brainstormed.

I can describe the travel and what I have observed or experienced (where I stayed, conditions, expectations, travel, people I met, practices I observed).

Vocabulary: Describing accommodations

hotel room – hotel kaa kamraa m.
single/double bed – ek/do bistar m.
bathroom – gusalkhanaa m.
luxurious/simple – aaraamdeh/saadhaaraaN
amenities – suvidhaayeN f.
light out at… baahar ki roshanii
to wake up – jaagnaa
to wake up someone – jagaanaa
yard – aangan m.
mud house – kachchaa makaan m.
brick house – pakkaa makaan m.
story — manziil f.
balcony – baraamdaa m.
hut – jhompRii f.
mansion – hawelii
palanquin – paalkii f. / miyaanaa m.
hand cart – Thelaa m.
bullock cart – bail-gaaRii f.

Students record a daily reflection using http://vocaroo.com and then email the sound file to family and friends. They begin with a description of their the location, its environment and what cultural experiences they have had.

Working in groups, students go online to locate 3+ appropriate places where people might go to for inner peace. Each group selects what they feel is the best choice and to share their ideas and reasons then they prepares a brief presentation to give to the other groups. The class votes on the best option.

I can give a presentation about the famous place I visited and about an experience I had during the home stay.

Vocabulary:

Activities:

to catch fish — macchli pakaRnaa
to make a lake – taalaab banvaanaa
to irrigate – sinchaii karnaa
to submerge a statue – murti kaa visarjan karnaa
to grow crop: wheat, mustard – fasal f.: gehuuN m., sarso m. , makkaa m. + ugaanaa
I went to see – MaiN dekhne gayaa/gayii
to volunteer – X-kii sevaa karnaa
to organize – sangathan karnaa
to serve – X-kii seva karnaa
to support – samarthan karnaa –
to communicate – x-se samvaad karnaa
to motivate – prerit karnaa

Buildings:

rock – patthar m.
bronze – piital m.
steel – sTiil f.
wood – lakRii f.
round – golaakaar
square – varg
rectangular – aayataakaar
spread out – phailaa huaa
made of – X ka banaa huaa / x-kii banii huii

Adjectives:

exciting – rochak
boring – ubaauu
unusual – asamaanya
ordinary – saadhaaraN
peaceful – shaantipurN
blissful – anandmay
focused – ekaagrachit
natural – praakritik
artificial – kritrim, faaltuu
noisy – shorgul waalaa
political – raajnaitik
historical – aitihaasilk
social – saamaajik

Students assemble an electronic photo album of the locations and communities they visited. They record a travelogue with descriptions of the places, communities and practices they observed or participated (in three main categories: family and food, arts and crafts, religion and spirituality).

Students create a brief documentary that highlights a specific community, its surroundings and the mindful activities they found most interesting and inspiring in relation to the natural environment.

Each student posts one image with the intent of doing a podcast on that image. Once the initial recording is made, three additional students must comment or ask questions. The original author then records the final podcast incorporating the additional detail suggested by others.

Presentational Writing

On a blog site, I can write about the exploration I engaged in when I was in India (people I met, what they did for a living, their contentment routines, role of family and school).

Daily travel / community activities

Daily routines in different settings

Sites and communities visited

Interesting facts and cultural understandings acquired

Students write blog postings nightly about the day’s activities. They comment on their experiences, observations and their preferences.

I can write about customs and traditions I have learned in relation to contentment and mindfulness.

Characteristics of community members (physical and personality descriptive phrases)

clothing – pahnaawaa m.
food – khaan-paan m.
daily routine – dincharyaa f.
to compare. – x-kii tuulnaa karnaa
commonality – samaantaa f.
difference – antar m.

Reporting about the experience:

excitement – josh m.
eagerness – utsuktaa f.
enthusiasm – utsaah m.
dispair – niraashaa m.
surprise – aashcharya m.
worry – chintaa f.
stability – sthirtaa f.
empathy – sahaanubhuuti f.
surrender – samarpaN
to have an opportunity — X-ko maukaa milnaa
satisfying – santoshjanak
peaceful – shaant / chain
unpeaceful – ashaant / bechain

Students work in groups to post images reflecting a typical day of the community using a site like voicethread.com. They record their comments. Other students read what is posted, asking follow-up questions and recording additional thoughts based on their experiences.

I can write out a draft of a presentation that I plan to present orally including notes for the speech I will make to the International Mindfulness Club members in Hindi.

Target county/region products and practices

Vocabulary: Environment and ecology –

environment – paryavaraN m.
pollution – pradushaN m.
barren land – banjar zamiin
humidity – namii f.
farming – khetii (khetiibaarii) / kriShi f.
natural resources – praakritik sansaadhan m.
sources of energy – urjaa ke saadhan
solar energy – saur urjaa
energy conservation – uurja saNrakshaN m.
water resources – jal sansaadhan
water conservation – jal sanrakShaN / panii kii bachat karnaa
fill clay pots with water – miTTii ke maTke meN paanii bharnaa
llimate change – jalvaayu parivartan m.
Wildlife – vanyajeev evam vanyaprani
air pollution – vayumandaliya pradushaN m.
water pollution – jal pradushaN m.
wildlife conservation – vanyajeev sanrakshan m.
global warming – jalvaayua uttap m.
biodiversity – Jaiv Vividhtaa f.C
climate adaptation – jalvaayuu anukuulan m.
sustainability – sthayitva m.
sea level rise – samudra star meiN vriddhi
afforestation – vrikSaaropan / peR laganaa
deforestation – avanati f.
to increase green fields – hariyaalii f. baRhaanaa
women empowerment – mahilaa sashaktikaraN

Students prepare a digital presentation that they will give to the International Rotary Club members in Jaipur. They write an outline and notes to be sure to include important information and their reactions to the experiences during the program. This presentation will also be shared at the Mindfulness Fair.

Interpretive Listening

I can understand simple questions about my vacation.

Names of activities, places visited

Time expressions using the 24-hour clock

Sequencing expressions

In the morning, afternoon, evening

Students listen for the daily time of events and fill in a graphic organizer with the information.

Students use the information they hear to create their own mindfulness activities plan making sure that they have recorded times when the group will do something together.

Students listen to travel announcements of various types – schedules, days and dates, hours of operation and will indicate when certain events occur.

I can understand simple descriptions of the places I visited.

Name of site

Location

Geographical characteristics

Descriptive expressions

Working in pairs, students will identify various places visited on the trip from oral descriptions. Together, the pair of students will assemble a collage based on the descriptions. They share their collages on the group travel wiki or blog.

I can understand simple directions to find my way around town.

Sequence expressions (first, next, then, finally)
Turn right/left
Go straight
Corner
Continue for … blocks/kilometers

Listening to oral directions, students identify places in a city that they might want to visit.

Students take part in geocaching or a similar type of scavenger hunt to find artifacts associated with the locations they visited.

Interpretive Reading

I can understand when personal information is offered about a community and its environment, people’s habits and customs, family structure and role, occupations.

Name
Age
Address
E-mail
Gender
Preferences
Mindfulness activities I do
Mindfulness activities I want to do
What I would like to learn
What I would like to observe
Reasons for participating in the program

Students complete a personal profile questionnaire for the mindfulness program.

I can understand basic information about wellness practices and rituals on websites.

Location
Itinerary
Activities
Dates
Requirements
Interesting sites, experiences, activities

JigSaw: Teacher divides the class into groups of 3 or 4. Each group is in charge of scanning different websites for opportunities (teacher will have the sites bookmarked on Diigo or a similar site for students to use). They fill in a grid with relevant information for the class (name of city/village, region, itinerary, activities).

I can understand postings in blogs on wellness-related topics.

Names and descriptions of sites that students will visit during the travel

Observations on community life

Daily experiences and reflections on cultural similarities and differences

Students read blogs of classmates and respond to two posts per week.

Students read authentic target language blogs that comment on locations and communities.

Virtual Hindi

Hindi Teaching and Learning Resources

Mindfulness: Sample Hindi Curriculum