Proficiency Level: Intermediate Mid/High (5X75 minutes) 
Objectives: Students will be able to:
- narrate the story and describe the characters in it
- describe events during the Partition
- argue for or against the Partition
Language Objectives:
- use conjunct verbs correctly: X-का/की noun part + होना or करना (का विनाश करना) or X-को + adjective or participial form +होना or करना (को नष्ट करना)
- use passive voice
- Partition-related vocabulary
Performance Assessment:
- Interpretive: Students generate questions based on the story (handout)
- Interpersonal: Students participate in a debate — good or bad consequences of the Partition
- Presentational: Students make a presentation as one of the characters – written letter and a TV interview
Note: Teacher provides the students with the story, cut out or visually separated in paragraphs. Story (closer to the Urdu version).
Session I:
Step 1. 10 min. — Pair work: Students brainstorm about what they know about Partition — 5-6 sentences
Step 2. 15 min. — Class discussion: Students share what they know + instructor provides additional info in simple language.
Step 3. 25 min. — Pair work/Jigsaw — All students read the first paragraph and 2 or 3 paragraphs from the first 2 pages of the story which they are specifically assigned to read (teacher can assign more paragraphs to faster readers or just 1 to slower readers).
Step 4. 10 min. — Students change their partner and tell them what/who their paragraph is about and each episode and character means.
Step 5. 5. min. — Open discussion: Students make a overview of the characters (who symbolizes what ideas).
Homework: Students read the first 2 pages and write an end to the story. They are provided with the rubrics for written work evaluation.
Session II
Step. 1. 10 min. — Pair work/Jigsaw — students share their endings.
Step 2. 10 min. — Students switch partners, tell each other their endings and develop a new ending combining elements from both endings.
Step 3. 10 min. — Gallery Walk: Students read their peers’ new endings and write comments. They use the rubrics for written performance to evaluate each ending.
Step 4. 25 min. — Pair work/Jigsaw– Students read 2-3 more paragraphs from the next 2 pages of the story which they are specifically assigned to read.
Step 5. 10 min. — Students switch partners and tell each other the new characters and/or episodes in their paragraphs.
Step 6. 15 min. — Group work – Brainstorm for debate – tabadlaa karnaa thaa vs. nahiiiN karnaa thaa – kyoN — students one groups writes 5 points for and the other 5 points against. Students write on the board in two columns for and against. Each group adds to the other group’s ideas on the board.
HW: Half the students are assigned to watch one film and the other half the other. Students watch the movie and read through the end of the story.
Sessions III
1. 10 min. — Pair work — Students tell each other the movie they saw and find the differences between the movies and how they relate to the story.
2. 20 min. –Jigsaw: Students manipulate the story on a handout — students generate and write questions; orally give answers and switch partners to ask and answer to each other.
3. 30 min. Group work (3 in a group) — students choose 5 words from the glossary at the end of story and write the definition — they read to the rest of the class the definition and students guess the word — instructor keeps score which group guesses the most words. If there is a tie instructor defines a word and tied groups guess
4. 15 min. Pair work to help each other — मेरी कहानी — each student:
- is assigned a different character from the story
- writes a letter to the local newspaper recounting their life as one of the characters (a) before and (b) in the paagal khaanaa.
- includes their opinion about the banTvaara
Note: Instructor encourages students to add the political, cultural, religious, personal dimension — depending on the specific character).
HW: Students complete the story and prepare for oral presentation — after the letter is published students (in character) are interviewed for a local TV channel.
Session IV:
1. 30 min. — Pair presentations — one student is a journalist and the other is the character who expresses his/her point of view on the events, then they switch roles. The rest of the students take notes — at least 5 useful expressions from each presentation. Teacher reformulates when needed and writes phrases on the board.
2. 10 min. Whole class — instructor addresses underused language structures and vocabulary with examples on the board.
3. 30 min. — Pair work — discuss and tell what happens next to the vakil and his beloved; students decide the most interesting story and explain why; the student who created the best one receives a treat (banana if any or dried figs).
HW: Review vocabulary and verb forms for quiz
Session V.
Step 1. 15 min. Quiz
Step 2. 20 min. — Group work – Brainstorm for debate – tabadlaa karnaa thaa vs. nahiiiN karnaa thaa – kyoN — students one groups writes 5 points for and the other 5 points against. Students write on the board in two columns for and against. Each group adds to the other group’s ideas on the board.
Step 3. 40 min. — Debate: Partition consequences (baNtvaare ke pariNaam): good (achaaii) or bad (buraaii)
Homework: Students provide more information for हिन्दी विकिपीडिया
Suggestion for a follow-up:
- lesson: film: Khuda Hafiz- Story By Samaresh Basu, Directed By Gulzar
https://www.youtube.com/watch?v=lFVe1zwJg3M
Note: Interested students continue at home with: