^{Can be preceded by Dalits Lesson                 Lesson plan based on suggestions by: Rajni Bhargava}

^{Proficiency Level: Advanced Low/Mid}

^{Time: 3X75 min.}

^{Objectives: Students will be able to:}

• ^{explain the nature and the history of the caste system}
• ^{express opinion: agreement and disagreement}
• ^{hypothesize about the topic}

^{Language Targets: Students will be use correctly and consistently:}

• ^{Progressive Aspects: (a) -ता present participle + रहना, e.g. बनी रही (keep on -ing) or (b) -ता present participle + जाना, e.g. बढ़ती गई, उभरते गए, जुड़ते गए (keep on -ing more and more or less and less)}
• ^{Passive Voice: past participle +जाना, e.g. अपनाया गया, गिना जाता रहा है}

^{Performance Assessment: In the role of (a) radio show host or guest (oral) and a (b) a blogger (oral and written) students discuss the caste system and the ways to abolish it (based on the article by arguing for and against its 5 main points)}

^{Learning scenario:}

^{1. In groups, students brainstorm about what they know about the caste-related problems in India and how they can be solved to prepare the intro for a radio-show devoted on this topic. They use if needed the vocabulary list provided by the teacher (a glossary of the upcoming article). They formulate at least 5 main points and write up the intro.}

^{Student first draft sample}  

^{2. The teacher teaches the progressive aspects and reviews the passive forms.}

^{3. In the same groups, students read the assigned portions on section I of the article जाति उन्मूलन : इतिहास वर्तमान और भविष्य (sections) and use the glossary. They list the main points of their portion.}

^{4. The group re-works the introduction to include at least 5 new expressions (marked in blue) and at least 5 verb forms in the progressive aspects and passive voice (marked in orange).} 

^{Student second draft sample}

^{5. Jigsaw: Students change groups and share the main points from their portion. They also introduce the new vocabulary they use in formulating the main points. The groups develop a concept map of जाति का इतिहास based on section I.}

^{6. Students read more segments from the article. Then:}

^{a) each prepares a blog (oral recorded and written – 2 drafts) reaction to the article}

^{Student sample (reaction to the article):}

^{b) in groups discuss on a radio talk show the question of abolishing jaati with different participants (each student chooses their role: an activist, a media celebrity, a scholar, a state official, a lawyer, a dalit representative, etc.) They use expressions of agreement and disagreement, such as (suggested by Rajni Bhargava):}

मैं आपसे पूर्णतया सहमत हूँ। हम सब इस प्रस्ताव को लेकर एकमत हैं।  इस प्रस्ताव को पूर्ण सम्मति से खारिज किया जा चुका है।  हम इन विचारों से अन्दर से मतेक्त हैं।

अगर आप इस सब से असहमत है तो हमें पहले ही अपने विचारों से अवगत करा दें। हम सब में मतवैमन्सय नहीं है। केवल असम्मति ही नहीं इस पर अनुकरण भी करना ज़रूरी है। हम इन विचारों से अन्दर से मतेक्त नहीं है।

 ^{Suggestion for a follow-up: Lesson Plan Class System and Class Differences जाति-व्यवस्था Masculinity. Or students proceed to watch and read stories from Premchand.} 

^{Student work samples}