A. Proficiency Level: Intermediate Low/Mid (4X75 min.)
B. Objectives: Students will to be able to:

• describe a series of events in the past by using the past tenses (past habitual when needed to set up the routine background and perfect to describe the new activities) with focus on: transitivity, use of ने  (ergative construction) with transitive verbs in the perfect vs.  intransitive verbs in the perfect
• the construction oblique infinitive + लगना
• narrate in short paragraphs using cohesive markers (एक दिन, इसके बाद, फिर, इसके अलावा, इसके बावजूद)
• vocabulary:

_____4:40-8:45

• सिलाई
-बुनाई f. – sowing and knitting
• कारोबार m. – job/work
• 
बैंक में पैसा बचने के लिए खाता खोलना – to open an account in the bank to save money
• 
जिज्ञासा
 f. – curiosity
• काश मैं भी ऐसा कुछ कर पाती
 – if only I could do the same
• चूल्हा फूंकना – to blow the fire pit/oven
• 
इच्छा
 f. – wish
• 
फटे हुए कपड़े
 – worn out/torn clothes
• अपना कारोबार बना लेना – to start one’s own business
• शौक़ m. – hobby
• X-को 
प्रोत्साहन m. + देना – to motivate/stimulate
• 
बेचैनी f. – restlessness <>
 चैनी
/शांति
 – peacefulness
• पैसा कमाना – to earn money 
• पैसे 
संभालना – to take care of the money
• पैसा बचाने के लिए ही पैसा चाहिए
 – to save money, money is needed
• फ़िज़ूल
 – bad/in vein
• 
मानना > 

मान जाना – to accept
• तय करना – to decide
• पैसे इकट्ठा करना – to gather money 
• जो भी पैसा बचता है 
उसको बैंक में ले जाती है – She brings to the bank all the money she saves (literally which money she saves, this money she brings to the bank)

_____12:29-14:43

• जमा करना = इकट्ठा करना 
• ख़ुद का होना साबित करना – to prove one can stand on their own feet
• दूसरों को रोज़गार देना – to give others livelihood
• सिलाई की मशीन – sowing machine
• उत्पादन m. – product
• हल्का – light
• तरक़्क़ी की रफ़्तार पकड़ना – to catch the path of progress
• मार्ग दर्शन m. – to show the way
• महत्त्वपूर्ण सफलता f. – important success
• परिस्थिति से गुज़रना – to go through a situation
• हिम्मत f. – courage
• हौसला m. – morale/courage
• धीरज/धैर्य m. – patience
• वाक़िफ़ – familiar
• फ़ायदा m. – advantage
• दास्तान f. = कहानी f. 

C. Performance Assessment — Students play and switch roles (a) a friend of one of the characters of the story narrating what happened to nominate Seema for The Person of the Month for a Show at the local TV station, and (b) a journalist conducting the interview,  trying to figure out if this is the successful story to be featured.

D. Learning Scenarios

1. Students view twice the section 1:48 – 4:40 min from Seema’s story. Teacher supports comprehension by providing a glossary on the board or a shared google doc if needed (सफ़ाई करना, खाना पकाना, सिलाई करना, इंतज़ार करना).

A. Lower level students:

1. Focus on the story and the visuals without a focus on the narration. Teacher stops after each scene to elicit from students sentences describing what happens in each segment. Students use only present habitual — सीमा घर की सफाई करती है, झाड़ू लगाती है, बच्चों के लिए खाना बनाती, सिलाई करती है, अपने पति का इंतज़ार करती है…Later they are prompted to retell what Seema used to do: सीमा घर की सफाई करती थी, खाना बनाती थी   

2. Listen to teacher retelling the story as if it happened yesterday (shows on the calendar the previous day and runs the segment muted). Teacher writes on the board/google doc only the verb forms in two columns – transitive and intransitive to emphasize the use of  ने with transitive verbs. Then with teacher’s support students write a few sentences कल सीमा ने घर की सफाई की, बच्चों के लिए खाना बनाई, अपने पति का इंतज़ार किया…

3. In pairs, students are asked to come up with an unexpected end of Seema’s story for homework — अचानक… – they write it on a google doc

4. Students share their story with a new partner and list several points of difference between the two stores.

5. Students view 4:40-8:45 min. Teacher stops after each scene to ask  students to tell what new activity Seema did in this segment with the glossary support.

6. In pairs, students list the main factors needed (in terms of character, circumstances, help) for this to be a success story.

7. Students send an email or leave a message to a close elderly relative  in the role of the husband: he explains what happened, complains and asks for advice. HHLs write it up first in an email and send an audio file for homework and FLLs send an audio file and then write it up in an email. “मेरी पत्नी…”

8. Students view 12:29-14:43 and tell Seema’s story in the role of (a) her friend or (b) an NGO activist, as they  nominate her to be featured as the person of the month in a TV show – via a phone message (audiofile) and an email to the editor in chief of the program. They need to use at least 3 times the language targets and at least 20 new vocabulary items.

9. Students conduct the interviews in front of the class. One interview is voted to appear in the local TV station in the Person of the Month Show based on a rubric sheet.

Student Work Samples (husband’s complaint):

Intermediate Mid/High:

HLL :

 

HLL:

Elementary High/Intermediate Low:

HLL:

FLL: