Hindi Curriculum (YHS Fulbright-Hays 2022)
Age of Learners: 6-12 (heritage and foreign language learners)
Proficiency Level: Intermediate Range Duration: 60+ hours
STAGE 1: What will learners be able to do with what they know by the end of the program? Overview and Theme
| A group of friends signed up for a tour to India organized by the International Rotary Club. They will visit four main areas — in Nainital, Dehradun, Dahanu and Jaipur. This excursion goes beyond the typical sightseeing trip. The students will visit (a) areas with rich biodiversity, (b) communities who have close relation to nature and either have been affected by it or are known for their nature-conscious customs and environmentally healthy lifestyles, and (c) grassroot activism that takes place with the objective of reducing pollution, supporting community self-sufficiency and sustainability, promoting traditional ecological culture or providing basic services and solutions to challenges in rural or urban communities.
The students will interact with the members of the local communities and organizations. The International Rotary Club in the country where the Hindi language is spoken wants them to give a lunchtime speech about their experiences in each of the four places. The students plan to bring artifacts, recordings and photos to supplement a presentation of their observations and findings. This presentation will be part of the final assessment task. |
Learning Targets
| LINGUAFOLIO® GLOBAL STATEMENTS | PROGRAM CAN-DO STATEMENTS OR LINGUAFOLIO® CAN-DO STATEMENTS |
| Interpersonal Speaking | |
| Intermediate Low: I can handle short social interactions in everyday situations by asking and answering a variety of questions.
Intermediate Mid: I can exchange information in conversations on familiar topics and some researched topics, creating sentences and series of sentences and asking a variety of follow-up questions. Intermediate High: I can exchange information in conversations and some discussions on a variety of familiar and some concrete topics that I have researched, using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames |
I can ask and answer questions by friends and family about my expectations / reasons for signing up for this travel. |
| I can exchange information about local geographical features and unique nature with my travel companions and community members. | |
| I can talk about and compare communities’ practices and daily routines in the city and the village in relation to the environment. | |
| I can talk about a few customs and traditions that I learned when interacting with community and organization members. | |
| I can talk about the natural environment and the challenges or disasters which have occurred or are expected and things to do to protect the environment and the communities. | |
| I can talk about things to do to protect the environment and the communities | |
| Presentational Speaking | |
| Intermediate Low: I can make presentations on a wide variety of familiar topics: using connected sentences.
Intermediate Mid: I can state my viewpoint about familiar topics and give some reasons to support it, using sentences and series of connected sentences. Intermediate High: I can state my viewpoint on familiar or researched topics and provide reasons to support it, using a few short paragraphs, often across various time frames. |
I can describe the places I visit and my reasons for traveling and learning. |
| I can describe the environment where communities live, nature, weather and changing climate and environment. | |
| I can report about or make suggestions for solutions of climate and nature changes (potential or real). | |
| I can give a presentation about a place and a community I visited and about an interesting story I heard during my stay. | |
| Presentational Writing | |
| Intermediate Low: I can write on a wide variety of familiar topics using connected sentences.
Intermediate Mid: I can write about a variety of familiar topics and some concrete topics I have researched, using sentences and series of connected sentences. Intermediate High: I can write detailed reports on a variety of familiar topics and some concrete topics I have researched, using a few short paragraphs, often across various time frames. |
On a blog site, I can explain nature–community interactions and nature-based living in the places I visited in India. |
| I can describe in my travel log customs and traditions I have learned about and observed in specific locations. | |
| 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.
Intermediate Mid: I can identify the main idea and key information in short straightforward conversations. Intermediate High: I can usually understand the main idea and fl ow of events expressed in various time frames in conversations and discussions. |
I can understand questions and simple information about places, people and practices offered by local members of the communities or activists. |
| I can understand descriptions of the places, people, practices and environmental challenges when viewing a video or listening to a podcast. | |
| I can understand directions, suggestions or warnings during or about weather extremes or natural disasters. | |
| Interpretive Reading | |
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Intermediate Low: I can understand the main idea of short and simple texts when the topics are familiar. Intermediate Mid: I can understand the main idea and key information in short straightforward informational texts. Intermediate High: I can usually follow the main message in various time frames in straightforward, and sometimes descriptive, paragraph-length informational texts. |
I can understand and follow signs, warnings and directions about protecting the environment or safety. |
| I can understand basic information on flyers, brochures and on websites related to communities and places. | |
| I can understand postings in Facebook and blogs on travel, environment and nature topics. | |
STAGE 2: How will learners demonstrate what they can do by the end? Summative Performance Assessments
| Interpretive Task: After reading brochures or perusing websites that describe experiences in the four areas of the tour, students complete an organizational grid with relevant information such as location, seasons and specific natural resources, experiences, benefits from nature, and impact of nature. They share the information with their friends in order to convince them to join this tour experience. | Interpersonal Task: On a daily basis, students post blog messages about their experiences during the study tour. They respond to posts from community members and activists in an ongoing conversation. In class, they compare and tell each other the stories they heard, decide which the most interesting stories are and why to create a flipbook. They discuss what to include in the final presentation for the International Rotary Club. | Presentational Task: Students make a presentation to the International Rotary Club, India. They highlight the places they visited and what they learned about the environment, the communities, and their customs. |
STAGE 3: What will prepare learners to demonstrate what they can do with what they know?: Learning Experiences
| Learners can … | Learners need to use … (language, culture, content) | Learners do & demonstrate … |
| Interpersonal Speaking | ||
| I can exchange information about local geographical features and unique nature with my friends and community members. | Sample language:
Grammar:
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On the first days of the tour, students meet and greet one another. They circulate and gather information about their travel destinations and who expects what to learn. As they learn more about their travel preferences, they form similarity groups (students who have 3 or more things in common) and report to the whole group about their findings.
In small groups students reminisce and list experiences they have had on previous travels. 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 funny, sad, scary, awkward, etc. |
| I can talk about and compare the community’s practices and daily routines in the city and the village. | Sample Language:
Grammar:
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In pairs, students create a Venn diagram to illustrate similarities and differences between city and village daily life. They display their diagrams and talk about an ideal daily life, possibly one that blends elements of both cultures. |
| I can talk about a few customs and traditional narratives that I learned or observed when interacting with community and organization members. | Sample language:
Grammar:
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Team Word Webbing – Working in small groups, students brainstorm on a mind map of a central concept. They contribute ideas orally and assign one team member to record their ideas on a piece of chart paper. They talk about different stories and or customs, role of different people in various rituals, traditional clothing and ornaments. |
| I can talk about the natural environment and the challenges or disasters which have occurred or are expected and how to protect the environment and the communities. | Sample Language:
Grammar:
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Students each receive a card in Hindi with a natural phenomenon or challenge in one of the four areas. They circulate to ask and answer questions about the phenomenon that their classmates have. They must ask at least 5 questions before they guess what it is and where it happens. The objective is to accumulate as many of the cards as possible by finding out the site and the phenomenon/disaster.
Working in pairs, students create a collage of photos of natural phenomena specific to a site. They join with a different pair to ask and answer questions about details related to the environment and communities in these sites. |
| I can collect and exchange information about what to do to protect the environment and the communities. | Sample Language:
Grammar:
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Students are given statements reflecting possible activities that the community and/or organizations might do to protect the environment in a region. They discuss to decide what environmental focus they should have in the assigned area and what statements they dis/agree. They add what else they want/suggest to do. Then they work with a map to decide how to sequence the possible activities, who is involved and what the impact will be. |
| Presentational Speaking | ||
| I can describe the places I visit and my reasons for traveling and learning. | Sample Language:
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Students create a concept map that outlines their tour plan and their reasons for traveling to specific regions and their communities. They then assemble an electronic poster (glogster.edu) with information they brainstormed. |
| I can describe the environment where communities live, nature, weather and changing climate and environment. | See above | Students record a daily reflection using http://vocaroo.com and then email the sound file to friends who could not join the tour. They begin with a description of the place and the environment, then on subsequent days talk about the specific natural features, environmental changes and how the local community interacts with nature.
Working in groups, students go online to locate interesting locations to visit. Each group selects what they think is the best choice and then prepares a brief presentation to give to the other groups. The class votes on the best suggested option. Each student goes online to select a specific option for the community to visit and interact with. In small groups they share information about where they will go. |
| I can report about or make suggestions for solutions of climate and nature changes (potential or real). | Vocabulary:
Nouns for material: X से बना हुआ है, बनी हुई है
Adjectives for shape:
More adjectives:
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1. Students assemble an electronic photo album of the sites and communities they visit while traveling. They record a travelogue with descriptions of the people and places including personal observations and comments.
2. Students create a brief documentary with its script that highlights the sites and communities they found most interesting during the tour experience in India. 3. 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 to improve it. The original author then records the final podcast incorporating the feedback and additional details suggested by others. |
| Presentational Writing | ||
| On a blog site, I can explain nature–community interactions and nature-based living in the places I visited in India. | Vocabulary:
Village Life: गाँव का जीवन / की ज़िंदगी
Tools औज़ार:
Crops फ़सलें:
पर्यावरण में सुधार और बदलाव लाना Sources of energy – ऊर्जा के स्रोत और
Water supply – जल वितरण/ पानी का इंतज़ाम
Food resources – खाने के स्रोत
Rural education – गाँव में शिक्षा Forestation – वृक्षरोपन / पेड़ लगाना / हरियाली बनाना Water conservation: जल संसाधन, जल संरक्षण, पानी की बचत करना Women’s role – औरतों की भूमिका / भागीदारी Women’s empowerment – महिला सशक्तीकरण Health issues – स्वास्थ्य m./ सेहत के मुद्दे m. |
Students write blog postings nightly about the day’s activities they observed and learned about during the day. They comment on their observations and the new information they learn. |
| I can describe in my travel log customs and traditions I have learned about and observed in specific locations . | Actions:
See above |
Students work in groups to post images reflecting a typical day of the community members they inteact with using a site like voicethread.com. They record their comments. Other students read what is posted, asking follow-up questions and record 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 Rotary Club members in Hindi. | Borrowed Sanskrit words:
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Students prepare a digital presentation that they will give to the International Rotary Club members. They write an outline and notes to be sure to include important information and their reactions to the experiences they had in each region. This presentation will also be shared at the travel fair held at the end of tour. |
| Interpretive Listening | ||
| I can understand questions and information about places, people and practices offered by local members of the communities or activists. | Names of activities, rituals and customs
Places visited because of specific natural phenomena or communities Activities by organizations to support local communities See above |
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 daily plan making sure that they have recorded times when the group will do something together and individually. Students listen to public service announcements of various types – basic hygiene rules, waste management, safety, etc. and will create concept categories. |
| I can understand descriptions of the places, people, practices and environmental challenges when viewing a video or listening to a podcast. | Name of sites and their location on the map of India and the subcontinent
Geographical characteristics and the environment where the community lives Descriptive expressions |
Working in pairs, students will identify various places and communities visited on the tour from oral descriptions. Together, the pair of students will assemble a collage based on the descriptions. They share their collages on the group tour wiki or blog. |
| I can understand directions, suggestions or warnings during weather extremes or natural disasters. | Use the garbage bins
Don’t throw garbage on the ground. Don’t honk Keep the area clean See above |
Listening to oral directions, students identify places in a village or 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 tour. |
Interpretive Reading |
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| I can understand and follow signs, warnings and directions about protecting the environment or safety. | Reduce pollution.
Become a hero in cleaning the environment. See above |
Students complete a grid with the most important signs and public announcement murals they have seen. Then they identify ones that are needed/missing to create new ones. |
| I can understand basic information on flyers, brochures and on websites related to communities and places. | Locations and their specific environment along with impact on or from the community
Communities and their relation to nature – damage and/or preservation Natural phenomena and disasters Interesting sites, experiences, activities See above |
JigSaw: Teacher divides the class into groups of 3 or 4. Each group is in charge of scanning different websites for places and communities to visit. 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 place, itinerary, environment features, people). |
| I can understand postings in Facebook and blogs on travel, environment and nature topics. | Names and descriptions of natural and geographical features that students visit during the tour
Daily activities of the local community in the village and the city Descriptions of rituals and customs Daily experiences and reflections on cultural similarities and differences between areas See above |
Students read blogs and create mind maps of issues or concepts.
Students will read authentic target language blogs that comment on travel home stays and will respond to comprehension questions. |
Materials & Other Resources (Teachers may decide to play the video clips without sound so that they might supply the narration, making the information more comprehensible for students. Similarly, they might add visuals to the readings, chunk the information into sections, etc.)