Yoga Lesson 4: Why Lockdown Yoga? लॉक डाउन योग क्यों?

Lesson plan developed by Bhavya Singh

Target Proficiency: Advanced Range

Time: 4×75

Mode of Instruction: Online 

Students: Hindi HLL/FLL; Age: High school level 

Student Learning Objective:  Students will be able to – 

  • Interpretive: understand & analyze the main message and supporting details on the importance of lockdown Yoga and its relevance in maintaining mental and physical health of online learners. 
  • Interpersonal: through online synchronous /asynchronous discussion, exchange information and ideas and come to a consensus about how to :
  1. map out lockdown yoga practice
  2. integrate lockdown Yoga sessions in online curricula as a form of in-home physical fitness routine 
  3. convince educational leaders and administrators to.
  • Interpersonal (role play): lead a discussion via video conferencing between educational institution administrator and student council member about the complex health and well-being situation of students during lockdown and persuade to run alternative program under student connect resources .  
  • Presentational: For an interactive Youth Health Magazine in the role of well-being experts, students write an editorial piece (HLLs) and record a video entry (FLLs)  on the online learners’ physical, mental and emotional state and the potential positive influence of lockdown Yoga. 
https://www.teachstarter.com/au/teaching-resource/write-inquiry-question-poster/
Source: https://www.teachstarter.com/au/teaching-resource/write-inquiry-question-poster/

Infographics, Rubrics & Charts:

  • Kath Murdoch’s Inquiry Cycle: Project Planning  
  •  Word Art Vocabulary
  • Speech filter chart 
  • Critical thinking chart
  • Public Speaking rubric
  • Editorial Analysis Rubric 
  • Rubric for Assessing student writing: Editorial 
  • Public Speaking Rubric
  • Rubric for assessing journal 
  • Journal writing rubric

Technology: 

Language Structures: 

  • Quasi compounds – बात चीत, भीड़ भाड़, आस पास 
  • Present participle use – आते जाते, उठते बैठते 
  • Arabic loanwords – ख़बर, तकलीफ़, ताक्कालूफ़, आसार 
  • Periphrastic plurals – आप लोग, हम लोग 
  • Conjunction – तथा, एवं, किंतु, परंतु, अथवा 
  • Emphatic enclitics – बनाने में भी, और भी, कोई भी, ही, आपको ही, हम ही, यही, इसे ही 
  • Adverb formation form adjectives – सामान्य रूप से, कृपया, विशेष रूप से
  • Imperative forms – ie & iegaa forms – जाइएगा, करिएगा, बढ़ाइएगा, बचाइएगा 
  • Inverted compound postposition- के बिना: e.g. बिना आपकी अनुमति के; के बजाए
  • Substantival constructions (oblique case) – किए बिना नहीं बढ़ेगा 

Real-World-Performance Task:

  • During first District Zoom meeting session after the COVID-19 lockdown, students as ASB student council leaders, share student’s current conditions and appeal to add lock down Yoga as alternative PE curriculum to distant learning coursework and propose their plan to start District’s private Lock down Yoga You Tube channel for all students enrolled in the District as an effort to help and support student’s mental, physical and emotional health & wellbeing. 

Resources:

Audio Visual:   

Reading: 

Learning Scenarios:

Step 1. Exploration: Leading questions:

  • कोरोना संक्रमणलॉक डाउन से सम्बंधीसमस्याएँ 
  • लॉक डाउन से बच्चों में बढ़ती समस्याएँ 
  • समाधान 
  • बाल तथा युवा योग क्रिया एवं महत्व 

Using Voice Thread, students view/read/listen to the topic specific audio-visual and reading resources (at least 2-3) provided by the teacher and

  • categorize relevant facts in infographics 
  • list new vocabulary words in Wordcloud
  • upload a short description of the main issue on the Pre Activity thread on Voice Thread.

Students use microphone option (HLLs), text option (FLLs), Phone/Video camera option (Students with disabilities) on VoiceThread to submit their responses.

Teacher shares topic-related student learning outcomes and a brief description of the different stages of Kath Murdoch’s Inquiry cycle in the target language through Zoom synchronous session using screen share option.

Step 2: Teacher starts a new Voice Thread conversation by sharing new editorials related to COVID 19 lockdown and using editorial analysis rubric and guidelines demonstrate and invite students to conduct and participate in online analysis by adding response thread. 

  • सम्पादकीय विश्लेषण 
  • प्राथमिक विषय 
  • आँकड़े एवं तथ्य 
  • तर्क का सारांश 
  • लेखक के वैचारिक दृष्टिकोण का सारांश 
  • प्रमुख धारणाएँ  
  • आपके विचार एवं तर्क 

Teacher provides a quick feedback on a few students’ exploration stage infographic and word clouds as an example and suggests how they can give peer feedback using the rubric and integrate it while working towards final product. (Editorial piece and presentation) Use of new vocabulary words and target sentence structure is a requirement.

Teacher places students in groups in breakout rooms to share and learn exploration findings – they fill out a google doc about:

  1. स्वास्थ्य पर प्रभाव (important health issues related to students during quarantine)
  2. योग का प्रभाव (online Yoga sessions as a solution available for children and adults, facilitated through educational institutions in an effort to improve health  and provide relief and support to both students and parents) 

Students share their exploration infographics and word-clouds and start their editorial analysis on new articles from the resource pool. 

Students provide peer feedbacks and suggestions using rubric and update the group document with new information. 

Using Voice thread and Zoom screen share, one student on behalf of their group shares the final PPT with all findings, suggestions, additional resources, community based 24×7 COVID -19 Children/ Youth help line information and available Yoga resources. 

Each group representative shares their PPT during the main group discussion session and teacher as well as other students provide verbal/written/ audio-visual feedback using Voice Thread.  (Optional: Students add all feedback as update in their reflective journal using online digital notepad and journal writing rubric). 

Based on the feedback, each student group creates a Google Student Health form, to gather further information about their mental, physical, emotional and social health & wellbeing during COVID 19 lockdown and remote learning scenarios. 

Using the collected information, students participate in team reflection using Zoom, to finalize the suggestions for the course of action. 

Presentational: 

Based upon research data and team reflection outcome, students draft an article (FLLs) for District bilingual newsletter and/ or persuasive speech with Hindi script (Zoom meeting) reflecting upon the current mental, physical and emotional health of district students during COVID 19 lockdown and propose the option of LOCK DOWN YOGA though District’s private Student Yoga YouTube channel as an alternate health and fitness routine that can be provided to each student under alternative PE option to improve the current condition and motivate, empower and encourage them to participate in their studies and other fun activities. 

Pictorial representation of the principles used: 

  • Project Management:

  

  • Inquiry Based Learning