This lesson plan was prepared by Prof. Aftab Ahmad for workshop at NYU “Working with Film and TV Shows in the Three Communicative Modes”
Child Labor Campaign 
Proficiency Level: Intermediate Mid/High (College)
Time: 1X65 min (this lesson is preceded by 3X65 based on three stories)
Objectives: Students will be able to:
- suggest strategies how the problem can be solved
- explain what the main issues in the movie are (society, culture and tradition)
- contrast and compare plot, characters, themes
Language Targets:
- review: oblique infinitive + lagnaa (gaane lagaa, khaane lagii)
- oblique infinitive + denaa (jaane diyaa, bolne diijiye)
- obligatory construction X-ko + infinitive + honaa (usko jaanaa hai, kaam karnaa hai)
- colloquialisms (aap aao!)
Performance Assessment:
- Interpretive: Students view the film for the gist. They check when they hear the new structures from a list. They work in groups with specific instructions for what to listen/look for to accomplish their task.
- Interpersonal: Students discuss and agree on the task at hand (I group: 5 solutions, II group: 2 examples for 3 categories, III group 5 differences and 5 similarities).
- Presentational: Students re-group and report on their findings in the previous group in their role.
- Interpersonal: Students negotiate and agree on 6 or more most efficient strategies/ways dealing with this issue in a new campaign (in their role each student suggests 2)
Based on: https://www.youtube.com/watch?v=FXb-yEXw_9A
Learning Scenario:
- Instructor asks students in groups to organize the provided examples in the handout below (pdf) in categories based on grammar.
. بابا ، مجھے اندر جانے دو
بابا، مجھے اندر جانا ہے ۔
بابا، مجھے بھی مستی کرنا ہے ۔
نہیں، تمہیں صرف غبارے بیچنے ہیں۔
بہت مستی کرنا ہے ۔
اَنکل مجھے آ ئس کریم کھانا ہے۔
جانے دو نہ، چھوٹی بچی ہے ۔
صاحب، ہمیں ہمارا کام کرنے دو۔
. کیا جانے دو
۔ اِس کو بھی سپنے دیکھنے دو۔
۔ میں اِس کے سپنے پورے نہیں ہونے دوں گا۔
. اَرے، کھیلنا چاہتی ہے تو کھیلنے دو اُسے نہ
اَرے ، آپ اِسے کیوں مارنے لگے؟
دیکھو ، آپ کی بچی تو رونے لگی۔
اگر یہ سپنے دیکھنے لگے گی ، تو کام کیسے کرے گی؟
Instructor explains the two new structures in more detail if needed and raises awareness of colloquial uses, such as:
آپ لو گ یہیں رُکو ۔
آپ جاؤ ۔
!(کائے کےسپنے کاَئے کی کھوشی (خوشی
2. Instructor puts students in groups and they read their group task. Students in each group assume a specific role (I group: NGO worker, II group: a professor, III group: the film-maker). Instructor shows the film and students view the movie. Students mark when they hear a sentence or expression from the list above (on the handout pdf). They also follow the instructions for their group.
Group 1.
(غیر سرکاری تنظیم (این جی او
(6) سوال/ہدایت: بچہ مزدوری کو کیسے ختم کیا جا سکتا ہے ؟6 طریقے لکھئیے:
Group 2:
پروفیسر
(6) سوال/ ہدایت: پڑھی ہو ئی کہانیوں اور اِس فلم کے درمیان 3 مماثلتیں اور 3 فرق لکھئیے:
Group 3:
فلم ساز/ ہدیات کار
سوال/ ہدایت: فلم میں ہندوستانی معاشرہ ، ثقافت اور روایت کو ڈھونڈئیے اور ہر ایک کے بارے میں دو دو باتیں لکھئیے:
(2) معاشرہ
(2) ثقافت
(2) روایت
3. Students discuss their task and fill out the handout. Instructor visits groups and provides input when needed, including vocabulary.
4. Jigsaw: Students go to their new group (with their number) and report what they have done, do and have to do to solve the problem of child labor as an NGO worker, film-maker or professor. They negotiate 6 or more most efficient strategies/ways to solve the problem. Each student needs to suggest at least 2 of their solutions/ways. The task is to practice the 3 language targets as much as possible.
Follow up suggestion 1: For Homework students write an email to a local official (they choose who) and describe what their contribution will be to a new campaign they suggest to address this problem. Students have to use at least 2 times each of the three structures. Instructor corrects the emails before the next class. In class, instructor provides input to the whole class about patterns of mistakes and gives back the corrected homeworks to the three groups. Students read their own letter and consider the corrections in their group. Then, they do a ‘gallery walk’ – they walk over to another station/wall where they read another group’s email. On stickies each student asks 1 question, state 1 point they agree with and 1 point they disagree with.
Follow up suggestion 2: Ambu kii zindagii kaise badlii?