Proficiency Level: Intermediate Low/Mid
Time: 160 minutes
Objectives: Students will be able to:
- describe handicrafts from different regions of Pakistan
- explain step by step the process of how a handicraft they have learnt about is made
- describe the life of a craftsman in Pakistan
Performance Assessment:
- Students create a short video news report or a video story about a handicraft and its maker.
- Students make a piece of handicrafts after listening to a partner describe steps to make it.
Learning Scenarios:
1) 10 minutes – Wordsplash: Instruct students in small groups to discuss and jot down what they know about Pakistan, i.e., its location, neighboring countries, regions, capital city, etc. Call on groups to share one or two pieces of information about Pakistan, record students’ responses on the board.
2) 10 minutes – Provide students with blank maps of Pakistan. Project a map of Pakistan. Have students verify their information from previous activity, then fill the gaps by adding relevant information to their maps.
3) 10 minutes – Introduce various regional handicrafts via a PowerPoint. Challenge students to guess what region the handicrafts they have listed come from. Then give students feedback by explaining and providing the missing information.
4) 15 minutes – Modeling activity – In preparation for the next activity provide clues about a couple of items, including the region they come from, and ask students if they can guess what they are. In the follow-up activity, have students sit in circle. Provide each student with the picture of a handicraft while music is playing. When music stops, have students turn to their shoulder partners and describe the item or provide some clues for their partner to guess what the item is.
5) 10 minutes – In this activity, students divided into groups of three receive a photo of a handicraft. Then they are called on to say a sentence about the item. (ye rilli hai, rilli sindh meiN banaate haiN, rilli kapRay se banaate haiN). Each group places the photo of the handicraft on the map, (province where it is made), and puts together the three sentences together to describe the handicraft.
6) 25 minutes – In this activity, students are divided into two groups. Group A listens to instructions on how to make a rilli, is also given the instructions in writing. Group B listens to instructions on how to make ethnic jewelry and receives the instructions in writing as well. Students from group A and B are paired up to explain the directions of making the handicraft to their partners. Both students make the handicraft following their partner’s directions. Teacher and TA check for understanding, provide feedback and any vocabulary that student might need additionally (Note: Thanks to Samina Naqvi’s the idea to introduce rilli)
7) 15 minutes – Students watch a video on the life of a handicraft maker, answer comprehension questions and make a list of some issues that came to their mind while watching the video. (These will be used for the video report)
8) 15 minutes – Students watch the NYUrdu video about carpets. In pairs, they brainstorm and come up with two facts and two opinions about the video https://www.youtube.com/watch?v=ex1Wcrq8XKY&feature=youtu.be
9) 45 minutes – Equipped with the information about Pakistani handicrafts and their makers, students are divided into groups of three. Each group conducts research about two handicrafts to collect information about them. Students self-assign the roles they want to play, reporter or handicraft maker. Each group makes a video news report or a video story about a handicraft and its maker. Students in each group receive a checklist about the specific information they need to include in their video news report of video story.