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STARTALK MODEL CURRICULUM Key Learning Experiences

How do Stage 1, Stage 2 and Stage 3 of the curriculum development process connect to daily classroom instruction? How do instructors take program learning goals and key performance assessments and use them to develop learning plans and episodes? As instructors unpack the lesson Can-Do Statements by outlining vocabulary and language chunks for each lesson Can-Do Statement with a corresponding check for learning, they complete the bridge from curriculum to learning plan.

LANGUAGE: Hindi GRADES: 6-12 PERFORMANCE TARGET: Intermediate Mid/High

Unit Theme: Let’s Go Somewhere

Students will explore authentic products and practices that relate to traveling to India and explore four major cities or regions where Hindi is spoken. They plan virtual travel experiences to get to know different regions or cities such as Delhi, Mumbai, Kolkata and Chennai in the country and investigate significant aspects of that region’s or city’s culture. Before leaving on the trip, students work together to investigate and identify significant and interesting cities, landmarks, historical artifacts, and recreational activities that apply to both tourism and cultural exploration. Students serve as regional “experts” and interact with each other to share information, insights and advice about travel and cultural experiences of their particular regions. At the end of the program students will use their language skills to share with their parents with a detailed presentation about the city they have visited and what they have learned about the region.

Quick Navigation Click on a program Can-Do Statement below to go to that section of the curriculum.

Program Can-Do Statement #1

- Interpersonal -

I can ask and answer questions about what to see and do in various regions, such as significant and interesting cities, landmarks, historical artifacts, and cultural, educational and recreational activities.


- Interpersonal -

I can ask and answer questions about what I need to take on my trip depending on where I am going and why I need those things.


- Interpersonal -

I can compare and explain my travel preferences with the travel preferences of others.


- Interpersonal -

I can ask for and give advice about what to see and do in order to experience both tourist and local aspects of a particular region (i.e. tourist vs cultural or customary aspects).


- Presentational- I can present a narrative about a trip I want to take.


- Presentational - I can explain why I want to visit a particular region depending on my personal interests and preferences.

STARTALK Model Curriculum: Key Learning Experiences – HINDI (6-12 / Intermediate/ Travel) 2


Program Can-Do Statement: I can ask and answer questions about what to see and do in various regions, such as significant and interesting cities, landmarks, historical artifacts, and cultural, educational, and recreational activities.

Performance Assessment Task: The class has been divided into four tour groups, each going to a different region for summer vacation. Each group researches tourist information and completes a graphic organizer (in Korean) with information about what to see or do in their region. After completing the organizer, new groups are formed, each with an “expert” from each region. Using Korean, members ask and answer questions to complete a second graphic organizer on each region.

Lesson Can-Do Vocabulary Checks for Learning

I can recognize direction words, phrases, and locations needed to find places on a map. Interpretive

मानचित्र, नक्श

देश , राज्य , शहर ,

प्ाांत

दिशाएँ: उत्तर,

िदिण, पूर्व, पदिम

भारतीय राज्य और

प्देश, चदशाएँ उत्तर,

दचिण, पूर्व, पचिम

दायें, बाएां , सीधे , X

के दूसरी तरफ, X के

िार ां तरफ, X के

पास, X से दूर, X के

सामने , X के पीछे, X

के बीि में, , X के

उत्तर में , X के दचिण

में , X के पचिम में , X

के पूर्व में आचद

स्थित

चदल्ली भारत के ----

- में स्थित है I

The teacher will give each student an authentic map of a city in India. Five places on the map will be numbered from 1 to 5 . The teacher will describe the directions from the start point to one of the five places. Listening to the teacher’s description, the students will identify which place was the destination of the description.

Students will complete an activity that asks them to identify states using the direction terms and using the Indian map.

I can share where I am from and ask others where they are from. Interpersonal

मैं -------- से हँ I

आप कहाँ से हैं ?

Students ask five classmates where they are from and report the name of city most students are from.

In groups of two, the students ask each other “where are you from?” Every 30 seconds the teacher rings a bell to let the students know that it is time to change partner. The first student to find partners from three different cities is the winner.

Variation: If this is a non-heritage class and all or most of the students were born in the US, they can ask about the state or city they are from instead of the country.

I can identify in which specific

मकबरा, इमारत,

ऐचतहाचसक,पयवटक /

Based on a short informative text on the four major cities and their famous landmarks, students identify


region cities and landmarks are found. Interpretive

यात्री पयवटन थिल,

स्मारक, शहर , नगर,

समुद्रतट ,पहाड़,

झील, रेचगस्तान,

पर्वत, राष्ट्र ीय उद्यान,

नदी, चकला, झरना

सबसे बड़ा/ बड़ी ,

सबसे छ टा/ छ टी ,

नया / नयी, सबसे

पुराना/ पुरानी

चनमावण, बनर्ाया गया

क़ुतुब मीनार -------

है I

लाल चकला ---------

है I

जामा मस्िद एक

मस्िद है I

those cities and famous landmarks on a map.

The teacher gives each student a map of India and shows on a screen a picture of a landmark or a city. Each picture is numbered. The students circle the location of the place shown on the screen and write its number.

I can identify places and landmarks when I hear them described. Interpretive

चदल्ली भारत की

राजधानी है I

यह भारत के उत्तर में

स्थित है I

यहाँ पर कई देखने

लायक जगहें हैं जैसे

लाल चकला, क़ुतुब

मीनार , ल टस

टेम्पल, जामा मस्िद,

इां चिया गेट आचद

आप इस शहर में ---

---- देख सकते हैं I

अगर आपक

कुतुबमीनार देखना है

त आपक ------

जाना िाचहए I

The students will have a number of pictures of cities and landmarks in India. When the teacher describes the place or the landmark, each student raises the picture that corresponds with the description.

I can identify regions based on what tourists can see and do. Interpretive

आप र्हाँ क्या देखना

िाहते हैं?

आप -------- में क्या

देखना िाहती /

िाहते हैं I

मैं र्हाँ ----------

देखना िाहते/ िाहती

हँ I

आप र्हाँ क्या कर

सकते हैं ?

आप र्हाँ क्या करना

िाहते हैं?

मैं र्हाँ --------

The students have a number of pictures that includes tourists visiting different places in India. When the teacher describes what the tourists are doing in a place, the students raise the picture that corresponds with the description.


िाहता / िाहती हँ I

खरीदारी करना ,

राष्ट्र ीय उद्यान का

सफ़र करना ,

सांग्रहालय देखना ,

ऐचतहाचसक जगहें

देखना , समुद्रतट की

यात्रा करना ,

पर्वतार हन करना

(पहाड़ ां की यात्रा ),

साईकल िलाना,

तैराकी करना, ऊँट

की सर्ारी करना ,

हािी की सर्ारी

करना , बस यात्रा /

बस का सफ़र करना

, रेलगाड़ी का सफ़र/

यात्रा , ररक्शा सर्ारी

करना

I can identify regions based on cultural products and landmarks. Interpretive

साांसृ्कचतक िीजें /

र्सु्तएँ : पारांपररक

पहनार्ा, चनर्ास,

ल क कला, ल क

सांगीत, सांगीत के चलए

र्ाद्य , भ जन / खाना

साांसृ्कचतक

गचतचर्चधयाँ : पशु-

मेला, साांसृ्कचतक मेले,

चशल्प मेला , चदल्ली

हाट, कठपुतली का

खेल, कला प्दशवनी,

मांचदर, मस्िद,

गुरुद्वारा, चगररजाघर,

प्ाांतीय/ िेत्रीय

भ जन,त् ांहार ,

चकताब उत्सर्,

साचहत् उत्सर्,

चर्र्ाह आचद

शास्त्रीय नृत् और

सांगीत प्दशवन /

प्चतय चगता

The students read passages describing a cultural product, practice, and/or a landmark. They write next to each passage the name of the place that corresponds with the description.

I can ask others about important regional features of a region.

मौसम , कपड़े / र्स्त्र

/ पररधान

भौग चलक स्थिचत,

The teacher uses a learning activity such as 'clock partner', 'bicycle chain', or 'inner-outer circle' to let the students ask others questions based on the regional features of a city.


Interpersonal खान-पान, त् ांहार/

उत्सर् / पर्व ,

यातायात / पररर्हन

के साधन, कला और

नृत्, सांगीत, ल क

सांगीत और ल क नृत्

सर्ाल करने के चलए

शब्द

कहाँ , कब , क्या ,

क्य ां, चकतनी दूर ,

चकतनी पास, चकतने

दूर , चकतने पास

ल ग कैसे कपड़े

पहनते हैं ?

र्हाँ ल ग कौन-से

त्यौहार मानते हैं ?

र्हाँ का मौसम कैसा

है?

---- राज्य की

राजधानी क्या है?

इस राज्य का सबसे

प्मुख शहर कौन-सा

है ?

यहाँ पर देखने लायक

कौन-सी जगहें हैं?

इस प्ाांत / शहर में

ल ग क्या पहनते हैं?

यहाँ की पारांपररक

रे्शभूषा / र्स्त्र /

कपड़े क्या है?

खरीदारी कहाँ करनी

िाचहए ?

खरीदारी के चलए

कहाँ जाना िाचहए ?

खरीदारी के चलए

कौन-सी जगह अच्छी

है ?

र्हाँ कौन –सा

भ जन / खाना प्चसद्ध

है ?

उस राज्य में ल ग

मुख्य रूप से क्या

खाते हैं ?

Each student has a passage describing the regional features of a city. In groups of two, the students ask each other questions about the regional features of the place described in each other’s passages trying to identify it.


I can give information about important features of a region when asked. Interpersonal

Recycle from previous

Students are divided into four groups. Each group is assigned a region or city in India and develops a “fact sheet” about their city. Students form expert groups, and share information about their region, asking and answering questions in Hindi. They then return to their original group and share their findings within their group.

Authentic Materials & Resources

https://www.youtube.com/watch?v=r-S1gyo2hxM https://www.youtube.com/watch?v=0fbqwzoEJGA https://www.youtube.com/watch?v=vq9m5oa6mVs https://www.youtube.com/watch?v=rpNURxjwVzo https://www.youtube.com/watch?v=XYILTnPyALU https://www.youtube.com/watch?v=XCrThy-dJkQ https://www.youtube.com/watch?v=OhxvtW2_1Kw https://www.youtube.com/watch?v=qDpWoni-cOg

http://www.delhitourism.gov.in/delhitourism/hindi/aboutus/map_of_delhi.jsp

https://quizlet.com/132886823/hindi-terms-geography-devanagari-flash-cards/

https://www.youtube.com/watch?v=lK3oqU2WNY0

http://www.delhitourism.gov.in/delhitourism/hindi/aboutus/large_tourist_map.jsp

http://www.delhitourism.gov.in/delhitourism/hindi/aboutus/culture_delhi.jsp

http://www.delhitourism.gov.in/delhitourism/hindi/tourist_place/index.jsp

http://www.delhitourism.gov.in/delhitourism/hindi/transport/local_transport.jsp http://www.delhitourism.gov.in/delhitourism/hindi/itinerary/one_day_itinerary.jsp http://www.delhitourism.gov.in/delhitourism/hindi/itinerary/historical_itinerary.jsp

https://www.youtube.com/watch?v=r-S1gyo2hxMhttps://www.youtube.com/watch?v=0fbqwzoEJGAhttps://www.youtube.com/watch?v=vq9m5oa6mVshttps://www.youtube.com/watch?v=rpNURxjwVzohttps://www.youtube.com/watch?v=XYILTnPyALUhttps://www.youtube.com/watch?v=XCrThy-dJkQhttps://www.youtube.com/watch?v=OhxvtW2_1Kwhttps://www.youtube.com/watch?v=qDpWoni-cOghttp://www.delhitourism.gov.in/delhitourism/hindi/aboutus/map_of_delhi.jsphttps://quizlet.com/132886823/hindi-terms-geography-devanagari-flash-cards/https://www.youtube.com/watch?v=lK3oqU2WNY0http://www.delhitourism.gov.in/delhitourism/hindi/aboutus/large_tourist_map.jsphttp://www.delhitourism.gov.in/delhitourism/hindi/aboutus/culture_delhi.jsphttp://www.delhitourism.gov.in/delhitourism/hindi/tourist_place/index.jsphttp://www.delhitourism.gov.in/delhitourism/hindi/transport/local_transport.jsphttp://www.delhitourism.gov.in/delhitourism/hindi/itinerary/one_day_itinerary.jsphttp://www.delhitourism.gov.in/delhitourism/hindi/itinerary/historical_itinerary.jsp



Program Can-Do Statement: I can ask and answer questions about what I need to take on my trip based on where I am going and why I need those things.

Performance Assessment Task: According to their interests and preferences, students develop a carry-on bag packing inventory. Using a graphic organizer, students organize their inventory around what they will see and do in a region, their personal needs, and include a justification for each. Once the packing inventory is complete, a peer will review the information and ask for clarification and ask follow-up questions about other items to consider. Students can adjust their packing requirements based on the conversation with their partner.


I can identify tourist activities found in specific regions. Interpretive

यात्री / पयवटक

यात्री /पर्वटक घूमते हैं/

सफर करते हैं/मज़े

करते हैं /आनंि उठाते

हैं/फोटो ख चंते हैं/

तैरते हैं / सर्ार करते

हैं/

मजेदार/ कौतुहल भरी

जगह, श र-शराबे र्ाली

जगह, शाांत , महँगा ,

सस्ता

Students match passages of few sentences describing tourists’ activities with the pictures that correspond with them.

I can identify cultural products found in specific regions. Interpretive

पारांपररक और

आधुचनक कपड़े

साड़ी, लहँगा, सलर्ार

कुरता, ध ती कुरता,

पतलून / पेंट, कमीज /

शटव

The students will read or listen to a passage about traditional dress in different cities/regions in India and answer multiple choice questions to demonstrate comprehension.

I can share activities I’m interested in and explain why. Presentational

मुझे -----------

खेलना / अभ्यास करना

पसांद है I ( खेल का

नाम या रुचि /

चदलिस्पी )

मुझे पढ़ना पसांद है

क्य ांचक ....

मैं ------------ जाता /

जाती हँ ….क्य ांचक

मुझे तैरना पसांद है

क्य ांचक ....

Each student writes a passage about three things he/she likes to do and why.


मुझे देखना पसांद है

क्य ांचक ….

मुझे घूमना पसांद है

क्य ांचक …….

I can ask others to identify what they are interested in and to explain why. Interpersonal

सर्ाल / प्श्न: आपक

क्या करना पसांद है ?

और क्य ां ?

आपक क्या करना

अच्छा लगता है ? और

क्य ां ?

जर्ाब / उत्तर :

मुझे -------करना पसांद

है क्य ांचक .........

मुझे --------- करना

अच्छा कगता है क्य ांचक

..............

The students stand in two lines facing each other. The teacher plays an Indian song and students in each line rotate to the right. Once the teacher stops the music, students freeze and the two students facing each other ask each other about what they are interested in and why.

I can identify items that I need for a trip based on where I want to go and what I want to do. Interpretive

मौसम : तापमान, ठां िा,

गरम , बफीला, हर्ादार

etc.

कपड़े / र्स्त्र / पररधान

:

जैकेट, क ट , स्िम सूट /

तैराकी के कपड़े ,

पर्वतार हण/ हाईचकां ग के

जूते, स्काफव , िर ेस

ब्रश, कां घी , दर्ा और

उपिार की सामग्री ,

कैमरा आचद

The students have a word bank of items and clothing on the top of the page and a chart of two columns. On the left side of the chart is a description of a place and on the right side, they put any clothing and/or items they think are appropriate to pack if traveling to that place.

I can ask for things I need based on where I am going and find out what others need based on where they are going. Interpersonal

------ का मौसम कैसा

है?

----- में आप क्या

गचतचर्चधयाँ करें गे?

------- में आप कौन-

सी जगहें जायेंगे ?

आप र्हाँ चकतने चदन

रहेंगे ?

चदल्ली का मौसम

सुहार्ना / गमव / ठां िा है

I

मैं र्हाँ ----------

करने के चलए जाऊँगा /

जाऊँगी I

मैं ----------- घूमँूगा /

Each student is given a destination and is asked to pack a small bag with cards having the names of clothing items and items based on that destination. In groups of two, students ask each other questions about their destinations trying to guess the clothing and the items packed in each other’s bags.


देखँूगा I

मैं ------------ घूमँूगी

/ देखँूगी I

मैं र्हाँ पर -------

देखने/ घूमने जाऊँगा /

जाऊँगी I

मैं र्हाँ -------- चदन /

हफे्त/ महीने रहँगा /

रहँगी I

I can tell others what they need or should include and explain my suggestions. Interpersonal

आपक ------ की

जरूरत ह गी क्य ांचक ----

आपक --------ले जाना

िाचहए क्य ांचक -------

In groups of two, students ask each other about their destinations then give each other two suggestions about what they should take and why, and what they should pack and why.

I can respond to the suggestions of others about what I need. Interpersonal

मैं यह मानता हँ चक

मुझे इस सामान की

जरूरत ह गी / नही ां

ह गी क्य ांचक .....

मैं आपकी बात से सहमत

हँ चक मुझे इन िीज ां की

जरूरत ह गी / नही ां ह गी

क्य ांचक ........

मैं मानता हँ / नही ां

मानता हँ चक मुझे ये ले

जाना िाचहए क्य ांचक

Following the interpersonal activity, each student writes or says why he/she agrees or disagrees with his/her partner’s suggestion.


https://www.youtube.com/watch?v=OHoqp-lySrw

Pictures of tourists riding an elephant, camel, cycle rickshaw, or auto http://s3.india.com/travel/wp-content/uploads/2015/02/Elephant.jpg https://i.ytimg.com/vi/vc1mKb3ZOaY/maxresdefault.jpg - Camel ride https://23796-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/03/IMG_3604-1.jpg https://i.pinimg.com/736x/2b/73/50/2b735098793b5106a5ae61cb03fa3946--schools-in-parasol.jpg

Pictures of clothing and items for the trip https://i.pinimg.com/originals/da/a3/2f/daa32f0367e7dd29893e82f081f44355.jpg https://i.pinimg.com/736x/d3/58/53/d35853d2f0b7bd645d9eace5cdcba40d--india-packing-list-woman-packing-for-india.jpg http://1.bp.blogspot.com/-2T2uuiz6Px0/U00Oj1_uXVI/AAAAAAAAB8Q/PT0VEb2vGCM/s1600/inline-jaipur-textile-wholesale.jpg http://a4.pbase.com/v3/30/52730/1/48868364.bazaar006.jpg - Indian clothes https://i.pinimg.com/originals/f2/e5/9c/f2e59cdf962d9dbc45357fceab5f2303.jpg https://awwstruckblog.files.wordpress.com/2015/06/traditional-dress-for-womens.jpg - https://qph.ec.quoracdn.net/main-qimg-ec5913a1b376f0a0bddb6604dae33c93-c

https://www.youtube.com/watch?v=OHoqp-lySrwhttp://s3.india.com/travel/wp-content/uploads/2015/02/Elephant.jpghttps://i.ytimg.com/vi/vc1mKb3ZOaY/maxresdefault.jpghttps://23796-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/03/IMG_3604-1.jpghttps://i.pinimg.com/736x/2b/73/50/2b735098793b5106a5ae61cb03fa3946--schools-in-parasol.jpghttps://i.pinimg.com/originals/da/a3/2f/daa32f0367e7dd29893e82f081f44355.jpghttps://i.pinimg.com/736x/d3/58/53/d35853d2f0b7bd645d9eace5cdcba40d--india-packing-list-woman-packing-for-india.jpghttps://i.pinimg.com/736x/d3/58/53/d35853d2f0b7bd645d9eace5cdcba40d--india-packing-list-woman-packing-for-india.jpghttp://1.bp.blogspot.com/-2T2uuiz6Px0/U00Oj1_uXVI/AAAAAAAAB8Q/PT0VEb2vGCM/s1600/inline-jaipur-textile-wholesale.jpghttp://1.bp.blogspot.com/-2T2uuiz6Px0/U00Oj1_uXVI/AAAAAAAAB8Q/PT0VEb2vGCM/s1600/inline-jaipur-textile-wholesale.jpghttp://a4.pbase.com/v3/30/52730/1/48868364.bazaar006.jpghttps://i.pinimg.com/originals/f2/e5/9c/f2e59cdf962d9dbc45357fceab5f2303.jpghttps://awwstruckblog.files.wordpress.com/2015/06/traditional-dress-for-womens.jpghttps://qph.ec.quoracdn.net/main-qimg-ec5913a1b376f0a0bddb6604dae33c93-c


https://image.slidesharecdn.com/revisedancient1-090424040708-phpapp02/95/ancient-fashion-history-2-728.jpg?cb=1240546150 http://www.eatatthali.com/wp-content/uploads/2014/05/jpeg-indian-foods-4.jpg https://i2.wp.com/recipefoodzone.com/wp-content/uploads/2017/07/indian-food.jpg?fit=800%2C493 – https://qph.ec.quoracdn.net/main-qimg-3dc415f744ef244147ac56c3519ed734-c https://fashion-eye.net/wp-content/uploads/2012/11/traditional-indian-clothing.jpg http://cdn2.walkthroughindia.com/wp-content/uploads/2012/05/Indian-Womens-Dress1.jpg https://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Toiletries.jpg https://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Man-Clothes.jpg https://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Misc.jpg https://oceanhillsrecovery.com/wp-content/uploads/2017/08/packing-for-california-rehab.jpg

Pictures of landmarks in India https://www.google.com/search?safe=strict&tbm=isch&source=hp&biw=1366&bih=662&ei=fnx0Wur3N8G4tQXjt7XwCQ&q=landmarks+of+india&oq=landmarks+&gs_l=img.1.5.0l10.18157.20731.0.24711.10.9.0.1.1.0.104.616.7j2.9.0....0...1ac.1.64.img..0.10.625....0.uMDhXjFM-bs

Weather Forecast https://www.skymetweather.com/content/weather-news-and-analysis/hindi-weather-forecast-latest-news-updates-for-india/ https://www.youtube.com/watch?v=-HuUK1YFAIU https://www.youtube.com/watch?v=L94AOZHuTIA https://www.youtube.com/watch?v=9EYuii9xcjg https://www.youtube.com/watch?v=xHYvXtny2tI https://www.youtube.com/watch?v=jlOCDiJYdTs https://www.youtube.com/watch?v=59rBaivghIk https://www.youtube.com/watch?v=QWexNzLFcK8 https://www.youtube.com/watch?v=Evxx9Z2B3Vk https://www.youtube.com/watch?v=j7ieA96CJGc

https://image.slidesharecdn.com/revisedancient1-090424040708-phpapp02/95/ancient-fashion-history-2-728.jpg?cb=1240546150https://image.slidesharecdn.com/revisedancient1-090424040708-phpapp02/95/ancient-fashion-history-2-728.jpg?cb=1240546150http://www.eatatthali.com/wp-content/uploads/2014/05/jpeg-indian-foods-4.jpghttps://i2.wp.com/recipefoodzone.com/wp-content/uploads/2017/07/indian-food.jpg?fit=800%2C493https://qph.ec.quoracdn.net/main-qimg-3dc415f744ef244147ac56c3519ed734-chttps://fashion-eye.net/wp-content/uploads/2012/11/traditional-indian-clothing.jpghttp://cdn2.walkthroughindia.com/wp-content/uploads/2012/05/Indian-Womens-Dress1.jpghttps://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Toiletries.jpghttps://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Man-Clothes.jpghttps://20642-presscdn-pagely.netdna-ssl.com/wp-content/uploads/2013/02/Misc.jpghttps://oceanhillsrecovery.com/wp-content/uploads/2017/08/packing-for-california-rehab.jpghttps://www.google.com/search?safe=strict&tbm=isch&source=hp&biw=1366&bih=662&ei=fnx0Wur3N8G4tQXjt7XwCQ&q=landmarks+of+india&oq=landmarks+&gs_l=img.1.5.0l10.18157.20731.0.24711.10.9.0.1.1.0.104.616.7j2.9.0....0...1ac.1.64.img..0.10.625....0.uMDhXjFM-bshttps://www.google.com/search?safe=strict&tbm=isch&source=hp&biw=1366&bih=662&ei=fnx0Wur3N8G4tQXjt7XwCQ&q=landmarks+of+india&oq=landmarks+&gs_l=img.1.5.0l10.18157.20731.0.24711.10.9.0.1.1.0.104.616.7j2.9.0....0...1ac.1.64.img..0.10.625....0.uMDhXjFM-bshttps://www.google.com/search?safe=strict&tbm=isch&source=hp&biw=1366&bih=662&ei=fnx0Wur3N8G4tQXjt7XwCQ&q=landmarks+of+india&oq=landmarks+&gs_l=img.1.5.0l10.18157.20731.0.24711.10.9.0.1.1.0.104.616.7j2.9.0....0...1ac.1.64.img..0.10.625....0.uMDhXjFM-bshttps://www.skymetweather.com/content/weather-news-and-analysis/hindi-weather-forecast-latest-news-updates-for-india/https://www.skymetweather.com/content/weather-news-and-analysis/hindi-weather-forecast-latest-news-updates-for-india/https://www.youtube.com/watch?v=-HuUK1YFAIUhttps://www.youtube.com/watch?v=L94AOZHuTIAhttps://www.youtube.com/watch?v=9EYuii9xcjghttps://www.youtube.com/watch?v=xHYvXtny2tIhttps://www.youtube.com/watch?v=jlOCDiJYdTshttps://www.youtube.com/watch?v=59rBaivghIkhttps://www.youtube.com/watch?v=QWexNzLFcK8https://www.youtube.com/watch?v=Evxx9Z2B3Vkhttps://www.youtube.com/watch?v=j7ieA96CJGc



Program Can-Do Statement: I can compare and explain my travel preferences with the travel preferences of others.

Performance Assessment Task: Using a set of guiding questions developed by the teacher and students, pairs of students ask each other questions about their travel preferences, such as location, means of transportation, time of year, activities, for recreation or education, etc. After completing the initial conversation, the students repeat the task to find out who has preferences in common and who does not.


I can identify different ways to travel within a region or city. Interpretive

पररर्हन / यातायात

के साधन

हर्ाई जहाज ,

रेलगाड़ी , बस , कार,

म टर साइकल,

सू्कटर , साइकल,

ररक्शा , घ ड़ा गाड़ी,

ऊँट गाड़ी , बैल गाड़ी

The teacher shows a documentary on the different regions of India (mountainous areas, open fields, narrow unpaved roads etc.) and students hold up image of which mode of transportation will be best.

I can ask and answer questions about transportation within a region or city. Interpersonal

तेज , धीरे , सस्ता ,

महँगा ,आम ल ग ,

पास, दूर

मैं र्हाँ कैसे पहँि

सकता / सकती हँ ?

मैं र्हाँ कैसे जा सकता /

सकती हँ ?

र्हाँ पहँिने का सबसे

सस्ता साधन क्या है?

र्हाँ जल्दी कैसे

पहांिा जा सकता है

?/ र्हाँ जल्दी कैसे

पहँि सकते हैं

र्हाँ ल ग आमतौर

पर एक जगह से

दूसरी जगह जाने के

चलए चकसका

इसे्तमाल करते हैं?

ल ग यातायात के

चलए चकन साधन ां का

उपय ग करते हैं?

सबसे आसान साधन

कौन-सा है ?

Standing in an inside-outside circle, one group of students asks the second group of students questions about transportation in a city/region. The second group of students answer. They change partners and ask/answer a new question.

I can explain how locations in region or city can

खतरनाक, सांकरी

सड़कें , कच्ची सड़कें ,

पहाड़ी इलाका,

Students make a travel guide for a city of their choice listing the best transportation choices in that city.


change transportation choices. Presentational

उबड़-खाबड़ रासे्त

I can ask and answer questions about my travel preferences and ask others about their preferences. Interpersonal

आप र्हाँ चकतने चदन ां

के चलए जाना िाहते /

िाहती हैं ?

आप चकतने शहर

घूमना िाहते / िाहती

हैं ?

आपका बजट चकतना

है?

Students are given different budgets and an itinerary. Working in pairs, they ask each other’s travel preferences and decide how to travel based on their budgets.


https://www.youtube.com/watch?v=9EYuii9xcjg

https://www.youtube.com/watch?v=L94AOZHuTIA

https://www.youtube.com/watch?v=9EYuii9xcjg

https://www.youtube.com/watch?v=rBFxT2n9scA

https://www.youtube.com/watch?v=yqDFl0Pc0PI

https://www.youtube.com/watch?v=up4D7-fCdHE

https://www.youtube.com/watch?v=PbXyCL2PvNo

https://www.youtube.com/watch?v=daNTjhHTnEw

https://www.youtube.com/watch?v=hrGAu43f8I4

https://www.youtube.com/watch?v=9EYuii9xcjghttps://www.youtube.com/watch?v=L94AOZHuTIAhttps://www.youtube.com/watch?v=9EYuii9xcjghttps://www.youtube.com/watch?v=rBFxT2n9scAhttps://www.youtube.com/watch?v=yqDFl0Pc0PIhttps://www.youtube.com/watch?v=up4D7-fCdHEhttps://www.youtube.com/watch?v=PbXyCL2PvNohttps://www.youtube.com/watch?v=daNTjhHTnEwhttps://www.youtube.com/watch?v=hrGAu43f8I4



Program Can-Do Statement: I can ask for and give advice about what to see and do in order to experience both tourist and local aspects of a particular region (i.e. tourist vs cultural or customary aspects).

Performance Assessment Task: In small groups, students receive “profile cards” from “peers” who want to take a unique trip to one of the regions. Playing the role of the “peer,” individuals answer questions about travel preferences based on the specific profile card. The other members of the group make note of the responses, ask follow-up or clarifying questions, and then work together to recommend a region to visit and activities to do there. The original student agrees or disagrees with the collective recommendation, supporting their response.


I can identify the main tourist attractions in a region and explain important details.

Presentational

र्ह ------ है

र्ह स्मारक --------

----------- में स्थित

है I

इसका चनमावण ------

-------------- में

हआ िा I

इस स्मारक की शैली

----------------- है

I

र्ह एक मशहर

पयवटन थिल है

Students research and gather information about the tourist attractions they would like to visit. They create

a T-chart or graphic organizer and share the details about that place.

As an art project, the students create a replica of a monument to present to their classmates, giving the location of the monument, the year of construction, the design and the style of the monument, and stating if it’s a popular tourist destination.

I can identify the main cultural attractions in a region and explain important details. Presentational

यह एक धाचमवक थिल

/ तीिव यात्रा थिल है/

यह एक मांचदर है/

मस्िद है / ििव है /

गुरुद्वारा है आचद

उदाहरण : जगन्नाि

पुरी, रै्ष्ण देर्ी, िणव

मांचदर, जामा मस्िद

आचद

यह एक धाचमवक /

साांसृ्कचतक मेला /

उत्सर् / ऐचतहाचसक

जगह / ऐचतहाचसक

धर हर , सांग्रहालय,

चकला , महल , राष्ट्र ीय

उद्यान, स्मारक

Students create a travelogue or report about their recent visit to a location in India. In their story, the students share their cultural experiences and how it is similar or different from their own culture.

I can ask others questions to determine their preferences and

िाह, पसांद

क्या आपक घूमना

या यात्रा करना पसांद

Students brainstorm information about places in India they might like to visit to create a concept map of ideas. They participate in conversations with classmates, the teacher, and native speakers of Hindi


priorities about what to see and do in a region. Interpersonal

है ?

क्या आप भारत घूमने

जाना िाहते हैं?

आप भारत कब जाना

िाहते हैं

आपकी यह यात्रा

चकस तरह की है ?

क्या ये यात्रा मन रांजन

के चलए है या चफर

शैचिक यात्रा है ?

आप भारत में कहाँ

जाना चाहते हैं ?/आप

भारत में कौन-सी

जगह देखना िाहते हैं

?

आप क्या स िते हैं,

आपक कहाँ जाना

िाचहए ?

आपक क्या लगता

है,आपक कहाँ जाना

िाचहए ?

आपके चर्िार से क्या

देखना िाचहए ?

आप सबसे पहले

कहाँ जाना िाहते

हैं?और चफर ..?

उसके बाद, अांत में /

आस्खर में ?

आप र्हाँ कैसे जायेंगे

? आप कहाँ रहेंगे ?

मैं बस से , रेलगाड़ी

से , कार से , हर्ाई

जहाज से जाऊँगा /

जाऊँगी .

र्हाँ आप क्या करें गे

?

(community members, conversations via Skype) to gather additional information about their preferences about what to see and do in that region.

I can make suggestions about regions to visit based on the preferences and priorities of others. Interpersonal

चर्िार या सुझार्

मेरी राय में ...

मेरे ख्याल से.....

मेरे चर्िार से .....

मुझे लगता है चक.....

मैं स िता /स िती हँ

चक.....

After gathering all the information about regions and cities, activities from their peers and their own research, students share the information with their peers about the regions or cities they prefer to visit and why? Students also share their brochure/ pamphlet/ poster to express their opinion about their chosen region or city.



https://www.youtube.com/watch?v=fTNQLuuyUrw

https://www.youtube.com/watch?v=X29lLFjCHf0 - Delhi

https://www.youtube.com/watch?v=WUuBcTxtLYE

https://www.youtube.com/watch?v=9CKjH59RWE8

https://www.youtube.com/watch?v=jxrqcspoJRw

https://www.youtube.com/watch?v=sHmoYbPTPIk

https://www.youtube.com/watch?v=bt3p60qmC1g

https://www.youtube.com/watch?v=fTNQLuuyUrwhttps://www.youtube.com/watch?v=X29lLFjCHf0https://www.youtube.com/watch?v=WUuBcTxtLYEhttps://www.youtube.com/watch?v=9CKjH59RWE8https://www.youtube.com/watch?v=jxrqcspoJRwhttps://www.youtube.com/watch?v=sHmoYbPTPIkhttps://www.youtube.com/watch?v=bt3p60qmC1g



Program Can-Do Statement: I can present a narrative about a trip I want to take.

Performance Assessment Task: The school newspaper from each student’s home school wants to take a broader perspective on opportunities available for students after they complete high school. It is soliciting articles that talk about what else graduates can do before entering college. Students write on the topic of Travel during My Gap Year and talk about educational, cultural, and/or recreational benefits they would gain from traveling to a particular region of a country in which the target language is spoken.

Lesson Can-

Do Vocabulary Checks for Learning

I can recognize images of various regions in the country when I hear them described.

Interpretive

Recycle from previous Students listen to descriptions of cities/regions of India being described. They put images of these cities in the order they are being described.

I can identify a reason a person likes or dislikes a region.

Interpretive

आपक -----(जगह) क्य ां

पसांद है?

आपक -----जगह क्य ां पसांद

नही ां है ?

आपक -------क्य ां नही ां

पसांद है ?

मुझे सदी / ठण्ड पसांद है ,

मुझे बफव पसांद है , मुझे पानी

से प्यार है, मुझे खुले थिान ां में

एलजी की चशकायत रहती है,

मुझे ठां ि नही ां पसांद है ,र्हाँ

बहत गमव है, र्हाँ पर बहत

धँुध, क हरा और प्दूषण है .

Students read a short text about a fictional character and circle the reasons why he likes a region or dislikes a region.

I can give information so that others can locate a place. Interpersonal

चदशा दनिेश : पहले सीधे

जाइए , चफर बाएँ मुचड़ये

उसके बाद दायें

आगे , पीछे , ऊपर , नीिे ,

सामने, बीि में

In groups of two, the first student picks a card that has the name of a place. The second student locates that place on the map by asking questions.

I can organize information from several


Working in small groups, students create a tourism brochure for the regions/cities they have been collecting information about.


regions. Presentational

I can name a place and give reasons why I want or don’t want to go there Presentational


Working in groups, one group of students select a city and create a video presentation on why they want to go there. The other group creates a video on why they don’t want to go there.


https://www.travelfairindia.com/

http://www.uptourism.gov.in/post/e-brochure

https://www.travelfairindia.com/http://www.uptourism.gov.in/post/e-brochure



Program Can-Do Statement: I can explain why I want to visit a particular region depending on my personal interests and preferences.

Performance Assessment Task: Students select a variety of pictures that represent educational, cultural, or recreational benefits of visiting the particular region they have chosen. Students develop a 3-minute multimedia presentation on their region and include a narration detailing and explaining how and why the pictures represent benefits. These presentations are screened for parents during the end-of-program celebration.


I can recognize the region that is described based on key details. Interpretive


Students will complete a graphic organizer based on the information provided to them.

Students can identify the states, food items, regional specialties based on the given information.

I can categorize information such as places, activities, food, souvenirs about regions. Interpretive


र्ािगार/दनशान

Students will be provided with the information about four major cities. They will sort and categorize them based on the famous tourist attractions, what type of food people eat in that region, what kind of activities they can do and what souvenirs they can buy from that city.

I can provide information on a region that includes key details such as places, activities, food, souvenirs. Presentational


रेचगस्तानी इलाका, मैदानी

इलाका, पहाड़ी/ पर्वतीय

इलाका/ िेत्र, जांगली

इलाका

िाचदष्ट् , मीठा, खट्टा,

तीखा, दचिण भारतीय

भ जन,

उत्तर भारतीय भ जन, पूर्व

प्ान्त का भ जन, पचिम

प्ाांतीय भ जन

शाकाहारी, माांसाहारी, गेहां,

िार्ल और दूसरे अनाज

Students will research four famous cities (one from each region: east, west, north, south) They will create a brochure/PowerPoint/poster/story/video that includes key details about the city, such as famous tourist attractions in that city, famous or regional food, and souvenirs people can buy during their trip.



Uttar Pradesh

http://www.uptourism.gov.in/article/hi/people-language-culture

http://www.uptourism.gov.in/hi

http://www.uptourism.gov.in/article/hi/map

http://www.uptourism.gov.in/pages/top/share/top-share-video-gallery

https://www.youtube.com/watch?v=5mDkotJNyl0

http://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%B6%E0%A5%87%E0%A4%AF%E0%A4%B0-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-photo-gallery -

http://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AD%E0%A4%B5-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-food-cusine

https://www.youtube.com/watch?v=3fWMKapWPqE http://www.traveldudes.org/sites/default/files/styles/image_node_main/public/Indian%20Street%20Foods.jpg http://4.bp.blogspot.com/-BtvU7MxZR5k/VXQVdJfD0iI/AAAAAAAAB4A/DdhdqOkraEw/s1600/food.jpg http://img3.enabler360.com/image/data/Blog/Desi911/street-food.jpg https://www.youtube.com/watch?v=_A4vgXALX3c

Jaipur

https://www.youtube.com/watch?v=OjjaAgnkeOo https://www.youtube.com/watch?v=OjjaAgnkeOo

http://www.bookrajmonuments.in/

https://www.youtube.com/watch?v=NcWPVj3p0qU

http://tourism.rajasthan.gov.in/fairs-and-festivals

http://tourism.rajasthan.gov.in/suggested-itineraries

http://tourism.rajasthan.gov.in/virtual-tour

Mumbai

https://www.youtube.com/watch?v=i0AILkVF1Oc

http://mumbaimoments.com/mumbai-food-tasting-tour.html

http://mumbaimoments.com/mumbai-city-tours.html

https://www.youtube.com/watch?v=ltUDZD1vgxQ
http://www.uptourism.gov.in/article/hi/people-language-culturehttp://www.uptourism.gov.in/hihttp://www.uptourism.gov.in/article/hi/maphttp://www.uptourism.gov.in/pages/top/share/top-share-video-galleryhttps://www.youtube.com/watch?v=5mDkotJNyl0http://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%B6%E0%A5%87%E0%A4%AF%E0%A4%B0-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-photo-galleryhttp://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%B6%E0%A5%87%E0%A4%AF%E0%A4%B0-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-photo-galleryhttp://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AD%E0%A4%B5-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-food-cusinehttp://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AD%E0%A4%B5-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-food-cusinehttp://www.uptourism.gov.in/pages/hi/top-menu/%E0%A4%85%E0%A4%A8%E0%A5%81%E0%A4%AD%E0%A4%B5-%E0%A4%95%E0%A4%B0%E0%A5%87%E0%A4%82/hi-food-cusinehttps://www.youtube.com/watch?v=3fWMKapWPqEhttp://www.traveldudes.org/sites/default/files/styles/image_node_main/public/Indian%20Street%20Foods.jpghttp://www.traveldudes.org/sites/default/files/styles/image_node_main/public/Indian%20Street%20Foods.jpghttp://4.bp.blogspot.com/-BtvU7MxZR5k/VXQVdJfD0iI/AAAAAAAAB4A/DdhdqOkraEw/s1600/food.jpghttp://img3.enabler360.com/image/data/Blog/Desi911/street-food.jpghttps://www.youtube.com/watch?v=_A4vgXALX3chttps://www.youtube.com/watch?v=OjjaAgnkeOohttps://www.youtube.com/watch?v=OjjaAgnkeOohttp://www.bookrajmonuments.in/https://www.youtube.com/watch?v=NcWPVj3p0qUhttp://tourism.rajasthan.gov.in/fairs-and-festivalshttp://tourism.rajasthan.gov.in/suggested-itinerarieshttp://tourism.rajasthan.gov.in/virtual-tourhttps://www.youtube.com/watch?v=i0AILkVF1Ochttp://mumbaimoments.com/mumbai-food-tasting-tour.htmlhttp://mumbaimoments.com/mumbai-city-tours.htmlhttps://www.youtube.com/watch?v=ltUDZD1vgxQ

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