Urdu for Children, Book II, Teacher's Manual: Teacher's Manual 9780773580534

Table of contents :
Cover
Contents
The Story Behind This Project
Acknowledgments
Contributors
Introduction
Suggested Guidelines for Setting the Timetable for Urdu Classes
Writing Practice
Part One
Theme: My Experiences
Ā'o Mailey Chalain
Dost Ke Ghar
Theme: Feelings
Turn Bhi Bachchey, Ham BhI Bachchey
Āsiya Kā Iskul
Theme: Science
Khalā'I Jahāz
Merā Dost, Computer
Theme: Seasons
Barf kā Tufān
Subah KI Āmad
Theme: Food
Saib Aur Paithey
Theme: Animals
Kawwey Aur Sāras Kl Kahāni
Theme: Community Helpers
Hāzir Dimāghl
Jab Amml Ghusl-khāney Men Band Hu'in
Theme: Ecology
Apnā Ghar
Theme: Incidents and Adventures
Anokhā Hādisa
Woh Khwāb Nah Thā
Theme: Recreation
Ā'o Khail Jamā'ain
Home Run
Theme: Folktales, Fables, and Riddles
Bill! aur Chuhey ki DushmanI Kaysey Hu'I?
Khargoshh KI Dum
Bujho To Jānain
Part Two
Theme: My Experiences
Sahaill Bujh Pahaill
Bhā'I Bhulakkar
Theme: Feelings
Pur-Asrār Hawaii!
Hamdardi
Theme: Science
Doston Kl Ijād
Theme: Seasons
Pat-jhar
Sohni Dharti
Barsāt
Theme: Food
Safi Miyān Kā Fārm
Theme: Animals
Ahmad Kā Bandar
Theme: Community Helpers
Kharldari
Theme: Ecology
Maryam Kā Darakht
Theme: Incidents and Adventures
GarmI KI Chuttiyān
Kashti KI Sayr
Theme: Recreation
Barf Kā Ādmi
Āmir Aur Michael Sarkas Ga'ey
Theme: Folktales, Fables, and Riddles
Motiyon Kā Hār
Billl Kā Anokhā Bachcha
Sādhu KI Du'ā
BI Gilehri

Citation preview

CANADIAN URDU LANGUAGE TEXTBOOK SERIES

Urdu for Children: Book Two (Grades U and III)

Teacher's Manual Chief Editor and Project Director Dr Sajida S. Alvi

Coordinators Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain

Writers Humaira Ansari, Firdaus Beg, Rashida Mirza, Hamda Saifi, Zahida Murtaza

Illustrator Rupert Bottenberg

McGill-Queen's University Press Montreal & Kingston • London • Ithaca

Holder of the Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, 2004 ISBN 0-7735-2760-5 Legal deposit third quarter 2004 Bibliotheque nationale du Quebec Printed in Canada on acid-free paper This book has been published with the help of funding from the Department of Canadian Heritage, Multiculturalism Programs. McGill-Queen's University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We also acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for our publishing activities.

National Library of Canada Cataloguing in Publication Urdu for children: book two. Teacher's manual / chief editor & project director, Sajida S. Alvi. (Canadian Urdu language textbook series) For grades 2-3. ISBN 0-7735-2760-5 (teacher's manual) i. Urdu language - Study and teaching as a second language (Primary) I. Alvi, Sajida S. (Sajida Sultana), 1941II. Series. PKI973.U745 2004 Suppl. i 49i.4'398242i 02004-902667-4

CONTENTS

vii xi xv xvii xxvi xxvii

The Story Behind This Project Acknowledgments Contributors Introduction Suggested Guidelines for Setting the Timetable for Urdu Classes Writing Practice

Part One Theme: My Experiences A'o Mailey Chalain Dost Ke Ghar

Come on, Let's Visit the Fair Visiting with a Friend

Rashida Mirza Hamda Saifi

3 5

We Are All Children

Zahida Murtaza

7

Asiya's School

Firdaus Beg

9

Theme: Science Khala'I Jahaz Mera Dost, Computer

Space Ship My Friend, the Computer

Hamda Saifi Rashida Mirza

11 13

Theme: Seasons Barf ka Tufan Subah KI Amad

Snow Storm Crack of Dawn

Hamda Saifi Humaira Ansari

15 17

Theme: Food Saib Aur Paithey

Apples and Pumpkins

Firdaus Beg

19

Theme: Feelings Turn Bhi Bachchey, Ham BhI Bachchey Asiya Ka Iskul

Contents

Theme: Animals Kawwey Aur Saras Kl Kahani

A Tale of Crow and Crane

Humaira Ansari

21

Theme: Community Helpers Hazir Dimaghl Jab Amml Ghusl-khaney Men Band Hu'in

Quick Thinking When Mom Was Locked in the Bathroom

Hamda Saifi Humaira Ansari

23 25

Theme: Ecology Apna Ghar

Home Sweet Home

Zahida Murtaza

27

Theme: Incidents and Adventures Peculiar Accident Anokha Hadisa That Was Not a Dream Woh Khwab Nah Tha

Firdaus Beg Hamda Saifi

29 31

Theme: Recreation A'o Khail Jama'ain Home Run

Rashida Mirza Humaira Ansari

33 35

Rashida Mirza

37

Zahida Murta2;a Firdaus Beg

39 41

Come On, Let's Play Home Run

Theme: Folktales, Fables, and Riddles Bill! aur Chuhey ki DushmanI How Did the Cat and the Mouse Kaysey Hu'I? Become Enemies? Khargoshh KI Dum Rabbit's Tail Bujho To Janain Riddle Me This, Riddle Me That

Part Two Theme: My Experiences Sahaill Bujh Pahaill Bha'I Bhulakkar

Solve the Riddle, My Friend Forgetful Fellow

Zahida Murtaza Rashida Mirza

45 47

Theme: Feelings Pur-Asrar Hawaii! Hamdardi

The Mansion of Mystery Compassion

Zahida Murtaza Hamda Saifi

49 51

Theme: Science Doston Kl Ijad

Invention by Friends

Rashida Mirza

53

iv

Contents

Theme: Seasons Pat-jhar Sohm Dharti Barsat

The Fall Our Beautiful World Rainy Season

Firdaus Beg Zahida Murtaza Humaira Ansari

55 57 59

Theme: Food Safi Miyan Ka Farm

Little Safi's Farm

Firdaus Beg

61

Theme: Animals Ahmad Ka Bandar

Ahmad's Monkey

Firdaus Beg

63

Theme: Community Helpers Kharldari

Shopping

Hamda Saifi

65

Theme: Ecology Maryam Ka Darakht

Mary am's Tree

Firdaus Beg

67

Humaira Ansari Hamda Saifi

69 71

Zahida Murtaza Humaira Ansari

73 75

Humaira Ansari Rashida Mirza Zahida Murtaza Rashida Mirza

77 79 81

Theme: Incidents and Adventures GarmI KI Chuttiyan Summer Holidays Kashti KI Sayr A Boat Ride Theme: Recreation Barf Ka Admi Snowman Amir Aur Michael Sarkas Ga'ey Amir and Michael Went to the Circus Theme: Folktales, Fables, and Riddles Motiyon Ka Har The Pearl Necklace Billl Ka Anokha Bachcha A Unique Kitten Sadhu KI Du'a Sadhu's Prayer BI Gilehri Ms. Squirrel

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THE STORY B E H I N D THIS PROJECT

The remarkable story of the Urdu Instructional Materials Development Project began in 1986 when I returned to McGill University as the first appointee to the Chair in Urdu Language and Culture after an absence of nine years from the Canadian scene. During the time I had taught at the University of Minnesota (1977-86), the concept of multiculturalism was developing roots and taking concrete shape through Canadian government policies. The government's Heritage Languages Program, under the auspices of the Department of Multiculturalism, began sponsoring the development of instructional materials in a variety of heritage languages. On my return to Canada, Izhar Mirza, then president of the National Federation of Pakistani Canadians, and the late Muinudin Muin, both community leaders and friends, drew my attention to the need to develop proper Urdu language instructional tools for children. Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill University, jointly sponsored by the Federation of Pakistani Canadians and the Institute of Islamic Studies. Its purpose was to assess the need to develop instructional materials in Urdu and to look for people to work on this project. A team of writers and coordinators was established. Thus began the arduous work of a group of individuals, divergent in their backgrounds and professional training but united by a deep sense of mission. Undeterred by difficulties of commuting from Montreal and Ottawa, and within Metropolitan Toronto, the Project team worked for long hours on the weekends and holidays for over seven years to produce two sets of books. In the initial stages of the project, I realized that the members of the writing team who joined the enterprise had the invaluable experience of classroom teaching in the public school system but no experience of writing and publishing. This did not discourage us, however. Through their sheer determination, motivation, and willingness to write several drafts of each story until everyone was satisfied, the team of full-time teachers in the Ontario Boards of Education was transformed into a team of proficient creative story writers and authors. This was a very gratifying experience for me. In August 1997, the Urdu Instructional Materials Development Project team members and various Boards of Education in Ontario involved in the project celebrated the Silver Jubilee of the multicultural policy of the Government of Canada with the publication of Urdu for Children: Book One. This groundbreaking work, which provides instruction in Urdu for children, is comprised of two volumes of texts accompanied by two audiocas-

The Story Behind This Project

settes, a workbook, and a teacher's manual. This work was the first of its kind in terms of the quality of its content, its sensitivity to the needs of children between the ages of four to six in the Canadian environment, and its eclectic combination of traditional and wholelanguage instructional methods. This publication was seen as a fitting testament to the commitment of the Department of Multiculturalism to producing quality instructional materials for Canadian children through the International Languages Programme. This programme demonstrates that, while the English and French languages represent the linguistic duality of this nation, there is a place for other international languages, including Urdu, in the rich Canadian mosaic. For the Project team, it was also a way of joining in the celebration of the Golden Jubilee of the birth of Pakistan, where Urdu is the official language of a nation of over 140 million people. The current book in the series, Urdu for Children: Stories and Poems, while similar to the first in methodology, is designed to meet the needs of children between the ages of seven to eight and older. The students' level is based on their facility in reading, writing, and speaking the language rather than their chronological age. The scope of the topics is wider than in Book One, and the forty stories and poems (most of them original and some adapted) are more complex and longer, and the original artwork is richer and more varied. More details are given in the section "About This Book." The English-Urdu and UrduEnglish vocabulary lists are more comprehensive than for Book One. Two volumes of Let's Read Urdu have been added to help children enhance their reading skills. The two-part Let's Write Urdu workbook provides practice exercises in writing and reinforces the new vocabulary introduced in the texts. The Teacher's Manual is a comprehensive, activitiesbased guide for teachers and parents and provides detailed lesson plans for each Urdu text. Two carefully recorded CDs accompanying the two volumes of the textbook, ensure standard pronunciation of words and intonations in sentences, and infuse life into the stories. Original music was composed for the poems, with melodies created for children to sing to help memorize the poems. From the inception of this project, we have kept in mind the needs of children as well as the needs of those parents who have some familiarity with the Urdu language and who wish to be involved in helping their children learn the Urdu language. The Urdu for Children Textbook Series was envisioned as a model that could be adapted for other non-European heritage languages, especially for South Asian languages such as Hindi, Bengali, Punjabi and languages of predominantly Muslim regions such as Arabic, Dari, Persian, Pashto and Sindhi. The Project team sincerely hopes that this vision will be realized in the coming years by the next generation of teachers and policy-makers. It would be a small but significant step in furthering the spirit of multiculturalism by promoting pride in the many Canadian cultural identities. The development of proper instructional materials for the Urdu language shows the commitment of Canadians of Indo-Pakistani origin to safeguarding their rich cultural heritage for future generations. There has been a rapid

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The Story Behind This Project

growth in the South Asian community in Canada, a majority of whom have come from the Indo-Pakistan subcontinent where Urdu/Hindi is used as a lingua franca. In the 1986 census, the number of Canadians of South Asian origin was 266,800;* by 1991, it was 420,295, an increase of 57.5 per cent. In the 1996 census, the number jumped to 670,585, an increase of 59.5 per cent; and in the 2001 census the number has jumped to 963,190, an increase of 43.6 per cent. We hope that Urdu for Children: Book One and Book Two will help meet the needs of a rapidly increasing younger generation of the Urdu/Hindi-speaking community in Canada, the United States, and Europe. The Urdu Language Textbook Series is the first step towards helping children develop Urdu linguistic skills so that they can keep the flame of their heritage and culture alive. In today's global village, knowledge of a third language, and particularly a non-European language such as Urdu, can certainly help Canadian children become proud and self-assured adults and a unique asset to Canadian society. Indeed, cultural and linguistic diversity can be a major source of enrichment in any social and political order. Thomas Homer-Dixon's warning that, in the current race for globalisation, languages and cultures are disappearing at an alarming rate is noteworthy. Such languages, he argues, should be protected and preserved because we need cultural and linguistic diversity to help solve our problems and resolve our conflicts, in the same way that we need varied ecosystems.** Sajida S. Alvi

* Pamela M. White & Atul Nanda, "South Asians in Canada," Canadian Social Trends (Autumn, 1989): 7-9. ** Thomas Homer-Dixon, "We Need a Forest of Tongues." The Globe and Mail July 7, 2001.

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ACKNOWLEDGMENTS

Many institutions and individuals have worked on this project since its inception in 1990. Judy Young, the erstwhile director of the Heritage Languages Programme in the Department of Multiculturalism, ardently supported the project. The Canadian government's generous grant through her department resulted in the inception and completion of Urdu for Children: Book One and Book Two. Two other major partners in this venture are the former North York Board of Education (now part of the Toronto District School Board) and the Institute of Islamic Studies at McGill University. The North York Board and those involved in the International Languages Programme supported the project's housing, administration, and funding in addition to hosting regular meetings of the Project team members at the administration building. Among many individuals who worked at the North York Board of Education, special thanks go to Barbara Toye, Armando Cristinziano, and Susan Deschamps for their help and advice in the preparation of applications for funding to Ottawa, submission of progress reports, and careful preparation and implementation of the terms of various contracts signed by the Project team members. The Institute of Islamic Studies has given substantive and material support to this project since my appointment to the endowed Chair in Urdu Language and Culture in 1986. This included secretarial help, bulk photocopying, postage, long-distance telephone calls, etc., as well as enthusiastic support for the book launch upon the completion of Book One in the fall of 1998. My frequent travel to Toronto for meetings with the Project team became part of my routine at the Institute. The publication of Book Two would not have been possible without the Institute's generous financial support. This timely assistance is gratefully acknowledged. For the smooth field testing of the materials, our thanks are due to the following Boards of Education: in Metropolitan Toronto, York Region, North York, and Peel Boards, and in Ottawa, the Carleton Board. Special thanks go to these members of the Steering Committee: Irene Blayney (Carleton Board), Dr. Marcel Danesi (University of Toronto), Armando Cristinziano and Barbara Toye (North York Board), Izhar Mirza (National Federation of Pakistani Canadians), and Joseph Pizzolante (Etobicoke Board). On substantive matters, Marcel Danesi, professor of Italian studies, University of Toronto, and James Cummins, professor of education at the Ontario Institute for Studies in Education, made invaluable contributions. The team is especially appreciative of Professor

Acknowledgments

Danesi's enthusiastic support of the project and his specific suggestions on methodology. He helped the team prepare the first lesson plan (for Book One) that was used as a model and has taken a keen interest in the project through the years. Above all, I must acknowledge the unwavering commitment of the writing team members: Humaira Ansari, the late Firdaus Beg, Rashida Mirza, Zahida Murtaza, and Hamda Saifi. Their multiple roles did not deter them from putting in endless hours writing original stories and preparing creative lesson plans. The second phase was initiated in the beginning of 1993 while the work on the first phase was in its final stages. During the five-year period from 1993 to 1998, the entire group (the writing team, the project director, and the coordinators) spent long days together on weekends and holidays, evaluating and selecting the stories and revising, reviewing, and editing six or seven drafts of each story before field testing. Similarly, the lesson plans were also judiciously reviewed several times before their acceptance. A special note in memory of Firdaus Beg, an imaginative, compassionate, and conscientious member of the team who fought cancer very courageously during the second phase of the project. In between her frequent visits to the hospital, she made sure to attend the meetings and put her heart and soul into the stories she wrote and the lesson plans she prepared while she was on sick leave from her school. Firdaus lost her valiant fight against cancer on March 17, 2002. The Project team dedicates this set of books to her. She is sorely missed. Rupert Bottenberg, an artist in Montreal, showed the same commitment to the project as his counterparts in Toronto and Ottawa. Faruq Hassan's translations of the Urdu texts into English helped Rupert overcome the linguistic and cultural barriers, and he impressed the team with his creative and insightful interpretations of the stories through his art. Our special thanks to Rupert for the beautiful and detailed illustrations of the stories, poems, and flashcard vocabulary. Farhat Ahmad, Faruq Hassan, and Ashfaq Hussain, the coordinators, were the anchors of our writing team. They ably supported the team in every aspect of the project. It was truly well-coordinated teamwork. In addition to my overall responsibility for the Project, Farhat Ahmad and I were intensely engaged in critiquing and editing the original Urdu stories by the team members and the lesson plans for the Teacher's Manual; Ashfaq Hussain and Faruq Hassan reviewed the stories, and typed them for field testing; Faruq Hassan compiled and typed the vocabulary lists; and Ashfaq Hussain spent endless hours in preparing camera-ready copy for McGill-Queen's University Press. Heart-felt thanks to them. Our deep appreciation is due to those who worked equally hard to impart and preserve an important dimension of children's culture and heritage through sound and music. Jawaid Ahmad Danish and Uzma Danish brought the text of thirty stories to life through their audio recording in narrative style, providing auditory experience to complement the written text. And Nadeem Ali, an accomplished composer and singer, created background music for the

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Acknowledgments

stories and composed original music for the ten poems; he spent endless hours training a children's chorus for the musical versions of some poems, sang some poems solo, and also accompanied the children with sweet rhythms and melodies. Anwer Saeed Ansari's help is gratefully acknowledged for providing handwritten Urdu sentences and vocabulary for writing-practice exercises for field-testing, and for his help in the preparation of camera-ready copy of Let's Write Urdu and Let's Read Urdu. The long list of individuals who shaped and helped produce this work would not be complete without thanking the following: Saqib Mehmood, Institute of Islamic Culture, Lahore, for his assistance in getting the entire manuscript of the Urdu text computer-printed on short notice; Gavin Mclnnes for scanning the whole project (approximately 600 pages); Nargis Churchill for preparing disks of the camera-ready copy of all volumes except the Teacher's Manual', Robert Cameron for doing additional layout; Suroosh Alvi for giving advice on technical matters concerning printing and music recording, and for facilitating access to the artistic and technical talent available in Montreal; and Khadija Mirza for patiently typing several revisions of the Teacher's Manual and Introductory sections. Special thanks as well to the McGill-Queen's University Press and its staff for their keen desire to publish this unusual work. Philip Cercone, executive director, appreciated the significance and intrinsic value of this project all along. This was particularly evident when the Press did not receive the expected publication subsidy from the Department of Multiculturalism in Ottawa and Philip was obliged to raise funds for this publication from various sources. Susanne McAdam, production and design manager, ably steered the course of production, and Joan McGilvray, coordinating editor, edited the English sections of the project and provided helpful suggestions on format and content. The editor gratefully acknowledges permission to reprint the following copyrighted material: Orca Book Publisher, P.O. Box 5626, Postal Station B, Victoria, BC v8R 684, Canada, for "Maxine's Tree," and Shan al-Haqq Haqql, for his published poem, "Bha'I Bhulakkar. Sajida S. Alvi

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CONTRIBUTORS

1. Sajida S. Alvi Professor of Indo-Islamic History (medieval and modern periods), Chair in Urdu Language and Culture, Institute of Islamic Studies, McGill University, Montreal 2. Farhat Ahmad Retired teacher of English as a second language at the Ministry of Citizenship, Government of Ontario, Toronto 3. Humaira Ansari Former teacher at Ottawa Islamic School (primary division); since 1982 has taught Urdu as a Heritage Language at Kehkashan Urdu School, currently under the sponsorship of Carleton Board of Education, Ottawa, Ontario 4. Firdaus Beg Teacher of English as a second language, Cherry Hill Public School, Peel Board of Education, Ontario. Former teacher of Urdu as a Heritage Language. 5. Faruq Hassan Lecturer in English, Dawson College, Montreal; part-time lecturer in Urdu at the Institute of Islamic Studies, McGill University; Urdu poet; literary critic, and translator of Urdu fiction and poetry into English, and English fiction into Urdu 6. Ashfaq Hussain Critic of modern Urdu Literature; writer and Urdu poet, Toronto, Ontario 7. RashidaMirza Teacher of English as a second language and special education, Highgate Public School, York Region District School Board York, Ontario. Former teacher and subject teacher of Urdu Heritage Language programme.

Contributors

8. Zahida Murtaza Grade teacher; teacher of English as a second language, Heritage Park Public School, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. 9. Hamda Saifi Programme leader, Parent and Preschooler Programme, Toronto District School Board, Toronto, Ontario. Former teacher of Urdu as a Heritage Language. 10. Rupert Bottenberg Commercial illustrator and music editor at the Montreal Mirror. Also a published comic artist who organizes the Montreal Comic Jams.

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INTRODUCTION

GENERAL DESCRIPTION OF THE COURSE

This course is based on the premise that the only language used in the classroom will be Urdu and that the teacher will provide a rich and non-threatening environment for learning it. The children are surrounded by oral and written Urdu, e.g., through reading stories and poems, listening to them on CDs, and using it to interact with the teacher and other children. This exposure to the Urdu language creates a stimulating language-learning environment where initiative is encouraged and effort appreciated. The students also experience a non-threatening environment where they are free to experiment without being afraid of making mistakes. This course is designed for two levels: Grade Two and Grade Three. Placement of a student in a level depends on his or her facility with the Urdu language and the course is designed for use in uni-level or mixed level classes. The material includes Urdu for Children: Stories and Poems, a teacher's manual, a Let's Read Urdu reader, a Let's VYrite Urdu workbook, and CDs. Urdu for Children: Stories and Poems These two volumes contain a common introduction, a vocabulary list for each volume, thirty stories, and ten poems. Most of the stories are original, written especially for this course. The legends and folktales are retold in a style appropriate to this age group. Each literature selection includes illustrations of the main themes of the story or poem, comprehension questions, and an example of a particular point in grammar. The vocabulary lists in each volume cover the respective texts. These lists include an English transliteration of the Urdu word, its grammatical category, its English translation, and the word in Urdu. The lists are arranged in both Urdu and English alphabetical order and include the words used in the flashcard illustrations as well as other difficult words and phrases. Teacher's Manual The teacher's manual includes an introduction outlining the philosophical orientation of the course, methodological notes on how to use the course material, discussion of the long-term

Introduction

objectives of the course, and a suggested timetable. The Introduction is followed by detailed lesson plans for the forty stories and poems in the student's text. Let's Read Urdu The two volumes of the reader consist of forty stories and poems based on the selections in the student text and arranged in the same order. However, here the stories and poems are abridged to ten to fifteen short, simple sentences that use vocabulary to which the students have already been introduced. The text is written in large print and is accompanied by attractive illustrations. The children will find the large print of the text easy to read because they already know the subject matter. They have listened to the text, they are familiar with the syntactic patterns and some of the vocabulary, and they have seen the text written on chart paper and have learned how to read the Urdu words. A child can read Let's Read Urdu independently or with his/her parents. It is the child's "own" book, which will become a valuable part of his/her collection. Let's Write Urdu (workbook) The first part of each lesson in the workbook includes a writing exercise based on sentences taken from the story or poem. The second part comprises the key words in each story with their illustrations. The teacher can use this section in a variety of ways, as explained in the section "Vocabulary flashcards."

The CDs The poems and stories in the student's text are available on CDs, prepared by professional artists. The CDs are designed to preserve and transmit an important dimension of children's culture and heritage through sound and music. The text of thirty stories is presented in narrative style, providing auditory experience to complement the written text. Ten poems are recorded to original music scores, some spoken solo and others in chorus with children in sweet rhythms and melodies.

PHILOSOPHY Relevant material: The material in this course is built around eleven themes, including community helpers, ecology, technology, recreation, and legends and fantasy. These themes were selected because Grade Two and Grade Three students can relate to them easily. There are forty literature pieces in the two volumes, with at least one to two texts per topic in each

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Introduction

volume. Texts were chosen because of their relevance to the needs of children between the ages of 7 to 9 who are growing up in the Canadian environment. Whole language teaching approach: Each topic is introduced through a story or a poem. The children respond to the selection as a whole while also focusing on the meaning of the text. They experience the text in many ways: by listening to it, repeating it in unison, and reading it from the chart. Having experienced the story or poem as a whole, the children then deal with it in with smaller units: for example, by focusing on word attack skills, sentence structure, and grammar. Exposure to quality literature: Exposure to good literature builds the children's language skills and helps them develop a sense of the rhythm, the intonation, and the structures of the language, while also enriching their vocabulary. Integrated elements: Integration of listening, speaking, reading, and writing skills occurs when the children listen to the text, repeat it in unison, and read it from the chart. The children then build their sight vocabulary with the help of the flashcards and are helped to interpret the text in a variety of ways, such as by providing sound effects in role-playing or by drawing pictures. The children also write words or sentences about the pictures they draw. Children with less developed writing skills can dictate words or sentences to the teacher, who transcribes them. They can then trace over or copy under the teacher's writing. Multi-level programme structure: The programme is designed to be used in classes that include students with varying levels of proficiency in Urdu and the lessons are planned to allow children to experience the literature selection according to their own level of skill For instance, they can retell the stories in sequence or repeat parts of them after the teacher. Children can pick and choose from the variety of activities offered in the course: they can draw pictures, cut and paste pictures, or role-play. They can also practise writing by tracing over or copying under the words or sentences written by the teacher or by writing their own original sentences. Children can take part in these activities in groups or pairs. The grouping of the children should be based on the nature of the activity and their ability. Lesson plans have instructions about appropriate types of groups and suggestions on the number of children per group. Child-centered approach: The text pieces relating to various themes are relevant to the student's surroundings, interests, and needs and the manual includes suggestions for both teacher-directed and child-directed activities. The lessons start with a teacher-directed discussion about the text. The second part of the lesson helps each child to express himself/ herself in a variety of ways and allows each child to progress at his/her own pace. Parent involvement: A rich language environment at home and parent involvement in the child's language-learning activities at school will enhance the process of language acquisition. The programme, therefore, provides many opportunities for parents to become involved in their children's school activities.

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Introduction

Flexibility: The course offers a variety of activities for the teacher to choose from. It also provides a model for the teacher to use in creating his/her own materials to suit the students' needs. Topical arrangement of lessons: Lessons are arranged according to topics such as experiences, feelings, science, community helpers, seasons, ecology, recreation, folktales, and fables. These themes help the teacher to programme for seasonal events and festivals at appropriate times. Co-operative learning: The activities in the course teach children the important social skill of working in harmony with others and give the teacher an opportunity to observe the children's behaviour and skills while they are engaged in the various activities. Enrichment activities: These activities are supplementary to the core of the lesson and are theme related. The teacher is encouraged to find or create his/her own enrichment activities to suit the students' needs.

METHODOLOGY

The course contains forty lessons, each designed for a two-and-one-half-hour class period. The time frame, however, is flexible and the teacher should make adjustments according to the needs of his/her students. Each lesson is built around a topic and organized in the teacher's manual as follows: • • • • • • • •

Objectives Description of activities Experience and communicate Connect and record Vocabulary flashcards Resources required Evaluation Homework

OBJECTIVES: The objectives of the lessons are related to the growth of literacy and the fostering of mutual co-operation and sharing by working together harmoniously in the classroom. DESCRIPTION OF ACTIVITIES: The Experience and communicate, and Connect and record sections are interrelated. The Experience and communicate section introduces the

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Introduction

topic with the help of a story or a poem while the Connect and record section expand.s the topic and focuses on hands-on activities related to it. EXPERIENCE AND COMMUNICATE

Literature selection: Each lesson is built around a literature selection related to the topic. The teacher is reminded, however, that there are many possible activities in addition to the ones suggested in the guide and he/she should consider using them where preferable. The steps below are suggested for using the selection. 1. Background information about the selection: The child's comprehension of the story/poem will depend on his/her prior knowledge of its subject matter. With the help of pictures, posters, props, and questions, familiarize the children with the topic of the story before reading it. For example, to introduce the story "Ahmad's Monkey," which is about a pet, the teacher could show pictures of various pets, tell the children that they are going to listen to a story about a pet, and ask if they can guess what kind of pet is in the story. Each child might be asked what kind of pet she/he likes, why they like that particular pet, and whether they have any pets. 2. Reading the selection: The teacher reads the story out loud as the children listen. As the teacher reads each portion of the story, she/he should ask the children to make predictions as to what comes next in the story and how the story will end. (Prediction is a skill that the children will develop gradually, so the teacher should not expect too much in the early stages). Once the story is finished, the teacher should ask the questions suggested by the sample questions given at the end of each story or poem. These questions are of three types: those that will help the teacher assess the listening skills of the children; those that will help the children relate the events in the story to their personal lives; and those that will help the children to develop prediction skills. 3. Choral reading: There are several ways to proceed with choral reading. The teacher1 can read the poem line by line while the children repeat or read in unison with him/her. The teacher can read a line and ask the children to fill in the refrain, a missing word, or a rhyme. It should be pointed out that not all the children will be able to participate fully in the read-along process: some children will be repeating lines, some may be repeating single words or phrases, and some may just be listening and watching. The important thing is that all the children should be involved in listening attentively and enjoying the poem. 4. Sound effects: Some stories and poems lend themselves to active participation by the children. While the teacher reads the story or poem the children are asked to provide sound effects such as clapping with the rhythm of the poem or making animal sounds with gestures.

xxi

Introduction

5. Charts: Where possible some passages from the story or poem should be written on a chart and the teacher should point to the script as she/he reads it. This will help the children to see the reading process in action, particularly the right to left directionality of the Urdu script and the shapes of Urdu words and letters. While reading the poem or story to the children, the teacher should use the illustrations and vocabulary pictures that go with the text. These visual aids allow the teacher to present language in a holistic manner and facilitate the development of the children's comprehension and listening skills. 6. Adaptation: If necessary the teacher should adapt the story to meet the needs of the class. For example, if the story is too long, it can be shortened or re-written by the teacher. 7. CDs: The Urdu text is recorded on CDs so that the children can listen to it, or parts of it, as many times as they wish, reading along if they can. This practice will help the children gain familiarity with the sounds and the rhythm of the Urdu language and its sentence and phrase structure. It will also help the children to "own" the text before they make any attempt at reading it from memory. 8. Post-reading activities: i) Events in the story or poem can be used to encourage children to talk about their own experiences. For example, in the lesson "Amir and Michael Went to the Circus" the children could talk about their personal experience of visiting a circus or watching a circus on television or in a movie. The teacher then writes the children's responses on a chart, creating pattern sentences which the children can use to practise reading. ii) The children can role-play the story or poem. iii) The children can cut and paste pictures from magazines to illustrate the story or poem. iv) The children can make puppets representing the characters in the story or invent scenes that could have happened before or after the story. The teacher is expected to use innovative ways to interpret and extend the topic to relate it to the children's personal experience. The activities discussed above will help the children practise speaking Urdu in a meaningful context, overcome self-consciousness, learn to socialize, interpret events, develop fine motor control, and use their imagination. CONNECT AND RECORD

In this section children engage in hands-on activities that stem from the literature selection and are related to the topic of the lesson. For example, in the lesson on "Invention by Friends" children can make a robot, and in the lesson on food the children can draw pic-

xxii

Introduction

tures of food they like. Some other activities include language games such as concentration, role-playing, and miming. The child can also draw a picture depicting a concept related to the topic and write a sentence about the picture. This activity helps the children to communicate their ideas through pictures and words. Children who are unable to write in Urdu script can dictate their sentences about the picture while the teacher writes the sentences under the picture. The teacher can then read the dictation back to the children. While reading, the teacher should point to the script. The child should then be encouraged to read his/her word or sentence back to the teacher; the illustration will help the child to recall what he/she had dictated. Children can also work in pairs or groups to read their words or sentences to their c lassmates. The student can be asked to practise writing by copying the sentences. The more proficient children can also help their classmates with writing. These pictures and written and dictated sentences give the teacher an opportunity to assess the child's fine motor control and his/her oral language development. The children should be encouraged to take their work home to read it to their parents for further practice. VOCABULARYY FLASHCARDS

So far the children have experienced the words in the context of the text and they have had the experience of listening to these words. They have also developed a concept of what these words "mean" and some of the words have become part of their speaking vocabulary. Some of the words from the text should now be highlighted and used to build up the children's sight vocabulary. This is done with the help of picture and word flashcards. Once the children are able to recognize words in print, attention can be focused on word attack skills, such as the sound of the initial letters and the names of these letters. The flashcards are made up of six to eight words drawn from each text with a picture linked to the word represented by the picture. The flashcards are designed for word recognition and auditory-visual discrimination of the beginning sounds of words and the letters they represent. The teacher should make copies of the flashcard pages from the workbook. She/he should cut out the picture cards and the word cards, making one set for him/herself and several sets for the students. The teacher's set can be enlarged, mounted on bristol board, and laminated for repeated use. The teacher can also add a scotch-tape or magnetized backing to the cards so that they can be stuck on the chalkboard for display to the class while the flashcard games are demonstrated. Some flashcard games: Point to each picture card and ask the children to give the word represented by the picture. Ask them to match the word cards with the picture cards.

xxiii

Introduction

With the children working in pairs, give one child a set of picture cards and the other a set of word cards. The children match the two cards as they say the name of the object on the card. The children can also play concentration or a fishing game with the cards. To help beginners practise initial letter sounds and the letter used for these, showr a picture flashcard and say the word that names the picture. Give the initial sound of the word and have the children repeat the sound. Now give another word starting with the same sound. This other word should be one that the children are already familiar with, perhaps the names of the children in the class. For example, the words "Kela" and "Karim" have the same initial sound. Letter names: Give the sound of the initial letter of the word and provide the letter name. Continue to practise in this manner. Make sure that the distinction between the letter name and the sound it represents is kept clear. You may want to play the song recorded in the second cassette of Urdu For Children: Book One. VOCABULARY LISTS

Each volume includes two vocabulary lists that contain the Urdu word, an English transliteration of it, its grammatical category, and its English translation. The lists are alphabetized both by the Urdu script and by the English translation. Each list covers only the vocabulary used in texts in that volume. Common vocabulary is not repeated in both volumes so a word missing in one volume can be found in the other volume. English meanings of Urdu words are restricted to their usage in the text. These lists should be of great help to parents in assisting their children with learning Urdu at home or doing their homework. RESOURCES AND MATERIALS

The teacher is asked to provide materials such as chart paper, crayons, props, and real-life objects. The materials suggested in the teacher's manual are easily available or easy to make and are crucial to the success of the lessons. The efficient teacher will make sure that all the materials suggested are at hand before the lesson. If necessary, the teacher could request that parents provide some of the materials. EVALUATION

The teacher is urged to evaluate the children on their social behaviour, the level of their interest in language learning, and their participation in classroom activities as well as their progress in literacy skills. The teacher should also observe each child's motor control carefully and make notes on each child's behaviour. In doing this the teacher should refer to the evaluation points suggested for each lesson in this manual as these will help in the evaluation process.

xxiv

Introduction

HOMEWORK

As the Urdu classes are held once a week, homework is an essential part of the programme. The teacher should expect the students to do the assigned homework consistently, under their parent's supervision. The homework consists of three parts: • listening to the stories from the Urdu for Children textbooks read by parents and or played on the CDs provided in the package • reading by the students from Let's Read Urdu • writing practice as shown in Let's Write Urdu, which includes review of vocabulary learned in the classroom. Checking homework: At the beginning of each session, the teacher should check each student's homework from the previous class. Farhat Ahmad and Rashida Mirza

XXV

SUGGESTED G U I D E L I N E S FOR SETTING THE T I M E T A B L E FOR URDU CLASSES

Duration of one session: 2.5 hrs/week AGENDA i. Greetings and attendance

15 minutes

2. Date, weather, and sharing news

15 minutes

3. Experience and communicate: introductory activity

20 minutes

4. Break

15 minutes

5. Connect and record: follow-up activity

20 minutes

6. Urdu orthography: desk work

15 minutes

7. Sharing the hands-on activities for peer evaluation and feedback

20 minutes

8. Educational games: memory game with flashcards or vocabulary bingo

20 minutes

9. Clean up and dismissal

10 minutes

xxvi

W R I T I N G PRACTICE

OBJECTIVES To help the children enhance their writing skills. To show the children the mechanics of writing in Urdu script. To make the children aware of words and spaces. STRATEGIES FOR THE INSTRUCTION OF WRITING IN URDU SCRIPT IN THE CLASSROOM • in the beginning of the fall term, review the letters of the Urdu alphabet and have students practise joining letters to form words. In subsequent sessions • Have the children sit at the desks with pencils and exercise books. • Choose five familiar words with the same initial letters or the same final letters from the current lesson. • Demonstrate how each word is written, one word at a time, on the chalkboard or on the chart. • Draw arrows to show the direction of each stroke. • After writing each word, ask the students to copy it in their exercise books. • When all five words have been copied, ask the children to write them three or four times. The above practice will help the children to do the homework assigned using the Let's Write Urdu workbook.

Writing Practice

STRATEGIES FOR WRITING PRACTICE IN URDU AT HOME

• Encourage children to practise writing in Let's Write Urdu, one page at a time. • If the children have difficulty writing, make a larger copy of the words from Let's Write Urdu and ask them to trace over them and then copy them. • Give the students a few words at a time until they are comfortable with writing Urdu script. • Regular practice (at least 15 minutes, three times a week) will help develop fluency in writing Urdu script. Rashida Mirza

Note: In some Urdu words, the variation in spelling (as, for example, in the word and ) has also been introduced.

XXV111

Part One

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A'O MAILEY CHALAIN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • share their experiences with each other • develop vocabulary • develop comprehension skills • develop verbal skills in Urdu • engage in prediction

With the children sitting in a group near you, have them share their past experiences with the class: Did they ever go to a school fair? Did they ever help in a fair? Did any of their family members help in a fair? Also use the comprehension questions from the text for this discussion. After the discussion, read the story to the children. In the story, when the water is spilt on the ground, ask the children to predict what will happen next. Let all the children have a turn at guessing. Then read the rest of the story to them. Show the vocabulary flashcards to the children and have them read the words while matching them with the picture flashcards.

story: A'o Mailey Chalain (with comprehension questions and grammar: past continuous)

Were they able to predict the ending of the story?

flashcard vocabulary Let's Read Urdu Let's Write Urdu CD and CD player (learning centre or headphones if available) chart paper markers

3

Did the children share their experiences?

Were they taking turns at participating in the discussion?

A'o Mailey Chalain LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• With the children sitting in a group near you, ask them to make a board game about a school fair.

three or four kinds of board games e.g. 'Monopoly Game'

Did the children share their experiences with the group?

• Each stall on the board game could be a stop with certain activities to move on to the next required stall.

examples of activities: spell a word or solve number fact questions or sing a line from a song

DESCRIPTION OF ACTIVITIES

CONNECT AND RECORD Students will: • engage in co-operative activity • develop creative thinking • generate ideas and participate in brainstorming • learn to appreciate and use the outcome of their co-operative effort

• Show the children different games as examples of games they could create. • Ask them to brainstorm about which stalls they wish to include in their games and the activities they wish the players to do in order to move their markers.

light-coloured large construction paper, and small cards for activity cards different-coloured markers, rulers, stickers, and glue

• Write their responses on the experience-chart.

markers to be used as "men" for the board game

• Divide the children into groups of four. • Give them a large sheet of construction paper. • With the help of a volunteer-parent assist the children in writing names of different stalls and activities they have to perform in order to move on. • Have the groups share their games with the large group and explain their games. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice. Check homework in the following class. 4

Did they co-operate during the group work? Were they able to create an interesting game? Were they able to explain their game to the class?

DOST KE GHAR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

story: Dost ke Ghar (with comprehension questions and grammar: nouns)

Did the children participate in the discussion?

EXPERIENCE AND COMMUNICATE Students will: • learn to predict the events in the story

With the flashcard pictures, introduce the new vocabulary. Ask the children what they think the story might be about.

• develop their verbal language skills

With the children sitting in a group near you, read the story to them. During the reading, stop at various key points and ask the children to predict what might happen next. Ask them some comprehension questions.

• develop their reading skills

Divide the children into groups of three. Ask them to discuss and compare the differences between city and farm life. Ask the children to share their findings with the class. Write their responses on a chart in two columns as city life and farm life. Read their responses with the students.

flashcard vocabulary Let's Read Urdu Let's Write Urdu CD and CD player (listening centre or headphones if available) chart paper

Play the CD for re-enforcement and review. Students can use the listening centre or headphones for individual listening.

5

markers

Were they able to predict the events in the story? Were they able to use the Urdu language during their discussion? Did they enjoy the activity?

Dost ke Ghar LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • engage in activities which will stimulate language growth • learn to work co-operatively • develop their writing skills

• Divide the children in groups of four. Tell them that as a group they have been given a large piece of farmland. • Give each student a large sheet of construction paper. Ask them to discuss among themselves which section of the farm each one will draw. Let them each draw their favourite part of the farm.

construction paper markers, crayons and pencils of assorted colours glue or stapler

Did they participate in designing their own farm? Did they co-operate with each other in selecting their section of the farm?

Levels I, II • With the help of the teacher, students can label or write a sentence about their section of the farm. Some students can write their own sentences.

Were they able to use the Urdu language during their discussion?

Level III • Students can write a short story about their part of the farm.

Were they able to write a sentence or a story?

• Ask them to join the four pieces of construction paper to make one big farm poster. • After finishing their farm poster, they can share their work with the class, explaining to the class what they have drawn. Homework: Assign Let's Read Urdu for reading practice and the Let's Wriite Urdu exercise for writing practice.

6

TUM BHI BACHCHEY, HAM BHI BACHCHEY LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

poem: Turn Bhi Bachchey, Ham Bhi Bachchey (with comprehension questions and grammar: nouns)

Were the children able to share their personal experiences about being lonely?

flashcard vocabulary

Did the children show interest in the poem?

EXPERIENCE AND COMMUNICATE Students will : • use vocabulary related to their own experiences • learn to make predictions • learn to describe feelings

With the children sitting in a group near you, introduce the lesson by asking them the following questions: Have you ever felt lonely on the playground? How do you feel when friends don't include you in a game? How can you help a person if he/she doesn't have a friend? Tell the students that you are going to read them a poem about a child who may be new to the country and has no friends. This poem is in the form of a dream.

Let's Read Urdu Let's Write Urdu

Read the poem to the class, pausing after each stanza to ask students to predict what they think will happen next. Ask comprehension questions at the end of the poem.

CD and CD player (listening center or headphones if available) chart paper with the poem written on it

Ask the children to sing the poem with the CD.

7

Were they able to use the new words from the poem to answer questions?

Turn Bhi Bachchey, Ham Bhi Bachchey LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will: • learn decision-making and problem-solving skills • make visual representations of the poem

• Present the following scenario to the students and record their responses on chart paper: a) A new student has joined your class today. He/she does not speak English and is very shy. How would you include this person in the game that you are playing with other friends during recess time? b) You have moved to a new school. During recess time, you are standing all alone because you don't know anyone's name yet. What would you do to be included in the game that your classmates are playing? • After the students have discussed these situations for three minutes, ask them to share their ideas with their classmates. • Provide students with paper and markers to illustrate their interpretation of the poem. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice.

8

drawing paper markers

Did the students think of appropriate solutions to problem-solving situations? Did they add details in their pictures according to their different ability levels?

ASIYA KA ISKUL LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

With the children sitting in a group near you, discuss what makes a good friend, whether they have a best friend, what they enjoy doing with their friend, and how they feel when they are with a friend.

• story: Asiya Ka Iskul (with comprehension questions and grammar: singular and plural)

Did the students participate actively in the discussion?

While they are having the above discussion, display the pictures of friends interacting with each other.

• flashcard vocabulary

Did they have good suggestions for helping Asiya and her brother deal with their situation?

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE

Students will: • engage in a discussion about friendship • develop listening and predicting skills • express their opinions in small groups

Read the story Asiya Ka Iskul, stopping at appropriate points in the story to ask the students what Asiya and her brother could have done in certain situations. Ask comprehension questions. Divide students into two or three groups and ask them to discuss things they could do to make new students welcome and comfortable in the school, how they would feel if they were in Asiya's situation, and if they were ever in such a situation. Play the CD for re-enforcement and review. Students can use the listening centre or headphones for individual listening.

9

• Let's Read Urdu • Let's Write Urdu • pictures of children in friendly situations such as playing games together, reading together, listening and sharing with each other • CD and CD player (listening centre or headphones if available)

Did they have good ideas about making new students feel welcome in their school?

Asiya Ka Iskul LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

booklets (comprising five to six pages) made with plain paper with a cover of construction paper

Did the children take part in the discussion?

CONNECT AND RECORD Students will: • expand their vocabulary through sharing information • learn the writing patterns of Urdu script by observing • express their ideas and show their understanding by drawing • learn to read and write short Urdu sentences

• With the students sitting together, ask them to share the things they discussed when they were working in groups. • Record children's responses on chart paper in short and simple sentences. • Let them use booklets you have prepared to illustrate one thing they could do to welcome new students.

markers, chart paper and pencils crayons

Levels I, II • Write a sentence about their picture with the help of the teacher. Level III • Write several sentences. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

10

Were they able to illustrate their sentences? Were they able to read and write Urdu?

KHALA' I JAHAZ LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • engage in activities to stimulate language growth • develop their listening skills and attention span • practise their reading skills • develop their imagination

• With the children sitting in a group near you, involve them in a brainstorming session about what they think space is and what spaceships are.

story: Khala'I Jahaz (with comprehension questions and grammar: Post positions)

Were the students able to predict the events in the story?

• Write the students' responses - e.g. words or sentences - on the chart paper and read them aloud together.

flashcard vocabulary

Were they able to read their responses on the chart paper?

CD and CD player • Read the story to the children, stopping at various key points and asking the children to predict what might happen next. • After reading the story, help the children to repeat the words or sentences written on the chart paper.

Let's Read Urdu Let's Write Urdu chart paper, markers

• Ask sample comprehension questions. • Play the CD for re-enforcement and review.

ii

Did they enjoy listening to the story?

Khala' i Jahaz LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will:

• Divide the class in pairs. Each pair will work on an activity.

• review the space-related vocabulary learned

• Help the children create their own spaceships, using a variety of materials.

• engage in activities to stimulate language growth • develop their creative skills • practise their writing skills

• After their work is completed, have them share their creations with the class. Levels I, II • Students can write sentences about their space ships in their journals. Level III • Students can write a few sentences to make a short story about their spaceships. Homework: Assign Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

12

large and small sheets of assorted colour construction paper

Were the students able to work co-operatively in their large group?

paper towel rolls and toilet paper rolls

Did they use the vocabulary they learned?

paper plates, plastic containers, cereal boxes, and shoe boxes

Did they complete their work?

scissors, markers, colour pencils, crayons, and glue journals to write any new words the children have learned and written

Did they enjoy sharing their work with the class?

MERA DOST, COMPUTER LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

Did the students participate in the discussion?

• What kind of activities do they do on the computer?

story: Mera Dost, Computer (with comprehension questions, and grammar: future tense)

• How often do they use the computer?

flashcards vocabulary

• Would they like to have a computer in their own rooms?

Let's Read Urdu

• Tell them you are going to read a story about a girl who had a computer in her room.

Let's Write Urdu

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE Students will: • learn to manage their time wisely • learn to appreciate stories based on fiction • learn to share their experiences with their peers

• With the students sitting in a group near you, ask if they have access to a computer either at home or at school.

CD and CD player (learning centre or headphones if available)

• Read the story. • Stop at key places and ask the students to predict the next event.

chart paper • After reading the story, engage them in a discussion using the comprehension questions given with the text.

13

markers

Were they able to predict the events of the story? Did they enjoy listening to the story? Were they able to answer the comprehension questions?

Mera Dost, Computer LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• With the students sitting in the group near you, ask them to make an afterschool timetable with you.

• outline of the afterschool timetable with time slots on the chart paper

Did the students share their afterschool activities with the class?

• Ask them about their activities after school, what time these activities take place, and how long they take.

• markers for the teacher

Were they able to work co-operatively in groups?

• Write their responses in the time slots on the prepared outline of the timetable on chart paper. Make sure all responses are written in Urdu.

• sheets with outline of the afterschool timetable for each student

• learn to get organized • learn to use their computer as an organizational tool • learn to work co-operatively • learn to share their ideas with each other

• Distribute sheets with a blank timetable outline. It should have five school days on it, with half-hour time slots starting from 3:30 p.m. to 9:00 p.m. (bed time). • Ask the students to work in groups of threes to create their own timetables and to help each other in doing so. • Go around and help level I and level II students with writing; level III students should try to write independently. • Collect timetables, check them, and hand them back for home use. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

14

Were they able to create their own timetables?

BARF KA TUFAN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • learn to predict the events in the story • engage in various activities to stimulate language growth

• Show the children the vocabulary flashcard pictures. Ask them if they can tell a story using these pictures.

story: Barf ka Tufan (with comprehension questions and grammar: past tense)

Were the students able to predict the events in the story?

flashcard vocabulary

Were they able to use the sentences from the story?

• With the children sitting in a group near you, read the story to them. During the story reading, stop at various key points and ask the children to predict what might happen next or what would happen if the squirrels do not find the food.

CD and CD player

• After reading the story, ask comprehension questions.

Let's Read Urdu

• Help the children to read the sentences previously written on the chart paper.

Let's Write Urdu

Did they enjoy the roleplaying?

• develop drama skills

• Divide the children into groups of four and let them role-play the four squirrels mentioned in the story.

the sentences squirrels repeat when asking for food, written on chart paper

• Play the CD for re-enforcement and review.

almonds with shells or candies

• Other suggested activity: Divide the class into two groups. One group hides the 'food' in the classroom and the other group finds it.

15

Were they able to use the Urdu language during their role-playing?

Barf ka Tufan LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn about animals living in or coming to the backyards of their houses • learn about the animals found in the backyards of houses in Canada and other countries • develop their co-operative skills • improve their reading and writing skills

• In a large group, have a brainstorming session about what animals students think live in or come to the backyards of houses in Canada e.g. chicks, crows, frogs, raccoons, bluejays, and mice. Ask if anyone knows about the animals that come to residential backyards in Pakistan or India. • With the help of the students, explore what kinds of food these animals eat and what kinds of homes they live in. Record their responses on chart paper. • With the students, read the words written on the chart paper. Have the students read and repeat them after you. • Divide the class into groups of three. Give each group one large sheet of construction paper and give each student a white sheet of paper. • Let the students draw selected animals on the individual white sheets and paste these white sheets on the construction paper to make a group poster. Levels I, II • With the help of the teacher, they can label or write a sentence about their picture or copy the words from the chart paper. Students may be able to write their own sentences. Level III • Students can write a short story. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice.

16

chart paper with three columns with headings 'Names', 'Homes', and 'Foods' large sheets of construction paper of assorted colours markers, crayons, and pencils of assorted colours

Did the students participate in the brainstorming session? Were they able to work on their posters co-operatively? To what extent did they need help with their writing assignment?

glue or stapler white sheets of paper for children to draw individual drawings

Did they enjoy the activities?

SUBAH KI AMAD LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will: • learn to appreciate classical literature • engage in an activity that stimulates language growth • enjoy the rhyme and rhythm of the poem • learn to follow colour coding

• With the flashcards and other related pictures, introduce new vocabulary and let the children guess the title of the poem. • Record their responses on the chalkboard. • With the children sitting in a group near you, read the poem Subah KI Amad aloud, repeating the fifth line twice. • Ask some comprehension questions.

poem: Subah KI Amad (with comprehension questions and grammar: present continuous tense)

• Divide the class into four groups, giving each group a name of a colour for example: red group, green group. • Have each group recite the line of the poem that is the same colour as the name of the group. • Recite the fifth line with the entire class.

Let's Read Urdu

CD and CD player (listening centre or head phone, if available) provide some pictures of the activities described in the poem for display poem written on chart paper with a different colour used for each line of the stanza

• Play the CD for review.

17

• Were they able to recite the fifth line?

flashcard vocabulary

Let's Write Urdu

• Play the poem on the CD, asking them to join in the fifth line.

• Did the children enjoy listening to the poem?

• Did everyone participate in the activity? • Were they able to associate the colour-coded line of the poem with the colour assigned to their group?

Subah Ki Amad LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • enhance their listening, speaking and reading skills

• With the children sitting in a group, brainstorm with them about their early morning routines. Record their responses on chart paper. Number the routines for quick reference. • Read their responses with them. Cut the sentences written on the chart paper into strips.

chart paper with the heading "Early Morning Routines" tables ready with glue, markers, construction papers, and pre-written strips of some morning routines

Did all the children participate in the discussion? Were they able to contribute toward the discussion about their early morning routine?

• learn to verbalize their experiences in Urdu

• Divide the class into small groups and ask them to go to the tables.

• learn to work co-operatively

• Give each group two large sheets of construction paper. Ask them to draw and colour at least two early morning routines.

Were they able to choose the appropriate sentence for their pictures?

Levels I, II, III • Ask them to glue the right strip of the sentence under its illustration. Go around and help each group select the right strip.

Did they work well with each other?

• Let each group share their work with the other groups. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing.

18

SAIB AUR PAITHEY LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• With the students sitting in a group near you, ask the following questions: Has anyone been to a farm with their family or school? Have you picked any fruits or vegetables at a farm?

story: Saib Aur Paithey (with comprehension questions and grammar: adjectives)

Did the students take part in the discussion?

• Put up the pictures and continue the discussion.

flashcard vocabulary

• Introduce flashcard vocabulary.

Let's Read Urdu

• Read the story.

Let's Write Urdu

• Stop at suitable places in the story and discuss fall colours and changes in the weather.

pictures of apples and pumpkins on the farm

• Ask comprehension questions.

two or three medium-sized pumpkins

• Divide the students into three groups and give each group a pumpkin to work with.

strings for measuring

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE

Students will: • engage in a discussion to stimulate language growth • develop interest in the story time • learn the skill of expressing their ideas

• Let them take turns feeling and holding the pumpkins in their groups. • Have them measure the pumpkins. • Have them count the bumps and sections on the pumpkins. • Play the CD for re-enforcement and review. • Students can use the listening centre or headphones for individual listening.

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Did they enjoy the story?

CD and CD player (listening centre or headphones if available)

Did they share their own experiences with the class?

Saib Aur Paithey LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • participate in group activity • express their feelings creatively • develop awareness of safety rules • develop their reading and writing skills

• Give the students a piece of blank paper to draw their own version of a face for the pumpkin. • Put the drawings on the board. • Have the students choose three of the best pictures by vote. • Ask the students whose drawings have been picked to draw faces on the real pumpkins using a marker. • Cut the top from the pumpkin. • Have students scoop out the seeds and wash them. • Carefully carve the face drawn on the pumpkin, i.e., eyes, nose, and mouth. • Write the steps involved in carving a pumpkin on chart paper in Urdu. • Have students give suggestions on the steps involved.

• markers • a special knife for carving a pumpkin • a tray or bowl • chart paper • safety rules written on chart paper

Level III • Copy all the steps for carving a pumpkin and illustrate them.

Instructions for carving: • draw eyes, nose, and mouth with a marker • use a special knife for carving • cut a circle around the stem, making a hole large enough to put your hand in. Scoop out the seeds and the pulp • press deeply to cut out the features

• After writing and illustrating, they may read their sentences to a partner.

• young children should not be allowed to use the knife

Levels I, II • Copy two sentences from the chart and illustrate them.

Homework: Assign Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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Did the students work co-operatively in their groups? Were they able to draw detailed faces? Did they understand the safety rules? Did they copy the sentences accurately? Were they able to read their sentences?

KAWWEY AUR SARAS KI KAHANI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • listen to the story for pleasure • learn to guess and predict

• With flashcard pictures, introduce new vocabulary. Ask the children what they think about the content of the story. • With the children sitting in a group near you, read the story aloud and have the children join in on the song of the crow.

story: Kawwey aur Saras ki Kahani (with comprehension questions and grammar: present tense)

• Did the children enjoy listening to the story? • Did they join in on the song of the crow?

flashcard vocabulary • Ask them some comprehension questions. Have them suggest a possible title for the story.

Let's Read Urdu

• learn to summarize the story

• Record their responses on chart paper or chalkboard.

Let's Write Urdu

• acquire understanding of sharing responsibility

• Read the responses aloud from chart papers and ask the students to repeat them after you.

CD and CD player (listening centre or headphones, if available)

• develop vocabulary

• Discuss the sequence of the story. chart paper, markers and chalks

• learn to enunciate clearly

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• Did everyone participate in suggesting a title? • Were they able to enunciate the words clearly? • Were they able to read some of the words or sentences?

Kawwey Aur Saras Ki KahanI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • be involved in sharing

• With the children sitting in a group near you, ask them why the crane and the crow needed separate homes.

• be involved in decisionmaking

• Record their responses in two columns on chart paper or chalkboard. Read their responses with them.

• acquire an understanding of the habitats of various animals • engage in activities that stimulate language development • be able to use their imagination

• Discuss different kinds of animal habitats using the pictures and their habitats. • Give them construction paper of their choice. Ask them to go back to their own desks and draw a habitat for the animal of their choice. Levels I, II • Label the activity or write a sentence about the picture with the help of their teacher. Level III • Write a short story or a few sentences about the picture. Ask them to share their work with each other and the group. • Collect the artwork and make a class book, with the teacher preparing the cover. Homework: Assign from 7>?'v Read Urdu and Let's Write Urdu for reading and writing.

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construction paper 8 1 / 2 x 1 1 in assorted light colours, markers, crayons, and colour pencils pictures of some animal habitats

Were the children able to make decisions? Did they share information? Did they enjoy drawing animal homes? Were they able to read and write their own sentences?

HAZIR DIMAGHl LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • learn to predict the events in the story • engage in various activities to stimulate language growth • develop drama skills

With the children sitting in a group near you, read the story to them. During the reading, stop at various key points and ask the children to predict what could happen next.

story: Hazir Dimaghi (with comprehension questions and grammar: singular and plural)

Were the students able to predict the events in the story?

Discuss why it is important to keep the doors locked and not let strangers in the house. Write their responses on the chart paper.

flashcard vocabulary

Were they able to participate in the discussion?

Ask the children to volunteer to act out the story. Eight children are needed to play the roles of the father, two sons, three robbers, and two policemen. This is the drama group. The rest of the children can act as the press reporters and discuss among themselves what questions they would ask. Both groups can practise their roles.

CD and CD player (listening centre or headphones) Let's Read Urdu Let's Write Urdu chart paper markers

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Did they participate in the drama practice? Were they able to use the Urdu language during their role-playing?

Hazir Dimaghi LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • engage in activities to stimulate language growth • develop their creative skills • practise their interviewing techniques

• Ask the drama group to come to the front of the class and act out the story, while the other children watch this drama. • After the play the Reporters ask their questions and interview the actors. The Reporters can pretend that they have just heard of the incident and want to write this story in their newspaper. Each child could represent a different newspaper. • Ask the children to draw a scene from the story and write a sentence about the picture. They can use the words written on the chart paper from the previous activity. Level I • Students can copy the words.

chart paper from the previous activity with the students' responses about safety construction paper

Were the children able to act out the story? Did the Reporters ask appropriate questions in Urdu?

markers, crayons, pencils writing paper or exercise books

Did they complete their work? Did the children enjoy the activities? Did the drama group answer the questions in Urdu?

Levels II, III • Students can write their own sentences. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice.

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JAB AMMI GHUSL-KHANEY MEN BAND HU'IN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will: • engage in a learning experience that stimulates language growth • learn awareness of emergency situations and how to dial 911 • practise language through role-playing

With the flashcards and other related pictures, introduce new vocabulary and let the children guess the title of the story. Record their responses on the chalkboard.

• story: Jab Ammi GhuslKhaney Men Band Hu'In (with comprehension questions and grammar: verb)

With the children sitting in a group near you, read the story aloud. Stop at the appropriate point and ask them what they think Saba should do in that situation.

• flashcard vocabulary

Ask them in what situations it is necessary to call 911. When you call 911, what information should be given to the operator?

• Let's Write Urdu

Record their responses and other information on chart paper. Read their responses with them. Play the CD for review. Divide the class into groups of six and have them role-play the episode in the story, learning or improvising the parts of different characters in the story. Have one group perform while the others watch.

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Did the children come up with the proper solutions to the problem? Did they understand what to do in an emergency situation?

• Let's Read Urdu

• CD and CD player (listening centre or head phone, if available) • provide some pictures of the activities described in the story for display • police hats, shirts, and screwdrivers

Did they enjoy the roleplaying?

Jab Amml Ghusl-khaney Men Band Hu'm LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • have firsthand contact with a police officer • practise asking questions • be involved in a meaningful conversation • learn how a police officer can help the community

• Introduce the police officer to the class and ask him/her to describe his/her daily routines. Record his/her routines on chart paper in Urdu.

a police officer from your own community, if possible.

• Ask the officer what kind of help he/she provides in situations similar to one in the story. Make a note of them in Urdu on chart paper.

a telephone and TV (If possible)

• Involve the students in a discussion with the officer.

construction papers of assorted colours, glue, scissors, chart paper, and markers

• Ask the students to thank the officer. • Give them construction paper in the colour of their choice and ask them to make a hat worn by a community helper. Have them share their activity with each other. Levels I, II • Label the picture or write a sentence with help of the teacher. Level III • Write story or sentences about the picture. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice.

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Did the children enjoy meeting the police officer? Did they ask interesting questions? Did they understand that the police officer is a helper in the community? Did they enjoy making hats? Did they do the homework?

APNA GHAR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

poem: Apna Ghar (with comprehension questions and grammar: past tense)

Did the children show interest in the poem?

EXPERIENCE AND COMMUNICATE Students will : • develop appreciation of poetry through listening activities

With the children sitting in a group near you, introduce the lesson through a brief summary of the poem. Read the poem Apna Ghar from the chart paper.

flashcard vocabulary Ask comprehension questions at the end of the poem.

• learn to use new vocabulary through discussion

Distribute 8 1/2 x u" sheets of paper to students.

• learn to visualize the story through illustrations

Tell the children to fold the sheets in half. On one side, students should draw the penguins' natural habitat (seaside) and on the other side should draw a scene from the city, including the two penguins walking around on the streets.

CD and CD player (listening centre or headphones if available)

Students share their pictures with the class at the end of the activity.

chart paper with the poem written on it

Let's Read Urdu Let's Write Urdu

Level III students write words to label different parts of their pictures. 8 1/2 x n" sheets of paper one for each student

Students sing along with the poem on the CD.

markers

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Were they able to use new words from the poem to answer questions? Did the illustrations include details appropriate to the students' developmental levels?

Apna Ghar LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will: • learn to make finger puppets • learn to dramatize the story • learn to express ideas verbally • learn to work in co-operative groups

• Distribute materials such as popsicle sticks, scissors, glue, markers, and paper. Have students work in pairs to make finger puppets of Bob and Kelly. Refer to the pictures in the book to help those students who don't know how to make penguin puppets. • Have students stick their pictures on the popsicle sticks and practise dialogue between the two penguins about their experiences in the city. Observe the students as they experiment with the language and encourage them through positive feedback. • Have students role-play their dialogue in groups in front of the class. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice at home.

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popsicle sticks

Did the children enjoy making puppets?

scissors glue construction paper of different colours markers

Were they able to create the dialogue for the roleplay? Did the students work co-operatively in groups?

ANOKHA HADISA LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• With the students sitting in a group near you, show the pictures of the winter sports one at a time and ask them to name the sport.

• story: Anokha Hadisa (with comprehension questions and grammar: verb, past tense)

• As the students talk about the pictures, display the pictures on the bulletin board.

Did the students participate actively in the discussion and learn the names of winter sports?

• flashcard vocabulary

• Write the name of each sport beside it in Urdu.

• Let's Read Urdu

• Ask students how they could keep themselves safe while involved in winter sports such as skating, skiing, and tobogganing.

• Let's Write urdu

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE

Students will: • learn the Urdu words for different winter sports • share with the class the experience of an injury while playing a winter sport • develop listening and comprehension skills

• Read the story, stopping at appropriate places to ask them what might happen next. • Ask comprehension questions. • Ask them if they or anyone they know experienced an injury while playing a sport. What caused the injury? • Play the CD for re-enforcement and review. Students can use the listening centre or headphones for individual listening.

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• pictures of winter sports skiing, ice-skating, tobogganing, snow shoeing, and snowman making - mounted on construction paper • CD and CD player (listening centre or headphones if available)

Did they listen to the story with interest? Were they able to relate parts of the story to their own experiences?

Anokha Hadisa LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn specific safety rules for each winter sport • learn to read sentences recorded on chart paper

• With the students sitting in a group near you, lead them into a discussion about safety when playing winter sports.

chart paper markers

• Record their responses on chart paper. For example: Dress appropriately when playing in the snow. Go tobogganing with an adult. Ask an adult to check the ice before going skating on a puddle or a lake. Read and obey the signs found in such locations. Wear several layers of clothing when skiing.

Did the children have some good suggestions about safety during winter sports?

writing paper pencils

Were they able to read back the sentences recorded on chart paper?

crayons • practise writing sentences about safety • share their information and illustrations with other students

• Have the students read the sentences. Level I • Illustrate one winter sport and copy one or two safety rules to go with it. Levels II, III • Illustrate two or three winter sports and write safety rules to go with them. • Call the children to the front of the class and ask them to share their illustrations and safety rules with the rest of the class. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice.

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Were they able to copy sentences about safety accurately? Were they able to share their work with others?

WOH KHWAB NAH THA LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will:

Introduce flashcard vocabulary.

• develop their listening skills

With the children sitting in a group near you, read the story to them and ask some comprehension questions. Have the students retell the story in their own words. Encourage everyone to participate.

• learn to work co-operatively • learn to recognize three or four letter words • practise their reading skills

Divide the class into four groups. Give one envelope of the picture puzzle to each group and ask them to complete the picture. Read the paragraph on chart paper. Pick out three or four letter words from the paragraph written on the chart paper. Write these words on the chalkboard, reading the words as you write. Have the children repeat them after you. Have the children find these words in the paragraph on the chart paper and circle them. Have the children use the flashcard words and pictures to play "concentration" by matching the pictures with the correct words. Play the CD for re-enforcement.

• story: Woh Khwab Nah Tha (with comprehension questions and grammar: feminine and masculine nouns) • flashcard vocabulary • CD and CD player (listening centre or headphones)

Did they work co-operatively? Were they able to recognize the three or four letter words?

• Let's Read Urdu • Let's Write Urdu • picture-puzzle: if possible enlarge the picture from the story and make four photocopies. Cut these into fifteen or twenty various shaped pieces. Put these four picture pieces into four separate envelopes • a short paragraph from the story written on chart paper

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Were the students able to complete the picturepuzzle?

Did they enjoy their work?

Woh Khwab Nah Tha LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• Have the children work in pairs.

chart paper

• develop an appreciation of nature

• Ask the children to find out from each other if they ever went on a picnic in a park or on a camping trip in a park. Have students share their experiences with each other.

exercise books for each student

• learn to work co-operatively • practise their speaking skills • enhance their writing skills

• Have the students sit in a group near you and report their findings to the class. • List a few sentences from their experiences on the chart paper and read these sentences aloud with them. Level I • Ask them to copy one or more sentences in their journals or work books. They can also draw a picture to go with their sentences. Level II, III • Ask the students to do the above and write one or more sentences. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice.

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markers and pencils of assorted colours

Were they able to share their experiences in the paired activity? Did each student participate? To what extent were they able to copy the sentences? Were they able to write extra sentences? Did they enjoy the activities?

A'O KHAIL JAMA'AIN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• poem: A'o Khail Jama'ain (with comprehension questions and grammar: future tense)

• Did the students participate in the choral reading?

EXPERIENCE AND COMMUNICATE Students will: • develop fluency in speaking Urdu • learn to follow directions in Urdu • learn to participate in group activity • practise choral reading • learn action verbs

• With the students sitting in a group near you, read the poem from the chart paper. • Explain some of the action words from the poem, using pictures, actions, and gestures. • Encourage the students to participate in oral reading of the poem.

• flashcards vocabulary • Let's Read Urdu

• After the poem has been read a few times, ask the students to stand up and form a circle.

• Let's Write Urdu

• Recite the poem again with the students and demonstrate the actions mentioned in the poem.

• CD and CD player set on the poem, A'o Khail Jama'ain

• Let the students listen to the CD and do the actions with the song.

• poem written on chart paper

• Repeat the actions a few times while singing the song with the CD. Encourage everyone to participate in the activity as well as in the singing of the song.

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• Did they enjoy the group activity? • Did everyone participate in the actions? • Did everyone participate in singing the song?

A'o Khail Jama'ain LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• Demonstrate making action pictures on half a piece of construction paper or provide action pictures.

• review action words

half sheets of construction paper, crayons, markers and pencils

Did the students use their imagination to make the action pictures?

pictures showing different actions

Were they able to complete their pictures?

• Colour one of the pictures for demonstration. • learn to relate action words with the illustrations • learn to appreciate each other's work • learn to give constructive feedback to each other

• Give a piece of construction paper to each student. • Ask them to fold the construction paper in half and draw any two actions from the poem. Have them colour the pictures. Levels I, II • Teacher writes child-dictated sentences on their drawings and the students trace over or copy the sentences. Level III • Students write two or three sentences about their drawings under the pictures. • Let the students share their work with the large group and give feedback to each other. Homework: Assign from Let's Read Urdu for the reading practice and the Let's Write Urdu exercise for writing practice.

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Were they able to complete their writing assignment? Did they give constructive feedback during sharing?

HOME RUN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • engage in a discussion to develop their speaking skills

With the children sitting in a group near you, ask them what their favourite sports are and record their responses on chart paper.

• story: Home Run (with comprehension questions and grammar: nouns)

Did all the children participate in the discussion?

Read the recorded sentences and have the children repeat them after you.

• flashcards vocabulary

Did they enjoy the guessing and predicting activity?

Give the title of the story and ask the students to guess what the story is about. Have the students find the word "baseball" on chart paper and circle it.

• Let's Read Urdu

• develop their listening and reading skills

Introduce the flashcard vocabulary.

• follow the sequential development of the events in the story

Read the story Home Run, stopping at various key points in the story to ask the students what might happen next. Ask them to predict the ending.

• CD and CD player (listening centre or headphones, if available)

• develop their predicting and guessing skills

Ask some comprehension questions. Ask the children to recall the sequence of events in the story. Record their responses on chart paper. Ask them to read the sentences from the chart paper.

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• Let's Write Urdu

• some sports equipment, chart papers, markers and chalk

Were they able to answer the comprehension questions? Did they show a sense of the sequential development of the events in the story?

Home Run LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • develop action words to describe pictorial events • develop their reading and writing skills • practise describing consecutive actions in a sport • learn to work co-operatively

• Record their responses on chart paper and number the sentences. Help the students read the sentences.

several sports pictures showing players in action (can be obtained from the sports section of the newspaper, magazines and cards)

• Tape the pictures on the chalk board and ask the children to match the pictures to the numbered sentences on the chart papers.

chart paper, markers, and scotch tape

• Divide the class in pairs and let each pair choose one picture. Ask them to write down what the player did before and after the action shown in the picture.

paper sheets

• Show the children some pictures of sports figures in action and ask what the players are doing.

Were the students able to describe the action depicted in the pictures? Were they able to do the reading and writing activities? Did they enjoy describing the consecutive events? Were they willing to help each other?

• Have students share their activity with other pairs. Levels I, II • Write the above sentences with the help of the teacher. Level III • Students can write a short story about the action depicted in the picture. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice.

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Did they copy the sentences from the chart paper?

BILLI AUR CHUHEY KI DUSHMANI KAYSEY HU'I? LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will:

Listen to their ideas and experiences on the subject.

story: Bill! Aur Chuhey KI Dushmam Kaysey Hu'I? (with comprehension questions and grammar: pronouns)

• share their experiences with the group

Share your ideas and experiences with them.

flashcards vocabulary Let's Read Urdu

• develop listening skills

Read the story to the students, stopping at some point to ask the students to predict the next event in the story.

• develop an appreciation of folk tales

With the students sitting in a group near you, ask if they know why cats are the enemies of mice. Discuss this.

Let's Write Urdu • predict the events in the story

Finish reading the story. Ask the students why the cat got angry at the mouse.

• develop an awareness of responsibility

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CD and CD player (learning centre or headphones if available)

Did the students share their experiences with the group? Did they predict the events in the story? Did they share their ideas about responsibility?

Billi aur chuhey kl dushmam kaysey hu'I? LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • engage in creative art activity • learn to co-operate with the group members develop fine motor skills take part in a group project

Discuss different scenes from the story that could be created using plasticine and a shoe box. List all the possible scenes from the story on the experience-chart paper while brainstorming with the students. Assign three students to each group. • Have different coloured plasticine and construction paper and an empty shoe box for each group, • Background for the scenes could be painted. • Demonstrate the activity, making one or two things and placing them in the box (the box could be placed on its side). • Share each group's work with the class. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

chart paper and markers paint, brushes, water containers, different coloured plasticine and construction paper, and shoe boxes

Did the students work co-operatively? Were they able to work with the plasticine to make different shapes? Did they give positive feedback to their peers about their artwork?

KHARGOSH KI DUM LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

• learn to read for pleasure

• With the children sitting in a group near you, involve them in a discussion about stories that contain cumulative patterns. Mention stories such as "Brown Bear, Brown Bear" and "The Bus Ride" as examples.

story: Khargosh Ki Dum (with comprehension questions and grammar: simple past tense)

Did the students have background knowledge of books with cumulative patterns?

• learn to make predictions

• Take a few minutes to discuss the setting of the story, i.e. a village in Punjab, Pakistan.

flashcard vocabulary

Did all the students participate in the choral reading of the story?

• practise choral reading skills

• Read the story, stopping at various key points and asking what might happen next.

Let's Write Urdu

• Encourage them to think about the pattern sentences as they become familiar with the story.

CD and CD player (listening centre or headphones, if available)

Students will :

Let's Read Urdu

• At the end, discuss the roles played by different characters in the story. • Dramatize the story by assigning different roles to students, allowing them to experiment with the language by using their own words. • Levels II, III students may be encouraged to extend the story by adding more characters to it.

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Did the students enjoy participating in the dramatization of the story?

Khargosh Kl Dum LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to practise role-play

• On a chart paper, with the help of students, draw the route followed by khargosh during its trip.

chart paper markers

Did the students complete the activity on chart paper?

• Include landmarks such as the cow, farmer, sweets shop, etc.

• learn to make 3-0 models of objects

Level I • Students can do the above activity using plasticine or playdough.

Did they enjoy making models using play dough?

• learn the sequence of events in a story

Levels II, III • Students in small groups can write a new ending to the story and share it with the entire class.

Were they able to come up with a creative new ending to the story?

play dough (plasticine)

• practise writing skills • Some students can listen to the CD at the listening centre. Homework: Assign from Let's Read Urdu for reading and Let's Write Urdu for writing practice.

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BUJHO TO JANAIN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will • learn some Urdu riddles • learn to focus on specific clues to solve the riddle • elicit general clues by asking questions • develop vocabulary relating to the Urdu riddles

With the children sitting in a group near you, ask them if they know any English or Urdu riddles. Let some children present the riddles while the others try to solve them.

story: Bujho To Janain (with comprehension questions and grammar: nouns)

Introduce the riddle: "My face is as round as your little girl's." (See the text of riddle on the next page.) Tell the children that they can look for word clues in the riddle or ask questions to elicit general clues, e.g, Is it an animal? Is it something we can eat? Where is it found? Circle the word clues with the help of the students. Let them solve the riddle. Now introduce the riddles one at a time. Read the first riddle from the chart paper. Explain the new words using picture flashcards or other resources. Repeat the riddle again, then guide the children step by step through the lines, explaining how each sentence has a clue word. Also remind them that they may ask questions to obtain general clues. Let them repeat the riddle after you and look for new clues. When they are close to guessing the riddle, provide the answer written on a card with an illustration beside it.

flashcard vocabulary

Repeat the above procedure with all the riddles. Play the CD for re-enforcement and review. Students can use the listening centre or headphones for individual listening.

4i

Let's Read Urdu Let's Write Urdu an English riddle written on a chart paper Urdu riddles written on a chart paper a picture of the sky at night with stars a picture of a peacock and a feather from peacock's tail a portable radio or a picture of a radio an earthenware lamp (diya) fresh corn with its husk intact CD and CD player (listening centre or headphones if available)

Were the students able to focus in on the word clues? Did they ask appropriate questions to elicit general clues? Did they learn to solve the Urdu riddles? Did they learn and use new words in Urdu?

Bujho To Janain LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to recognise rhyming words

• With the students sitting in a group beside you, ask them to repeat a riddle after you and look for rhyming words. Explain to them that rhyming words sound the same at the end and usually end with the same letter. Circle these words on chart paper.

• sheets of construction paper • markers • calligraphy markers

• practise memorisation skills • illustrate a riddle • practise reading and writing riddles

Did the students recognize the rhyming words?

• Read the riddle several times to acquire fluency. • crayons, pencils • Ask comprehension questions.

Were they able to memorize and recite the riddle? Did they give feedback on one another's work?

The Riddle: • Divide the children in groups and let them memorize a riddle of their choice. Have them recite the riddle before the class. Level I • Copy a riddle of their choice in their best writing and illustrate it. Levels II, III • Copy two riddles of their choice in their best writing and illustrate them. • Students can share their work with the class and provide feedback on the work of their classmates.

My face is as round as your little girl's. But I have no eyes to see. My hands are busy the whole day long. As busy as they can be. Sometimes I speak so you may know. How fast the hours and minutes go(I am a clock)

Homework: Assign Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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Were they able to write and illustrate their riddles?

Part Two

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SAHAILI BUJH PAHAILI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will : • engage in activities that stimulate language growth • use language to express feelings • learn to understand the story and answer questions

• With the children sitting in a group near you, start a discussion about moving to a new house, to a new school, and to a new country.

story: Sahaili Bujh Pahaili (with comprehension questions and grammar: adjectives)

• Encourage the children to share their experiences with the class by asking them questions related to the topic.

flashcard vocabulary

• Write the students' responses on chart paper.

Let's Read Urdu

• Read the story to the class. Ask the comprehension questions provided at the end of the story.

Let's Write Urdu

Level III • Students may be challenged to answer questions like the following in Urdu: How would you feel if you were in Kiran's position? What suggestions would you have for Kiran about spending her time differently in her new house? • Tell students to organize themselves into groups of three and brainstorm different reasons about why people move from one place to another. • Students may match pictures with words using the flashcards provided.

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CD and CD player (listening center or headphones if available) chart paper markers

Did the children feel comfortable sharing ideas with the whole class? Did they empathize with the main character in the story? Were they able to express their feelings?

Sahaili Bujh Pahaili LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to make a comparison chart describing personal feelings • learn to work in groups

• Divide the students in small groups and give them chart paper and markers.

chart paper

Did the students work cooperatively in groups?

markers • Tell them to make two columns, with a happy face in one column and a sad face in the other. • Ask them to think of different ways in which moving is "good" or "bad" for them, and write these down in appropriate columns. • Allow time for students to share ideas with the class at the end of the period. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice.

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Did the students gain an understanding of the subject of moving? Did they have fun sharing their ideas?

BHA'I BHULAKKAR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

poem: Bha'i Bhulakkar (with comprehension questions and grammar: antonyms)

Did the children listen to the CD attentively?

EXPERIENCE AND COMMUNICATE Students will:

• With the children sitting in a group near you, play the CD.

• participate in choral reading

• Read the poem from the experience-chart paper with the children.

• develop vocabulary • listen to the song on

the CD

• Play the CD again and encourage them to sing along with the CD.

poem written on the chart paper

• Write the flashcard vocabulary words on the chart and ask them to give you the antonyms for those words. (These words are already part of the vocabulary).

flashcard vocabulary

Did they enjoy singing with the CD? Were they able to give the antonyms of the vocabulary?

Let's Read Urdu • sing along to the CD • practise reading sentences

• Discuss with the children what would be the appropriate behaviour for Bha'I Bhulakkar.

Let's Write Urdu

• Write a paragraph about the proper things he should be doing. Keep the sentences simple.

CD and CD player (listening centre or headphones if available)

• Read the sentences with the children. chart paper markers

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Were they able to read the paragraph from the chart paper?

Bha'I Bhulakkar LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• learn to share their work with each other

• With the children sitting in a group near you, discuss with them how a comic book is written. • Show them a few examples of comic books. • On the chart paper, make six to eight boxes which will be the basis for a comic strip story. • Ask the children to contribute to a new story about a person who forgets everything. • Write their ideas in the boxes making sure the story lines are distributed evenly among the boxes. • Give a large sheet of paper to each child and ask them to divide the paper in as many parts as there are boxes on the chart paper. • Ask them to draw pictures for each of the boxes. Two children could work together by cutting the paper in half and then putting the story together when both are finished.

• learn to follow the sequencing of a story

Level I • Teacher writes the sentences of the story in the boxes.

• learn to collaborate in a group to achieve a goal • learn to write a story and turn it into a comic strip • learn to illustrate a comic strip

Levels II, III • Ask the children to copy the sentences of the story from the chart paper. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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chart paper

Did the children contribute to the story lines?

large sheets of paper pencils or crayons of assorted colours

Were they able to follow the sequence of the story? Were they able to copy the sentences from the chart paper? Did they complete their illustrations?

PUR-ASRAR HAWAILI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will: • learn about folk tales • learn to describe feelings • learn to understand the story and answer questions

With the children sitting in a group near you, introduce the topic of folk tales by having children recall several of their favourite stories, e.g. Cinderella, Snow White and the Seven Dwarfs.

story: Pur-Asrar Hawaili (with comprehension questions and grammar: nouns)

Tell the students that you will read them a folk tale from East Africa. This story has been told to African children through generations.

flashcard vocabulary

Before reading the story, ask them to imagine themselves living alone in the forest along with animals of the jungle. Ask them the following questions: How would you spend your time? How would you feel if you had to live away from your parents for a long time? Read the story to the class, and ask the comprehension questions provided at the end of the story. Students may match pictures with words using the flashcards provided.

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Did the children understand what a folk tale is? Were they able to empathize with the main character in the story?

Let's Read Urdu Let's Write Urdu CD and CD player (listening center or headphones if available) chart paper markers

Were they able to express their feelings?

Pur-Asrar Hawaili LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to make simple games • learn to use creative imagination • learn to make maps

• Brainstorm with the children and make a list of the different ways they spend their free time.

small stones (five per group)

Did the students use their imagination?

pieces of string (any length) • Tell the children to close their eyes for a moment and imagine that they were living in the past. There are no TVs or video games. What kind of games would they play in their time at home? • Working in groups of three or four, students should think of a game that can be played using a simple string or small stones (pebbles), for example, Jacks, or Cat's Cradle. Levels 1,11 • Students draw a picture of a forest, including the different animals living there, and label the pictures on chart paper. Levels II, III • Students draw an imaginary map of the area in the forest which Nilofer may have used to reach the cottage where she found her mother. Homework: Assign from Let's Read Urdu for reading and Let's Write Urdu for writing practice.

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six to ten sticks, each about 20 cm long

Were they interested in making simple games? Did they have fun playing games?

HAMDARDI LEARNING OBJECTIVES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

With the children sitting in a group near you, discuss with them what a firefly is, if they have seen any fireflies, where they can expect to find fireflies. Ask them if they have seen a nightingale and where nightingales live. Use the flashcard pictures to explain the new vocabulary.

poem: HamdardI (with comprehension questions and grammar: nouns)

• Did the children participate in the discussion?

Hand each strip of chart paper to eight students. Read the first couplet and have the students with that couplet come to the front. Then read all the couplets sequentially. Ask students to read the poem with you from the chart paper. Underline the unfamiliar words on the chart paper. Read these words with the children. Use the flashcards to reinforce the new words. Ask students some comprehension questions while reading the poem. Ask them to retell the story of the poem.

Let's Read Urdu

Ask the students to listen to the poem on the CD. Let them sing the poem with the CD several times. Select a child who can sing the poem very well. Ask him/her to come to the front of the class and lead the rest of the students in singing.

write the poem on chart paper

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE Students will: • learn to appreciate classical Urdu literature

flashcard vocabulary

• Were they able to read the poem?

• develop their oral skills • develop their reading skills

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• Did they follow the CD while singing the poem?

Let's Write Urdu CD and CD player chart paper and scissors

cut the chart paper into eight strips, each strip containing one couplet

• Did they enjoy the activity?

Hamdardi LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• Prepare the children to act out this poem as a tableau as follows:

chart paper

• engage in activities that stimulate language growth

• On chart paper write the various parts the children can play: the nightingale, firefly, various trees and flowering plants to create a forest scene.

cardboard boxes

• develop their drama skills

• Ask the children to select the part each would like to play. The children can prepare the props by using construction paper, empty large boxes for making the trees, plants, the nightingale, and the firefly. The trees and the plants will act as props. A group of singers will sing the poem and the nightingale and the firefly will act out their parts. Some children could be the audience.

• develop their creative art skills • practise their writing skills

• This lesson can be extended to another class to give the children enough time to practise. Levels I, II • Ask the children to copy the words from the chart paper and write a sentence about their part or about their prop. Level III • Write a few sentences about what they have done today. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise ibr writing practice.

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construction paper of assorted colours glue, scissors

Were the children able to act out the poem? Did they make appropriate props? Did they work co-operatively when practising the tableau?

markers, crayons Let's Read Urdu Let's Write Urdu

Were they able to write the sentences? Did they enjoy the activity?

BOSTON KI IJAD LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

story: Doston KI Ijad (with comprehension questions and grammar: singular and plural)

Did all the students share their experiences with the group?

flashcard vocabulary

Did they listen to the story attentively?

EXPERIENCE AND COMMUNICATE Students will:

• With the students sitting in a group near you, ask them if they have ever seen a robot.

• develop listening skills • If they have seen one, what kind of work could that robot do? • review the sounds of the letters in the words

• Where did they see a robot?

• review the new words

• After having a brief discussion about robots, read the story to them.

Let's Read Urdu Let's Write Urdu • Discuss the story with the use of comprehension questions.

Were they able to answer the comprehension questions?

CD and CD player • Use the picture flashcards to teach the vocabulary from the story. Level I • Match the word flashcards with the picture flashcards. Levels II, III • Copy the words in the exercise book. Break down these words into letters and write the letters beside the words.

Were they able to recognize the words from the flashcards? Were they able to recognize the sounds of the letters of the words in the flashcards? Were they able to break down the words into letters of the alphabet?

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Doston Ki Ijad LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • participate in hands-on activity • develop creative skills • learn to present their creative work

• Display all the boxes and other items to be used for creating the robots.

different kinds of empty cereal boxes and cartons

• With the students sitting in a group near you, ask them about the kind of robot they would like to make using the items on display.

Styrofoam balls, silver and gold paper, transparent red, blue and clear paper, sparkles, assorted buttons, and soft pieces of wires or pipe cleaners

• List the different kinds of robots they suggest on the experience-chart. • Have them choose the required materials from the display for making their own robots. • Go around and talk to students about their robots and help them get started, encouraging them to help each other. • Remind them to speak in Urdu while they are engaged in creating their robots. • Let the students share their robots with the group when they are finished. • Encourage them to describe their robots and what those robots can do. • Let them take turns sharing their work with the class. • Encourage the students to ask questions about the robots. Homework: Assign from Let's Read Urdu for reading practice and the Let's Write Urdu exercise for writing practice. 54

glue, paints, crayons, and markers experience-chart paper

Did the students use their creative ability to make their robots? Were they able to work independently? Were they able to describe their robots to their classmates?

PAT-JHAR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • become aware of signs of the fall season • learn to appreciate rhythm in Urdu poetry • learn to recognize rhyming words

• With the students sitting in a group near you, ask them if they know the names of the four seasons. Record these on the blackboard. Ask them if they know in which month the fall season starts.

poem: Pat-jhar (with comprehension questions and grammar: nouns)

• Did the children contribute ideas about the signs of fall?

• View a video or a film strip about the fall season. If possible, go for a short walk outside the school and ask the children to look for the signs of fall.

flashcard vocabulary

• Did they enjoy the rhythm of the poem?

• Discuss the signs of fall* with the children and record their responses on chart paper.

Let's Read Urdu Let's Write Urdu poem written on chart paper

• participate in choral singing

• Repeat the poem and with their help circle the rhyming words. a poster or pictures of autumn • Listen to the poem on the CD. Ask them to respond by clapping. • Listen to the poem again and ask them to try to recognize some of the rhyming words.

a video or film strip of the fall season CD and CD player (listening centre or headphones if available)

• Play the CD for re-enforcement and review. • Students can use the listening centre or headphones for individual listening. • Signs of fall: Leaves change colour; days become shorter; sky becomes cloudy; cold winds start blowing; birds fly south; squirrels start collecting nuts.

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• Did they recognize the rhyming words? • Did everyone join in the singing?

Pat-jhar LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • search for information in the text

• With the students sitting in a group beside you, refer to the sentences about the signs of the fall written on chart paper. Refer to the poem and ask the children to point out some of the seasonal changes mentioned in the poem. Record these if not already on the chart.

construction paper crayons, markers pencils

• develop their reading and writing skills

• Have them repeat the sentences after you.

• Were they able to read some of the sentences? • How detailed were their drawings?

• Have them read a sentence of their choice. • provide feedback on one another's work

• Were the children able to extract information from the text?

• Divide the class into small groups and have each group draw a fall scene on the construction paper and colour it. Levels I, II, III • Have each child in the group write one sentence about his/her work. Let the more advanced children help the others. • Have them share their work with the class, providing feedback on one another's drawings. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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• Did they provide constructive feedback on one another's drawings?

SOHNI DHARTI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

story: Sohm DhartI (with comprehension questions and grammar: common nouns )

Were the children interested in the story?

EXPERIENCE AND COMMUNICATE Students will: • develop topic-related vocabulary through listening activities

With the children sitting in a group near you, involve them in a discussion about life on earth. Ask the children to give examples of different living things on earth, for example, plants, animals, and humans.

flashcard vocabulary

• learn facts about the solar system

Read them the story.

Let's Read Urdu

Ask them questions about what is needed to make all things grow on earth. Also, what do they think would happen if one day the sun did not come out? Record their responses on chart paper.

Let's Write Urdu

• develop appreciation for all living things

Ask the comprehension questions written at the end of the story.

chart paper

Students may match pictures with words using the flashcards provided.

markers

• engage in activities that stimulate language growth

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CD and CD player

Were they able to share their knowledge of the importance of the sun in the solar system? Did the children show interest in learning about the earth, sun, and moon?

SohnI Dharti LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to appreciate relationships among the earth, moon, and sun • learn to use their creative imagination • learn to make models of objects

• Ask the students questions about the connection between the earth and the sun; and about the relationship between the earth and the moon and the position of the sun in the solar system.

plasticine

• Record the students' responses on chart paper adding your own responses later on to provide a comprehensive list.

markers

Level I • Ask students to label "earth" "moon" and "sun" (in Urdu) on the activity sheet. Levels II, III • In groups of three, have students role-play the three characters in the story and have a debate about whose role is more important in the solar system. • Students can make models of earth, sun, and moon using plasticine. Homework: Assign from Let's Read Urdu for reading practice and Let's Write Urdu for writing exercises.

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chart paper

Did the students show curiosity about the solar system? Were they interested in making simple models? Did they have fun during role-playing?

BARSAT LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will:

• With the children sitting in a group near you, read aloud the poem Barsat. Recite each couplet again and ask them to repeat after you.

• learn the language through the classical literature

• poem: Barsat (with comprehension questions and grammar: compound words)

• Brainstorm with them about the effect of rain on the environment and write their responses on the chalkboard.

• flashcard vocabulary

• focus on the rhyme and rhythm of the poem

• Encourage them to give the sounds of the initial letters in the words they have given.

• review the rhyming vocabulary

• Ask them questions about the rainy season in Canada and what it brings along.

• acquire an understanding of the role plants play in the environment

• With the students' responses and the flashcard pictures, create Barsat vocabulary on chart paper. Read aloud the responses. • Encourage them to read some of the words on the chart paper with you. • Play the fourth, fifth and sixth couplets on the CD, emphasizing the rhyming words. • Involve them in a discussion about what kind of plants they have in their gardens and how we should care for plants.

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Did the children listen to the poem attentively? Did they enjoy the rhyme and rhythm of the poem?

• Let's Write Urdu

Did everyone participate in discussion about the environment?

• CD and CD player (listening centre or headphones, if available)

Did they contribute words related to the rainy season?

• 4th, 5th, and 6th couplets on chart papers

Were they able to read some of the words on the chart paper?

• Let's Read Urdu

• rhyming words and compound words on chart paper

Barsat LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• spread newspapers on a large area and place potting soil, pots, watering jugs, beans, chickpeas, various seeds, and papercups

Did all the children participate in the activity?

• labels with children's names

Did they enjoy drawing the pictures of the plants?

CONNECT AND RECORD Students will: • engage in a variety of learning strategies, including decisionmaking and co-operative learning • develop their imagination • learn to take responsibility • develop reading and writing skills

• With the children sitting around the area where the seeds, potting soil and gardening tools are placed, give each of them a pot and ask them to fill it with soil. • Ask them to plant the seeds of their choice, label and water the pots and then place them on the window sill. • Have them wash their hands and go back to their desks.

• parent-volunteers to help potting, labelling the pots, and cleaning up

• Discuss the activity in the large group. • Give them construction paper and ask them to draw a picture of what their grown plant will look like. Collect all the pictures from the children to make a classbook and send their potted plant home. Levels I, II • Label the picture or write a sentence about the plant. Level III • Children can write a short story or few sentences about their plant. • Go around and help them with their work. • Have them share their work with each other and with the group. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice.

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• white construction paper 81/2 x n for each child with his/her name and the title "Mera Pauda" written on it

Did they work co-operatively?

Were they able to read and write their own sentences?

SAFlMIYAN KA FARM LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • learn to appreciate poetry

• With the students sitting in a group near you, ask them questions such as: Where does milk come from? Do you like to drink milk? Can you think of something made of milk?

poem: Safi Miyan Ka Farm (with comprehension questions and grammar: nouns)

Did the students participate actively in the discussion? Did they have any idea how many different things are made of milk?

• Display the pictures as they talk about different milk products.

flashcard vocabulary

• develop vocabulary about milk products

• Put up the poem beside the pictures.

Let's Read Urdu

• learn about rhyme and rhythm in poetry

• Read the poem and ask the children to listen for rhyming words and circle those words on the chart.

Let's Write Urdu

engage in choral reading

poem written on chart paper

. Ask comprehension questions. • Read the poem again and ask them to point out the different milk products given in the poem. • Read the poem chorally. • Play the CD for re-enforcement and review. Students can use the listening centre or headphones for individual listening.

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Did they recognize the rhyming words?

pictures of a farm, cows, and milk products, e.g., yogurt, cheese, ice cream CD and CD player (listening centre or headphones if available)

Did they enjoy choral reading?

Safi Miyan Ka Farm LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • become aware of the process of making butter from cream • experience using their five senses • learn to share their experiences with the group • learn to describe taste and texture • practise writing

• With the students sitting in a group near you, ask them if they know how butter is made. • Pour cream in a jar and demonstrate how butter is made by shaking the jar. • Let them take turns at shaking cream in the jar. • While they are shaking, explain to them that it takes a very long time to make butter. If you have access to an electric mixer, the process will go much more quickly. • While they are taking turns, discuss with them the milk products that they enjoy. • Taste the butter with bread. • Discuss the taste, textures and colour of the butter. • Ask in what way is this butter different from the butter bought in the supermarket? Levels I, II • Write two to four short sentences about the milk products that they like (some children may require assistance). Level III • Write six sentences about their favourite milk products. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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a small carton of whipping cream

Did the children enjoy making butter?

empty glass jar with lid

Were they able to name different milk products?

paper plates and serviettes bread and knife paper or books for writing sentences pencils

Did they comment on the taste and texture of fresh butter? Were they able to write sentences about milk products?

AHMAD KA BANDAR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • engage in a discussion that stimulates language growth

• With the children sitting in a group near you, brainstorm with them what kind of animals they can have as pets. Discuss the challenges of having an unusual pet.

story: Ahmad Ka Bandar (with comprehension questions and grammar: past continuous)

• Read the story. flashcard vocabulary

• develop listening and predicting skills

• Stop at appropriate places in the story and ask pupils to predict what might happen next.

• improve attention span

• Ask the students what they would do if they were in Ahmad's situation. • Stop reading the story just before Ahmad is found by his father. • Divide the students into small groups and ask them to decide on a suitable ending to the story. • Have the groups gather together and present their version of the endings to the story. (You might put these on chart paper).

Let's Read Urdu Let's Write Urdu large pictures of wild animals such as lions, tigers, elephants, giraffes, kangaroos, monkeys and pythons displayed CD and CD player (listening centre or headphones if available)

• Read the original ending. chart paper and markers • Play the CD for re-enforcement and review. • Students can use the listening centre or headphones for individual listening.

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• Did the students participate actively in the discussion? • Were they able to predict the events in the story? • How well did they use language in their presentations? • Did they come up with creative endings to the story?

Ahmad Ka Bandar LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn to use their imagination • learn to communicate with illustrations • develop the ability to remember the story sequence

• Brainstorm with students on the problems of having an unusual pet. Record some answers on chart paper. • Ask each student to choose an unusual pet and make a picture illustrating one of the problems he/she might have with that pet.

chart paper, markers, crayons pictures of wild animals from the previous activity a story summarized in six sentences written on six strips of paper

• Let them share their pictures with the class. • Give six children one sentence strip each and ask him/her to come in front of the class and arrange themselves in the right sequential order. • Call other children to take part in the same activity. • Put the sentence strips in sequential order on the chalkboard. Levels I, II • Read the sentences by repeating after the teacher. Level III • Read the sentences independently. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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Did the students use their imagination? How detailed were the illustrations? Did the students remember the sequence of the story?

KHARIDARI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • develop their reading skills • learn to predict the events in the story

With the children sitting in a group near you, discuss their favourite section in a shopping mall. Write their responses on the chart paper and read them with the students. Read the story to them. During the story reading, stop at various key points and ask the children to predict where the children might be.

story: Khandari (with comprehension questions and grammar: adjectives) flashcard vocabulary

Were the students able to predict the events in the story?

Let's Read Urdu Ask the comprehension questions.

• develop their verbal skills

Did the children participate in the discussion?

Let's Write Urdu Play the game of charades. Divide the children into two teams. Ask one member of the team to demonstrate or act out a toy or a word using actions only. The members of the other team try to guess the toy or the word. If the team guesses it correctly then one of their member acts out another word. If the team fails to guess correctly the other team takes over and one of its members acts out a toy or a word. Let the children listen to the story on the CD for re-enforcement.

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Were they able to use the Urdu language to guess the words or the toy?

CD and CD player chart paper

Did they enjoy the activity?

Kharidan LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • engage in activities which will stimulate language growth • learn to work independently • develop their writing skills

• With the children sitting in a group near you, ask them to reconstruct the story in their own words. Ask each one of them to contribute one sentence and then as a group, they can complete the story. • Divide the children into groups of four. Give each student a large sheet of construction paper. Ask them to draw their favourite part of the story. Level I • Label or write a sentence about their picture with the help of the teacher.

construction paper markers, crayons and pencils of assorted colours

Did they participate in developing the story? Were the students able to work independently on their pictures? Were they able to use the Urdu language in explaining their work? Did they enjoy the activity?

Levels II, III • Write their own sentences or a short story. • After finishing their work, they can share their picture with the class, explaining what they have drawn. Homework: Assign from Let's Read Urdu for reading practice and Let's Write Urdu for writing practice.

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MARYAM KA DARAKHT LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • develop awareness of their environment and how it could be improved • acquire vocabulary about nature • learn to predict the events in the story

With the children sitting near you in a group, brainstorm with them as to what we mean by healthy environment, e.g., clean water, clean air, sources of oxygen.

• story: Mary am Ka Darakht (with comprehension questions and grammar: singular and plural)

Discuss the importance of trees in our life.

Did the children participate in the discussion? Did they acquire vocabulary about nature?

• flashcard vocabulary Look at the world map and discuss rain forests (a thick forest in a tropical region with plentiful rainfall). Read the story to the students, stopping at various points to ask them to predict what might happen next.

• Let's Read Urdu • Let's Write Urdu • pictures of rain forests

For further discussion, refer to the comprehension questions. Play the CD for re-enforcement and review.

• a map of the world showing places where rain forests are found

Students can use the listening centre or headphones for individual listening.

• pictures of birds and animals • CD and CD player (listening centre or headphones if available)

6?

Did they make interesting predictions? Did they have any ideas as to how their environment can be protected?

Maryam Ka Darakht LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • learn suitable vocabulary to describe their pictures • practise reading and writing skills

• Take the students outside to look at trees, plants, grass, and other things in nature.

white paper

• Ask questions about how the environment could be improved.

crayons with the paper-label removed

• Collect different kinds of leaves and bring them to class.

masking tape

• Make leaf or bark rubbings. (If doing bark rubbing, take plain paper and crayons outside with you).

markers

• The design could be repeated by rubbing over the same leaf or piece of bark. Levels I, II • Children write or dictate a sentence about their leaves, e.g., they could mention the name of the tree. Level III • Children may write a short paragraph about their pictures. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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if making leaf rubbing, put the leaves flat on the table face down put the paper on top of the leaves and tape the paper to the table to stop it from moving holding the crayon lengthways, rub it gently back and forth across the paper

Did the students enjoy working on the rubbings? Did they produce colourful rubbings? Were they able to write sentences about their pictures?

GARMI KI CHUTTIYAN LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will: • use Urdu language to share personal experience

With the children sitting in a group near you, involve them in a discussion about their summer/winter holidays and record their responses on chart paper. Read their responses with them.

flashcard vocabulary

• develop their thinking skills

With the flashcards and other related pictures, introduce new vocabulary and let the children guess the title of the story.

• listen to the story for information

Read the story, stopping at various key points to ask them some comprehension questions.

• engage in an activity that stimulates language growth

story: Garmi KI Chuttiyan (with comprehension questions and grammar: present continuous tense)

Play the song from the story on the CD and ask them to chime in with the song. Ask two or three children to act out the song and then have everyone join in, one by one.

Let's Read Urdu

Were they able to guess the title of the story? Did they use Urdu language in their responses?

Let's Write Urdu CD and CD player (listening centre or head phone, if available) some pictures of the activities described in the story for display chart paper, markers and chalk

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Did all the children participate in the discussion?

Did everyone enjoy singing the song and acting it out?

Garmi Ki Chuttiyan LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will: • learn to read their responses in Urdu • learn to appreciate the lifestyle of the First Nations People • enhance their listening, speaking, and reading skills • learn to work co-operatively

• With the children sitting in a group, play the CD for review, then brainstorm with them about the lifestyle of the First Nations People. • Record their responses on chart paper and number them for quick reference. Read their responses with them. • Involve them in finding their responses on chart paper and have them read them out loud to the group. • Divide the class into groups of five to six children and ask them to sit at the tables ready for the activity. • Give each group construction paper and ask them to draw and colour or cut and paste at least one activity from the story.

keep tables ready with glue, markers, construction papers, pictures of tipis, buffalo, feathers, hat and leather jacket

Did all the children participate in the discussion? Were they able to remember the lifestyle of the First Nations People? Were they able to choose the appropriate sentence for their pictures?

Level I • Go around and help them to copy from chart paper the sentence that matches their picture.

Did they work well with each other?

Levels II, III • Students could copy or write their own sentences.

Did they enjoy making their very own book?

• Each group makes a book of its work and then you help to make the cover. • Let each group share their work with the other groups. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice.

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KASHTI KI SAYR LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • engage in activities that stimulate language growth • develop their listening skills • learn to work co-operatively • practise their reading skills

With the children sitting in a group near you, write ten new words selected from the story on chart paper or use the vocabulary flashcards. Read these words with the children.

story: Kashti Ki Sayr (with comprehension questions and grammar: nouns)

Read the story to the children and refer to the chart paper when reading those words. Also write any other words which the children find difficult while reading the story. Ask comprehension questions.

flashcard vocabulary

Divide the children into pairs and ask them to share their picnic, boating, or cottage experiences with each other.

Let's Read Urdu Let's Write Urdu CD and CD player

With the children sitting in a circle near you, ask them to report back to the class what they found about their partner's experience. They can use the words written on the chart paper.

chart paper markers

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Were they able to understand the story? Did they work co-operatively? Were they able to report back their partner's experiences? Were they able to use the words from the chart paper? Did they enjoy the activity?

Kashtl KI Sayr LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will:

• Have the children work in pairs.

• chart paper

• learn vocabulary related to the topic

• Let the students create their own story by using various materials to make a three dimensional scene.

• exercise books for each student

• learn to work cooperatively

• Ask the children to explain what they have made. Write a few sentences based on their responses on the chart paper.

• markers and pencils of assorted colours

• develop their creative skills

• Read these sentences with them.

• shoe boxes, tissue paper, plasticine, glue, scissors

• To what extent were they able to read and copy the sentences?

• develop their reading and writing skills

Level I • Ask them to copy one or more of those sentences in their journals or workbooks.

• construction paper of various colours

• Did they enjoy the activities?

Levels II, III • After copying the given sentences, let them add one or more sentences in their workbooks. Homework: Assign reading from Let's Read Urdu for reading practice and Let's Write Urdu for writing practice.

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• Were they able to share their experiences in the pair-activity? • Did each student participate?

BARF KA ADMl LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

story: Barf Ka Admi (with comprehension questions and grammar: verb)

Did the children enjoy listening to the poem?

EXPERIENCE AND COMMUNICATE Students will: • engage in activities that stimulate language growth

• With the children sitting in a group near you, start the discussion about making a snowman by asking questions such as: Have you ever made a snowman? What materials did you use to make the eyes, nose, and mouth?

flashcard vocabulary • Mention the peculiar physical features of the snowman in the poem.

• learn to appreciate poetry • learn to use creative imagination • learn to enjoy the sense of humour in literature

Did they contribute to the discussion about making a snowman?

Let's Read Urdu • Read the poem from the chart paper pointing to different parts of body mentioned in the poem (nose, mouth, ears).

Let's Write Urdu

• Read the poem once again, asking children to join in the action (pointing to their nose, mouth, ears).

CD and CD player (listening centre or headphones if available)

• Students should sing along with the CD of the poem on the listening centre.

chart paper with the poem written on it markers

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Did they appreciate the humour in the poem?

Barf Ka Admi LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• Divide the students in groups of three.

old magazines and catalogues

• learn to use creative imagination

• Distribute old magazines and catalogues to each group. Give them a sheet of paper and tell them to fold it in half. On one side they should draw a traditional snowman and on the other side create a unique and special snowman, using pictures cut from the magazines that have been provided to them for different parts of its body.

scissors

• be able to describe pictures • learn to work co-operatively

• Gather all the students back in front of you and have them share their work with everyone. Level III students from each group will describe, in detail, their special snowman to the rest of the class. Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing practice at home.

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glue sheets of white paper (any size)

Did the students work co-operatively in groups? Were they creative in making their special snowman? Were they able to provide details about their pictures?

AMIR AUR MICHAEL SARKAS GA'EY LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE Students will: • develop the language through personal experience • develop listening skills and attention span • develop their sense of humour • engage in activities that stimulate language growth

• With the children sitting in a group near you, involve them in a discussion about their personal experience of a circus. • Create a circus vocabulary on chart paper through the children's responses and flashcard pictures. Read the story aloud and ask some comprehension questions. • Involve them in a discussion as to how one circus differs from the others.

story: Amir aur Michael Sarkas Ga'ey (with comprehension questions and grammar: adjectives)

To what extent did the children engage in a meaningful conversation?

flashcard vocabulary

Did the children come up with a lot of circusrelated vocabulary?

Let's Read Urdu Let's Write Urdu

• Discuss the humorous part Amir and Michael played in the story and talk about the role of a clown in a circus. • Ask the children to decide what they would like to be - a clown, a juggler, an acrobat or a circusmaster. Help them dress up in their favourite costumes and parade around the classroom. • Take photos of the performers if possible.

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CD and CD player (listening centre or headphones, if available) chart papers, markers, clown costumes and make up, tennis balls, hats, hoops, and crepe paper for ruffles

Did they appreciate the humour in the story? Did the children enjoy participating in the activity?

Amir Aur Michael Sarkas Ga'ey LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD

Students will: • review the circus vocabulary • learn to use their imagination • learn to work co-operatively

• With the children sitting in a group, ask them about their role in the parade. With the help of the children, draw a large clown's face on chart paper. • Divide the class in small groups and ask them to go to the tables and make a clown's face using the materials provided. • Go around the class and help them to make the clown's face. • Share their art with the group.

tables ready with chart paper, markers, paper plates, stickers, ribbons, pastels and crepe paper lined sheets 8 1/2 x 11 with the title of the story on each sheet

Did the children learn the vocabulary in the discussion? Did they use their imagination in creating their clown's face? Were they able to write and read their sentences? Did they enjoy sharing their art with the group?

• develop their fine motor skills

• Ask the children to go back to their own seats.

• enhance their reading and writing skills

Levels I, II • With the help of the teacher they can label or write a sentence about the clown's face. Level III • Students could write a sentence or a short story. • Ask them to read their sentences to each other. Homework: Reading and writing assignments from Let's Read Urdu and Let's Write Urdu.

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MOTIYON KA HAR RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

With the flashcard pictures, introduce new vocabulary and ask the children what they think the story might be about.

• learn the language through listening to a mythical story

story: Motiyon Ka Har (with comprehension questions and grammar: adjectives)

With the students sitting in a group near you, read the story Motiyon Ka Har aloud and ask some comprehension questions.

Did the children demonstrate an understanding of what a mythical story is?

flashcards vocabulary

• learn to make predictions and do sequencing

Involve them in generating lists of pleasant experiences they have had or stories they have read or heard.

LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

EXPERIENCE AND COMMUNICATE Students will:

Let's Read Urdu

Were they able to come up with the answers in a sequence?

Let's Write Urdu • develop the vocabulary through comparing and contrasting

Ask questions about the sequence of the story. Record their responses on chart paper or chalkboard and then read their responses with them.

• enhance their reading skills

Ask them what they would do if they found a mermaid while they were swimming. Discuss how a mermaid is different from or similar to humans. Record their responses on chart paper/chalkboard in the appropriate column. Read their responses aloud and have the students repeat them after you.

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CD and CD player (listening centre or headphones, if available) story books, pictures of mermaids, gems and sea shells for enrichment chart paper divided into two columns labelled "different" and "similar"

To what extent did they engage in meaningful dialogue? Were they able to contribute towards the discussion about the differences and similarities of mermaids and humans? Were some of them able to read from chart paper?

Motiyon Ka Har LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • develop their listening and speaking skills • review the vocabulary learned previously

• Involve the students in a discussion about making a diorama. Record their responses on chart paper or chalk-board. • Ask them to identify the items placed on the activity tables and repeat the names of the identified items. • Explain the activity step by step through their responses and then divide the class into small groups and send them to tables already set up for the activity.

a week prior to this lesson, ask your students to bring boxes, sea shells, and sponges

Did all the students use the Urdu language in their discussion?

parent-volunteers to help with the activity and in cleaning up

How well did the students accomplish the assigned task?

• be involved in hands-on activities to stimulate language growth

• Go around and help each group.

• will learn to share and work co-operatively

• Have all groups come and sit near you and ask each group to share their project with the rest of the class.

have a few tables ready with the shoe boxes, plasticine, sponges, blue construction papers, paints, brushes, scissors, markers, and whatever the teacher can provide for her diorama

Homework: Assign from Let's Read Urdu and Let's Write Urdu for reading and writing.

suggested stores: hobby shops and other craft stores

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Did they enjoy sharing and working co-operatively?

BILL! KA ANOKHA BACHCHA LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• story: Billl ka Anokha Bachcha (with comprehension questions and grammar: adjectives)

Did the students participate in the discussion?

EXPERIENCE AND COMMUNICATE Students will: • develop language awareness and imagination • learn to appreciate folk tales

With the students sitting in a group near you, ask them if they have heard stories from their parents or grandparents. List the names of these stories on a chart paper for future reference. Tell them that this story is about a strange cat. While reading the story, stop after each event and ask for their prediction of what might happen next.

• flashcards vocabulary

Encourage them to guess the events in the story by giving some clues.

• CD and CD player

Start reading the story to the students and after every event ask for their prediction of what might happen next.

• Let's Write Urdu

• Let's Read Urdu

• practise shared reading

• chart paper and markers Discuss the ending, then ask them to think of a different ending. List some of the endings given by the students on the chart paper with the names of the students who suggested them. Read these endings with them.

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Were they able to predict the events? Were they able to suggest new/different endings?

Billl ka Anokha Bachcha LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

• large white sheets of construction paper for each student

Did the students discuss the ways in which a cat could use its tail creatively?

CONNECT AND RECORD

Students will: • be stimulated for creative thinking • learn to work co-operatively • develop fine motor skills • learn to appreciate each other's artwork • develop reading and writing skills

• Involve the students in a discussion about how Mulla Nay Nawaaz used its tail and what they think would be other ways of using a cat's tail. • List some of the answers on the board or chart paper. • Give each student a large sheet of construction paper and ask them to cut and paste to create a cat using its tail in a different way.

• assorted coloured paper, glue, scissors and markers • chart paper

How much detail was incorporated in their artwork? Were they able to read their dictated sentences?

• Help them to write about their cat and its tail. Levels I and II • Could dictate to the teacher a sentence about the cat and its tail. • They could trace over their teacher's writing. Level III • Could write a sentence or two about the above. • Ask them to read their sentences to each other. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for the writing practice.

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SADHU KI DITA LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

story: Sadhu Ki Du'a (with comprehension questions and grammar: nouns)

Were the children interested in the story?

EXPERIENCE AND COMMUNICATE Students will: • develop appreciation for folk tales

With the children sitting in a group near you, involve them in a discussion about legends and folk tales. Ask them to give examples of Canadian folk tales.

flashcard vocabulary • engage in activities that stimulate language growth

Read to them the story Sadhu KI Du'a. Let's Read Urdu Ask them the comprehension questions given at the end of the story. Let's Write Urdu

• develop listening skills

For further discussion you might ask them questions about the ending of the story and if they had already read or heard a similar story. Students should listen to the story using the CD player at the listening centre.

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CD and CD player (listening centre or headphones if available)

Were they able to share their knowledge of other folk tales?

SadhuKlDu'a LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will:

• Ask the children to work in pairs and think of a different ending to the story.

• learn to use their imagination and creative ability

• Tell the children to share their ideas with the rest of the class and then choose the most imaginative ending liked by all.

• develop presentation skills

Levels I, II • Students draw a picture of the story with a new ending.

• express their ideas creatively

Level III • Students write the new ending of the story in their own words. Homework: Assign from Let's Read Urdu for reading and Let's Write Urdu for writing practice.

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markers 8 1/2 x ii sheets of plain paper for each student

Were the children able to suggest a different ending of the story? How detailed were the pictures drawn by the students?

BI GILEHRI LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

EXPERIENCE AND COMMUNICATE

Students will: • develop an appreciation of folk tales • become familiar with pattern sentences in the story • develop vocabulary pertaining to formal clothing • learn to predict the events in the story • develop fine motor skills

With the students siting in a group near you, ask if any of them have heard stories narrated by their parents or grandparents (stories told, not read from the books).

• story: BI Gilehri (with comprehension questions and grammar: future tense)

Were the students listening to the story with interest?

List the names of those stories on the experience-chart paper (this list could be extended as required).

• flashcard vocabulary

Were they taking part in predicting the events in the story?

• Let's Read Urdu

Explain to them that the story you are going to read is also a folk tale but it has been retold especially for them in this book.

• Let's Write Urdu

Read the story while asking them to predict what will happen after each event.

• CD and CD player (listening centre or headphones if available)

After reading the story, ask them comprehension questions. Read the answers (pattern sentences from the story) with them. Ask the students to colour the clothes they would wear for the party. Decorate the clothes with sparkles, stars, and sequins. This will require a demonstration by the teacher for girls' and boys' clothes.

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• handouts of pre-prepared outlines of traditional Pakistani clothes • outline of animals (used as transport in the story) • colouring markers • sparkles, stars and sequins • glue sticks and scissors • one large sheet of construction paper for each student (assorted colours) • lined papers ui exercise books for recording

Were they creative in decorating and designing their clothes? Did they complete the artwork?

BI Gilehri LEARNING OBJECTIVES

DESCRIPTION OF ACTIVITIES

RESOURCES AND MATERIALS

ASSESSMENT AND EVALUATION

CONNECT AND RECORD Students will: • develop fine motor skills

• Choose one of the animals sent by the king to Bl Gilehri. Draw and colour the animal. Decorate its collar and saddle with sparkles, stars, and sequins.

• enhance reading and writing skills

• Show the picture flashcards and the word flashcards to the students and ask them to read the words with your help. • Display the flashcards matching the pictures to the words, so that students could use the words for labelling and writing the sentences. • Ask the students to suggest clothing items. Add these to the list of flashcards. Levels I, II • Label all clothes, shoes, and animals. • Dictate a sentence to the teacher about each item. • Copy the teacher's writing. Level III • Write a sentence about each item, describing the materials, colours and the decorations. Homework: Assign from Let's Read Urdu for reading and the Let's Write Urdu exercise for writing practice.

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• lined paper or exercise book

Were the students able to:

• one large sheet of construction paper for each student

• label the items? • dictate a sentence?

• markers, glue, sparkles, stars, sequins

• copy a sentence independently? • write a sentence with a little help? • write a sentence with substantial help?