Chinmaya Mission STARTALK Summer Hindi Camp (CMSSHC) - 2018 Curriculum

Curriculum Overview

While virtually traveling to three different places in India (Mumbai, Jaipur and Thekkady in Kerala), students will exchange information about themselves (name, age, where they are from and their family) with fellow travelers. Students will learn weather, geography, topography, and food of the three places. At Periyar National Park in Thekkady, Kerala students will feed and bathe the elephants, and find out why elephant is an important animal in Indian culture. In Jaipur they will visit a culturally rich amusement park (Chokhi Dhani) and participate in different activities such as a camel ride, an elephant ride, henna painting, folk dances, and folk songs. They will spend a day at the Juhu beach in Mumbai, where they will explore Mumbai's famous street foods, and build castles in sand. Students will be able to ask and answer questions regarding their preferences (likes/dislikes) for these various activities, weather and food at each of the places. At the end of the program, working in small groups, students will make a bulletin board display of their most favorite place out of these three, and conduct a mini travel fair for their classmates and parents about these places.

Daily Schedule

1. Program Can do (PCd)- I can ask and answer questions about personal identity such as name, age, where I live, in culturally appropriate ways as I get to know my fellow travelers.

Performance assessment Task(PAT) - Students assume the roles of different people at the airport. They talk with each other to find out who they are, where they live, and where they are going. After completing the initial conversations, students repeat the task multiple times to form common groups based on 1) where they live, 2) where they are going, and 3) their age/grade.

Lesson Can dos –

  1. I can recognize when someone asks my name by pointing to a name tag. (Interpretive)

  2. I can tell my name to my fellow travelers and ask their names. (Interpersonal)

  3. I can recognize that the question is about age by pointing to a birthday cake. (Interpretive)

  4. I can tell my age and ask my fellow travelers about their age.(Interpersonal)

  5. I can identify where I live by pointing to it on a map.(Interpretive)

  6. I can tell where I live and ask my fellow travelers where they live.(Interpersonal)

  7. I can locate the three places I am visiting on a map.(Interpretive)

  8. I can recognize questions about where I am going by pointing to the place on a map.(Interpretive)

  9. I can tell where I am going and ask my fellow travelers where they are going.(Interpersonal)

2. PCd - I can express likes, dislikes and preferences for activities, places, weather, and food and can ask about and react to the preferences of others.

PAT - Teacher announces three corners. Pictures and /or words will be posted in each corner depicting the weather, food, activities, topography of each of the places explored. Students are given time to think about which corner they would like to go to and why. Students go to corners. Students pair up to share. (This will be done 3-4 times, changing up partners) Students paraphrase in pairs, telling what the people they have interviewed have said.

Lesson Can dos –

  1. I can identify some food items related to the places where we are visiting by pointing to a picture.(Interpretive)

  2. I can tell my preference for the foods and ask others about their food preferences.(Interpersonal)

  3. I can recognize some common weather expressions by pointing to the appropriate picture.(Interpretive)

  4. I can tell my preference for the weather and ask others about their weather preferences.(Interpersonal)

  5. I can identify the different activities which can be done at the three places we are visiting through pictures.(Interpretive)

  6. I can tell my preference for the activities and ask others for their preferences.(Interpersonal)

  7. I can identify the topographical differences of the three places I am visiting through pictures.(Interpretive)

3. PCd - I can ask and answer questions about what I and others want to do or where we want to go and give simple reasons for my choices (weather and activities).

PAT - Students stand back to back with a partner. They each have the same set of pictures / words. Partner A asks partner B where they want to go and why. Based on the answers of Partner B, Partner A takes out at least three appropriate pictures / words from their stack. Partner B also takes out three pictures / words from their stack matching with their narration. Then the partners face each other to see if they have the same words / pictures. Then Partner B asks questions to Partner A. This will be repeated with at least three partners.

Lesson Can dos –

  1. I can understand the reasons given by others as to why they want to visit a place by matching pictures.(Interpretive)

  2. I can give reasons why I want to visit a place and ask others about their reasons based upon food, weather, and activities.(Interpersonal)

4. PCd - I can present information about myself, my family, and my activities.

PAT - Each student makes his/her personal identity card stating name, age, parents' names, where they live, and activities they like to do.

Lesson Can dos –

  1. I can recognize Hindi alphabets and read simple words related to my personal identity.(Interpretive)

  2. I can read and understand simple questions about my personal identity such as name, age, parents' names, and town.(Interpretive)

  3. I can fill out a form with my name, age, town, and parents' names.(Presentational)

  4. I can identify my favorite activities by matching pictures with the appropriate captions. (Interpretive)

  5. I can list my favorite activities by putting captions under pictures. (Presentational)

5. PCd - I can state my preference for the place I want to visit in India based on the weather, activities, and food of that place.

PAT - Working in a group of 3, students prepare a report highlighting things to do and see in a specific region. Students carefully select visuals to support what they will say in their presentations. Students share their presentations with other groups. As students listen to each other, they locate the region on a map and complete a graphic organizer with key information from the presentations. After completing the task, students repeat the presentations for their parents by organizing a mini travel fair.

Lesson Can dos –

  1. I can read simple captions under photos of the places that I want to visit on a travel brochure.(Interpretive)

  2. I can make a simple brochure/bulletin board display using pictures of food, weather, and activities pertaining to my favorite place to visit and write captions under the pictures. (Presentational)

  3. I can recognize some details when others tell me about the food, weather, and activities pertaining to their favorite place to visit by completing a graphic organizer.(Interpretive)

Interpretive Mode Resources

Chokhi Dhani Tour - Jaipur

Family Tour of Chokhi Dhani -Jaipur

Shorter Tour

Hinglish Tour :)

Mostly Hindi

Top 10 Places to see in Jaipur (Hindi)

General Hindi article with a video and pictures : (info)




The following 2 video are on elephants baths as activities for kids in Thekkady,kerela!

Hindi article :

Video about National park Periyar :

Authentic kerala food video:

Video Kerala food:

Bhojan :

विडियो जुहू तट - Mumbai Juhu beach video

विडियो जुहू तट - Mumbai Juhu beach video

मुंबई की गरमी - Summer in Mumbai

जुहू चाट - food Stalls on Juhu Beach

जुहू चाट क्या खांए - What to eat on Juhu beach

हिंदी में जुहू के बारे में - Hindi Article about Juhu Beach