Day 3, June 21

हिंदी संगम प्रतिष्ठान

SANGAM-FRANKLIN STARTALK Hindi Language and Culture Camp

JUNE 19-JULY 8, 2017

DIRECTOR’S REPORT

UNIT 1 DAY 3: JUNE 21, 2017: ‘My Family’s Migration Story’

After learning to express about themselves on the first day and understand about their family members on the first and second day Sangam-Franklin STARTALK students were ready to explore their roots. On the third day of the program they virtually traveled to India- the country of their ancestors. The teachers guided them using maps, photos and videos about cities, villages, states and regions of India where their families came from.

Our teachers provided varieties of information about India’s geography and history under the day’s topic, ’My Family’s Immigration Story’, provided rich opportunities for. Each teacher began with presenting their family story using visuals about where their native places. These were unique ways to allow students think and share their own family story. The day’s topic was introduced in appropriate perspective. Most of our students, born and raised in USA, had little knowledge about their ancestor’s native places. They were now exchanging information with their peers about their family’s past and were gaining knowledge about various parts of India, its weather, direction and modes of transportation for traveling from one place to another.

We used varieties of tools and visuals to provide input on the topic. The maps of India were an useful tool to teach directions and significance of various states and regions of India. We made large floor maps of India where children could stand and walk around. These map exercises provided tangible framework for students to learn directions, locations and weather. Teachers modeled and remodeled activities for students to repeat and expand their literacy as they participated in activities in different modes. The gradual release of responsibility, from I do, you do to we do, was taking place smoothly as students got involved in learning new information, doing group activities, and presenting evidences of learning.

In order to provide a new dimension we invited a native speaker who shared her experience as a new immigrant from India. A fluent native speaker the guest answered a varieties of open ended questions from both Novice and Intermediate students.

Later during the day students worked in computer, drama and dance classes to practice multimedia activities, controlled dialogue delivery, singing and dancing supervised by our expert teachers. The one act play was based on coexistence strategies of two generations of immigrants in a family. Students enjoyed sport activities of their choice during recess time. They were engaged in writing activities and reflected upon their learning as they wrapped up activities by end of the day.