India. Introduction to the region additional information. Text. Introduction to the region activities

Transcription

1 India Introduction to the region additional information India is the seventh largest country in the world. India has a population of over 1 billion. As a result of its size and many cultures, races, languages and landscapes, the country is described as a subcontinent. A journey across India from north to south would pass over the Himalayas, cross the alluvial plains of the Indus and Ganges rivers, pass through the desert of Rajasthan and massive cities such as Mumbai, and end in the tropical south. 17 languages are spoken, including Hindi, Tamil, Bengali, Urdu and English. India s traditional music, handicrafts and dances are thousands of years old. Cinema and cricket are major contemporary interests. Mumbai is the centre of film-making in India and is nicknamed Bollywood. The stars of these films live in luxurious houses and apartments in an area known as Bollywood Heights. Some of the actors make more than 300 films a year. Introduction to the region activities Use the video to make a concept map of India s characteristics. Help pupils to identify landscapes, places, people, weather, culture and to write descriptions of the landscape. As a class use different screens to label characteristics. Use information from the video as a starting point for investigating the different uses and benefits of the river Ganges. Label the important geographical features on a map of India. Mark on physical features such as seas and rivers. Mark on human features such as major towns and ports. Ask pupils to use the points of the compass to describe the position of different features to a partner. Research the mountain or desert biomes in India. Find out how plants and animals are adapted to live in each. Think about how humans have adapted their way of life to live in these biomes. Investigate tea production from an Indian plant to a cup of tea on a UK table. Who is involved? What do they do? Make a display showing the process and links between countries. Find out about the technology needed to build a simple well to collect clean water. What materials and mechanisms are needed? How do they compare with our own clean water systems? Hindu dances use particular moves to tell stories. Find out about the specific actions used in different types of dance such as: hip hop, Morris dancing, ballet and belly dancing. Research the history of each and who takes part, when, where and why. Texts This title contains three poems and three prose pieces from India. It also offers contextualisation and a number of additional activities. Use the activity sheets on pages 6-8 to support the notepad activities. The assessment foci linked to each Writer s room activity will be useful when assessing a range of pupils work for the purposes of APP. Text Poem 1: A New Hymn to the Sun by Subramanya Bharati Poem 2: What is Man s Body? Traditional (Gond) Poem 3: Day by Day I Float my Paper Boats by Rabindranath Tagore Prose 1: Grandpa Chatterji by Jamila Gavin Prose 2: The Birth of Krishna by Madhur Jaffrey Prose 3: Ganesh and Kartikeya transcript of video Notepad and Writer s room activities to choose adverbs to reflect the mood of a poem to write a poem that uses questions to use adjectives to make a poem more descriptive to write a question and answer poem to understand the difference between past and present tense verbs to use a poem as inspiration for writing to use senses to write a setting description to look at the ways that descriptive language can create moods to retell an event from a characters point of view to find parts of a text that show what characters are like to write a story based on the theme of rivalry Assessment focus AF2, AF7 AF2, AF7 AF2, AF7 AF2,AF5, AF7 AF1, AF5 AF2, AF3, AF5, AF6, AF7 4

2 Cross-curricular activities A New Hymn to the Sun by Subramanya Bharati Art Make a collage of the sun and write and decorate questions from the poem to form its rays. Science Write an explanation of why we have day and night. Investigate how and why shadows are formed. Write an instructional leaflet on staying safe in the sun. What is Man s Body? Traditional (Gond) Geography Use the Internet to research the Gond people. Use the information to write a Gond fact file. Science Use the poem as a basis for investigating changing states of materials. In pairs play paper, stone, scissors changing to the elements used in the poem: straw, fire, water and wind. Pupils will need to invent their own hand signs. Day by Day I Float my Paper Boats by Rabindranath Tagore Art Make origami paper boats placing objects of personal significance inside. Make an enlarged version of the boat to represent school/local community, with relevant objects chosen and placed inside. Design and technology Pupils could design, make and decorate their own paper boat. Grandpa Chaterji by Jamila Gavin Design and technology Investigate breakfasts around the world using pupils own experiences, recipe books and the Internet. Display the findings in poster form. Use the text to write a recipe for making pooris. The Birth of Krishna by Madhur Jaffrey Background information: Janmashtami is the birthday of Lord Krishna, said to be born at midnight over 3000 years before the birth of Jesus. For Hindus, the three most important deities are Brahma the Creator, Vishnu the Preserver, and Shiva the Destroyer. They are inter-related and represent the three forces in the world. Vishnu is like a cosmic policeman and when there is an imbalance between good and evil in the world, one of his incarnations, or atavars, comes to restore the balance. Krishna is an avatar of Vishnu. He represents all that is good in human love and mirrors the love between humans and God. Many Hindus focus their worship on Krishna both in the home and in the mandir. Pictures and murtis (statues) of Krishna show him as a loveable and playful aspect of the divine. Religious education Investigate the importance of water in Hinduism and Christianity. Talk about aspects that are common to both religions. Compare the birth of Krishna with the birth of Jesus. Art Design and make colourful rangoli patterns using India: Activity sheet 3. Design and technology Use this recipe to make some Indian sweets: You will need: icing sugar, desiccated coconut, condensed milk, food colouring (optional). Method: Mix together six tablespoons of icing sugar and six tablespoons of desiccated coconut. Slowly add drops of condensed milk and some food colouring to the coconut and sugar to bind the mixture. Roll the mixture into small balls and coat with desiccated coconut. Ganesh and Kartikeya (transcript) Art Ganesh is a Hindu god with an elephant s head, he is said to remove obstacles. Make a Ganesh mask and decorate with sequins. Make puppets of the two main characters and act out the story. Religious education Make a comparison chart of prayer customs from around the world. Ask groups to write a prayer to greet the morning. 5

3 India: Activity sheet 1 A New Hymn to the Sun by Subramanya Bharati Compare A New Hymn to the Sun with the Caribbean poem Sun is Laughing, looking at the similarities and differences between the Sun s personality. Use the table below to help you. A New Hymn to the Sun Sun is Laughing Reasons for the similarities and differences Is the dark your enemy? Sun slammed the skywindow close, plunging the whole world into greyness once more. 6 BBC Active World Writing

4 India: Activity sheet 2 Day by Day I Float my Paper Boats by Rabindranath Tagore Use this boat to write poetic phrases about yourself to cut out and send to someone downstream. BBC Active World Writing 7

5 India: Activity sheet 3 The Birth of Krishna by Madhur Jaffrey Design your own rangoli patterns using the examples below to help you. You will need: black or coloured card, coloured paints or glue and coloured glitter. 8 BBC Active World Writing

6 Curriculum grid Page title National Curriculum Primary National Strategy Settings and stories To find out about India En1 Speaking and listening 9b: live talks/readings/presentations Geography 3a: to identify and describe what places are like 3b: the location of places and environments they study and other significant places and environments 3c: to describe where places are 3f: to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world Y3, S2 Y3, S3: Actively include and respond to all members of the group Y3, S3: Use the language of possibility to investigate and reflect on feelings, behaviour or relationships Y4, S1: Respond appropriately to the contributions of others in the light of differing viewpoints Y4, S2: Compare the different contributions of music, words and images in short extracts from TV programmes India: What is it like? To find out about India En1 Speaking and listening 9b: live talks/readings/presentations Geography 3a: to identify and describe what places are like 3b: the location of places and environments they study and other significant places and environments 3c: to describe where places are 3f: to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world 6b: a locality in a country that is less economically developed Y3, S2 Y3, S3: Actively include and respond to all members of the group Y3, S3: Use the language of possibility to investigate and reflect on feelings, behaviour or relationships Y4, S1: Respond appropriately to the contributions of others in the light of differing viewpoints Y4, S2: Compare the different contributions of music, words and images in short extracts from TV programmes Stories and beliefs To find out about Hinduism Religious education 1e: consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them 1h: use and interpret information about religions from a range of sources 3b: at least one other principal religion 10

7 National Curriculum Primary National Strategy A New Hymn to the Sun by Subramanya Bharati To compare different views about the Sun 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Art and design 2a: investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work Sc4 Physical processes 4b: how the position of the Sun appears to change during the day, and how shadows change as this happens Y3, S8: Identify features that writers use to provoke readers reactions Y5, S2: Analyse the use of persuasive language Y5 S7: Infer writers perspectives from what is written and from what is implied Y5, S8: Compare how a common theme is presented in poetry, prose and other media Y6, S7: Understand underlying themes, causes and points of view Y6, S8: Compare how writers from different times and places present experiences and use language Adverb activity To choose adverbs to fill the gaps in a poem 6: to read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level using appropriate terminology Y3, S8: Identify features that writers use to provoke readers reactions 11

8 National Curriculum Primary National Strategy What is Man s Body? Traditional To look at the use of questions and similes within a poem 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Sc3 Materials and their properties 2b: to describe changes that occur when materials are heated or cooled Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3: S7: Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S7: Explore how writers use language for comic and dramatic effects Y5, S8: Compare how a common theme is presented in poetry, prose and other media Y6, S7: Understand how writers use different structures to create coherence and impact Adjective activity To use adjectives to make a poem more descriptive 6: To read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level using appropriate terminology Y3, S11: Compose sentences using adjectives, verbs and nouns for precision, clarity and impact 12

9 National Curriculum Primary National Strategy Day by Day I Float My Paper Boats by Rabindranath Tagore To think about the viewpoint of an author 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Art and design 4b: materials and processes used in art, craft and design and how these can be matched to ideas and intentions Design and technology 2a: select appropriate tools and techniques for making their product Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3: S7: Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S7: Infer writers perspectives from what is written and from what is implied Y6, S7: Understand underlying themes, causes and points of view Past and present tense To understand the difference between past and present tense verbs 6: to read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level using appropriate terminology Y3, S10: Signal sequence, place and time to give coherence Writer s room To write a poem that uses questions To use a poem as inspiration for writing En3 Writing 1a: choose form and content to suit a particular purpose Y4, S9: Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts Y5, S9: Experiment with different narrative forms and styles to write their own stories Y6, S9: Use different narrative techniques to engage and entertain the reader Y6, S9: Select words and language drawing on their knowledge of literary features and formal and informal writing 13

10 National Curriculum Primary National Strategy Grandpa Chatterji by Jamila Gavin To consider the effects of altering the source and verbs of a text 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3: S7: Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S7: Explore how writers use language for comic and dramatic effects Morning prayer To learn about Hindu worship in the home 4h: respond imaginatively, drawing on the whole text and other reading Design and technology 1a: generate ideas for products after thinking about who will use them and what they will be used for, using information from a number of sources, including ICT-based sources Religious education 1b: describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings 1e: consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them 3b: at least one other principal religion 3h: symbols: how and why symbols express religious meaning Y3, S8: Empathise with characters and debate moral dilemmas portrayed in texts 14

11 National Curriculum Primary National Strategy Jamila Gavin To find out about a contemporary writer 8a: a range of modern fiction by significant children s authors PSHE 4b: to think about the lives of people living in other places and times, and people with different values and customs 4f: that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability Y4, S8: Explore why and how writers write, including through face-to-face and online contact with authors Y5, S3: Plan and manage a group task over time using different levels of planning The story of Krishna To learn about the story of Krishna Physical education 6a: create and perform dances using a range of movement patterns, including those from different times, places and cultures 6b: respond to a range of stimuli and accompaniment Religious education 1a: describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others 1h: use and interpret information about religions from a range of sources 3b: at least one other principal religion 3f: story: how and why some stories are sacred and important in religion 3o: using art and design, music, dance and drama to develop their creative talents and imagination Y3, S4: Identify and discuss qualities of others performances, including gesture, action and costume Y6, S4, Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires 15

12 National Curriculum Primary National Strategy The Birth of Krishna, the Blue God by Madhur Jaffrey To identify themes within stories 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Art and design 5a: exploring a range of starting points for practical work Design and technology 2a: select appropriate tools and techniques for making their product 2f: follow safe procedures for food safety and hygiene Religious education 1a: describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others 3b: at least one other principal religion 3f: story: how and why some stories are sacred and important in religion Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3: S7: Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S8: Compare how a common theme is presented in poetry, prose and other media Y6, S8: Compare how writers from different times and places present experiences and use language Descriptive language To look at the ways that descriptive languages can create moods 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y5, S7: Explore how writers use language for comic and dramatic effects 16

13 National Curriculum Primary National Strategy Ganesh and Kurtikeya To create conversations using established characters 4a: recognise the choice, use and effect of figurative language, vocabulary and patterns of language 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8a: a range of modern fiction by significant children s authors 8c: a range of good-quality modern poetry Art and design 2a: investigate and combine visual and tactile qualities of materials and processes and to match these qualities to the purpose of the work 5a: exploring a range of starting points for practical work Religious education 1a: describe the key aspects of religions, especially the people, stories and traditions that influence the beliefs and values of others 1h: use and interpret information about religions from a range of sources 3b: at least one other principal religion 3f: story: how and why some stories are sacred and important in religion 3o: using art and design, music, dance and drama to develop their creative talents and imagination Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3: S7: Identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S8: Compare how a common theme is presented in poetry, prose and other media Y6, S8: Compare how writers from different times and places present experiences and use language Y6, S9: Integrate words, images and sounds imaginatively for different purposes Character qualities To find parts of a text that show what characters are like 4c: identify how character and setting are created, and how plot, narrative structure and themes are developed Y4, S7: Identify and summarise evidence from a text to support a hypothesis Y5, S7: Make notes on and use evidence from across a text to explain events or ideas 17

14 National Curriculum Primary National Strategy Writer s room To use your senses to write a setting description To retell an event from a characters point of view To write a story based on the theme of rivalry En3 Writing 1a: choose form and content to suit a particular purpose 1d: use and adapt the features of a form of writing, drawing on their reading PSHE 4a: that their actions affect themselves and others, to care about other people s feelings and to try to see things from their points of view 4b: to think about the lives of people living in other places and times, and people with different values and customs 4f: that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability Y3, S8: Empathise with characters and debate moral dilemmas portrayed in texts Y5, S9: Experiment with different narrative forms and styles to write their own stories Y6, S3: Consider examples of conflict and resolution, exploring the language used 18