KITAAB CLUB IN ASSOCIATION with
Readership Program Summer 2017
27thMay 2017 – 7th June 2017
Saraswati Vidya Mandir, Betalghat, Nainital, Uttarakhand, India
- Project Details
- About Kitaab Club
- Objectives and Methodology
- Selection Procedure
- Priori Information
- Some Vital Stats
- Daily Report (Group-wise)
- Project Findings
- Resources used throughout the Program
Project Under: Uttaranchal Association of North America & Kitaab Club
Number of Volunteers: 09
Details of Volunteers:
- Abhilaasha Kaul Lady Shri Ram College, University of Delhi
- Charu Sinha Shri Ram College of Commerce, University of Delhi
- Ekansh Gupta (Project Head) Sri Guru Tech Bahadur Khalsa College, University of Delhi
- Kriti Choudhary Shri Ram College of Commerce, University of Delhi
- Lata Negi (Project Head) Miranda House, University of Delhi
- Mansi Chauhan Miranda House, University of Delhi
- Megha Singh Laxmibai College, University of Delhi
- Preksha Agarwal Gargi College, University of Delhi
- Suman Saha Miranda House, University of Delhi
Duration: 27th May 2017 – 7th June 2017
Location: Saraswati Vidya Mandir, Betalghat, Nainital, Uttarakhand, India
Students Covered: Classes V to X
Number of Students Covered: Less than or equal to 82
|Group 1||Charu Sinha||Classes 5th and 6th|
|Group 2||Megha Singh and Mansi Chauhan||Class 6th and 7th|
|Group 3||Abhilaasha Kaul and Preksha Agarwal||Class 7th|
|Group 4||Lata Negi and Suman Saha||Class 8th|
|Group 5||Ekansh Gupta and Kriti Choudhary||Class 9th and 10th|
- Students were divided on the basis of their prior knowledge and comprehension skills.
- TLM – Teaching and Learning Material
- Camp officially commenced on 29/05/17 and completed its 10th and final day on 07/06/17.
SOME VITAL STATS
STRENGTH* OF CHILDREN
*Strength: Number of students showed up for the camp in each group every day.
ACCURACY* RATE OF THE ACTIVITIES CONDUCTED
*Accuracy: The rate of understanding teacher believes that the student has achieved after the of the are topics taught in class.
DAILY REPORTS (GROUP-WISE)
Group #1 Facilitator: Charu Sinha
|Day – 1||TLM: None
English story telling: I took up an English book which consisted of mainly pictures with at least one paragraph per page. I realised that I had to take it really slowly, if I had to inculcate an interest for English reading in them. Thereby, I walked them through the story with the help of pictures first without reading it. I also asked them to predict what ensued next. This set the stage for them to get started with the story. Then I read each sentence and translated it to Hindi.( Also, enacted it).
(HOMEWORK : I asked them to draw whatever they could recollect from the story I had read out)Sustained Reading: I gave them a bunch of books and asked them to pick their favourite one. The motto behind this being they will have to continue reading this book over a course of at least 4-5 days and by the end of the tenure they will have to remember having read at least 2 short books/ 1 lengthy book in the next 10 days.Division: I divided the black board in three parts and the kids too in groups of three and asked them to draw whatever they felt like. The result was that the girls had better coordination and were very enthusiastic. The boys had a bit of difficulty in coordinating as there were some trivial conflicts and confusion.
Lastly, they were left to play for the last 15-20 minutes, which was concluded by a group photograph with all the other students.
They were more interested in Hindi books such as ‘Tenaliraman’ and ‘Vikram and Betal’ rather than English books. They were able to grasp the meaning of English words and could partially translate it to Hindi, however, they were unable to comprehend entire sentences.
|Day – 2||TLM: None
2.) SUMMARISEThey have chosen a Hindi book of their choice and are supposed to read it for the next 4-5 days in order to write a SUMMARY (with three parts on a page). Submission date 4-5 June.
I initially started out by reading a book to them about a fish in the Ocean. However, I realised that they were unaware of several English words and were absolutely clueless about states, UT’s , Oceans, lakes, or even the name of countries.
Comments: Even basic words of English are difficult to read and comprehend.
I had chits of basic words such as water, bag, chalk, blackboard, etc. which were difficult to understand. Also, they showed reluctance to act these out. However, after great persuasion and encouragement they were able to play a few rounds.
|Day – 3||TLM: None
1. Sustained reading and comprehension: I asked the students to draw a picture out of the book and interpret the same by writing a paragraph of 4-5 lines. the response was pretty impressive. They were great at drawing however I gave them to write the Hindi interpretation of the picture in order to bring some sort of interest in reading. Checked their reading and comprehension while they were drawing.
2. Magic sheets
3. Played message- message and guessing game(where a person is sent out while the group is told the name of a fruit and the person is supposed to ask 3 questions and guess the name of the fruit)
4. Taught them with the help of a map the seven continents of earth. Taught them basics about map like direction sense also.
Comments: They are facing difficulty in comprehension of even the Hindi text after reading it. They have a very strong GK.
|Day – 4||TLM: None
1.)SUSTAINED READINGRegular reading session of 30-40 minutesPlayed up and down too.
2.) DICTIONARY GAME
I had put numbered chits from 1-12 in the (Hind- English) dictionary on selected pages. Then I divided the class into two groups of Team A and Team B. I had asked chance by chance the members of each team to pick out the chits and the word from the page where the chit was placed and write its meaning on their sheet. Also after searching the meaning they had to draw it as well. Also, all the students were required to write down the words found by other students and write their Hindi translation as well in their respective notebooks.
Comments: Children were taking keen interest in reading and the activities conducted so far.
|Day – 5||TLM: None
Children suggested that they will recite a poem- My beautiful Uttarakhand in the Baal Sabha. Class 6 students had already memorised it because it is there in their course. However, for those who did not know about it. I have created photocopies of the poem and distributed it in class.
2.) BAMBI QUESTIONS
I had given some questions to the children to find out the answers before they watched the movie. They had carried those questions with them and tried to find the answers during the movie.
We had screened a movie- Bambi for students of class 5-10. The movie was liked by all and lasted for a duration of 2 hours with not only the movie but also a short break in between like there was a discussion about what happened in the movie up until now. Then the students were asked to write a short movie prediction of the second half on a sheet of paper and submit to us.
Comments: Everyone liked the movie and it was found that they have strong observation and grasping abilities.
|Day – 6||TLM: None
1.) TEST (WORKSHEET 1)
Had included a word puzzle which was pretty challenging for the kids. Also, it was something new for them. The worksheet included questions from one geography lesson and the dictionary game. None of the questions were from outside the course.
2.) DID WORKSHEET 2
Worksheet 2 was basically a questionnaire on the movie ‘Bambi’ in English. I had literally translate every word of the question for the kids so that they could answer the questions. Even the answers (which were in English) were then translated to Hindi.
3.) NEWSPAPER DANCE GAME
Again, the girls were far more interested in the game than the boys. They were very participative and loved the DJ Walley Babu song. Both boys and girls were very excited for the particular song and knew the lyrics by heart.
Today was the final day for sustained reading practice. They have to submit the summary by tomorrow that I had asked them write after having read their books for a while. Some of them had already started writing it in the class.
5.) PRACTICE FOR BAL SABHA
I had decided on a poem recital by the the class ( My beautiful Uttarakhand). The whole class has to participate in this one. While the girls had requested that they wanted to dance to a song for Baal Sabha, the boys refrained from participating any further. We decided that the girls will dance to Illahi.
Comments: Geography and and things being good, they need more practice in reading English.
|Day – 7||TLM: Mental Ability Sheets
1. Discussion of Revision worksheet
Comments: They understand the nature of the pollution problem and were aware of the consequences of it.
|Day – 8||TLM: 5-Ws and Superlatives chart
Comments: They thoroughly understood the Ws and were also choosing the superlatives correctly.
|Day – 9||TLM: None
Activities: Baal Sabha practice was conducted and some fun games were played.
Comments: Learned things very fast
|Day – 10||Baal Sabha|
Group #2 Co-facilitators: Megha Singh and Mansi Chauhan
|TLM: used a sheet for story mapping
2. Told them a story: read out a story to them and explained them everything which was there in the story. After which we did story mapping with them.
3. Gave them a story book in Hindi and asked them to explain it to each other in English
Day started on a very positive note as most of them were able to understand everything I taught them. I thought they would face problem in writing Hindi and English but this was not the case, the only problem they had was with English.
The activities devised were such that that they could give us an insight as to how much the students already know and in what ways we can help them and give them a direction within a span of 10 days.
Activities: Message : through this activity we made them learn three new words that is Received ; Caught ; message
2. Word – meaning: first day we told them to find out words in Hindi and then told them what is that word called in English.
3. Told them a story: acted a story for them and at a certain point we stopped and then told them to guess the ending.
4. Gave them story books to read
Comments: There was a massive improvement in everybody’s confidence levels from the previous day including the girls maybe because they now knew what we had come there for and what sort of activities were we going to conduct with them.
– They were very excited and active in doing all the activities that we told them to do.
1. Pictionary: It was total fail as their choice of words was very poor. So after a point of time we stopped it.
2. Game: They were being very restless so I thought playing a game would be useful at this point of time. So I played with them their favorite game message – message.
3. Quiz – To check their knowledge about how much they know about what is going on in the country I asked very basic questions to them.
Comments: I started with Pictionary which was a total fail none of the students were able to give proper words to each other in English. But they gave a very positive response when I started playing quiz with them. They knew most of the answers.
|Day-4||TLM: Sheets used for name place animal thing.
Activities: 1. Memory Game : In this game one student has to go out from the class and then the rest of the class use to decide one fruit or vegetable for him or her and when he or she comes back they can ask 3 questions from three different people and then they has to guess what it is.
2. Role play: Here I divided the class into group of two and gave each group a story book after which I told them to act the story in front of everyone. It turned out to be really well and some of them were very creative.
3. Name place animal thing: To make them learn new words and make the concept of noun clear to them I played this game with them.
Comments: They were very energetic today and did everything the way I told them to. When I played name place animal thing with them to make them understand what noun is they were very quick in understanding the concept.
At the end, we came to the realization that even though they could not talk properly in English, they could comprehend what was told to them and hold a conversation with broken and a little incorrect form of English.
Activities: 1. Conversation in English: To make sure that they can at least introduce themselves in English I made them talk to each other in English.
2. Movie: we have planned a combine movie session for all of them. The movie which we showed them was Bambi. They really enjoyed it.
Comments:They were very patiently enjoying the movie and some of them were also writing down the words they found difficult in the movie.
Activities: 1. Summary: yesterday I had told them to write the summary of the movie but very few of them actually wrote it and came so I made them do that in the class. I also added some more questions to it to see that whether they have understood the move or not.
2. Pollution: To make them understand how important environment is and how human beings are exploiting it I taught them pollution and told them about how are we damaging our environment.
3. 5 Ws: Told them about five Ws and how and when they are used.
4. Comparative and superlative: Tried explain them what it is through examples.
Comments: Each of them was very excited to discuss about the movie and also told me some alternate ending for the movie. I observed a certain change in the creative level of these kids from day one till today.
The responses to every hypothetical situation showed utmost creativity levels of the students. Even while responding, we could see that students used a number of words in English. That was a massive improvement in that section.
|Day-7||TLM: Worksheet on 5 Ws and comparative and superlative.
Activities: 1. Summary: Asked them to give a summary of what all things we have done till now and they were very well able to recall everything done in the class.
2. Worksheets – Gave them 5 Ws worksheets to do and also of comparative and superlative. They were facing problem in doing the comparative and superlative worksheet.
Even though the students understood the comparative form, superlative form was beyond their level of understanding in the same hour. They could definitely do it, but it would require more classes and more time than just an hour. Interrogative words, on the other hand, were something which was very doable with that level of students since there were only 2 students and 2 facilitators. So basically one facilitator was able to pay attention to 2 students at a given interval of time.
over all it was a challenging day as they were facing problems in comparative and superlative so after a point I did not force them to understand that because if I would have done that they would have lost interest in the class. Hence I told them to do the 5 Ws worksheet.
|Day-8||TLM: Worksheet on Punctuation
Activities: Punctuation: First I explained them what all punctuation is and where and how it is used. After which I gave them a worksheet to do on punctuation.
2. Baal Sabha Practice –Made them learn poems so that they can recite it in front of everyone.
Comments: Explaining things to them was very easy as they really gave their best in understanding everything. They were very focused and active.
Activities:1.Balsabha- preparations for Bal sabha
2. 5 Ws- Two students were absent the day I explained them 5 Ws so for them I Again explained 5 Ws.
Comments: The class was very excited for the Baal Sabha and was giving their best in practicing their part. Again, it was comparatively easier to deal with interrogative words and punctuation marks with them than superlative forms. Therefore I did not go further than comparative forms with them.
|Day-10||TLM: A special feedback note was written for each and every child from their respective facilitators.
Activities: Different activities in terms of songs, dances, poems, prayers and different saying was prepared by the students to be performed in the hall.
Comments: All the students gave their best and performed dance, sang songs , recited poems and some of them even shared their experience regarding the camp and their teachers.
Throughout the 10 days enough emphasis was given on different books apart from their academic textbooks and how they can inculcate those books in their daily lives. Similarly one of the aims was to develop a love for those books among the students.
Group #3 Co-facilitators: Abhilaasha Kaul and Preksha Aggarwal
Activities: First of all, all the students were told to introduce themselves in a creative way by adding an adjective to their names.
Comments: The students overall seemed extremely enthusiastic and receptive to whatever we talked about. They continued to pay attention and interact throughout the day. They were not comfortable with writing in English even though they could read adequately.
|Day- 2||TLM: None
Activities: Continued with games like ‘radio’ and ‘multiples of __’, also played Pictionary (students were divided in teams of two, each team had to unanimously pick an object for the opponent team’s representative to draw on the blackboard while his/her team guessed what the object was).
Essay writing and Story reading: Basic English picture books for them to read,
Comments: The students struggled with basic sentence formation and have an extremely limited vocabulary. In Pictionary, Writing as well as Translation, they required a lot of help with English words. They seemed to really enjoy the Word of the Day activity, taking care to use them in class as well as in the essays they wrote.
|Day- 3||TLM: None
Activities: Played name/place/animal/thing so that they learn new words.
Chit game – In this students were told to write 5 things and then they had to explain those 5 words to their partners without speaking that word.
Comments: Day 3 seemed to reaffirm what we’d seen over the previous 2 days, the students
|Day- 4||TLM: None
Word of the Day: Often [synonyms: frequently, usually, commonly] as well as a revision of the previous Woods.
Quiz: included questions on science (greenhouse gases, pollution, fossil fuels, solar system, how curd is formed, what make firecrackers work etc), geography (States and their capitals, twin capitals, continents etc) etc.
Senses: Students were taken outside the class and were given 2 tasks. (a) Explore their surroundings and note down 5-10 different surfaces/textures (b) note down 5-10 ways that told them that wind was blowing.
Games: Multiples of___, ‘Name, Place, Animal, Thing’ & Red Letter.
Home work: The students were asked to note down 5 common white things in their household.
The shy and quiet students actively participated and answered questions as well. The overall G.K. of the students was high, leading us to the conclusion that working on their fluency and creativity was the only need of the hour.
Screening of Bambi: The movie was paused mid way and the students were asked to write a short prediction of what they think might happen next. A short discussion of the movie, its message, its characters etc followed. The students were also asked to write a summary of the movie as home work.Revision of previous words, antonyms, G.K. questions etc.
Students are creative.In sentence addition they were making very good stories.(Preksha)
Home work which was the movie summary was discussed.Picture interpretation: all the students were given flash cards with different scenes on them. They were then asked to write a story based on these cards. These cards also contained a few hidden words relevant to the scene they were depicting which the students were asked to find. This activity was done in pairs.
Word(s) of the Day: Rarely, Really and Rare + revision.
Story compilation: We gave the students a base sentence (E.g. I left my house carrying a blue bag.), all the students were asked to add one sentence each to make a story.
Games: Statue dance, paper folding dance.
Tangram: Paper figure making kit.
The students were very creative when it came to movie prediction. Their summaries reflected that they had comprehended the movie well. Picture interpretation showed us a similar result. The students submitted very creative responses. They however, continued to struggle with tenses, basic grammar and vocabulary.
Explanation of noun, vowel, verb, adjective, comparative, superlative.
Syllable game, Triplet gameThe chart that was made had a few blanks. The students were asked to fill in the missing words.
Explanation of 5 W’s: concept of Who, What, Why, When, Where & How with the help of a chart and an activity involving flashcards. Students were given worksheets.
The worksheet on comparatives and superlatives included a crossword, fill in the blanks and correct the sentences.
The worksheet on the 5Ws included a reading comprehension, match the following and fill in the blanks.
The students were asked to present their homework (balloon assignment) in front of the class.Continued our discussion on pollution (focusing on water pollution).
Held a session for girls on menstruation (for the 7,8,9 & 10th grade) which included discussion in smaller groups, watching a short video etc.
The session on menstruation also received a positive response. The video and discussion evidently helped make the girls comfortable with the subject and they opened up about the experiences the women in their families go through (they didn’t have experiences of their own yet, since they are too young).
Story compilation: every student was asked to contribute one sentence each to make a story.
We also asked them to make up a story on their own and present it before the class.
Practice for Baal Sabha.
Students were over excited. They were able to make stories on their own and were creative also.
The students attended the Baal Sabha, wherein different classes put up dance performances, poetry recitation, students sang, told short stories etc.
The students were given individual feedback written inside origami butterflies. We later taught them how to make the butterflies themselves.
The students thoroughly enjoyed the day and were happy to watch their contemporaries perform. At the end of the day, every student was given chocolates as a goodbye gesture.
Group #4 Co-facilitators: Suman Saha and Lata Negi
Ice breaking: we asked students to associate an adjective with the name of the child and to enact it.
Had a talk about their likes, dislikes, surrounding, books they have read, future aspects etc.
Story comprehension through picture reading.
Creative story formation in Hindi using same characters used in the story (pair work).
Enactment of the story and also collecting the feedback from the children.
When asked to choose books to read they eventually chose Hindi books. When asked why they said they like and can comprehend Hindi more.
|Day-2||TLM:picture books, A4 sheets
Continued yesterday’s enactment and children this time gave genuine feedback which they feel was lacking and the one enacting accepted the feedback with positive attitude.
Gave a picture book and asked them to comprehend it and later make 3 next stages of the story and to depict via drawing.
Asked them to tell their story to everybody showing the drawing they have made and asked them to write the story they have made in English.
Played the game of 4 chits where everybody wrote their words in 4 chits and had to guess the words by their physical properties and from the physical enactment.
Every new vocabulary was discussed and there occurrence in sentences were discussed using various examples.
Had a discussion about types of pollution, global warming, water resources etc.
The activities went well and learners were able to comprehend the stories.
|Day-3||TLM: dictionary, globe, story book.
Gave them dictionary and asked them to check the meaning of the hard words they have brought.
played a game “dishkyoon”
Later we played globe game, in which the class was divided into 2 groups and timer was set on 1 minute. Each group was supposed to give 1 place form the globe and other was supposed to search it within the time frame.
Gave each group an English book and asked them to translate it in Hindi.
A chit game based on the facial expression was played where each child was supposed to choose one chit and others were supposed to guess it.
students were very participative and with that they are
Very competitive. They were able to read in English and
Later translate it in Hindi word by word.
We divided children into groups of 4 students and gave
the various flashcards of water resources , animals ,
environment , transport etc. and asked them to form a
Story in Hindi using all the flashcards in their story.
(1 story each group)
They were asked to translate their story in English.
We asked them to form minimum of 2 sentences which
they can feel, see, hear, smell (using senses)
students were very participative throughout the group
Task. They were helping each other in every step increasing the pure learning. Students were very participative and with that they are very competitive.
|Day-5||TLM: movie (Bambi)
Students were asked to write a formal and an informal
Letter in Hindi and then in English.
Discussion was done on the movie ‘Bambi’ where
children were made aware of the situations of the animals and how
Humans affect their habitat.
All of the students comprehended the movie very well
and were able to critically reflect on the issues shown in
had an small discussion about the ending of the movie
‘Bambi’ , their favorite characters and reasons , how
they feel we affect animal habitats , why trees are
Important, types of pollution etc.
We taught them the difference of past and present tense ; placement of subject ,object and verb ; difference between in, on,
|Day-7||TLM: Chart paper , flashcards
showed children a chart on 5w’s and H and made them
know the differences amongst them and the situations
Under which they are used.
gave them various flashcards and asked them to form
questions on that specific flashcard using 5w’s and H
We later showed them another chart on superlatives and made them aware of different situations in which they are used
|Day-8||TLM: chart paper , worksheets
We distributed them the worksheets based on the
Superlatives and the 5w’s and H .
We went through the topic pollution we have asked
children to think upon and discussed more types of
pollutions and there causes.
We showed children a chart paper based on punctuation
and described them their occurrence and their meaning
while sentence forming.
We allotted them their roles for the preparation of play
We have planned for the last day on the ‘Baal Sabha‘.
though many students were able to use various
punctuations , yet I felt that many of them were finding
It difficult to use various punctuations. since grammar is
a very abstract thing to teach , children were restless
and were not finding it interesting to learn.
We practiced our play in the first half session.
Later we had planned a session on menstruation
And hygiene for girls for our second half.
Group #5 Co-Facilitators: Ekansh Gupta and Kriti Choudhary
Sheets used: Directions and Analogy
Activities: Introduction and ice breaking sessions
Comments: Students were participative and active except for few . They have strong grasping power and understanding of English is quite good.
|Day-3||Sheets used: Mirror Image, Direction an Odd One Out
Activities: Dumb Charades with Brand names, Name Place Animal Things
Comments: 2 students dominate the class. GK and Logical Thinking of the class is very good. Need more exposure to such questions.
|Day-4||Sheets used: Series-1 and Miscellaneous-1
Activities: Discussion on previous worksheets and good reading habits; Pictionary and taboo were played in order to increase their vocabulary in a fun way. Outdoor activity- paper race was also done.Comments: The students became more comfortable with us. They have patience with the questions but lack in raising hands and asking for more explanation.
|Day-5||Sheets used: Figure Counting
Activities: Movie – Bambi was shown, Movie Prediction
Comments: Students thoroughly enjoyed the movie despite it being in English. Writing part is very weak with large number of grammatical errors.
|Day-6||Sheets used: Series-2
Activities: Summary of the movie was given by the students; Spelling bee and Name, place, animal, thing was played.
Comments: Students have major problem in sentence making in English. Need more focus of Vocabulary and Grammar.
|Day-7||Sheets used: Logical Solving, 5-Ws, Superlatives
Activities: Story- making along with an outdoor activity- Animal game. A pollution awareness speech quiz on the same was also played.
|Day-8||Sheets used: Dice, Punctuations, 5-Ws
Activities: Session on hygiene, sanitation and menstruation was held for girls.
|Day-9||Sheets used: Counseling Sheets
Activities: Career counseling covering all the major courses were given
|Day-10||Sheets used: None
Activities: Baal Sabha was conducted. Students showcased their talents – singing, poetry etc.
Comments: Students in Betalghat are sharp and intelligent. They are able to comprehend in English and are well aware about the future prospect and opportunities. They just need proper guidance.
Throughout these 10 days, children were divided into groups according to their cognitive levels irrespective of their age and grade. This also helped the concerned facilitators to prepare modules effectively. This was the significant part of the program as it would allow us to find out the changes and effectiveness of the program at the end of these 10 days.
It was observed that children in Betalghat were far more creative and possessed the wonder tool of imagination. The only thing that they needed was appropriate platform and opportunities. Over these 10 days through various activities and games, it was observed that they were able to use their creativity through various avenues.
As the children were very much fluent in Hindi language and had effective reading and writing skills in the same. We switched our program of action and realized the need of them knowing the English language efficiently. Till then we had realized that as opposed to what we as a whole thought about their language was completely wrong. All of the students have excellent command in Hindi but needed a lot more guidance and help in English. We planned to make learning effective in some basic concepts of learning English language, which could be effectively executed in a short span of 10 days. Hence, focus was given on structure of sentences, parts of speech, superlatives/comparatives, W question formation, punctuation etc. However these 10 days were not enough for cementing these concepts in children’s mind but in spite that children showed great interest in learning these basics as all these concepts were dealt with various activities and interactive games. At the final states of program, it was observed that children were subconsciously using the concepts taught to them in their daily lives, which was in itself an achievement for them and a motivation for us.
Story books, picture books, comic books have helped the facilitators a lot as the kids showed tremendous interest and eagerness to read those books. On the contrary to the very first day, where they preferred reading Hindi books, the last days of program showed that most of the kids have started to read English books as they have by then developed the skill of picture prediction and basic grammar rules, which in turn, developed their interest in reading English more often.
The session on ‘Menstruation’ also received a positive response. The video shown and discussion evidently helped make the girls comfortable with the subject and they opened up about the experiences women in their families go through. We cautiously approached the topic, making sure to lessen the stigma that might be attached with the subject. The session was successful in a sense as it allowed the young girls to openly discuss about the issues which they might find tabooed. The girls took initiative and shared their problems related to hygiene in home as well as in schools.
Another special session on ‘Career Counseling’ received a positive response by the students of class 9th and 10th. More than 15 courses were covered in detail spanning over all the streams combined. Major colleges, eminent personalities, fees and scholarships, starting package, entrance exams and subjects taught were some of the subtopics which were covered for each course discussed. A ‘Q and A’ session was also conducted where students came up with questions pertaining to deciding stream in class 11th, handling parental pressure and scope of higher studies.
A lot of memories were made, experiences were shared and a lot of learning took place at both the ends. If such camps are organized regularly for the students, they can learn many more things with us. As the level of students is well known to us by now, we can prepare a standardized curriculum for them (level-wise).
RESOURCES USED THROUGHT THE PROGRAM
|Title of the Story Books|
|1.NADI KINARE WALI CHIDIYA (HINDI)|
|2.VRIKSHO KA SANSAR (HINDI)|
|4.VYAKTIGAT SWACHATA (HINDI)|
|6.SAAT SURAJ SATTAWAN (HINDI)|
|7.PREMCHAND KI 51 KAHANIYAAN (HINDI)|
|8.TENALIRAMAN KE ROCHAK KISSE (HINDI)|
|9.AKBAR BIRBAL (HINDI)|
|10.VIKRAM BETAL (HINDI)|
|11.RANI LAXMIBAI (HINDI)|
|12.LITTLE TOYS (ENGLISH)|
|14.THE ADVENTURE OF ARINE-THE DOUGHNUT (ENGLISH)|
|16.THE STILTON (ENGLISH)|
|17.MADELINE L’ENGCE (ENGLISH)|
|19.RACING THE WAVE (ENGLISH)|
|20.WATCH YOUR WHISKERS (ENGLISH)|
|21.NIGHT ON MOUNTAIN OF FEAR (ENGLISH)|
|22.BRUCE MOOSE (ENGLISH)|
|23.MOTOR CYCLES (ENGLISH)|
|24.A CHRISTMAS TALE (ENGLISH)|
|25.SOLDIER’S STORIES: VIR CHAKRA AWARDEE (ENGLISH)|
*A small Library was also set up there using the same books.
( Screening of Bambi)
Various worksheets were designed as per the modules used consisting of Logical Reasoning and English. Some of them are shown below.
Worksheets on Superlatives and Comparatives.
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