8 Weeks Sanskrit Syllabus With One Week Detailed Lesson Plan.pdf

||श्रीश्रीगुरुगौयाङ्गौ जमत्|| ||श्रीयाधायभणो जमतत|| All glories to Sri Guru Gauranga and Sri Radha Ramana. Elementary Sanskrit Syllabus Introduction Why Sanskrit speaking course has been added in this 8 week course? Translation of word ‘Language’ in Sanskrit is ‘Bhaasha’. Bhaasha word comes from root bhash which means ‘to speak’. Language teaching should always start with speaking. When a child takes birth he hears language from his mother and relatives. And thus he picks up the language. It’s not that one has to master the details of grammar first and then start speaking the language. I have used this logic to prepare the course plan. In this regard I have included "Sanskrit speaking task" of about 30 minutes every day. This ensures that students are able to communicate in Sanskrit with ease and confidence. Book reference: 1. Text book: Devavanipraveshika: An Introduction to the Sanskrit Language Authors: Robert P. Goldman & Sally J. Sutherland Goldman Publication: Canter for South Asia Studies, University of California, Berkeley Motilal Banarsi Das kamla nagar Delhi India 2. Text book: A Higher Sanskrit Grammar Author: M.R. Kale Publication: Motilal Banarsi Das 3. Text book: Abhyas pustakam (अभ्मावऩस् ु तकभ ्) Author: Dr. H.R. Vishwasa Publication: Sanskrit Bharti ‘Aksharam’ 8th cross, phase-2 Girinagar, Bangalore 560085 This book can be purchased online 4. Text: Varnamala (वर्णमाऱा) by Vempati kutumba shastri Publication: Rashtriya Sanskrit Sansthan Delhi (This book will be provided by instructor) 5. Text: Laghu siddhant kaumudi (2,3,4 chapters pages will be provided by instructor ) Publisher: chaukhamba prakashan delhi 6. Text: Rupchandrika (shabda and Dhatu) Publication: chaukhamba prakashan delhi 1

Recommended Sanskrit dictionary portals: 1. Text: A Sanskrit- English Dictionary Author: Sir Monier Monier –Williams 2. Text : Sanskrit –English dictionary Author: Vaman Shivram Apte Publication: Motilal Banarsi Das Delhi Though most of the words are covered in glossaries yet some of the dictionaries that can be referred online are 1) sanskrit.inria.fr 2) http://sanskritdictionary.com/ http://spokensanskrit.org/ श्रीयाधाकृष्णाभ्माां नभ्

8 Weeks Sanskrit Syllabus with one week detailed Lesson Plan Week 1 Days

Lesson

Speaking Task

1st 2nd

Introduction to Alphabets Sandhi and Its Kinds, Svara Sandhi and its kinds – Part 1 (Dirgha & Guna) Svara Sandhi and its kinds Part 2 (Vridhi, Yama, Ayadi)

Self - Introduction

3rd

Genders and Pronouns

Quiz/Activity/ Assignment Worksheet Quiz & Assignment

Introducing new words and their usage Use and role play of pronouns such as here, there, where, etc.

Crossword on Sandhi

4th

Consonant Sandhi

5th

Visarga Sandhi

Usage of more pronouns

Test

Lesson

Speaking Task

Quiz/Activity/ Assignment

Quiz& Assignment

Week 2 Days

2

1st

2nd

3rd

4th 5th

Declension of nouns, substantive and adjectives. (ch.3 from A higher sanskrit grammar ) Pronouns , and their declension (ch.4&5 froma higher Sanskrit grammar ) कायकभ ् or The cases and their functions (lesson 4.39 4.43 & lesson 5 from devavanipraveshika) Continuation of Case with example.

Kriyapadani Abhyaspustakam Pgs 12 – 14)

Worksheet

Sankhyah

Assignment

Samayah

Spell Bee

Bahuvachanam Abhyaspustakam Pgs 19 – 20) Kriyapadani Abhyaspustakam Pgs 21 - 22)

Worksheet

Speaking Task

Quiz/Activity/ Assignment Worksheet

Abhyaspustakam Pgs 15-16) Abhyaspustakam Pg 17)

अव्ममor indeclinable and their uses (5 types) ch.11 from a higher Sanskrit grammar.

Test

Week 3 Days

Lesson

1st

Gana & Roots and their uses Questions – Kati, Kada (lesson 7 from Abhyaspustakam devavanipraveshika )

nd

2

3rd

4th

Pgs 23– 27)

9 kinds lakaras(रकाय)and their uses (ch.12 from a higher Sanskrit grammar and lesson 8 from devavanipraveshika)

Continue Verbs and its practice (practice book which will be provided by instructor) Derivative verbs and their conjugation (page 367-405

Greeting People (Pgs 28-29)

Quiz& Assignment

Forms of Verbs (Pgs 30 – 31)

Quiz

Picture Study

Quiz& Assignment

Abhyaspustakam 3

5th

(Pgs 32– 33)

from a higher Sanskrit grammar )

Prefixes with verbs and Itah, Tatah, Kutah, , words (ch.11 from a higher Itastatah Sanskrit grammar) Abhyaspustakam Pgs 34 – 35)

Oral Test

Days

Lesson

Speaking Task

1st

Verbs (Active and Passive Voice)(lesson 9 from devavanipraveshika)

Places in India Abhyaspustakam Pgs 34 – 35)

Quiz/Activity/ Assignment Assignment

2nd

Indeclinable Participles Opposites (A Higher Sanskrit Grammar Abhyaspustakam Pg35) by M.R Kale Pg 441-445) Describing Words Participles in tavya(तव्मत ्)

Week 4

3rd

Assignment

Quiz

aniyar(अनीमय्) yat(मत ्)(page

Abhyaspustakam Pgs 36 – 37)

Different Suffixes(कृदन्त)

Bhutahkalarupani

Assignment

The taddhit or secondary affixes (ch.9 from A Higher Sanskrit Grammar)

Verbs in Past Tense Abhyaspustakam Pgs 40- 41)

Test

Days

Lesson

Speaking Task

1st

Compounds - Introduction to Samas. Upapada compound.

Quiz/Activity/ Assignment Bhavishyatkalrupani Worksheet Abhyaspustakam Pg 41 )

2nd

Tatpurusha or the

Verbs in Future

4th

5th

432-36 from a higher Sanskrit grammar)

Abhyaspustakam Pgs 38 – 39)

(Lesson 10&11 from devavanipraveshika)

Week 5

4

Assignment

3rd 4th

5th

Determinative compounds Tense Karmadharaya or the (pg 41) Determinative Compounds (A Higher Sanskrit Grammar by M.R Kale Pg 113) Dwandwa samas or Sambodhanarupani Copulative compounds (pgs 42 – 43) Bahubrihi or Attributed Yadi – Tarhi Compounds & Other Ca-eva-iti-api changes in connection with Abhyaspustakam Pgs 43 – 45) compounds

Worksheet Assignment

Perfect knowledge of 3 Genders (Bhaimi vyakhya 1st part by Bhimsen shastri)

Tah – paryantam Yada – tada (pgs 45 – 47)

Test

Days

Lesson

Speaking Task

1st

Knowledge of Different suffixes used in Sanskrit grammar (from A Higher Sanskrit Grammar by M.R kale) (Devavanipravesika by Robert P. Goldman) Formation of feminine bases (ch.8 from A Higher Sanskrit grammar )

Saha, vina,adyatana, svastana, hyastana (pgs 52 – 54)

Quiz/Activity/ Assignment Worksheet

Degrees of Comparison(ch.6 from A Higher Sanskrit Grammar) Avyaya or Indeclinables, Prepositions(practice from story book) (A Higher Sanskrit Grammar by M.R Kale Pg 224)

Yatha – Tatha, Sma, Kvta (pgs 5660)

Essay writing practice on

Viruddharthakah

Week 6

2nd

3rd

4th

5th

Gata – agami, Yavat – Quiz& Assignment Tavat Abhyaspustakam Pgs 55 – 56)

Worksheet

Rucivacakah Sabdah Quiz & Abhyaspustakam Assignment Pgs 61 – 63)

5

Test

very simple topics and an introduction of Amar kosh

Shabd (pgs 67 )

Days

Lesson

Speaking Task

1st

Tenses and Moods with Cases (A Higher Sanskrit Grammar by M.R Kale) Practical uses of Sanskrit grammar in its literature like ramayan and gita etc. (from Gita & Ramayan Dhatu kosh (from a higher Sanskrit grammar ) Small Stories from Sanskrit Literature (Hitopdesha) Grammar Review Error Correction

Apeksaya, yatra – tatra, tumun (pgs 66 – 67)

Days

Lesson

Speaking Task

1st

Reading of stories from Hitopdesha and Panchatantra Bhagvad Gita Reading English to Sanskrit translation from story book Review & Error Correction Final Exam

Narrating stories in Sanskrit

Week 7

2nd

3rd 4th 5th

Quiz/Activity/ Assignment Worksheet

Parivartanabhyasah

Quiz

Cet, No Cet, Yatah (pgs 70 -71) Identifying body parts (pg 72)

Quiz

Abhyaspustakam Pgs 67 – 69)

Oral Test

Yah, sah, ya, sa, yat, Quiz tat, yadyapi, tathapi Abhyaspustakam Pgs 73 – 74)

Week 8

2nd 3rd 4th 5th

6

Quiz/Activity/ Assignment -

Test on Speaking Revision

Oral Test Revision Test

Revision Final Exam

Revision Test Final Exam

ऊँ नमः परमहंसास्वादितचरणकमलचचन्मकरन्िाय- भक्तजनमानसचनवास श्रीरामचन्राय ।। वागीशा यस्य विने लक्ष्मीममस्य च वक्षचत । यस्यास्ते हिये संचवत् तं नृससहमहं भजे ।। चवश्वसगमचवसगामदि नवलक्षणलचक्षतम् । श्रीकृ ष्णाख्यं परं धाम जगद्धाम नमाचम तत् ।।

Elementary Sanskrit Syllabus Week-1, Day-1, 4hrs

Date: .........................................................................

Period:.........................................

Unit: 1

Time: from.............. to.............

Topic:

Alphabets

General Aims

Lesson Topic Reference Material

Specific Aims

Subject: Sanskrit 1. To develop interest in the subject. 2. To enable the students to develop a basic understanding of the language. 3. To increase or develop their vocabulary in Sanskrit. Alphabets Of Sanskrit Language. 1. A Higher Sanskrit Grammar by M.R Kale. (Pgs 1-12) 2. Devavanipravesika by Robert P. Goldman & Sally J. Sutherland Goldman. (Pgs 13 – 21) 3. Abhayaspustakam by Sanskrit Bharti. (Pg 1) 4. लणणभारा(प्रथभ-दीषा) 1. To enable the students to identify alphabets with proper pronunciation. 2. To enable the students to read the alphabets with proper pronunciation. 3. To enable the students to join alphabets to form two or 7

Teaching Aids Previous Knowledge Lesson Standards

Lesson Concepts and Academic Vocabulary

three letter words. 4. To enable the students to connect pictures with words. 5. To enable the learners to participate in classroom activities related to recognition of alphabets. 6. To ask questions and start first level of communication. Board, Charts, Pictures, Worksheets The students have not been exposed to the language before. By the end of the lesson, students will be able to 1. Read the alphabets independently without any help. 2. Recite and repeat the pronunciation of the alphabets behind the teacher. 3. Recognise the alphabets. 4. Associate and match the alphabets with pictures. 5. Form two or three letter words. 6. Draw the alphabets correctly. 7. Act the words given in the worksheet/chart. 8. Understand the role of diacritics. 1. Meaning of the word ‘Sanskrit’(वांस्कृतभ ्) ‘Refined, consecrated, sanctified.’ Introduction to the language of Sanskrit. 2. Vowels and Consonants. 3. बलत् नाभ ककभ ्?– bhavatah nāma kim? (male) बलतमा् नाभ ककभ ्? – Bhavatyāh nāma kim? (female)

Learning Goals

Introduction

Declaration of the Topic Teaching Point First Hour Step 1 Introduction (Getting to know each other)

भभ नाभ.... - Mama nāma..... 1. What is their aim of learning the language? 2. Have they ever been exposed to the language before? 3. Have they ever heard any Sanskrit text before? 4. How would Sanskrit learning help them in their lives? The teacher will ask the students how do they ask questions to know about each other: 1. What is your name? The Sanskrit transliterations for the questions along with their transliteration will be written on the board. Well students! Today we are going to learn how to ask questions to know each other in Sanskrit. Teachers Activity Student’s Activities Black Board Work The teacher will ask Students will ask 3. What is your the students to ask questions from each name? questions from their other in Sanskrit बलत् नाभ ककभ ्? classmates such as and also answer in Transliteration: 1. What is your Sanskrit. bhavatah nāma kim? name? बलत् नाभ ककभ ्? (male) 8

2. My name is..... Answer: भभ नाभ... The questions will बलतमा् नाभ ककभ ् thereafter be translated in Answer: भभ नाभ.... Sanskrit and transliterations will be given for convenience of reading and repeating. 3. Translation: What is your name? Transliteration: Bhavatah nāma kim? (Male) 4. Translation: What is your name? Transliteration: Bhavatyāh nāma kim? (Female) 5. Translation: My name is..... Transliteration: Mama nāma.......

4. What is your name? बलतमा् नाभ ककभ ्? Transliteration: Bhavatyāh nāma kim? (female) 5. My name is.... भभ नाभ.... Transliteration: Mama nāma.....

Question Hour: Ask your queries.

Step 2 Video on the taught topic (Continuation of Step 1)

A video will be played by the teacher which will show the dramatization of the above discussed questions.

Students will watch the video and will ask questions if they have any.

Step 3 Quiz or Test

The teacher will ask questions from the students to check if they have understood the topic well.

Test Students will बलत् नाभ ककभ ्? answer and will also ask questions in बलतमा् नाभ ककभ ्? Sanskrit. भभ नाभ....

Hour 2 & 3 Step 1

A chart with different vowels will The students will 9

Alphabets

Alphabets (Read and repeat alphabets) Vowels and Consonants

Step 2 Worksheet (Tracing Letters) & Reading Aloud by the students

Step 3 Model Reading by the teacher (Repetition)

be shown to the students. The teacher will read the alphabets (vowels) one by one . He will also point out the transliteration of the different vowels said. The teacher will distribute worksheets among the students. With the help of worksheets, students will be able to trace the vowels while repeating their pronunciation. The teacher will first draw the alphabet on the board. The students will draw it in their notebooks. The teacher will read the alphabets aloud one more time. He will read all the vowels and consonants. He will also correct the students and will encourage them with proper pronunciation and intonation. The diacritics used with the vowels and consonants will also be explained. Also how the pronunciation changes with their

read the transliteration and repeat behind the reading of the teacher.

अ a

आ ā इ i ई ī

उ u

ऊ ū ऋ Students will learn to trace the alphabets in the worksheet by practicing on the given worksheets. Proper formation of letters will be explained.

क ऌ

रॢ ī

ए e

ऐ ai

ओ o

औ au अां

अ् क

ख Students will follow the teacher in reading. They will repeat in reading behind the teacher to learn pronunciation and the role of diacritics.

ग घ ङ

च

छ ज

झ ञ ट

ठ ड

ढ

ण 10

ań ah ka kha ga gha ńa ca cha ja jha ña ța țha da dha ņa

Hour – 4 Activity

Recapitulation

usage will also be summarised.

त

The teacher will bring a jar full with chits of paper with alphabets made on them. The students will be called one by one who will have o draw the alphabet given on the chit. He will be awarded for drawing the alphabet correctly.

द

A short recap of the lesson will be done by the teacher. बलत् नाभ ककभ ्? बलतमा् नाभ ककभ ्? भभ नाभ फरयाभ्| बलत् नाभ ककभ ्? भभ नाभ फरयाभ् |

बलतमा् नाभ ककभ ्?

Assignment

Similarly a quick recap of alphabets will also be done by the teacher. Students will be asked to read the vowels and consonants on their own from the chart. In case of incorrect reading, their reading will be paused to correct. Thereafter reading will be resumed.

थ The students will come one by one, pick up the chits and will then draw the alphabet given in the chit on the board. The other students will act as judges to see if the student has drawn the alphabet correctly.

ध न ऩ

प फ

ta tha da dha na pa pha ba

ब bha भ ma म ya

य ra Students will give answers to the र la questions. 1. भभ नाभ वयु े ळ्| ल va ळ śa 2. भभ नाभ.... ऴ sa The students will read all the vowels and alphabets without any help from the teacher.

व sa श ha ऱ ļa

Recap बलत् नाभ ककभ ्? बलतमा् नाभ ककभ ्?

Read alphabets.

Students will seek help wherever 11

1. Read all the vowels and consonants. 2. Practice drawing the alphabets on your own. 3. Complete the given worksheet.

necessary.

Instructional Practices & Strategies 1. During the course of the lesson, teacher will assist the students in the beginning. 2. Later, to know whether the concept is clear, few incorrect examples will be given where the students will point out the mistakes. 3. The lesson will not move ahead unless all the students get fully engaged and are completely active in participation. Teacher Reflection & Post-Lesson Data Analysis 1. Teacher will try to assess by the end of the lesson if the students demonstrated evidence that learning occurred. 2. Few students, who would seem to be confused and not reached the learning target, will be given more attention. 3. Based on the student’s learning, a Plan-B will be formed to help students at all levels. --------------------------------------------------------------------------------------

12

Elementary Sanskrit Syllabus Week-1, Day-2, 4hrs

Date: .........................................................................

Period:.........................................

Unit: 2

Time: from.............. to.............

Topic:

Subject: Sanskrit (वांस्कृतभ ्)

Sandhi (वनन्ध्)

General Aims

Lesson Topic Reference Material

Specific Aims

1. To develop interest in the subject. 2. To develop a general understanding of reading, writing, speaking and listening in Sanskrit. 3. To communicate in the language and comprehend sankrit texts. (वनन्ध्) Sandhi and Its Kinds 1. A Higher Sanskrit Grammar by M.R Kale. (Pgs 12 – 32) 2. Devavanipravesika by Robert P. Goldman & Sally J. Sutherland Goldman. (Pgs 23 – 46) 3. Abhayaspustakam by Sanskrit Bharti. (Pg 2 & 3) 4. Laghu siddhant kaumudi (2nd chapter) 1. By the end of the lesson, the students will be able to Identify distributive pronouns. 2. Differentiate pronouns based on gender. 3. Pronounce pronouns in Sanskrit. 4. Identify questions asked with pronouns in different genders. 5. Read the chart of pronunciation for svara(स्लय and vyanjana(व्मञ्जन).

Teaching Aids Previous Knowledge

6. Apply their understanding of alphabets by pronouncing them correctly. 7. Repeat reading behind their teacher. 8. Define Sandhi and identify its types. 9. Identify the five groups of phonetics. 10. Form the alphabets correctly. 11. Participate in group reading. 12. Associate the alphabets with their transliteration. Board, Charts, Pictures, Worksheets, Objects. The students have practiced the alphabets (reading and writing) for homework. 13

Lesson Standards

Lesson Concepts and Academic Vocabulary Learning Goals

Introduction

Declaration of the Topic Teaching Point First Hour Step 1 Introduction To Phonetics

1. By the end of the lesson, students will be able to Draw the alphabets independently without any help. 2. Recite and repeat the pronunciation of the alphabets behind the teacher. 3. Recognise the alphabets. 4. Understand the role of diacritics. 5. Point out alphabets that are pronounced from different organs. 1. Meaning of the word ‘Sandhi’. Synonyms such as coalesce, combine or unite. 2. Importance of Sandhi. 3. Types of Sandhi 1. What is their aim of learning the language? 2. Have they ever heard any Sanskrit text before? 3. How would Sanskrit learning help them in their lives? 4. How to learn Devana’gari’(दे लनगयी) script? A chart of phonetics in Sanskrit with transliteration will be displayed on the board. Students will be asked to read and identify the five groups of phonetics. Questions will be asked such as: 1. Will you read the alphabets in the first group (लगण) of phonetics? So, today we are going to read and learn the science of phonology in Sanskrit Language. Teachers Activity Student’s Activities Black Board Work The teacher will Students will read display a chart of the chart loudly phonetics on the behind their board. Students will teacher. They will read the chart loudly also practice using the individually. transliteration given. Guided reading will go on for fifteen minutes. Further reading will continue in case of improper pronunciation. Reading will be swapped from one student to another to check their understanding. 14

Step 2 Pronunciation Drill

Step 3 Imitation Reading

Step 4 Explanation/ Generalisation

Second Hour Step 1 Meaning of Sandhi & Its Kinds

The teacher will conduct a pronunciation drill of the chart in the classroom. The teacher will ask two or three students to read the chart individually. The phonetic groups are defined by their points of articulation (sthan). These points range from the back to the front of the vocal apparatus. The points of contact are velum (kantha), soft palate (talu), hard palate (murdhan) The teacher will write few examples of Sandhi on the board अ+ अ = आ

Students will pronounce the words in proper and correct way individually one by one. While some students will read aloud, the other students will listen attentively. Students will listen attentively.

Students will read the examples.

आ+ अ = आ

The teacher will then explain what is Sandhi The students will and its kinds. read and repeat Sandhi. Generalization: By Sandhi is meant the The students will coalescence of two mark the different letters coming in kinds of Sandhi and immediate contact their examples. with each other. Its kinds are: (1)Svara Sandhi or the The students will combination of final or read the examples aloud. initial vowels. (2) Consonant Sandhi 15

अ+ अ = आ a+ a = ā अ+ आ = आ a+ ā = ā आ+ अ = आ ā+ ā = ā अ+ ई = ए ā+ī = e अ+ उ = ओ

a+u = o अ+ ऋ = अय् a+r = ar अ+ ए = ऐ a+e = ai

अ+ ऐ = ऐ

(Hala Sandhi) or the coalescence of final consonants with vowels and consonants. (3) Visarga Sandhi Step 2 Svara Sandhi & Its Types

Step 3 Dirgha Sandhi

Third Hour Guna Sandhi

a+ai = ai

The students will hear attentively.

Generalization: The teacher will explain that if a simple vowel, short or long, Students will read the substitute for and repeat loudly them both is the the kinds of Sandhi. similar long vowel. It is known as Svara Sandhi. Types of Svara Sandhi are: (i) Dirgha Sandhi (ii) Guna Sandhi (iii) Vriddhi Sandhi (iv) Yana Sandhi (v) Ayadi Sandhi The teacher will give examples of Dirgha Sandhi to make understanding of the students clear.

With the help of teacher, the students will read the examples of dirgha sandhi.

The teacher will explain guna sandhi with the help of examples. Generalisation: In Guna Sandhi, coalescence occurs as a result of the contact to two dissimilar vowels but only, if the

The students will listen attentively and will write the examples.

1. Dirgha Sandhi दीघणवनन्ध्

भशा+ईळ = भशे ळ Mahā + īśa = maheśa रम्फ+ उदय =

रम्फोदय Lamba + udara = lambodara भशा+ ऋषऴ = भशषऴण Mahā + rşi = maharşi षलद्मा+अथी= षलद्माथी Vidhya + arthi = vidhyarthi दे ल+ आरम = दे लारम Dev + alaya = Devalaya गुरु+ उऩदे ळ =

गरू ु ऩदे ळ Guru + Updesh = Gurupdesh 2. Guna Sandhi

The students will try to answer the questions given by 16

गुण वनन्ध्

अ+ ई = ए ā+ ī = e

Fourth Hour Speaking Hour Distributive pronouns and Gender

prior vowel is an ‘a’ vowel(a or a’) The teacher will then give sample Some sample sentences to the students to do on their own. Few examples of complex vowels will be discussed with the students to make the topic clear.

the teacher.

The teacher will explain the three kinds of Gender in Sanskrit, namely, Masculine, Feminine and Neuter Gender. Thereafter distributive pronouns according to different genders will be explained and repeated by the students. 1. एऴ्फारक्|

The students will listen attentively and make notes wherever necessary.

They will repeat and write the examples of coalescence of complex vowels.

The students will repeat aloud after their teacher. The students will take examples from the classroom and will try to differentiate and use them in terms of pronouns.

Eşah bālakah. 2. व्लद्ध ृ ्| Sah vrddhah. 3. एऴा वीता |

Eşaa Sītā. 4. वा वन््मा| Sā Sandhyā. 5. एतत ् ऩस् ु तकभ ् | Etat pustakam. 6. तत ् गश ृ भ्| Tat graham. Home work or Assignment Worksheet

Transliterate into devanagiri

The students will do the questions in the 17

अ+ उ = ओ a+u = o अ+ ऋ = अय् a+ŕ = ar

Speaking task क् फारक्? Kah bālakah ? एऴ्फारक् | Eşah bālakah. का नलरनी? Kā Nalinī? एऴा नलरनी | Eşā Nalini. ककभ ् ऩस् ु तकभ ्? Kim Pustakam? एतत ् ऩस् ु तकभ ् | Etat Pustakam.

(Devavanipraveshika given worksheet. Pg 44) 1. Pasyami indram 2. Atra asit 3. Yada abhavat 4. Sita iccihati 5. Parama ishvara 6. Yatha ipsitam 7. Maha rsih 8. Sa eva 9. Iti aha 10. Sita urmila

Instructional Practices & Strategies 1. During the course of the lesson, teacher will assist the students in the beginning. 2. Later, to know whether the concept is clear, few incorrect examples will be given where the students will point out the mistakes. 3. The lesson will not move ahead unless all the students get fully engaged and are completely active in participation. Teacher Reflection & Post-Lesson Data Analysis 1. Teacher will try to assess by the end of the lesson if the students demonstrated evidence that learning occurred. 2. Few students, who would seem to be confused and not reached the learning target, will be given more attention. 3. Based on the student’s learning, a Plan-B will be formed to help students at all levels.

18

Elementary Sanskrit Syllabus Week-1, Day-3, 4hrs

Date: .........................................................................

Period:.........................................

Unit: 3

Time: from.............. to.............

Topic: Sandhi (Vriddhi, YaNa, Ayadi) General Aims

Lesson Topic Reference Material

Specific Aims

Teaching Aids Previous Knowledge Lesson Standards

Lesson Concepts and

Subject: Sanskrit

1. To enable students to read Sanskrit and understand it. 2. To enable the students to read extended texts in Sanskrit. 3. To enable students to communicate among themselves in Sanskrit. Svara Sandhi (Vriddhi, YaNa, Ayadhi) 1. A Higher Sanskrit Grammar by M.R Kale. (Pgs 12 – 22) 2. Devavanipravesika by Robert P. Goldman & Sally J. Sutherland Goldman. (Pgs 24 -32) 3. Abhayaspustakam by Sanskrit Bharti. (Pgs 4-5) 1. To enable the students to add vowels to create new words. 2. To enable the students to join and disjoin words. 3. To enable the students to pick words from daily life and join/disjoin them. 4. To enable the students to write correct sandhi by practicing well. 5. To enable the students to list the rules of Sandhi. 6. To enable the students to complete the crossword on their own given at the end of the lesson. Board, Charts, Flowcharts, Crossword The students have already been briefed with Sandhi and its kinds. 1. By the end of the lesson, students will be able to Join and disjoin vowels to make new words. 2. Apply practically the rules of Sandhi. 3. Form correct sandhi structures. 4. List out rules of Sandhi. 5. Differentiate the different kinds of sandhi. 6. Practice speaking in Sanskrit. 7. Understand the role of diacritics. 1. Meaning of the words: 19

Academic Vocabulary Learning Goals

Introduction

Declaration of the Topic

Teaching Point First Hour Recap of previous day’s lesson

Speaking Task

‘Vridhi’, ‘Yama’ & ‘Ayadhi’ 2. Rules of forming Sandhi 1. What is their aim of learning the language? 2. Have they ever been exposed to the language before? 3. Have they ever heard any Sanskrit text before? 4. How would Sanskrit learning help them in their lives? The lesson will begin with a speaking task where the students will learn few new words: आभ ् (yes) and न (no) Well students! Today we are going to learn few important words in Sanskrit: आभ ्, न Teachers Activity The teacher will take a shot recap of the previous day’s lesson to assess the understanding of the students.

Student’s Activities Students will listen attentively and answer the questions asked by the teacher.

The teacher will introduce two new words 1. आभ ्

Students will listen attentively.

2. न

Students will repeat the pronunciation of new words.

After explaining the words, the usage of the words in the sentences will be explained. Examples will be given. वा फालरका ला ?

Students will ask questions/queries from the teacher.

Sā bālikā va? आभ ्, वा फालरका | Am, sā bālikā. व् वैतनक् ?

Students will try to answer the questions.

Sā sainikah? 20

Black Board Work

न, व: फारक् | Na, sā sainikah. Two more words will be explained and the structure will be clarified. 1. ऩस् ु तकभ ् अनस्त

They will also try to ask questions among themselves and answer them.

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Pustakam asti. 2. षलघतु दीऩ् न Hour 2 & 3 Introduction to Vriddhi Sandhi, Yana Sandhi and Ayadhi Sandhi

1.Vriddhi Sandhi(लषृ द्धवनन्ध्) अ+ ए = ऐ

अनस्त |

अ+ ऐ = ऐ

Vidyuddīpah nāsti.

आ+ए,ऐ =ऐ

Students will listen Questions will be asked by the teacher attentively. and the students will try to answer them. The teacher will explain the remaining three kinds of Sandhi.  Vriddhi Sandhi  Yana Sandhi  Ayadhi Sandhi Vriddhi sandhi अ or अाा followed by a guna or vriddhi letter is replaced by its corresponding vriddhi letter. Examples आ+ ए = ऐ

Students will practice repeating sandhi behind their teacher.

अ+ ऐ = ऐ

They will understand the formation of words.

अ+ ओ = औ

आ+ औ = औ

Students will answer the questions on Sandhi. Students will join and disjoin sandhi themselves. Students will understand the function of Sandhi.

2.Yana Sandhi In his sandhi, if there is any other different Students will learn 21

अ+ ओ = औ

आ+ ओ = औ अ+औ = औ

vowel after इ, ई, उ,

to differentiate between the different kinds of Sandhi.

ऊor ऋ र ृ then it changes into म ्,

ल ्orय्,र ् Examples 1. इतत+ आदद = इतमादद |

इ+आ=मा

Students will answer the questions asked by the teacher.

दे ली+ आलाशनभ ् = दे व्मालाशनभ ्|

2.भध+ ु अरय्=भ्लरय् उ+अ=ल

3.धात+ ृ अांळ्=धात्रांळ् ऋ+अ=य

The students will do 4.र+ ृ आकृतत्=राकृतत् the exercise themselves and ask र+ ृ आ= रा questions wherever necessary. ने+ अनभ ् = नमनभ ् Ayadhi नै+ अक = नामक् Sandhi(अमाददवनन्ध्) In this sandhi, except ऩो+ अन् = ऩलन् ए, ऐ orओ, औ vowels, ऩौ+ अन् = ऩालन् change in different vowels like अम ्, आम ्, अल ्, आल ् are called Ayaadi Swar Sandhi. 1. ने+ अनभ ् =

नमनभ ्(Nayana

Hour 4 Extended Exercise for practice & Activity Worksheet

m) ए+अ=अम ्

The students will do the crosswords नामक्(Nayaka themselves and seek help wherever

2. नै+ अक् =

22

h) ऐ+अ=आम ्

necessary.

3.ऩो+ अन् = ऩलन्

Students will read the translation and transliteration and will prepare the list.

(Pawanah)

ओ+अ=अल ् 4.ऩौ+ अन् =

ऩालन्(Paavanah)

Assignment

औ+अ=आल ् Similiar examples for Vriddhi , yana and ayaadi sandhi will be given to the students to do on their own. Changes in diacritics will be discussed and summarised. Just to check whether he students have understood the entire Svara (vowel) sandhi, the teacher will give an exercise with mixed examples of different kinds of Sandhi. Activity A crossword on Sandhi will be iven o the students to do to verify or examine whether they have really understood the topic. Read the first chapter of Bhagvad Gita As It Is and find out twenty examples of Sandhi from it. 23

List out and mention their kind.

Instructional Practices & Strategies 1. During the course of the lesson, teacher will assist the students in the beginning. 2. Later, to know whether the concept is clear, few incorrect examples will be given where the students will point out the mistakes. 3. The lesson will not move ahead unless all the students get fully engaged and are completely active in participation. Teacher Reflection & Post-Lesson Data Analysis 1. Teacher will try to assess by the end of the lesson if the students demonstrated evidence that learning occurred. 2. Few students, who would seem to be confused and not reached the learning target will be given more attention. 3. Based on the student’s learning, a Plan-B will be formed to help students at all levels. ============================================

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Elementary Sanskrit Syllabus Week-1, Day-4, 4hrs

Date: .........................................................................

Period:.........................................

Unit: 4

Time: from.............. to.............

Topic:

Consonant Sandhi (व्मञ्जनवनन्ध्)

Subject: Sanskrit

General Aims

1. To acquaint the learners with the most ancient language in the most ancient way. 2. To equip the learners with proper learning methods. 3. To provide a variety of techniques to learn a language. Lesson Topic Consonant Sandhi (व्मञ्जनवनन्ध्) Reference Material 1. A Higher Sanskrit Grammar by M.R Kale. (Pgs 22 -28) 2. Devavanipravesika by Robert P. Goldman & Sally J. Sutherland Goldman. (Pgs 36 – 38) 3. 130 Sanskrit Katha by Dr. Kankar 4. Abhayaspustakam by Sanskrit Bharti. (Pgs 8 -9) Specific Aims 1. To enable the students to know and enquire about Consonant Sandhi. 2. To enable the students to interact orally in the language among themselves. 3. To instil confidence in them while learning the language. 4. To verify the rules given in grammar by doing worksheet. 5. To extend their vocabulary by introducing new words. 6. To enable the learners to summarise the story heard in Sanskrit in their own words. 7. To enable the learners to interact spontaneously with accuracy and confidence. Teaching Aids Board, Charts, Pictures, Worksheets, Activity Sheets and Objects Previous Knowledge The students have gained the knowledge of Vowel Sandhi. Lesson Standards 1. By the end of the lesson, students will be able to Differentiate between Vowel and Consonant Sandhi. 2. Identify words with consonant sandhi. 3. Add new words to their vocabulary. 4. Answer questions related to consonant sandhi. 5. Repeat the structure of sandhi behind their teacher. 6. Make their own construction of Sandhi. 7. Understand the role of diacritics. Lesson Concepts Meaning of ‘Vyanjan’ and Rules of making vyanjan sandhi. 25

Academic Vocabulary Learning Goals

Introduction Declaration of the Topic Teaching Point First Hour Recap of previous day’s lesson

Step 1 Ice Breaker – Story Telling

Step – 2 Introduction to Vyanjan Sandhi (Consonant Sandhi)

1. What is their aim of learning the language? 2. Have they ever been exposed to the language before? 3. Have they ever heard any Sanskrit text before? 4. How would Sanskrit learning help them in their lives? 5. What are the rules of making Vyanjan Sandhi? The teacher will narrate a story in Sanskrit using words of Svara Sandhi. The students will hear the story and will try to summarise it in their own language. Well students! Today I am going to narrate a story in Sanskrit. ‘The Fox and the Crow’ Teachers Activity The teacher will take a shot recap of the previous day’s lesson to assess the understanding of the students. The teacher will narrate a story ‘The Fox and the Crow’ in Sanskrit. Thereafter the students will be asked to narrate and summarise it in their own words. Specific swara sandhi will be pointed out. Vyanjana Sandhi(व्मञ्जनवनन्ध्) It is also known as Hal(शर ्)Sandhi. The coalescence of a hard consonant with a soft consonant or vowel is known as Vyanjan or Consonant Sandhi. Examples a.शरयव ्+ळेते=शरयश्ळेते

Student’s Activities Students will listen attentively and answer the questions asked by the teacher. The students will listen to the story attentively. The students will narrate the story in their own words. The students will list out svara sandhi.

Students will listen attentively.

Students will follow the construction of Sandhi orally.

वत ्+चचत ्=वनचचत ्

26

Black Board Work

The Fox and the Crow

b. याभव ्+ऴष्ठ्=याभऴष्ठ् C. तत ्+टीका=तट्टीका

ददक् + अन्त् = ददगन्त् |

d. ददक् + अन्त्= ददगन्त् Step 3 e. अन+ ु छे द् = अनच ु छे द् | Hour 2 & 3 Rules of f. अच ्+ अन्त् = अजन्त् | Consonant Sandhi g.एतद्+भयु ारय्=एतन्भयु ारय्

अन+ ु छे द् = Students will listen to the rules attentively.

Students may ask h.तत ्+भात्रभ ्=तन्भात्रभ ् their doubts to i. ascertain their तद्+लळल्=तनचळल्,तनचछल् learning. As final sounds, consonant adapts to the word according to the external sandhi rules. So, in the next step rules related to consonant sandhi will be summarised through different charts and examples. (1) + adapts (2) Plosive in front of voiced consonants (3) Plosives before nasals (4) ^ before unvoiced sounds (5) ^ before voiced plosives (6) Short vowel + ^ before vowel. (7) Other final consonants The entire sandhi will be explained through charts by giving appropriate examples. Charts will be hung in the class to encourage loud reading behind the 27

Students may ask how one rule relates to another.

Students will read the chart aloud after their teacher. Students will also read the chart on their own to judge their understanding.

अनच ु छे द् |

अच ्+ अन्त् = अजन्त् |

teacher or individual reading. Also formation of new words will be discussed . Practice will be given so that students can add more words to their list of learnt words. Few exercises on Sandhi based on the charts will be given to the students to do by taking help from the given charts.

Hour – 4 Speaking Hour

Noun – Gender Students will be asked to prepare a list of nouns based on different genders and also match them with pronouns that should be used with every gender. Use of distributive pronouns will again be recapitulated. *Sanskrit speaking task Usage of different pronouns such as अत्र

(here), तत्र(there), अन्मत्र (somewhere), वलणत्र (everywhere), कु्त्र

Homework or Home Assignment

(where) and एकत्र (altogether) will be explained through sign language . Children will be asked to copy the gestures while pronouncing the words. Similarly words such as कस्म, कस्मा्, एतस्म, 28

Students will do the exercise on newly learnt words /vocabulary. Students will do the exercise taking help from the charts. Students will prepare a list of nouns based on different genders. Also certain pronouns will be learnt in the class. Students will act the pronouns behind their teacher to understand them better. Students, during the speaking hour, will speak only in Sanskrit. They may ask their doubts in their own language.

Students will take help of the book to

do the homework. एतस्मा् will also be discussed and practiced during speaking in the class. Like this, one hour of Sanskrit Speaking will be taken in the classroom. Page No 46 from Devavanipravesika Read the following passages aloud and memorise them (mnemonics) 1. Sarvam khalv idam brahma. 2. Mana eva manushyanam karanam bandhamoksayoh. 3. Prasadasikhare pi san na kako garudayate. 4. Te hi o divasa gatah. 5. So ham. Instructional Practices & Strategies 1. During the course of the lesson, teacher will assist the students in the beginning. 2. Later, to know whether the concept is clear, few incorrect examples will be given where the students will point out the mistakes. 3. The lesson will not move ahead unless all the students get fully engaged and are completely active in participation. Teacher Reflection & Post-Lesson Data Analysis 1. Teacher will try to assess by the end of the lesson if the students demonstrated evidence that learning occurred. 2. Few students, who would seem to be confused and not reached the learning target, will be given more attention. 3. Based on the student’s learning, a Plan-B will be formed to help students at all levels.

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Elementary Sanskrit Syllabus Week-1, Day-5, 4hrs

Date: .........................................................................

Period:.........................................

Unit: 5

Time: from.............. to.............

Topic: Visarga Sandhi (षलवगणवनन्ध्) General Aims

Lesson Topic Reference Material

Specific Aims

Teaching Aids Previous Knowledge Lesson Standards

Subject: Sanskrit

1. To enable the students to discover the roots of this ancient language. 2. To enable the learners to feel the finesse of Sanskrit language. 3. To enable them to remember the intricate rules of Sanskrit Grammar. 1. Visarga Sandhi 1. A Higher Sanskrit Grammar by M.R Kale. (Pgs 28 – 32) 2. Devavanipravesika by Robert P. Goldman & Sally J. Sutherland Goldman. (Pgs 39 – 44) 3. Abhayaspustakam by Sanskrit Bharti. (Pgs 9-11) 4. Laghu siddhaanta kaumudI (sandhi prakaran) 1. To enable the learners to be able to differentiate soft consonants from the hard ones. 2. To enable the learners to understand and list out rules of visarga sandhi. 3. To enable them to make their own vasarga sandhi with certain alphabets. 4. To point out words of visarga sandhi from a Sanskrit text or a cloud of Sanskrit words. 5. To be able to find out or identify mistakes while making visarga sandhi and correct them. 6. To summarise the use of visarga sandhi in Sanskrit Grammar. 7. To learn to form numbers and other important words during speaking hour. Board, Charts, Pictures, Worksheets, Objects. The students have already understood Vowel Sandhi and Consonant Sandhi. This will help them to understand this sandhi better. 1. By the end of the lesson, students will be able to Form different words with the use of Sandhi. 2. Differentiate between different kinds of Sandhi. 3. Answer and ask basic questions on Sandhi 30

4. Identify and read many words in Sanskrit. 5. Answer questions in Sanskrit. 6. Understand the role of diacritics. Lesson Concepts 1. Meaning of the word ‘Visarga’ and 2. Rules for making Sandhi. Academic 3. Joining and Disjoining different words in Sanskrit. Vocabulary 4. Differentiating between different kinds of Sandhi. Learning Goals 1. What is their aim of learning the language? 2. Have they ever been exposed to the language before? 3. Have they ever heard any Sanskrit text before? 4. How would Sanskrit learning help them in their lives? Introduction A chart of hard and soft consonants will be shown to the students. They should be able to identify the different consonants. Declaration of Today, We are going to learn the last kind of Sandhi which is Visagha the Topic Sandhi. Teaching Teachers Activity Student’s Black Board Work Point Activities Hour – 1 & 2 The teacher will take a Students will Recap shot recap of the listen previous day’s lesson attentively and to assess the answer the understanding of the questions students asked by the teacher. Examples of visarga sandhi Step 1 A chart will be shown Icebreaker to the students with all Chart of Hard the consonants written Students will १. षलष्णु्+त्राता=षलष्णुस्त्राता and Soft on it. point out or २. नभ्+कयोतत=नभस्कयोतत consonants Students will be asked identify the to identify hard and hard and soft ३. लळल्+अचमण्=लळलोचमण् soft consonants. consonants. ४. दे ल्+लन्द्म्=दे लो लन्द्म् Thereafter, students ५. दे ला्+नम्मा्=दे ला नम्मा् will be shown or given Students will ६. शरय्+अषऩ=शरययषऩ examples of vowels read words and consonants with used with ७. बो्+अचमुत =बो अचमुत which Visargha Sandhi Visarga Sandhi. ८. ऩन ु य्+यभते=ऩन ु ायभते will be used.

Step 2 Generalizatio n What is

Visargha Sandhi It refers to the set of rules that describes how a word ending in –s or –r changes when used with other alphabets.

भन्+अनक ु ू र्=भनोनक ु ू र् अघ्+गतत्= अधोगतत् भन्+फर्= भनोफर् 31

Visargha Sandhi

Step 3 Flowchart

The important principles of Visargha Sandhi are 1. The visarga cannot be between two voiced sounds. 2. The visargha will match the consonant that follows it as much as possible. Examples will be given to illustrate the points. A chart with all its rules will be displayed. Certain words or examples using the rules from the chart will be given in the class will be given for better understanding. More examples will be discussed in the class to understand its usage and also to learn its pronunciation. Rules will be summarised in the class.

Students will listen attentively and ask questions wherever necessary.

Students will either write down or memorise the rules of Sandhi and will also do examples of it.

Students will read the chart. They will also try to solve the examples that will be given to them in the class.

A worksheet with different kinds of sandhi will be given to the students to do on their own. Certain clues will guide them in completing the exercise. Students may *Sanskrit speaking also ask their task queries. Hour – 3

The teacher will teach the students new 32

Step 4 Worksheet

Hour – 4 Speaking Hour

words and their usage such as bhavan(बलान ्), bhavati(बलती), Etasya(एतस्म), Tasya(तस्म), Etasyah(एतस्मा्), Tasyah(तस्मा्) and kriyapadani(किमाऩदातन) . At last a chart of numbers will be shown to the children and its formation will be guided by the teacher. Write numbers 1 – 100 in Sanskrit. Read the first sloka of first canto in Srimad Bhagvatam and find out words with different kinds of sandhi used.

Assignment

They may write down the rules.

Students may ask their queries.

Students will practice speaking the words in Sanskrit and will also try to use it in their communicatio n in Sanskrit.

Students will do the homework in their notebooks. Instructional Practices & Strategies 1. During the course of the lesson, teacher will assist the students in the beginning. 2. Later, to know whether the concept is clear, few incorrect examples will be given where the students will point out the mistakes. 33

3. The lesson will not move ahead unless all the students get fully engaged and are completely active in participation. Teacher Reflection & Post-Lesson Data Analysis 1. Teacher will try to assess by the end of the lesson if the students demonstrated evidence that learning occurred. 2. Few students, who would seem to be confused and not reached the learning target, will be given more attention. 3. Based on the student’s learning, a Plan-B will be formed to help students at all levels. ॥वलेऴाां ळुबां बूमात ्॥

ॐ पूर्म ण दः पूर्मण मदं पूर्ाणत्पुर्म ण ुदच्यते पूर्स् ण य पूर्म ण ादाय पूर्म ण ेवावमिष्यते ॥ ॐ िान्तः िान्तः िान्तः ॥

कायेन वाचा मनसेन्ियैवाण बुद्ध्यात्मना वा प्रकृततस्वभावात ् । करोमम यद्धयत्सकऱं परस्मै नारायर्ायेतत समपणयामम ॥ (i)

कायेन वाचा मनसेन्ियैवाण बुद्ध्यात्मना वानुसत ृ स्वभावात ् । करोतत यद्धयत्सकऱं परस्मै नारायर्ायेतत समपणयेत्तत ् ॥ ॐ वले बलन्तु वखु खन् वले वन्तु तनयाभमा् ।

वले बद्राखण ऩश्मन्तु भा कनश्चद्ु्खबाग्बलेत ् । ॐ ळानन्त् ळानन्त् ळानन्त् ॥

Om Sarve Bhavantu Sukhinah Sarve Santu Nir-Aamayaah | Sarve Bhadraanni Pashyantu Maa Kashcid-Duhkha-Bhaag-Bhavet | Om Shaantih Shaantih Shaantih || Meaning: May all become happy May none fall ill | May all see auspiciousness everywhere May none ever feel sorrow | Om Shaantih Shaantih Shaantih || ॥ शरय् ओभ ् तत ् वत ् ॥

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