Level 1 |
Very basic stOtras like:
|
---|---|
Level 2 |
|
Level 3 |
|
Level 4 |
Shrimad Bhagavad gIta: paMchAdasha adhyaya, navama adhyaya shrI vishNu sahasra nAma: pUrva pIThikE and full stOtra from vishvam (Full adhyaya from Shriman Mahabharata) Chaturdasha Stotra: nAki nAyaka shrI mani manjarI: shrI mani manjari first two sargas shrI shrI suvidyEMdra tIrtha virachita Stotras: shrI rAghavEMdra guru gAtha |
Level 5 |
shrI dashAvatAra stuti shrI mani manjarI: shrI mani manjari all sargas three and four shrI madva vijaya: Introduction to shrI madva vijaya (possibly first two sargas and other sargas) Chaturdasha Stotra:
|
Level 1 | mangalAcharaNa samdhi |
---|---|
Level 2 | shrI vigneshvara stOtra sandhi, shrI anukramaNika sandhi |
Level 3 |
|
Level 4 | naivEdya prakarna samdhi |
Level 1 | ananda mukunda aravimda nayana |
---|---|
Level 2 |
|
Level 3 |
|
Level 4 |
|
Level 1 |
|
---|---|
Level 2 |
Dasara Padas:
|
Level 3 |
Dasara Padas:
|
Level 1 |
Kids will be given opportunity to narrate small shrImad Bhagavad kathas from shrI BhAgavatha, shrI mahA BhAratha and shrI rAmAyana dhIra sanyAsi shrI Ananda theertha: parama pUjya shrI Bannanje Acharyaru has written a small book on life history of shrI shrImadh Acharyaru specifically for kids. We will have kids narrate facts about shrI shrImad Acharyaru from this book. |
---|---|
Level 2 |
Introduction to shrImad Acharyara shAstra pAta shrI prahlAda charite, shrI Dhruva charitre, shrI dashAvatAra rUpas and shrI shrImad Acharyara mahimAs from 'dhIra sanyAsi shrI Ananda theertha' |
Level 3 |
*** Only to upanayana kids *** Upanishat: Introduction to upanishathgaLu. What are upanishaths? shrImad Acharyara contribution to dashOpanishath bhaShya. shrI rAyara kOduge, shrI upanishath KhanDArtha galu. shrI BhUma vidye, Samvarga vidya, VaishvAnara vidye, etc. Sandhyavandane: Importance of sandhyA vandane, shrI gAyatri mAntra japa significance (mantra rAja). shrI dEvara pUje: Concept of dEvara pUja. pUje as a concept, not series of actions. What is it? sankshipta dEvara pUja vidhAna. |