Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic /concept will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading alphabets.

Listening and Speaking: My Pets (Part 1)

Daily:

Total Physical response/warm-up Exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly. 

Action Time (Commands):

1. Stand up
2. Lift your right leg
3. Bring it down
4. Lift your left leg
5. Bring it down
6. Sit on the chair

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Stand up, lift your right leg, bring it down, lift your left leg, bring it down, sit on the chair) as he/she demonstrates and the children listen.
• Next, the teacher gives the commands and the children perform the actions.

Step 2:

• Divide the class into small groups.
• Choose one child from these volunteers and ask him/her to conduct the activity (select children who are willing to give the commands).
• This student gives the commands and other children listen and do the actions.
• This student volunteer returns to his/her position.
• Conduct the activity with another student volunteer in the same manner.

Step 3:

• The teacher gives the commands and all the children listen and do the actions.

Suggested Variation: 
The teacher can do the following for ensuring that the children do the TPR easily:

1. Children can be made to hold onto a stable surface such as a wall, or sturdy piece of furniture for balancing on their heels. 
2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should place their heels while balancing. 
3. If a child is unable to balance on heels even with support, the child may be exempted from doing this step. 

Note to the teacher: 

1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
2. The teacher begins each class with this activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. Ensure adequate space in the classroom for the children to move to do the activity comfortably. 
5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands.  

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Warm up exercise – Coming soon

ISL Video: Warm up exercise – Coming soon

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Note to the teacher:

The teacher can make the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it.

1. The teacher will sit along with the children in semi-circles.
2. The teacher begins the class by saying, “Let us learn to recite a rhyme – “I love my pets”.

Content of the rhyme: I love my pets

Cat, dog, duck, and mouse,
Are the pets in my house,
Meow-meow, bow-wow,
quack-quack, squeak-squeak,
The dog runs after the cat.
The cat chases the mouse, so fat.
It is so much fun,
To see them run.
Pets make us happy,
And they give us love.
Let us keep the pets happy,
With all our love.

Post teaching activity:

1. Name any three pets in your house.
   Ans: Cat, dog and duck.
2. What sounds do these animals make?
   Ans:  Cat-meow meow
   Dog- bow wow
     Duck- quack-quack
   Rat – squeak-squeak
3. Who runs after the cat?
   Ans: Dog
4. Who runs after the rat?
   Ans: Cat
5. What do pets give us?
   Ans: They make us happy and give love.

Note to the teacher:

• The teacher encourages the students to speak clearly and loudly for everyone to hear.
• The teacher tells the importance of listening attentively when someone is speaking. 
• Students learn to respond appropriately and cheerfully. 
• The teacher praises and encourages throughout the activity to boost the children’s confidence.
• The teacher can converse in regional languages if needed to make the children more comfortable.

Key knowledge the child will acquire: Children learn to recite the rhyme. 

Poster of the Rhyme: I love my pets – Coming soon

Audio of the Rhyme: I love my pets – Coming soon

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Rhyme ‘I love my pets’ – Coming soon

ISL Video: Rhyme ‘I love my pets’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets of ‘My Pets’ (Part 1) Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets of ‘My Pets’ (Part 1) Week 1 Day 1.

Day 4

Conversation Circle

Content: The teacher sits along with the students in a circle to conduct the session.

1. Do you love animals? Do you have a pet?
   Yes, I love animals. I do not have a pet.
2. Which pet do you have?
   I have a Cat/Dog.
3. What is the name of your pet?
   His/her name is ________.
4. Do you feed him/her?
   Yes, I feed him/her some _________.

Note to the teacher:

• The teacher uses puppets to introduce the idea.
• The teacher holds both puppets, and the conversation on pets takes place between Bhallu and Pinky. (the puppets)
• The teacher then asks the children the same question.
• Answers may vary.
• Children can answer in their local language but must be encouraged to speak in English.

Step 1: The teacher introduces the first question
First, ‘Bhallu’ asks ‘Pinky’ about animals and pets. (answers may vary)
Bhallu: Do you love animals? Do you have a pet?
Pinky: Yes, I love animals. I do not have a pet. /I have a pet.
Then, the teacher asks the child sitting next to him/her, “Do you love animals? Do you have a pet?”
The child says, “Yes, I love animals. I do not have a pet.” This child asks the next child sitting next to him /her and the conversation continues until all the children ask and respond.

Step 2: The teacher introduces the next question: (answers can vary)
Bhallu: Which pet do you have?
Pinky: I have a cat.
Then, the teacher asks the child sitting next to him/her, “Which pet do you have?” The child says, “I have a …………….” Now this child asks the child sitting next to him/her and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: (answers may vary)
Bhallu: What is the name of your pet?
Pinky: His name is Juno
Then, the teacher asks the child sitting next to him/her, “What is the name of your pet?” The child says, “His/Her name is …………….” Now this child asks the child sitting next to him or her, and the conversation continues until all the children ask and respond.

Step 4. The teacher introduces the next question:
Bhallu: What do you feed your pet?
Pinky: I feed him milk.
Then, the teacher asks the child sitting next to him/her, “What do you feed your pet?”
The child says, “I feed him/her some……………”  Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Note to the teacher:

1. The circle time continues till all get a chance to ask and respond.     
2. The video is only for demonstration. The teacher may allow the natural flow of conversation going.
3. If a student doesn’t know the answer, the teacher helps with the answer and then passes to the next student.
4. There should be no chorus answers.

Key knowledge the child will acquire: Children learn to identify and understand the functions of different parts of their bodies.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Conversation circle – Coming soon

ISL Video: Conversation circle – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 5

Main Concept

Content: 

• The teacher will keep the required flash cards ready in a basket.
• The teacher may begin the class by introducing the pets one by one.

Opening:

• The teacher will make the children sit comfortably in three semicircles.
• The teacher explains briefly that they are going to learn about some more pets.
• Once all the children are seated comfortably, the teacher will explain briefly that today they are going to learn the names of various pets one can have. They learn about pets, how they live and what they eat.

During: 

• The teacher can discuss the pets in detail.
• The teacher makes the children come near the table to see different flash cards and also discuss with the children more about pets.

Note to the teacher: 
The teacher will keep all the materials required for the lesson.

Flashcards: Pets – Coming soon

Flashcards: Pets (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Reading and Writing: Alphabet group ‘CATPIN’

Content: Letter Jj, Ff, Ll, Yy, Vv

Day 1: Learning alphabet – Letter ‘J, j’

• The teacher will write the letters ‘J, j’ on the board (both capital and small letters). 
• The teacher says “This is the letter ‘J’ and J says ‘J’.” (repeat twice)
• The teacher shows the students a flashcard of the letter Jj and emphasizing the sound J, reading the word Jug. (repeat twice)
• Now, with an outstretched arm, the teacher will trace the letter J on the board, following the directionality of the letter, saying J says ‘j’.
• Following the teacher’s arm movements, the students will imitate tracing the letter in the air. While tracing the letter, the students can repeat, “J says j.”
• The teacher will sing a simple rhyme to reinforce the sound. Students will learn the rhyme by repeating it with the teacher. 

J says j,
J says j,
J for jug and…
J for jam.

• The teacher will distribute the worksheet “Learning Alphabets Colouring Worksheet” to the students. 
• The teacher will complete one worksheet in front of the students and then ask the students to repeat the process. 

Note to the teacher:

• Watch the LTM video 
• Learn the accurate letter sound by watching the video of letter sound practice.
• Learn the letter rhyme by listening to the audio file provided
• Keep the required materials ready. Letter Jj Flashcard, Colouring worksheets, Audio file of the letter rhyme.

Key skill/knowledge the child will acquire: Students will become familiar with Capital and small letter J, j, its form and sound. 

Flashcards: Learning the alphabet – the letter ‘J, j’ – Coming soon

Flashcards: Learning the alphabet – letter ‘J, j’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘J, j’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘J, j’ (Enlarged)- Coming soon

Video: Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learning to write capital letter ‘J’ – Coming soon

Audio: Letter rhyme- ‘J, j’- Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 2: Learning alphabet – Letter ‘F, f’

Procedure: Follow the same procedure as day 1 of week 1.

Flashcards: Learning to write capital letter ‘F, f’ – Coming soon

Flashcards: Learning to write capital letter ‘F, f’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet letter – ‘F’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘F’ (Enlarged) – Coming soon

Video: Learning alphabet ‘F, f’ – Coming soon

Audio: Learning rhyme ‘F, f’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 3: Learning alphabet – Letter ‘L, l’

Procedure: Follow the same procedure as day 1 of week 1.

Flashcards: Learning alphabet – letter ‘L, l’ – Coming soon

Flashcards: Learning alphabet – letter ‘L, l’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘L, l’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘L, l’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘L’ – Coming soon

Audio: Letter rhyme – ‘L, l’ – Coming soon

Day 4: Learning alphabet – Letter ‘Y, y’

Procedure: Follow the same procedure as day 1 of week 1.

Flashcards: Learning alphabet – letter ‘Y, y’ – Coming soon

Flashcards: Learning alphabet – letter ‘Y, y’ (Enlarged) – Coming soon

Worksheet: Alphabet colouring worksheet – ‘Y, y’ – Coming soon

Worksheet: Alphabet colouring worksheet – ‘Y, y’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘Y’ – Coming soon

Audio: Letter rhyme – ‘Y, y’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 5: Learning alphabet – Letter ‘V, v’

Procedure: Follow the same procedure as day 1 of week 1.

Flashcards: Learning alphabet – letter ‘V, v’ – Coming soon

Flashcards: Learning alphabet – letter ‘V, v’ (Enlarged) – Coming soon

Worksheet: Alphabet colouring worksheet – ‘V, v’ – Coming soon

Worksheet: Alphabet colouring worksheet – ‘V, v’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘V’ – Coming soon

Audio: Letter rhyme – ‘V, v’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Teacher Resource Document

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.