My Pets (Part 1) and Alphabet Group ‘JFLYV’

Week 2

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 ‘My Pets’ (part 1) will be done through conversation, questions and answers, fun activities, interesting games and learning alphabets.

Listening and Speaking: My Pets (Part 1)

Daily:

Total Physical response (to be done before every session)

Note to the teacher: 
Refer to Week 1, Day 1 of the topic’s detailed asset.

Refer to the given LTM Video Warm Up Exercise given in Week 1, to conduct the above activity.

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

Main Concept

Instructions to the Teacher Note to the teacher:

Once all the children are quiet and settled, the teacher starts explaining by showing flash cards one at a time.

The teacher says, “A pet is an animal that is kept in a house for pleasure or as a friend.” 

  • The teacher shows a flashcard of a dog and says, “This is a dog.”
  • Children will repeat – “This is a dog.”
  • The teacher says, “His name is Juno.”
  • The teacher shows a flash card and asks, “‘What is the sound made by a dog?”
  • Children will answer – ‘Bow wow’
  • The teacher says a dog house is called a kennel.
  • The teacher shows a flash card of dog eating and says, “Dogs love to eat bones.”
  • Children will repeat – “Dogs love to eat bones.”
  • The teacher says dogs are very friendly and faithful animals. They protect and take care of our home.

Post teaching activity:

  1. What is the name of the dog?
    Ans. Juno.
  2. What is the sound made by a dog?
    Ans. Bow wow.
  3. What does it like to eat?
    Ans. Bone.
  4. Where does it live?
    Ans. Kennel.
  5. Why do we love dogs?
    Ans. We love dogs because they are friendly and faithful.

Day 2

The teacher revises the topic done on Day 1 and introduces the next pet.

  • The teacher shows the flashcard of a cat and says, “Cat.”.
  • Children will repeat – ‘Cat’
  • The teacher can ask, “What does a cat like?”
  •  The children respond- ‘Milk’
  • The teacher says, “Cats love to eat fish.”
  • The teacher shows a flash card and says, “Cats have large eyes that help them see in the night.”
  • Children will repeat – “Cats have large eyes that help them see in the night.”
  • The teacher says, “Cats have many different coloured coats. They are black, white, brown, grey etc.”
  • The teacher shows a cat moving and says, “Cats make very little noise when they walk around.”
  •  Children will repeat- “Cats make very little noise when they walk around.”
  •  The teacher says, “A baby cat is called a kitten.”

Post teaching activity:

 Answer the questions: The teacher may show a picture of the cat.

  1. What animal do you see in the picture?
    Ans. Cat.
  2. What is it doing?
    Ans. Walking.
  3. How are its eyes?
    Ans. Large eyes. (answers may vary)
  4. What is a baby cat called?
    Ans. Kitten.

Day 3

The teacher revises the topic done on Day 1 and 2 and introduces the next pet.

  • The teacher shows a flashcard of a duck and says “This is a duck”.
  • Children will repeat – “This is a duck”.
  • The teacher says, “Duck loves to swim and bathe in water.”
  •  Children will repeat – “Duck loves to swim and bathe in water.”
  • The teacher says, “A duck’s home is called ‘Pen’. They need a lot of space to play.”
  • The teacher shows a flashcard of ducklings and says, “Baby ducks are called ducklings.”
  •  Children will repeat – “Baby ducks are called ducklings.”
  • The teacher says, “Ducks love company. They eat a variety of food like seeds, fish, worms, fruits etc.”

Post teaching activity – Answer the following questions: 

  1. What do ducks like to do in water?
    Ans. They like to swim.
  2. What are baby ducks called?
    Ans. Ducklings.
  3. Where does a duck live?
    Ans. Pen.

Key knowledge the child will acquire: Children will identify and name the pet animals.

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 4

Activity Time – Pet Talk Time

Objective: 
To develop listening and speaking skills by talking about different pets, their sounds, and how to care for them.

Material needed: 

  1. Flashcards or pictures of different pets (dog, cat, duck)
  2. A puppet (optional, for guiding the activity)
  3. Sound clips of animal noises (or you can mimic them yourself)

Activity Steps: 
The teacher begins by showing pictures of different pets and ask the children to identify each one.
For each pet, encourage the students to make the sound that the animal might make. 

For example: 
What sound does a dog make? Children may respond: “woof woof/bow wow.”
What sound does a cat make? Children may respond: “Meow!”
Reinforce by repeating the sounds together.

Listening Game (10 minutes): 
Play a short animal sound or mimic an animal sound (like a dog barking or a bird chirping).
Ask the children to listen carefully and guess which pet makes that sound.
Once they guess, show the corresponding pet flashcard or picture and ask them to repeat the sound and the name of the animal.

Speaking Practice (10 minutes): 

Pass around the pet flashcards or pictures to the children. Ask each child to pick one card and tell the class:
The name of the pet (e.g.) “This is a dog.”
What sound it makes (e.g.) “It goes woof woof!”
One thing the pet needs (e.g.) “A dog needs food and water.”
Encourage them to use full sentences. Offer guidance and praise for their speaking effort.

This activity helps children listen attentively, practice speaking, and gain confidence in expressing themselves while learning about pets!

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

Video: Activity – Pet Talk Time – Coming soon

Refer to the 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: Game Time

Activity: “My Pet Buddy”

Objective:
To help children learn about different pets and how to care for them.

 Materials Needed:

  • Pictures of various pets (dog, cat, duck)
  • Colouring sheets of pets
  • Crayons or coloured pencils
  • Stickers (optional)
  • Soft toys of animals

Activity time:

  • Introduction (5-10 minutes)
  • Show pictures of different pets and ask children to name them.
  • Briefly explain what each pet needs (food, water, a safe place, love).
  • Ask students if they have any pets at home and encourage them to share stories.

Colouring Time (10-15 minutes):

  • Hand out the colouring sheets of different pets and let the children colour their favourite pet.
  • While they colour, talk about how to take care of that specific pet (e.g.) feeding a cat, walking a dog.
  • Create a “Pet care corner” with soft toy animals.
  • Let children take turns pretending to feed, groom, and take care of the toy pets.

Wrap-up (5 minutes):

  • Ask students to show their coloured pets to the class.
  • Ask simple questions like, “What does your pet need to be happy?” or “How do you take care of a cat?”
  • End by giving each student a pet sticker as a reward.
  • The teacher should ensure that every child participates.

Refer to the 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: Revision of Alphabets

Content: Writing on the sand

Day 1: Writing on the sand – Letter ‘J, j’

Procedure:

  • The teacher must keep all the required materials ready.
  • The teacher will write the letters ‘J’ on the blackboard. The teacher then says, “This is letter ‘J’, and ‘J’ says j”.
  • The teacher may also show the alphabet flashcard by holding the flashcard in front of the students, the teacher says, “J says j”.
  • Then, the teacher will overwrite the capital letter ‘J’ using different coloured chalks. This time, the teacher will tell the students to watch her arm movements carefully and imitate writing the letter on their desk/floor.
  • Then, the teacher will show the worksheet to the students saying, “Children today we will learn how to write the capital letter ‘J’.
  • The teacher must complete one worksheet in front of the students first, then, the teacher will distribute the worksheets and crayons to all the students, telling them to complete the worksheet as shown. 
  • Then, the teacher will call one student at a time to provide individual assistance in tracing the letter correctly on the sand tray.
  • The teacher will help the student write the letter (capital letter) in the sand-tray by gently holding the student’s hand and guiding him/her to write with correct directionality. The teacher may repeat this one more time.
  • The teacher will repeat sand tracing with all the students by turns.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video
  • Revise the letter sound
  • Keep the required materials ready (1 sand tray, alphabet flashcard, worksheets and crayons). 

Key skill/knowledge the child will acquire: Students will become familiar with the form of letter ‘J’ by writing in the sand and on the worksheet.

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

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

Worksheet: Writing on the sand/tracing letter ‘J’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘J’ (Enlarged) – Coming soon

Video: Writing on the sand – Coming soon

Refer to the 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: Writing on sand – Letter ‘F, f’

Follow the same procedure as day 1 of week 2.

Flashcard: Learning alphabet – Letter ‘F, f’ – Coming soon

Flashcard: Learning alphabet – Letter ‘F, f’ (Enlarged)- Coming soon

Worksheet: Writing on the sand/tracing letter ‘F’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘F’  (Enlarged) – Coming soon

Video: Writing on the sand – Coming soon

Day 3: Writing on the sand – Letter ‘L, l’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘L, l’ – Coming soon

Flashcard: Learning alphabet – Letter ‘L, l’ (Enlarged)- Coming soon

Worksheet: Writing on the sand/tracing letter ‘L, l’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘L, l’ (Enlarged) – Coming soon

Video: Writing on the sand – Coming soon

Day 4: Writing on the sand – Letter ‘Y, y’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘Y, y’ – Coming soon

Flashcard: Learning alphabet – Letter ‘Y, y’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘Y, y’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘Y, y’ (Enlarged) – Coming soon

Video: Writing on the sand – Coming soon

Day 5: Writing on the sand – Letter ‘V, v’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘V, v’ – Coming soon

Flashcard: Learning alphabet – Letter ‘V, v’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘V, v’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘V, v’ (Enlarged)- Coming soon

Video: Writing on the sand – Coming soon

Refer to the 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

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