My Pets (Part 2) & Alphabet Group ‘KQWXZ’ – Week 2

My Pets (Part 2) and Alphabet Group ‘KQWXZ’

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’ will be done with the introduction of a few more pets. This will be done through conversation, questions and answers, fun activities, interesting games and learning alphabets.

Listening and Speaking: My Pets (Part 2)

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 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 1

Main Concept

Note to the teacher:

Once all the children are quiet and settled, the teacher starts showing the flashcards of different pets, one at a time, and explains its functions.

The teacher says, “A pet is an animal (parrot, fish, rabbit) that is kept in a house for pleasure or as a friend.

The teacher shows a flashcard of a parrot and says, “This is Flappy.”
Children will repeat, “This is Flappy.”
The teacher says, “Flappy is a parrot.”
The teacher shows a flashcard of Flappy flying and says, “Flappy flaps its wings to fly.”
Children will repeat, “Flappy flaps its wings to fly.”
The teacher shows a flashcard of parrot eating and says, “Flappy eats chillies and green leaves.”
Children will repeat, “Flappy eats chillies and green leaves.”
The teacher says, “My pet Flappy lives in a cage and talks loudly.”
I love my pet Flappy.

Post teaching activity:

What is the name of the parrot?
Ans. Flappy.
How does it fly?
Ans. It flaps its wings and flies.
What does it like to eat?
Ans. It likes to eat chillies and green leaves.
Where does it live?
Ans. It lives in a cage.
What does it like to do?
Ans. It talks out loudly.

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 2

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

The teacher shows the flashcard of a rabbit to the children and says, “Rabbit.”
Children will repeat, “Rabbit.”
The teacher can ask, “What does a rabbit eat?”
The children may respond, “Grass.”
The teacher says, “Rabbits love to eat carrots.”
The teacher shows a flashcard and says, “Rabbits have long and furry ears.”
Children will repeat, “Rabbits have long and furry ears.”
The teacher says, “We call rabbits ‘Bunny’.”
The teacher shows a rabbit hopping and says, “Rabbits hop around here and there.”
Children will repeat, “Rabbits hop around here and there.”
The teacher says, “Rabbits are quiet and gentle and they are in different colours.”

Post teaching activity: (look at the given pictures and answer the questions)

What animal do you see in the picture?
Ans. Rabbit.
What is it doing?
Ans. Hopping.
How are its ears?
Ans. They are long and furry.
What is the rabbit eating?
Ans. Carrot.

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

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 fish and says, “This is a Fish.”
Children will repeat, “This is a Fish”.
The teacher asks, “Where does a fish live?”
Children respond, “Water.”
The teacher says, “I call my fish ‘Finny’.
The teacher shows a flashcard and says, “Fish swims in water.”
Children will repeat, “Fish swim in water.”
Teacher says, “We keep the fish in a fish tank at home. It is called an aquarium. It is beautiful to watch fish move in water.”

Post teaching activity: (look at the given picture and answer the questions)

What do we see in the tank?
Ans. Fish
Where does the fish live?
Ans. In the water.
What does it do?
Ans. It swims.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Note to the teacher:

It will be easier for the children if the rhyme, ‘My Pets’ is introduced before formally introducing the names of the pets.
This will make learning and becoming familiar with the pet names less stressful for the children.
The teacher should encourage children to think upon what are the basic needs or what might be the likes/dislikes of their pet.

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

Day 4

Activity Time – Moving like a Pet

Setup: Show the children how each animal moves: the fish swims, the rabbit hops, and the parrot flies (or flaps wings).

Activity: Have children act out each pet’s movement in a safe space. They can ‘swim’ like fish, ‘hop’ like rabbits, and ‘flap’ like parrots. Encourage them to describe how each movement feels and to think about why each animal moves that way.

Discussion: Ask them which movement was their favourite and why.

Objective:
To help children learn about different pets and their movements.

Material needed:

Pictures of various pets. (fish, rabbit, parrot)
The pictures must show the places where the pets live.
Toy fish, rabbit, parrot
Water in a small tub for the fish to swim.
Small cage (can be made by paper craft) for the parrot.
Small cage/ soil for the rabbit.

Activity steps:

The teacher shows the pictures of the various pets one by one and asks the children to name them.
As the children come out with their responses, the teacher explains briefly where the particular pet lives, what it eats and how that pet moves.
The teacher uses the materials like toys/water tub etc. to demonstrate how each pet moves.
For each pet under study- rabbit, fish and parrot, the teacher shows the movements by imitating.
The teacher also names the movements of the particular pet being shown in the picture.
For example:
- A fish swims in water.
- A parrot flaps. (a parrot flaps its wings to fly)
- A rabbit hops.
The teacher calls the children one by one, shows one particular card consisting of the picture of the pet and asks him/her to imitate the movements of that particular pet.
Along with imitation the teacher keeps on repeating what the movement of each pet is called as.
Encourage them to describe how each movement feels and to think about why each animal moves that way.
The teacher asks the children, “Which animal do you think moves the fastest?”
The children’s response should be taken into note and the teacher can make them understand accordingly. (learn the fastest animal’s name)

Note to the teacher:

The teacher must make sure that the material required for the game is ready before the class starts.
It’s better to make the children learn the rhyme of pets by repeating again and again in the class.
The teacher after imitating the movements of each pet should invite the students to guess the pet whose movements the teacher makes.
The teacher should keep repeating the names for the movement of each pet being told and described.
The teacher should ensure that every child participates.

LTM: Moving like a Pet – Coming soon

Click on the above given LTM before the activity to understand how to conduct the activity during the class.

Day 5

Game – Pets sound and silence

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

Materials Needed:
Soft toys or puppets of pets – Rabbit, Fish, Parrot.

Activity steps:

To make the students familiar with the sounds of the pet animals, the teacher should mimic the sounds and tell the children what the particular sound is called.

A Parrot chirps/ talks.
A Fish makes a quiet bubbling sound in water. (to demonstrate the little or no sound produced by bubbling, the teacher can use a toy bubble maker)
A rabbit makes a thumping sound. (to demonstrate the thumping sound the teacher stomps or hits the ground as the rabbits do)

The teacher starts the class by introducing/revising the concept of pets. The teacher invites the children to give answers by asking simple questions like:

Which pet do you have?
What sound does it make?
Where does it live?
What does it eat?”

Note to the teacher:

Then the teacher explains what sound each pet makes.
The teacher tries to make the students familiar with the sounds.
After introducing the sounds of various pets, the teacher mimics a pet sound and asks the children to identify which pet has that sound.
The teacher can randomly ask any child in the class and continue to do so until each child gets his/her turn.
After getting the answer (be it right or wrong) the teacher should repeat the sound and name of the animal and also make the child mimic the same sound again for reinforcement.
The teacher should ensure that every child participates.

Key knowledge the child will acquire: Children are able to identify sounds made by their pet animals.

Reading and Writing: Revision of Alphabets

Content: Writing on the sand

Day 1: Writing on the sand – Letter ‘K, k’

Procedure:

The teacher must keep all the required materials ready.
The teacher will write the letters ‘K’ on the blackboard.
Then,the teacher says, “This is the letter ‘K’, and ‘K’ says, ‘k.”
The teacher may also show the alphabet flashcard by holding the flashcard in front of the students, the teacher says, “K says k”.
Then, the teacher will overwrite the capital letter ‘K’ 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 ‘K”.
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 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.

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 ‘K’ by writing in the sand and on the worksheet.

Flashcards: Learning alphabet – Letter ‘K, k’ – Coming soon

Flashcards: Learning alphabet – Letter ‘K, k’ (Enlarged)- Coming soon

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

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

Video: Writing on the sand – Coming soon

Refer to the video link for the procedure of writing on sand as shown in Week 2 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 2: Writing on the sand – Letter ‘Q, q’

Follow the same procedure as day 1 of week 2.

Flashcard: Learning alphabet – Letter ‘Q, q’ – Coming soon

Flashcard: Learning alphabet – Letter ‘Q, q’ (Enlarged)- Coming soon

Worksheet: Writing on the sand/tracing letter ‘Q, q’ – Coming soon

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

Video: Writing on the sand – Coming soon

Refer to the video link for the procedure of writing on sand as shown in Week 2 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Day 3: Writing on the sand – Letter ‘W, w’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘W, w’ – Coming soon

Flashcard: Learning alphabet – Letter ‘W, w’ (Enlarged)- Coming soon

Worksheet: Writing on the sand/tracing letter ‘W, w’ – Coming soon

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

Video: Writing on the sand – Coming soon

Refer to the video link for the procedure of writing on sand as shown in Week 2 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Day 4: Writing on the sand – Letter ‘X, x’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘X, x’ – Coming soon

Flashcard: Learning alphabet – Letter ‘X, x’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘X, x’ – Coming soon

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

Video: Writing on the sand – Coming soon

Refer to the video link for the procedure of writing on sand as shown in Week 2 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Day 5: Writing on the sand – Letter ‘Z, z’

Follow the same procedure as day 2 of week 2.

Flashcard: Learning alphabet – Letter ‘Z, z’ – Coming soon

Flashcard: Learning alphabet – Letter ‘Z, z’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘Z, z’ – Coming soon

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

Video: Writing on the sand – Coming soon

Refer to the video link for the procedure of writing on sand as shown in Week 2 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Refer to the ‘LSRW’ and ‘Activity’ 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

View and Download

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.