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 ‘Time and Days’ will be reinforced with additional information. Language game s, experiential learning, role play, reading stories are planned for the week to make learning more enjoyable.

Listening and Speaking

Daily: Total physical response/warm-up exercise (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’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 1

Main Concept: Revision and Closing Session

• The teacher can revise ‘Time and Days’.
• The teacher can close the session by reciting the poem learnt in the earlier class. 
• The teacher shows the flashcards of ‘Time and Days’ as a revision of the topic.

Key knowledge the child will acquire: Students recognise the importance of time and days.

Day 2 and 3

Language Game (to be done in two sessions)

Aim: To make sentences using ‘I’, ‘We’, or ‘You’.

Material: Flashcards of different activities done during the day.

Procedure:

Look at the flashcards and make sentences using ‘I’, ‘We’, or ‘You’. The teacher calls out students one by one and asks them to make a sentence about the activities performed in the morning, afternoon, evening and night.

For example: I wake up in the morning. (picture of the child waking up from bed is shown)

Similar sentences are given below. The teacher can add more such sentences while conducting the activity:

1. I brush my teeth.
2. I take a bath.
3. I go to school.
4. We do our lessons in school.
5. We eat lunch in the afternoon.
6. I ride my bicycle.
7. I go to bed.

Note to the teacher:

1. The teacher may include several activities done during the day.
2. Ensure all children get a chance to participate in the game.

Key knowledge the child will acquire: Students learn about different activities done during the day.

Refer to the ‘Activities in a Day’ flashcards given in the Day 1 Week 1 of ‘Time and Days’ Listening and Speaking section.

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 4

Human value song – Tick-tock Tick-tock

The teacher can make the children learn this human value song by showing the video and playing the audio file. The teacher may drive home the importance of time and why we should not waste time.

Tick-tock tick-tock, time is on the clock,
Every second, every minute, time is on the clock.
Time, oh time, it never stands still,
Time, oh time, use it with a will.

Tick-tock tick-tock, time is on the clock,
Every second, every minute, time is on the clock.
Time waste is life waste,
Every second, every minute, time is on the clock.

Tick-tock tick-tock, time is on the clock,
Every second, every minute, time is on the clock.

Procedure:

1. The teacher will show the value song video. 
2. The teacher will play audio of the value song. The children will repeat the song.
3. The teacher may explain the importance of  time and why we should not waste time.

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).

Audio: Tick-tock Tick-tock

Video: Tick-tock Tick-tock

ISL Video: Tick-tock Tick-tock

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 5

Show and tell – A Day in my life

Procedure:

1. Chits of daily activities are kept ready.
2. Each child comes forward and picks the chit and does the action and speaks a few lines about it.
3. Some of the daily activity actions are given down for reference.

Examples:
Wake up, have breakfast, brush teeth, take a bath, get dressed, go to school, study English, have lunch, wash the dishes, read a book, do homework, practice the guitar, play with friends, exercise, comb hair, go shopping, go for a walk, take out the trash, clean the house, read a book, water the plants, watch TV, relax, listen to music, feed the dog, walk the dog, go to bed.

Note to the teacher:

1. All the students participate in this show and tell.
2. The teacher can distribute the activities to the children beforehand for them to plan.

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Revision – Words Starting with Letter Blends – Br, Cr, Gr, Tr

Procedure:

• The teacher explains that they are going to revise the words starting with letter blends.
• The teacher shows the flashcards one by one, revising the words and the ‘starting letter blend sound’ of all the words introduced so far. 
• Then, the teacher distributes the flashcards to some of the students in the class. 
• As the teacher calls out a word, (for example, Bread) the child who is holding that flashcard must stand up and show the flashcard to all the students.
• Following the same process all the words must be revised once again.
• Then, the teacher distributes the worksheet.

Note to the teacher:

• The teacher must keep the required materials ready.
• If it is not possible to show the video, the teacher can revise using flashcards only.
• The teacher must remind the students to write the ‘name of the day’ in the space provided on their worksheets. 

Key knowledge the child will acquire: Students learn a few blend words starting with letter blends Br, Cr, Gr, Tr.

Worksheet: Blend words

Worksheet: Blend words (Enlarged)

Refer to the flashcards – Letter Blends – ‘br’, ‘cr’, ‘gr’ ‘tr’- given in the Days 1, 2, 3 and 4 of Week 2 of ‘Time and Days’ Reading and Writing section.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 2

Reading Comprehension Passage – Brownie, My Pet Dog

My name is Pranav. I am eight years old.
I have a pet dog. He is two years old.
His name is Brownie. He has a brown coat.
Brownie likes to play frisbee.
He can jump high to catch frisbee.
Brownie and I play frisbee every day. 

Procedure:

• The teacher reads the passage from the poster pointing word by word.
• Then, the teacher explains the passage in the regional language. 
• The teacher, then, asks a few simple questions.
  • How old is Pranav?
  • Who is Brownie?
  • How old is Brownie?
  • What colour is Brownie?
  • What does Brownie like?

Note to the teacher:

• The teacher must keep the required materials ready.
• It is important for the students to learn to read with comprehension, hence it is necessary to explain the meaning of the passage in regional language.

Key knowledge the child will acquire: Students learn the passage ‘Brownie, My Pet Dog’ and comprehend the meaning.

Poster: Brownie, My pet dog

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 3

Brownie, My Pet Dog – Spot the Words with Letter Blends ‘Pr, Br, and Fr’

Procedure:

• The teacher shows the Passage Poster – Brownie, My Pet Dog!
• The teacher writes the passage on the blackboard prior to the session.
• The teacher reads one sentence at a time (pointing word by word) and explains the meaning in the regional language.
• The teacher asks the students if they can spot the words with letter blends ‘Pr’, ‘Br’ and ‘Fr’ in the passage and gives them some time to search for the words.
• The teacher can ask the students to raise their hands when they spot these words.
• The teacher can call one student at a time to come forward and point to the words.
• Then, the teacher underlines the words Pranav, Brownie, brown, frisbee on the board.

Note to the teacher:

• The teacher can repeat the process of calling students to point to the words on the blackboard many times as repetition will help reinforce the words. 

Key knowledge the child will acquire: Students learn the passage ‘Brownie, My Pet Dog’ and comprehend the meaning.

Refer to the ‘Brownie, My Pet Dog’ poster given in the Day 2 Week 3 of ‘Time and Days’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 4

Reading Comprehension

Brownie, My Pet Dog – Fill in the Blanks

Procedure:

• Following the same process as the previous day, the teacher revises the passage.
• Then, the teacher underlines the words Pranav, Brownie, brown, frisbee on the board.
• The teacher distributes the worksheet – ‘Fill in the Blanks with Pr, Br and Fr’.

Note to the teacher:

• The teacher must remind the students to write the ‘name of the day’ in the space provided on their worksheets. 

Key knowledge the child will acquire: Students will practice the skill of doing  ‘Fill in the blanks’ worksheet.

Worksheet: Fill in the blanks with Pr, Br, and Fr

Worksheet: Fill in the blanks with Pr, Br, and Fr (Enlarged)

Refer to the ‘Brownie, My Pet Dog’ poster given in the Day 2 Week 3 of ‘Time and Days’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 5

Brownie, My Pet Dog – Question and Answer

Procedure:

• Following the same process as the previous day, the teacher revises the passage.
• The teacher distributes the worksheet – ‘Question and Answer’. 

Note to the teacher:
The teacher must remind the students to write the ‘name of the day’ in the space provided on their worksheets. 

Key knowledge the child will acquire: Students will practice the skill doing ‘Answering the questions’ worksheets.

Worksheet: Answer the questions

Worksheet: Answer the questions (Enlarged)

Refer to the ‘Brownie, My Pet Dog’ poster given in the Day 2 Week 3 of ‘Time and Days’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Time and Days’ 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.