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 ‘Games’ will be reinforced with some additional information about different indoor and outdoor games. This will be done through conversation, questions and answers, fun activities and interesting games.

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 ‘Games’ if there are any neuro-diverse children in the class.

Day 1

Main Concept – Indoor Games

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

Carrom:

• The teacher shows a flashcard where four children are sitting and playing carrom board and says, “Carrom is a board game where you flick discs into the pockets using a striker.”
• The teacher asks the students, “In which board game do we flick discs into the pockets using a striker?” Students answer, “Carrom.”

Chess:

• The teacher shows a flashcard where two children are playing chess and says, “Chess is a game which makes you think and plan your moves to checkmate the ‘king’.”
• The teacher asks the students, “Which game makes you think and plan your moves to checkmate the ‘king’?” Students answer, “Chess.”

Checkers:

• The teacher shows a flashcard where two children are playing checkers and says, “Checkers is a board game where you move pieces diagonally and try to capture the other player’s pieces.”
• The teacher asks, “Can you name the board game where you move pieces diagonally and try to capture the other player’s pieces?” Students answer, “Checkers.” 

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: Indoor games

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

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

Day 2

Main Concept – Indoor Games (continued)

The teacher revises the topic done on Day 1 and introduces a few other indoor games.

Board Games –

Ludo:

• The teacher shows a flashcard of a board game- Ludo, and asks children, “What game is it?” Children may reply, “Ludo.”
• The teacher asks, “Is this an indoor or outdoor game?” Children answer, “It is an indoor game.”
• The teacher explains, “Ludo is a board game where you move your coloured tokens by rolling a dice and try to reach home first.”

Snakes and Ladders:

• The teacher shows a flashcard of another board game ‘Snakes and Ladders’ and asks the children, “What game is this?” 
• The teacher can accept the answer in the local language also. For example, in Hindi it is ‘Samp Seedi’ and in Kannada it is ‘Havu Eni’ in Tamil ‘Paramapadam’.
• The teacher asks, “Is this an outdoor game?” Children may answer, “No, it is an indoor game.” 
• The teacher again asks, “Have you played this game?” Students may answer, “Yes/No.”
• The teacher explains that ‘Snakes and Ladders’ is an indoor game. We climb ladders and slide down snakes while trying to reach the last number on the board.  

Post teaching activity: Quiz

1. We climb ladders and slide down snakes.
2. A board game where you move pieces diagonally.
3. Played on a board with coins and a striker.
4. A thinking game with black and white pieces.
5. You need dice and tokens to play this board game.

Answers: Snakes and ladders, Checkers, Carrom, Chess, Ludo.

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

Refer to the ‘Indoor Games’ video given in the Week 2 Day 1 of Listening and Speaking section of the topic ‘Games’.

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

Day 3

Main Concept – Outdoor Games

The teacher starts showing the flashcards of different outdoor games, one at a time, and explains its functions.

Cricket:

• The teacher shows a flash card of the children playing cricket and says, “Cricket is a bat-and-ball game where one team bats and the other bowls. He/she says that the goal is to score more runs.”
• The teacher asks, “Name the famous bat and ball game in which one team bats and other team bowls. This game is famous in many countries.” Students answer, “Cricket.” 

Football:

• The teacher shows a flashcard of children playing football and says, “Football is a game where players kick the ball and try to score goals in the other team’s net.”
• The teacher asks, “In which game is a ball kicked into a net to score goals?” Students answer, “Football.” 

Hide-and-Seek:

• The teacher shows a flashcard of children playing hide-and-seek and says, “In this game one child closes his/her eyes and counts while other children hide. Then, the child who closes his/ her eyes tries to find his/her friends, who are hiding.”
• The teacher asks, “In which game one child is the finder and other children hide?” Students answer, “Hide-and-seek.” 

Post teaching activity: Matching activity indoor vs outdoor games

The teacher keeps two boxes named- Indoor and Outdoor, so that the children will put the flashcards in the right box.

Preparation:

The teacher keeps two boxes – one box will be marked ‘Outdoor games’ and the other one will be marked as ‘Indoor games’.

Procedure: (The teacher keeps all the flash cards of the games ready)

• The teacher can draw on the blackboard or show a flashcard of any game – indoor or outdoor game.
• The teacher calls one student at a time.
• The teacher names the game or shows a flash card and asks the children to pick the ‘game card’ from the table.
• The child will place the flashcard in the right box. (indoor / outdoor)
• The teacher says, “Cricket is a……”
• The teacher will repeat the process till all children get a chance.

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: Outdoor games

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

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

Day 4

Main Concept – Outdoor Games (continued)

The teacher revises the topic done on Day 3 and introduces a few other outdoor games.

Materials required:  Some real objects like football, a bat, four-in-one board game, carrom board and coins, chess board and coins, checker board and coins, skipping rope etc.

Skipping:

• The teacher shows a flash card of one child skipping and asks, “What is the child doing?” Students answer, “This child is skipping.”
• The teacher explains that it is basically an outdoor game but it can be played indoors if the room is big. In this game we jump over a rope while swinging it over our head and under our feet.

Kho-Kho:

• The teacher shows a flash card of children sitting in a row and some children standing and asks, “Do you know which outdoor game is this?” 
• Students may answer, “I don’t know.” or “We have seen this game but don’t know the name.”
• The teacher explains that this game is called ‘Kho-Kho’ and it is played as an outdoor game. One team member chases and tags the running players of the other team by touching and calling out ‘Kho-Kho’.”

Post teaching activity (Identify the game and tell how it is played briefly)

The teacher can accept different answers and allow children to express themselves.

Procedure:

1. The teacher keeps the flashcards ready and also keeps a few real objects like football, a bat, four-in-one board game, carrom board and coins, chess board and coins, checker board and coins, skipping rope etc.
2. The teacher divides the class into two/three groups depending on the strength of the class.
3. The teacher shows the flashcard/real objects, and asks one group to identify and give its details.

For example:

• The teacher shows a cricket bat and ball to the first group and asks, “What game do you play with it?” Children may answer, “Cricket.” The teacher can continue, “Is it an indoor or outdoor game?” Children may answer, “It is an outdoor game.”
• The teacher calls the next group to come forward and shows a flashcard of the carrom board and asks, “What game is it?” Children may answer, “Carrom board.”

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

Refer to the ‘Outdoor Games’ video given in the Week 2 Day 3 of Listening and Speaking section of the topic ‘Games’.

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

Day 5

Game Time: Memory Game

This is an interactive activity that will help the children to remember what they picked up first and try to match it by picking up another card containing the same picture.

Note to the teacher:

1. The teacher will keep all the materials ready to do the activity. 
2. The teacher will make sure that all the children get a chance to participate in the activity. 
3. The students should follow instructions and maintain discipline.

Materials:
Individual flashcards of different items for matching (two sets of similar cards)

Procedure:

• The different flashcards are placed on the table.
• Children are divided into groups of five or six.
• Each group will play with their team members.
• One child from a group will come forward with a card and try to match it by picking up a card placed on the table. If he doesn’t get the matching card, he will place it at the same place and the chance passes to another child in the group.
• Once all members in Group 1 get their chance, the game passes on to another group.
• The teacher will maintain a ‘Points table’ scored by each group.
• The group scoring the highest points wins the game.

Key knowledge the child will acquire: The game develops memory and identification skills.

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

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

Reading and Writing

Day 1

Introduce the Concept – One and Many 

Procedure:

• The teacher must watch the video ‘One and Many’ prior to the session to learn how to introduce the concepts.
• Using the same procedure as shown in the video, the teacher must show some common objects to the students and introduce the concept in regional language.
• Some common objects that the teacher can show are: – (book/books, pencil/pencils, chalk/chalks, pen/pens, crayon/crayons)
• Then, the teacher can show the flashcards and explain the concept further in regional language.

Note to the teacher:

• The teacher must watch the video prior to the session and learn how to introduce the session.
• The teacher can show the video to the children to make the concept clear.
• If it is not possible to show the video, the teacher may use flashcards only.
• The teacher must keep the required materials ready 
  • Objects (books, pens, pencils, chalks, crayons)
  • Flashcards 

Key knowledge the child will acquire: Students become familiar with the concept of one and many. 

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: One and Many

ISL Video: One and Many

Vocabulary with Picture card: One and Many

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

Day 2

One and many – Writing ‘s’ for Many

Procedure:

• The teacher calls one student to come and stand to her right-hand side and explains this is ‘one’ student.
• The teacher writes the word ‘One’ on the board.
• Then, the teacher calls three or four students to come and stand to her left-hand side and explains that more than one is called ‘Many’ students.
• The teacher writes the word ‘Many’ on the blackboard.
• To reinforce the concept further, the teacher divides the students into 5 groups, with 5-6 students in each group. 
• The teacher asks each group of students to collect one of these items. 
  • Group 1 has to collect 5 pencils
  • Group 2 has to collect 5 bags
  • Group 3 has to collect 5 books
  • Group 4 has to collect 5 crayons
  • Group 5 has to collect 5 chalk pieces
• While the students are busy collecting the items, the teacher draws a tabular column on the blackboard and writes ‘One’ and Many as shown below:

One	Many

• The teacher calls one student (holding one pencil) to come and stand to her right-hand side. 
• Then the teacher counts ‘one pencil’ and writes the word ‘pencil’ under the column ‘One’.
• Then she asks four students (holding one pencil each) to come and stand to her left-hand side and counts the number of pencils and writes ‘pencils’ under the column ‘Many’.
• Following the same process, the teacher calls the rest of the groups and writes the words in the tabular column as shown. 
• The teacher explains that where there are many items we must write the letter ‘s’ as shown on the blackboard.
• The teacher emphasises the letter  ‘s’ with a different colour. 

One	Many
pencil	pencils
crayons	crayons
book	books
bag	bags
chalk	chalks

• The teacher distributes the worksheet ‘Circle One or Many’.

Note to the teacher:

• The teacher must keep the required materials ready.
• The teacher must watch the video prior to the session and learn how to introduce the session.
• The teacher can show the video to the children to make the concept clear.
• If it is not possible to show the video, the teacher may use flashcards only.

Key knowledge the child will acquire: Students learn the concept of one and many. 

Worksheet: Circle One or Many

Worksheet: Circle One or Many (Enlarged)

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

Day 3

Using ‘This’ and ‘That’ in a Simple Sentence

Procedure:

• The teacher must watch the ‘This and That’ video prior to the session to learn how to introduce the concept. 
• The teacher shows the picture flashcards of simple sentences using ‘This’ and ‘That’.
• The teacher reads the sentences,
  • This is a tap.
  • This is a cap.
  • That is a cat.
  • That is a rat.
  • This is a can.
  • That is a rod.
• The teacher shows the flashcard to explain how the girl and boy are pointing to the objects close by and far away.
• The teacher then explains when anything is close to us, we say this and if anything is far away from us, we say that.
• To explain the concept further, the teacher tells all the students to point to the door and say, “That is a door”.
• Then, the teacher tells the students to hold their pencils in their hand and say, “This is a pencil”. 
• This process can be used to point to various other objects (bag, blackboard, table, fan, chair, book etc) and repeat ‘This’ and ‘That’ sentences.
• The teacher may show the video to explain the use of ‘This’ and ‘That’ further.

Note to the teacher:

• The teacher must keep the required materials ready.
• The teacher must watch the video prior to the session and learn how to introduce the session.
• The teacher can show the video to the children to make the concept clear.
• If it is not possible to show the video, the teacher may use flashcards only.

Key knowledge the child will acquire: Students will become familiar with the usage of ‘This’ and ‘That’ in a simple sentence.

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: This and That

ISL Video: This and That

Vocabulary with Picture card: This and That

Worksheet: This and That

Worksheet: This and That (Enlarged)

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

Day 4

Introduce the Concept – This and These

Procedure:

• The teacher asks the students if they remember when we say ‘this’ and ‘that’.
• The teacher must give some time to the students to discuss, answer and recollect the concept. 
• The teacher then asks, “What do we say when the object is close to us and we can touch it?”
• The students may answer ‘this’. 
• The teacher then explains when we are showing only one object, one person or one animal that is close by and we can touch them, we say ‘this’, but when we are showing many objects, many people or many animals that are close by and we can touch them, we say ‘these’. 
• To explain the concept further, the teacher takes one book in one hand and says, “This is a book.”  
• Then, he/she takes three books into the other hand and says, “These are books.” 
• The teacher writes the words ‘This’ and ‘These’ on the blackboard.
• The teacher repeats the same process with a few more objects such as pencils, erasers, pens, chalks etc.
• To explain the concept further, the teacher may use flashcards.

Note to the teacher:

• The teacher must keep the required materials ready.
• The teacher must watch the ‘This and These’ video prior to the session to learn how to introduce the concept. 
• The teacher can show the video to the children to make the concept clear.
• If it is not possible to show the video, the teacher may use flashcards only.
• The teacher must give a lot of time to the students to explore the concept with various objects.

Key knowledge the child will acquire: Students will become familiar with the usage of ‘This’ and ‘These’.

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: This and These

ISL Video: This and These

Vocabulary with Picture card: This and These

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

Day 5

Revise the Concept – This and These

Procedure:

• The teacher may show the video to revise the concept.  
• Then the teacher distributes the worksheet.

Note to the teacher:
If it is not possible to show the video, the teacher must revise using the real objects found in and around the classroom or by using flashcards. 

Key knowledge the child will acquire: Students will become more familiar with the usage of ‘This’ and ‘These’.

Worksheet: This and These

Worksheet: This and These (Enlarged)

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