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 will be introduced through poem, conversations, questions and answers and fun activities.

Listening and Speaking

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):

• Raise your hands up.
• Sway side to side.
• Walk four steps forward.
• Walk four steps backward.
• Turn around.
• Stand straight.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Raise your hands up, sway side to side, walk four steps forward, walk four steps backward, turn around, stand straight) 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)
• The student gives the commands and other children listen and do the actions.
• The 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 to the whole class 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. The teacher helps and supports children who have difficulty turning around.
2. Children can be made to stand in arms distance from each other.
3. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should stand.

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 warm up activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. The teacher ensures 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 video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Warm up exercise

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

The teacher can introduce the topic on ‘Games’ by emphasising the importance of the different types of games. Then, the teacher begins the topic with the given poem.

Poem

Note to the teacher: 
The teacher can make the children learn the poem by showing the poster and reading the poem line by line and explaining it. The teacher also plays the audio and recites the poem.

Introduction:

• The teacher begins the class by saying, “Let us learn to recite a poem – ‘Play time now’.

Content of the poem: Play time now

So many games we can play,
To pass the time in a day.

Outside, we play hide-and-seek,
We search for friends without a peek.
Cricket is fun, we win or lose,
A bat and ball are what we use.

Chess and Ludo are indoor games,
We move the pieces and enjoy the same.

Carrom, we play on a board,
Two or four of us, when we are bored.

Indoors or outdoors, we love to play,
To pass the time in a day.

Follow up activity:

The teacher asks a few questions based on the poem that the students have learnt.  She also shows flashcards of indoor/outdoor games.

1. Find rhyming words from the poem:
   • seek-peek
   • wood-good
   • game-same 

2. Answer the following questions:

1. How do we play hide-and-seek?
   Answer: One child closes the eyes, counts while other children hide and tries to find the children who are hiding.
2. What is required to play cricket?
   Answer: For playing cricket we need a bat and a ball.
3.  Name a few indoor games.
   Answer: Carrom, Chess, and Ludo.
4. What is the carrom board made of?
   Answer: The board is made of wood.
5. Why do we play games?
   Answer: We play to enjoy and pass the time in a day. (Answers may vary)

Note to the teacher:

1. The teacher shows the poster and recites the poem and asks the children to repeat.
2. The teacher keeps flashcards of the games ready.
3. The teacher will show the poster and then show the picture cards of games.
4. Children listen keenly and repeat the names after the teacher.
5. The teacher plays the audio of the poem. Then, encourage the children to recite it.

Key skill/knowledge the child will acquire: Children learn to recite the poem and identify different types of games.

Concept cards: Game we play

Poster: Play time now

Audio: Play time now

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

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

Note to the teacher:

Refer to the Poster and Audio of the poem ‘Play time now’ from the given Digital Assets of ‘Games’ Week 1 Day 1.

Day 3

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

Note to the teacher:

Refer to the Poster and Audio of the poem ‘Play time now’ from the given Digital Assets of ‘Games’ Week 1 Day 1.

Day 4

Conversation Circle

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

1. Name two games which are played indoors.
   Answer: Carrom and Chess are played indoors.
2. What are the two items needed to play cricket?
   Answer: We need a bat and a ball to play cricket.
3. What are the games you play outside? Name any two.
   Answer: Games that we play outdoors are hide and seek, football, cricket, basketball, kho- kho. 
4. Where do we play games on a rainy day – indoors or outdoors?
   Answer: Indoor Games. 
5. Name two outdoor games that make you run a lot.
   Answer: Running race or football.
6. What games do you like to play outside with your friends?
   (The teacher can accept any relevant answer from students)

Note to the teacher:

Step 1: The teacher introduces the first question: “Name two games that are played indoors.”

He/she says, “Carrom and Chess are played indoors.”

The teacher then asks the child sitting next to him/her, “Name two games that are played indoors.”

The child may reply with one or two options, ‘Carrom/Chess’. (The teacher may accept other answers too) Now, this child asks the child sitting next to him/her, “Name two games that are played indoors.” and the conversation continues until all the children ask and respond.

Step 2:  The teacher introduces the next question: “What are the two items needed to play cricket?”

He/she says, “We need a bat and a ball to play cricket.”

The teacher asks the child sitting next to her/him, “What are the two items needed to play cricket?”

The child says, “We need a bat and a ball to play cricket.” The circle time continues until all the children ask and respond.

Step 3: The teacher introduces the next question: “What are the games that you play outside? Name any two.”

He/she says, “Games that we play outdoors are cricket and football.” (The teacher may accept other answers too)

The teacher asks the child sitting next to her/him, “What are the games that you play outside? Name any two.”

The child may reply with one or two options, ‘cricket/football’. The circle time continues until all the children ask and respond.

Step 4: The teacher introduces the next question: “Which game do you play on a rainy day – indoor or outdoor?”

He/she says, “Indoor Games.”

The teacher asks the child sitting next to him/her, “Which game do you play on a rainy day – indoor or outdoor?”

The child says, “Indoor Games.” The circle time continues until all the children ask and respond.

Step 5: The teacher introduces the next question: “Which outdoor game makes you run a lot?”

He/she says, “Running race or football”.

The teacher asks the child sitting next to him/her, “Which outdoor game makes you run a lot?”

The child may reply ‘running and catching’. The teacher may accept other answers also like Kho-Kho, Hockey, Football.

The circle continues until all the children ask and respond.

Step 6: The teacher introduces the next question: “What games do you like to play outside with your friends?”

He/she says, “I play cricket with my friends.”

The teacher asks the child sitting next to him/her, “What games do you like to play outside with your friends?”

The child says, “I play hide-and-seek with my friends.”

The circle continues until all the children ask and respond. (The teacher may accept varied answers from children for this question)

Note to the teacher:

• The circle time continues till all get a chance to ask and respond.     
• The teacher allows the natural flow of conversation going.
• If a student doesn’t know the answer, the question passes to the next student.
• There should be no chorus answers.

Key knowledge the child will acquire: Children learn to identify and understand what are the games which are played indoors and the ones that are played outdoors.

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

Main Concept – Know the games played indoor and outdoor

Content:
The teacher begins with the topic ‘Games played indoor and outdoor’.

• The teacher will keep the necessary flashcards of indoor and outdoor games ready in a basket.
• The teacher will ask the children to sit down comfortably.
• The teacher will introduce the games that are played indoors and games that are played outdoors by making the students watch a demonstrative video. The teacher will then start showing flashcards, one at a time, and explain whether it is an indoor game or outdoor game.

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: Indoor and Outdoor games

ISL Video: Indoor and Outdoor 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.

Reading and Writing

Day 1

Learn the Keywords (many, games, play, pass, time, day, outside, hide, seek, search, friends, without, peek)

So many games we can play,
To pass the time in a day.
Outside, we play hide-and-seek,
We search for friends without a peek.

Procedure:

• The teacher writes the first part of the poem on the blackboard and reads it pointing word by word. 
• The teacher shows the first keyword flashcard and reads the word. (example, many)
• Students will repeat the word ‘many’.
• The teacher underlines this word on the poem written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the remaining keywords are introduced.
• These flashcards can be pinned on the class bulletin.
• Then, the teacher calls one student in front to pick a keyword chit from the basket of chits.
• The student must read the word from the chit and then point at that word on the blackboard.
• The teacher may have to help the student read and point at the correct word. 
• This process can be repeated until all the students get a chance to pick a keyword chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready:
  • The keywords flashcards 
  • A basket with several small chits with one keyword written in each chit.

Key knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Alphabet card: Keywords

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

Learn the Keywords (Cricket, fun, win, lose, bat, ball, use, Chess, Ludo, indoor, move, pieces, enjoy, same)

Cricket is fun, we win or lose,
A bat and ball are what we use.
Chess and Ludo are indoor games,
We move the pieces and enjoy the same. 

Procedure:

• The teacher writes the second part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in the Week 1 Day 1 of Reading and Writing 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

Learn the Keywords (Carrom, play, board, bored, outdoors, indoors, love, play, pass, time, day)

Carrom, we play on the board,
Two or four of us, when we are bored.
Indoors or outdoors, we love to play,
To pass the time in a day.

Procedure:

• The teacher writes the next part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skill.

Refer to the ‘Keywords’ flashcards given in the Week 1 Day 1 of Reading and Writing 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 4

Find the Words (games, play, hide, seek, cricket, chess, indoor, outdoor, carrom, board)

Procedure:

• The students listen to the audio of the poem ‘Play time now!’.
• The students recite the poem by looking at the poem poster.
• Using the flashcards, the teacher revises all the ‘keywords’ words from the previous three days.
• The teacher then shows a flashcard and students have to spot that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they spot these words.
• Then, the teacher can call a few students to come forward and point to the words.
• Then, the teacher underlines these words on the board.
• The teacher distributes the worksheet.
• Students have to underline these words on their worksheet by looking at the blackboard.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The ‘Play time now’ poster and audio.
  • The worksheet ‘Find the Words’.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills. 

Worksheet: Find the words

Worksheet: Find the words (Enlarged)

Refer to the ‘Keywords’ flashcards given in the Week 1 Day 1 of Reading and Writing section of the topic ‘Games’.

Refer to the ‘Play it now’ poem poster and audio 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 5

Crossword Puzzle – (games, play, hide, seek, cricket, chess, indoor, outdoor, carrom, board)

Procedure:

1. The students listen to the audio of the poem ‘Play time now!’.
2. The students recite the poem by looking at the poster.
3. The teacher distributes the worksheet ‘Crossword Puzzle’
4. Using one of the worksheets (A3 size), the teacher can demonstrate how to complete the crossword puzzle.
5. The teacher moves around the classroom to help the students to complete the crossword puzzle. 

Note to the teacher:

• The teacher must solve a ‘crossword puzzle’ worksheet prior to the session.
• The teacher must keep the required worksheet ready. 
• The teacher must explain how the crossword puzzle has to be solved by demonstrating the process to the students.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Worksheet: Crossword puzzle

Worksheet: Crossword puzzle (Enlarged)

Refer to the ‘Play it now’ poem poster and audio 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.

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.