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 ‘Friends’ will be reinforced 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 the given detailed asset and LTM Video of Warm-up exercise, given in Week 1 Day 1 of ‘Friends’ topic, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘Friends’ if there are any neuro-diverse children in the class.

Day 1, 2 and 3

Main Concept

Materials required:  Flashcards and a poster

During:

Once all the children are quiet and settled, the teacher starts explaining by showing flash cards how to identify a good friend. The discussions happen in an interactive way and the responses may vary.

Examples:

1. Friends play together.
2. Friends share and care for each other.
3. Friends solve small fights among themselves by saying ‘sorry’ and ‘thank you’.
4. Friends celebrate each other’s success.
5. Friends are kind and loving.
6. Friends are honest and helpful.

• The teacher shows a flashcard of friends playing and says, “Friends are people we like to spend time with.”
• The teacher asks the students, “With whom do you spend your time with?” The student may answer, “Friends.” 
• The teacher explains that a friend listens, shares, and cares for us.
• The teacher also says, “Friends make us smile and help us when we are sad.”
• The teacher shows a flashcard sitting together and talking happily and says, “Friends are special people who make us feel happy.”
• The teacher asks the students, “Who makes us happy?” Children may answer, “Friends make us feel happy.”
• The teacher shows a flashcard of friends having fun with each other and says, “Friends cheer us up when we feel low.”
• The teacher asks, “Who cheers us up when we feel low?” The children may answer, “Friends.”
• The teacher asks, “Where can we find friends?”
• The teacher shows flashcards of friends in school and playground and says, “We can find friends at school, in our classroom or on the playground.”
• The teacher says, “There are some other places where we can find friends. We can find friends in our neighbourhood, family, in the park, in hobby classes. We can find friends at all the places we go.”
• The teacher explains “Friends can be of any age- even our teachers and parents can be our friends.”
• The teacher asks, “What are the activities we do while we are with our friends?”
• Children may answer, “We play, eat, talk, run, study, laugh, and have fun while we are with our friends.”
• The teacher says, “Friends may come from any place, any language or background.”
• The teacher asks, “Can you tell who is a true/best friend?”
• Children may answer, “Best friends help us when we need them.”
• The teacher says, “A true friend helps us when we are in trouble. A true friend is like sunshine- always warm, kind and bright.”

Post-teaching activity: Look at the given poster ‘Friends make us happy’ and answer the below questions: (Answers may vary)

1. How many children can you count in the poster?
   Ans: There are ten children.
2. How many girls and boys are there?
   Ans: There are two girls and eight boys.
3. What are the children doing?
   Ans: The children are playing in the swing, slide, merry-go-round and are running behind butterflies or smelling the flowers.
4. Do you see anyone else in the poster?
   Ans: Yes, there is a man who is taking care of plants.
5. Are there any birds in the picture?
   Ans: Yes, we can see some birds and butterflies.
6. Do the children in this picture look happy? Why?
   Ans: Yes, the children in this picture look happy, as they are enjoying playing with each other.

Poster: Picture Composition – Friends make us happy

Vocabulary with Picture card: Good Friends

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

Day 4

Activity Time – ‘Circle of Gratitude’

The children sit in a circle. The teacher guides them to say one positive quality of the friend sitting next to him/her in the circle. Here’s a sample of the activity and the responses during the activity. (Responses may vary)

• The first child says, “You shared your lunch with me yesterday. Thank you for that!”
• The next child says, “You are welcome, my friend!” to the first child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “You helped me tie my shoe lace, when it got untied while playing in the ground yesterday. Thank you. I would have hurt myself by falling down.”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “You lend me your pencil when I lost mine yesterday. Thank you for that!”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “Thank you for playing with me and making me feel included.”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “I want to say thank you for being there when I was sad.”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “I felt good when you smiled at me. It made my day better. Thank you for that!”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.
• He/she says, “I liked it when you shared your things with me- that made me happy. Thank you for that!”
• The next child says, “You are welcome, my friend!” to the previous child and further says a positive trait of the child sitting next to him in the circle.

In this way, every child participates in the game and it helps the children experience, express, and value true friendship, also building both language and life skills.

• This activity helps promote kindness, empathy and cooperation.
• The children learn to use positive words for their friends.
• It encourages active participation and enhances speaking skills.
• It will be a wonderful reinforcement of moral values through creative expression. 

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

Day 5

Human value song – Do all the good you can

Do all the good you can, 
By all the means you can,
In all the ways you can,
In all the places you can,
At all the times you can,
To all the people you can, 
As long as ever you can.

Note to the teacher:

Children can learn and sing this human value song by showing the given poster and playing the audio file. The teacher may discuss the values expressed in the song and drive home the importance of attending school regularly. Children can also be shown the video of the song.

Poster: Do all the good you can

Audio: Do all the good you can

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: Do all the good you can

ISL Video: Do all the good you can

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

Reading and Writing

Words Starting with Letter Blends (fl, gl, pl, sl)

Day 1

Introducing the Letter Blends ‘fl’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the letter blend sound ‘fl’.
• The teacher plays the video or shows the picture flashcards of ‘fl’ words. (fly, flag, flute, flower)
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the starting letters ‘fl’ and its sound. 
• The teacher must encourage the students to repeat these words, (fly, flag, flute, flower) emphasising the sound ‘fl’. 
• The teacher then distributes the worksheet. 

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘fl’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘fl’.

Vocabulary with Picture Card: Blends words

Worksheet: Letter blends ‘fl’ words colouring sheet

Worksheet: Letter blends ‘fl’ words colouring sheet (Enlarged)

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: Letter blends ‘fl’ words

ISL Video: Letter blends ‘fl’ words

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

Day 2

Introducing the Letter Blends ‘gl’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the letter blend sound ‘gl’.
• The teacher plays the video or shows the picture flashcards of ‘gl’ words, (glue, gloves, glass, globe).
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the starting letters ‘gl’ and its sound. 
• The teacher must encourage the students to repeat these words (glue, glass etc.) emphasising the sound ‘gl’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘gl’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘gl’.

Worksheet: Letter blends ‘gl’ words colouring sheet

Worksheet: Letter blends ‘gl’ words colouring sheet (Enlarged)

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: Letter blends ‘gl’ words

ISL Video: Letter blends ‘gl’ words

Refer to the ‘Blend words’ flashcards given from Week 2 Day 1 of ‘Friends’ Reading and Writing segment.

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

Day 3

Introducing the Letter Blends ‘pl’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the letter blend sound ‘pl’.
• The teacher plays the video or shows the picture flashcards of ‘pl’ words, (play, plus, plug, plane).
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the starting letters ‘pl’ and its sound. 
• The teacher must encourage the students to repeat these words (play, plus etc.) emphasising the sound ‘pl’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘pl’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘pl’.

Worksheet: Letter blends ‘pl’ words colouring sheet

Worksheet: Letter blends ‘pl’ words colouring sheet (Enlarged)

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: Letter blends ‘pl’ words

ISL Video: Letter blends ‘pl’ words

Refer to the ‘Blend words’ flashcards given from Week 2 Day 1 of ‘Friends’ Reading and Writing segment.

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

Day 4

Introducing the Letter Blends ‘sl’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the letter blend sound ‘sl’.
• The teacher plays the video or shows the picture flashcards of ‘sl’ words (slide, sleep, slice sloth).
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the starting letters ‘sl’ and its sound. 
• The teacher must encourage the students to repeat these words (sleep, slide etc.) emphasising the sound ‘sl’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘sl’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘sl’.

Worksheet: Letter blends ‘sl’ words colouring sheet

Worksheet: Letter blends ‘sl’ words colouring sheet (Enlarged)

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: Letter blends ‘sl’ words

ISL Video: Letter blends ‘sl’ words

Refer to the ‘Blend words’ flashcards given from Week 2 Day 1 of ‘Friends’ Reading and Writing segment.

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

Day 5

Revision – Words Starting with Letter Blends – ‘fl’, ‘pl’, ‘gl’, ‘sl’ 

Procedure:

• The teacher explains that they are going to revise the words starting with letter blend sounds ‘fl’, ‘pl’, ‘gl’, and ‘sl’.
• 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, flag or plug), 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 revision worksheet.

Note to the teacher:

• The teacher must keep the required materials (flashcards and worksheets) ready.
• The videos can be shown once again if possible.

Key knowledge the child will acquire: Students learn a few words starting with letter blends sounds fl, gl, pl, sl.

Worksheet: Letter blends ‘fl’, ‘gl’, ‘pl’, and ‘sl’ – Revision worksheet

Worksheet: Letter blends ‘fl’, ‘gl’, ‘pl’, and ‘sl’ – Revision worksheet (Enlarged)

Refer to the ‘Blend words’ flashcards given from Week 2 Day 1 of ‘Friends’ Reading and Writing segment.

Refer to the ‘Letter blends words’ flashcards given from Week 2 Day 1, 2, 3, 4 of ‘Friends’ Reading and Writing segment.

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.

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.