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 ‘Profession’ will be reinforced with some additional information through language games, experiential learning, role play, and reading stories are planned for the week to make learning 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.

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related.

Example: As the teacher gives the command ‘Jump with legs out’ he/she can ask, “Who uses a stethoscope?”. The children may say, ‘doctor/nurse’. The teacher can ask another question for the next command. The teacher can keep the necessary flashcards spread out around the classroom for this activity.

Commands:

• Hands on your waist.
• Jump with legs out.
• Jump with legs in. 
• Stand straight.
• Arms up.
• Arms down.
• Sit down on the chair. 

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

Day 1: Main Concept – Revision and Closing Session

• The teacher can discuss with the students about what they have learnt in the topic ‘Profession’.
• The teacher can close the session by reciting the poem learnt in the earlier class. 
• The teacher shows the flashcards of ‘Profession’ as a revision of the topic.

Key knowledge the child will acquire: Children recognise the different professions.

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

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

Day 2 and 3

Language Game – Profession Charades (to be done in two sessions)

Aim: This activity helps children associate specific actions with different professions.

The children will pick up a flashcard from the basket and make a sentence shown in the picture.

Materials Needed:

• Small basket containing the flashcards.
• Flashcards showing various actions/activities involving ‘Profession’.
• The number of flashcards depends upon the number of the students in the class. As many flashcards as the number of children in class can be arranged in the basket.

Procedure:

• The teacher keeps the basket containing the flashcards on her/his table.
• The class can be divided into groups based on the strength.
• A student from one group comes forward and picks the card and must act out the job without speaking.
• The other group members guess the profession and make a sentence.
• The teacher can help the child by prompting him/her with short sentence starters and tell the child to complete the rest of the sentence.
• Example: A few sentence starters can be like:
  1. I am a doctor. I treat the sick.
  2. I grow crops………………….

Note to the teacher:

• The teacher should make sure all children get a chance to participate in the game.
• The teacher also makes sure that students don’t give chorus answers.

Key knowledge the child will acquire: Children learn to identify and make simple sentences in different professions.

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

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

Day 4: Dress-up Day

Aim: To organize a ‘Dress-up Day’ to blend imagination with learning. 

Preparation:

• The teacher can send guidelines to parents one or two weeks in advance. Encourage them to use items they already have rather than buying expensive outfits.
• The teachers can start the day by discussing what different professions are and why they are important.
• Then, let each child walk across a designated stage or area.
• Each child should say a few simple lines:

Example:

• Name: I am dressed up as a [job title].
• Role: I help people by [action, e.g., fixing cars / teaching lessons].
• Tool: I use a [tool, e.g., scissor / marker] to do my job.

Note to the teacher:

• Remind everyone that simple props (like a cardboard badge or a paper hat) are just as effective as full costumes. 
• Ensure the costume is breathable and allow the child to move easily.
• Help the child pick one or two key items that define their job.
  Example:
  1. Doctor: A white shirt and a toy stethoscope.
  2. Chef: An apron and a wooden spoon.

Key knowledge the children learn: This activity makes the event interactive, inclusive, and fun. 

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

Day 5: Game Time – ‘What’s in my Bag?’

Place objects (like a bandage, a wooden block, or a toy plane) in a bag. Have the child pull one out and guess which professional uses it.

Materials required:

• A dark pillowcase /cloth bag 
• bandage, wooden block, toy plane, whistle, paint brush, marker, chalk, polish and brush, etc.

Procedure:

1. The teacher makes children sit in a circle.
2. The children pass the bag around the circle.
3. Each child gets a turn to reach in and pick one object.
4. The child must guess the object and the profession it belongs to.
5. The teacher should make sure all children get a chance to participate in the game.

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

Reading and Writing

Day 1: Opposites – Introduce the concept

Procedure:

• The teacher tells the students that they are going to learn a new concept and writes the words ‘Opposites’ on the blackboard. 
• The teacher tells them the familiar story of ‘Lion and the Mouse’ by showing the poster. After finishing the story, the teacher can ask the students to describe the size of the lion and the mouse. The lion is big while the mouse is small. 
• The teacher explains that things that are totally different from each other are called opposites – like big and small. 
• Then, the teacher can take some familiar objects like a bitter gourd that has a rough surface and a brinjal that has a smooth surface and a stone that is heavy and a feather that is light.
• The teacher can give these objects (in pairs) to the students to touch and feel the texture and weight. 
• Then, the teacher can ask the students to describe each pair.
• After allowing the students to discuss for some time, the teacher can then introduce the words, ‘rough and smooth’ and ‘heavy and light’. 

Note to the teacher:

• The teacher must keep the required materials ready. 
  • Lion and the mouse story poster.
  • Some bitter gourds and brinjals. 
  • Some stones and feathers.

Key knowledge the child will acquire: Students become familiar with the concept of opposites.

Poster: Lion and the mouse story

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

Day 2: Opposites – Learn the concept

Procedure:

• The teacher brings a variety of objects to the class and tells the students that they are going to continue learning the concept of opposites.
• The teacher shows a new long pencil and a used short pencil and explains ‘long’ and ‘short’. 
• The teacher shows a stone/marble and a ball of cotton and explains ‘hard’ and ‘soft’. 
• The teacher shows a clean handkerchief and a dirty handkerchief and explains ‘clean’ and ‘dirty’.
• Then, the teacher calls two students in front, one student to open the door and another student to close the door and explains ‘open’ and ‘close’.
• The teacher calls the next two students in front. He/she asks one of the students to stand and another student to sit on the floor and explains ‘stand up’ and ‘sit down’.
• The teacher calls the next two students in front- one student to act as if he/she is laughing, and another student to act as if he/she is crying and explains ‘laugh’ and ‘cry’.
• The teacher calls the next two students in front- one student to act as if he/she is sleeping, and another student to act as if he/she is waking up from sleep and explains ‘asleep’ and ‘awake’.
• Then, the teacher calls the next pair of students in front, one student stands facing the class, and the other student will stand facing the blackboard. The teacher explains ‘front’ and ‘back’.
• The teacher can then ask these kinds of questions:
  • “What is the opposite of day?”  – Night
  • “What is the opposite of sunrise?” – Sunset
  • “What is the opposite of waking up?” – Sleep

Note to the teacher:

• The teacher must keep the required materials ready- long and short pencils, stone and cotton, clean and dirty handkerchief.
• The activity can be conducted at a slower pace and a good amount of time can be given for discussions. 

Key knowledge the child will acquire: Students understand and learn the concept of opposites.

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

Day 3: Opposites – Reinforce the concept

Procedure:

• The teacher can initiate discussion on what the students understood by the term opposites.
• The teacher can give some time to allow students to explain.
• Then the teacher can explain once more that things that are totally different from each other are called opposites, like big and small.
• Flashcards and the video on ‘Opposites’ can be shown to the children to revise the concept of opposites.
• For every pair of opposites shown in the video, the teacher can pause and allow the students to discuss the details. 
• The teacher distributes the worksheet on opposites.

Note to the teacher:

• If it is not possible to show the video, the teacher can use the flashcards.
• The teacher must watch the video prior to the session and learn how to present the concept.
• All the required materials and the worksheets must be kept ready.
• The activity can be conducted at a slower pace and a good amount of time can be given for discussions. 

Key knowledge the child will acquire: Students will remember some of the words of opposite pairs. 

Vocabulary with Picture Card: Opposites – Reinforce the concept

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: Opposites

ISL Video: Opposites

Worksheet: Opposites

Worksheet: Opposites (Enlarged)

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

Day 4: Connecting position words with the concept of opposites

Procedure:

• The teacher shows videos of some position words (on/under, inside/outside, above/below, in front of/behind, far/near, top/bottom, front/back and up/down) and discusses the concept of opposites.
• The teacher can ask the students if each pair of these words are opposite of each other.
• The teacher can give some time to allow students to discuss /explain what they understand.

Note to the teacher:

• The teacher must watch the video prior to the session and plan how to present the topic.
• The activity can be conducted at a slow pace and a good amount of time can be given for discussions. This will help students understand and remember the concept better. 

Key knowledge the child will acquire: Students will be able to understand and remember the concept of opposite pairs.

Refer to the ‘Position Words’ videos given in the Week 3 Day 2/3/4/5 of the Reading and Writing section of the topic ‘Transport’.

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

Day 5: Reading a simple passage

Look at the boy, the boy has a yellow toy.
The toy is small, the box is big.
The small toy is in the big box.

Procedure:

• The teacher will read a simple passage by showing the flashcards.
• The teacher reads the passage clearly, pointing to each word.
• The students repeat each sentence as the teacher reads.
• The teacher asks the students if they can use a pair of opposite words in this passage.
• The teacher will give time to the students to answer. (big box and small toy)
• The teacher will pin these flashcards on the board.
• Then, the teacher distributes the colouring worksheets.
• The students can be instructed to colour the worksheets slowly and neatly and underline the pair of opposite words. 
• Students will make a small booklet by stapling or tying all the coloured worksheets together.

Note to the teacher:

• The teacher must refer to the LTM flashcard ‘How to make the booklet’ prior to the session and learn the process.
• It is a fun activity, so the teacher could give more time for colouring the worksheets neatly. 
• The teacher can move around the class helping the students staple or tie these worksheets together to make a small booklet for themselves. 
• The teacher has to help the students to make the booklet.
• This activity will help reinforce reading with comprehension therefore the teacher must give enough time for the process of colouring and making booklets.
• Students can complete the colouring work as homework if needed.

Key knowledge the child will acquire: Students will read the simple passage and identify a pair of opposites in the passage. Students will also learn to create a small booklet with a simple reading passage.

Concept card: Reading a simple passage – Boy with a Toy

Flashcards: Making a booklet

Worksheet: Reading a simple passage – Boy with a Toy

Worksheet: Reading a simple passage – Boy with a Toy (Enlarged)

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