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.

Storytelling, comprehension of the story, conversation and simple questions and answers, introduction of vocabulary building, story passage activity, crossword puzzle, and answer the questions are planned for this week.

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

Day 1

Story: When I grow up!

Mahima’s father is a lawyer. He works in the High Court. Mahima’s mother is a teacher. She teaches Maths to children of Class 2. Mahima’s uncle is a government officer. The aunty who lives across the road, is an engineer. She designs roads and bridges.

One day, Mahima had fever, so her mother had to take her to the family doctor. The doctor checked Mahima with his stethoscope. He gave some medicine and Mahima felt better. Mahima’s sister Poornima, wants to become a doctor. Mahima on the other hand wants to be a lawyer, just like her father.

One day, Mahima’s father had to go to Mumbai. Mahima asked, “Father, Mumbai is very far away. How many days will it take to reach there?” Father smiled and replied, “It will take me only one hour and thirty minutes to reach Mumbai, because I will go in an aeroplane.”

Mahima asked curiously, “Father, will you drive the aeroplane?” Father laughed and said, “No my child. A pilot shall fly the aeroplane, I’m only the passenger. And do not worry, I will be back in two days.” Mahima asked, “Father, what will you eat if you are hungry in the aeroplane?” Father replied, “I’ll be given food and water in the aeroplane by an airhostess.” Mahima was happy with this reply and continued to read her book. 

Children, what would you like to be when you grow up?

• Story session can be done over a period of one week: 
  1. The teacher shows the animated book of the story.
  2. The teacher tells the story in his/her own voice with the use of posters.
  3. The teacher can tell the story with pauses which can be filled with proper words by the children.
  4. The teacher can ask simple questions to check if the children have understood the story.

Note to the teacher:

• Before starting the story, the teacher may arrange the seating of children in class in such a way that she/he may be able to maintain eye contact with all of them. 
• Once the children are settled, they listen to the story ‘When I grow up!’ being narrated by the teacher.
• The teacher can ask simple questions in English. 
• Students can give the answers in one or two words (accept answers in the regional language). 
• The teacher uses echo questions to check the understanding. 
• The teacher uses a rising tone at the end of the question when asking a question.

Key knowledge the child will acquire: Children are able to identify the different professions through a story. 

Storybook: When I grow up!

Audio: When I grow up!

Click and watch the animated storybook. This animated storybook is to be shown to the children in the class. For the children with low vision the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: When I grow up!

ISL Video: When I grow up!

The teacher shows the animated book of the story and makes the children familiar with the characters in the story.

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

Procedure:

The teacher narrates the story with the use of posters in his/her own voice in English.

Then, he/she translates it to a regional language, to catch the attention and interest of the children. The teacher can narrate the story with proper voice modulation.

The teacher may use the animated storybook and audio storybook as aids.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1). 

Day 3

The teacher can tell the story line by line in English. Children listen with comprehension when the story is told.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1).

Day 4

Fill in the blanks with words from the story: (The children will answer orally)

1. Mahima’s father is a ________ in the high court.
   Ans: lawyer
2. An ________________ builds roads and bridges..
   Ans: engineer
3. A ___________ flies the airplane.
   Ans: pilot
4. ________ wants to be a doctor.
   Ans: Poornima

Simple Questions: 

1. Who is a lawyer?
   Ans: Mahima’s father is a lawyer.
2. Where do lawyers work?
   Ans: They work in a court.
3. How did Mahima’s father travel?
   Ans: He travelled by aeroplane.
4. Who drives an aeroplane?
   Ans: A pilot drives an aeroplane.
5. Who serves food and water in the aeroplane?
   Ans: An airhostess.

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

Follow up activity

• The teacher can divide the class into groups and ask them to do a role play of this same story.
• The teacher can ask the children to retell the story at the end of the class. That will be a reinforcement of the gist of the topic taught. 

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

Reading and Writing

Reading Comprehension – Story Passage

When I grow up!

One day Mahima had a fever, so mother took her to see a doctor. The doctor checked Mahima with a stethoscope. He gave her some medicine. Mahima felt better. Mahima’s sister Poornima wants to become a doctor. Mahima wants to be a lawyer like her father.

One day Mahima’s father had to go to Mumbai. She thought that he would drive an aeroplane, but he explained that we do not drive, but fly an aeroplane, and only professional pilots are allowed to fly an aeroplane. Mahima was worried about what he would eat in the airplane as there are no shops in the sky. Her father smiled and explained that an airhostess would serve food and water when travelling in an aeroplane.

Day 1 and 2

Vocabulary Building (fever, doctor, took, checked, stethoscope, medicine, felt, better, like, become, be, lawyer, Mumbai, thought, would, aeroplane, explained, fly, sky, professional, pilot, allowed, worried, shop)

Procedure:

• The teacher writes the short story passage (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first keyword flashcard and reads the word. (example: fever)
• Students will repeat the word ‘fever’.
• The teacher underlines this word (fever) written on the blackboard and explains the meaning of the word.
• Following the same process, all the words are introduced using keyword flashcards.
• These word flashcards can be pinned on the class bulletin board.
• Then, the teacher calls one student in front to pick a 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 students read and point at the correct word. 
• The teacher may also write this word on the side of the blackboard.
• This process can be repeated until all the students get a chance to read and identify the words.

Note to the teacher:

• If it is not possible to write the story passage on the board during the class, the teacher can write it on a big chart paper prior to the session.
• The teacher must keep the required materials ready. 
  • The word flashcards 
  • A basket with several small chits with one of these words written in each chit
  • If poster is not available, the teacher can write the excerpt on a big chart paper prior to the session

Key knowledge the child will acquire: Students learn new vocabulary related to the story through a short passage.

Alphabet card: Story passage – Key words

Poster: Story passage – When I grew up!

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 3: Story Passage – Find the Words

Procedure:

• The teacher writes the short story passage (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher encourages the students to review the story to ensure they have understood the story well.
• Using the flashcards, the teacher revises all the ‘vocabulary building’ words from the previous two days.
• The teacher, then, tells the students that she/he will show a flashcard and students must spot that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they spot these words.
• 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 ‘Find the words and underline them’.
• Students must underline these words on their worksheet by looking at the blackboard.

Note to the teacher:

• If it is not possible to write the story passage on the board during the class, the teacher can write it on a big chart paper prior to the session.
• The teacher must move around the classroom to help the students complete the worksheet.

Key knowledge the child will acquire: Students will be able to identify the new vocabulary words.

Worksheet: Story Passage – Find the words and underline them

Worksheet: Story Passage – Find the words and underline them (Enlarged)

Refer to the ‘Story passage- When I grow up!’ poster and keyword flashcards given in the Day 1 Week 4 of ‘Profession’ Reading and Writing section.

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 4

Crossword Puzzle – Find the hidden words (doctor, engineer, lawyer, nurse, teacher, firefighter, police officer, artist, sportsman)

Procedure:

• The teacher revises the ‘Profession’ using the flashcards. 
• The teacher, then, distributes the crossword puzzle worksheet to identify the action words.
• Using one of the worksheets, the teacher can demonstrate how to complete the crossword puzzle.
• The students must refer to the words written on the blackboard and complete the crossword puzzle worksheet.

Note to the teacher:

• The teacher has to keep all the required materials ready.
• The teacher has to ensure she/he solves the crossword puzzle prior to the session.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key knowledge the child will acquire: Students learn to read and identify a few more action words.

Worksheet: Story Passage – Crossword puzzle ‘Find the Hidden Words’

Worksheet: Story Passage – Crossword puzzle ‘Find the Hidden Words’ (Enlarged)

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 5: Answer the Questions

1. Why did mother take Mahima to the doctor?
2. What did the doctor do with the stethoscope?
3. What does Poornima want to become when she grows up?
4. Who can fly aeroplanes?
5. Who serves food and water in the airplane?

Procedure:

• The teacher must explain that for this work we have to find the answers from the story excerpt given and write the full sentence.
• The teacher distributes the worksheets.
• The teacher writes the first question on the blackboard. 
• The teacher reads the question and asks the students to answer the question orally. 
• The teacher writes the answer right below the question.
• The students will copy the answer from the blackboard.
• Then, the teacher writes the second question.
• The procedure is followed until all the questions are answered on the blackboard. 
• The students complete the worksheet as shown.

Note to the teacher:

• The teacher may ask the students to answer the questions individually or as a group.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key knowledge the child will acquire: Students learn the skills of copying from the blackboard and answering the questions.

Worksheet: Story Passage – Answer the questions

Worksheet: Story Passage – Answer the questions (Enlarged)

Refer to the ‘LSRW’ 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.