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

Day 1

Content:

Story: Better to be safe than sorry!

Karuna’s teacher had taught paper-cutting in class today. “Mother, may I have a pair of scissors and some paper? I want to cut some paper triangles.” Mother gave Karuna some newspaper and scissors. She said, “Be careful Karuna. Don’t cut your fingers!” Karuna cut four triangles and was happy.

“Ouch!” said Karuna. Oh! Something pricked her thigh. Mother said, “Karuna, did you leave the scissors on the bed? Thank God, your thigh is not hurt. But your beautiful skirt has a cut in it!”

That evening Karuna’s parents were baking a cake. Father said, “Karuna, don’t touch the hot oven! Your hand could get burnt.” Suddenly the oven stopped working. Father switched off the oven with a wooden ladle. Oh! The green wire in the plug was burnt.

Mother carefully fixed it back with a screwdriver. She fixed the plug and switched it on using the wooden ladle. Mother smiled! Karuna clapped! Mother said, “It is better to be safe than sorry!”

Later father and Karuna walked to the fruit shop to buy some mangoes. Karuna pulled father’s arm. “Come father, let’s cross the road quickly.” Father said, “No, wait. We shall cross only when the signal goes red and the walking light is on for pedestrians. It is better to be safe than sorry!”

• 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.
  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 ‘Better be safe than sorry’ being narrated by the teacher.
• The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words. 
• The teacher can ask simple questions in English. 
• Students can give the answers in one or two words.
• The teacher uses echo questions to check 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 narrate and learn the importance of ‘Safety’ through a story. 

Storybook: Better to be safe than sorry

Audio: Better to be safe than sorry

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: Better to be safe than sorry

ISL Video: Better to be safe than sorry

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

Day 2

Procedure:

The teacher narrates the story 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 and explain the importance of being safe.
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. ________ wanted to cut some paper triangles
   Ans: Karuna
2. Karuna’s parents were ________________ a cake.
   Ans: baking
3. Father and Karuna walked to the fruit shop to buy ___________.
   Ans: mangoes
4. We should cross the road only when the ________ light is on.
   Ans: signal

Simple Questions: (The children will answer orally)

1. What did Karuna’s teacher teach?
   Ans: She taught them paper cutting.
2. What pricked Karuna’s thigh?
   Ans: The scissor.
3. How did they turn off the oven when it went bad?
   Ans: They used a wooden ladle.
4. When should we cross the road?
   Ans: We should cross the road when the signal light is on for pedestrians.

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

Day 5

Activity time

• The teacher can divide the class into groups and ask them to do a role play of this same story or a similar story relevant to the topic.
• 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 ‘Activity’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Reading and Writing

Reading Comprehension – Story Passage

Better to be safe than sorry!

Karuna’s teacher had taught paper-cutting in class today. At home Karuna wanted to cut some paper triangles, so mother gave her a pair of scissors and some newspaper. Mother asked Karuna to be careful when using the scissors. Karuna cut four triangles and was happy, but she forgot the safety rule and left the scissors on the bed. Luckily it did not hurt her on the thigh, but her beautiful skirt got a cut in it.

Karuna’s parents follow all safety rules. They use a wooden ladle to switch on and off the oven. They always cross the road only when the signal goes green and the pedestrian light comes on. They always follow safety rules because they know that it is better to be safe than sorry!

Day 1, 2 and 3: Vocabulary Building

(teacher, class, taught, paper, cutting, triangles, pair, scissors, gave, some, newspaper, be, careful, using, four, was, happy, forgot, safety, rule, left, luckily, did, hurt, thigh, beautiful, skirt, wooden, ladle, switch, oven, always, cross, road, only, signal, goes, green, pedestrian, light, because, know, better, safe, sorry)

Procedure:

• The teacher writes the short story passage from the story (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: teacher)
• Students will repeat the word ‘teacher’.
• The teacher underlines this word (teacher) written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the words are introduced using 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:

• The teacher must keep the required materials ready.
  • The keyword 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 short story passage on a big chart paper prior to the session

 Key knowledge the child will acquire: Students learn new vocabulary related to the story and their meaning and will be able to better comprehend the story. 

Alphabet card: Keywords

Poster: Story passage – It is better to be safe than sorry!

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

Day 4: Story Passage – Find the Words

Procedure:

• The teacher writes the short story passage from the story (given above) on the blackboard or reads it from the poster pointing word by word.
• The teacher then asks the students to review the story. This will help the teacher understand if the students have understood the story properly or not.
• The teacher, then, tells the students that she/he will shows a flashcard and students must find that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they find 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 understand the story and identify the new vocabulary words.

Worksheet: Find the words and underline them

Worksheet: Find the words and underline them (Enlarged)

Refer to the ‘Story passage – Better to be safe than sorry’ poster and keyword flashcards given in the Day 1 Week 4 of ‘Safety’ Reading and Writing section.

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

Day 5: Answer the questions

1. What did Karuna use to cut the paper?
2. Was Karun careful in using the scissors?
3. What mistake Karuna made when using the scissors?
4. What safety rules her parents follow when switching the oven?
5. Why must we always follow safety rules?

Procedure:

• The teacher must explain that for this work we have to find the correct answers from the story.
• 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 will have a better understanding of the story and learn the skills of copying from the blackboard and answering the questions.

Worksheet: Answer the questions

Worksheet: Answer the questions (Enlarged)

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