Family and Friends

Chapter 1

A Note to Teachers about this Teacher Resource Document

Please find the Teacher Resource Document (TRD) provided as an additional resource alongside the Textbook for Chapter 1 – ‘Family and Friends’. These suggested resources, such as Digital Assets, Learning and Teaching Materials (LTMs), and Visual Organisers, are designed to support teachers in managing classroom time effectively to create an engaging, inclusive, and learner-friendly environment for all students.

Learning Objective

1. Understand family structure and relationships 
2. Recognise family roles, responsibilities, and support 
3. Explore family, community, and living environment 
4. Demonstrate positive values and responsible behaviour in the family and community living

Concepts and Sub-concepts Covered

• Family
• Roles 
• Responsibilities
• Cooperation

Prerequisites

Students must be able to…

• take part in classroom activities.
• wait for their turn to speak.
• listen while others are speaking.
• follow instructions. 
• understand the meaning of family relationships.
• know the names of immediate family members.
• draw a representation of family members.
• fill in a tabular column.
• read and comprehend passages in the textbook.

Prerequisites Reinforcement

• Include any one reading activity every day for 5 to 10 minutes. 
  • Paired reading – students read in pairs
  • Repeated reading – students read the passage several times to develop fluency
  • Choral reading – the students read together along with the teacher
  • Echo reading – The teacher models reading, and students read
• For comprehension, ask factual questions (who? what?) and inferential questions (why? how?)
• Use predictable routines.
• Give explicit, clear and short instructions.
• Use cut-outs to arrange instead of drawing and colouring.
• Offer choices to speak, write, or draw about their family members, etc.
• Teach behaviour explicitly: raise hands to speak, we listen when others speak, and wait for our turn.
• Start with a paired activity before moving to a group activity.
• Give clear roles during group activity.
• Give extra time to students who are unable to complete tasks.
• Give positive feedback to reinforce good behaviour.

Pre-teach Vocabulary

Family, friends, relations, parents, siblings, cousins, care, share, respect, neighbour, stranger

Learning Cards: Pre-teach Vocabulary Card

Pre-teach Critical Concepts

The teacher asks students thinking questions to understand their background knowledge:

• What is a family? 
• Why do we need a family?
• Do animals and birds have families? 
• Name one animal family that you have seen.
• What would you do if you found a puppy that had strayed away from its family?
• How are the members of your family different from each other?
• If a family member is not feeling well, what would you do?
• Why is it important to help your family members?

Discussion: How families give us protection, education, money, entertainment, etc.

Suggestion for Activities:

Activity 1:
Show pictures of a family eating, playing, travelling, and doing other activities together. Ask students to identify the family members and explain their roles in each activity. 

Activity 2:
Concept Check: Family

Instructions for the teacher: 

• Ask the students: “What words come to your mind when you hear the word family?”
• Encourage everyone to share their ideas.
• Accept all answers without correcting them.
• Write each word on the board or chart paper.
• Read all the words aloud with the class.
• Draw a table with three columns: Always, Sometimes, and Never.
• Guide students to think about whether each word:
  • is always found in a family,
  • is found sometimes in a family, or
  • does not belong/never occurs in a family.
• Discuss each word together and place it in the appropriate column. Encourage students to explain their thinking. An example is given below:

• Explain that every family is different. Some family members are found in every family, while others may or may not be present. Encourage students to identify different family members.

Goals

Note to the teacher: 

The entire chapter has been divided into smaller sections to help achieve the learning objectives effectively. The key concepts covered in the chapter are presented below in micro-portions, using relevant visual cards and related media resources. These resources are designed to support teachers in delivering the lesson effectively in an inclusive classroom.

Visual Cards: Family and Friends

Video: Diksha Content

Click to view and download

Audio: Diksha Content

Click to view and download

Note to the teacher: 

• The teacher is provided with additional materials beyond those included in the textbook. 
• These resources will keep the students engaged, reinforce key concepts, and may be used when time permits.

Responsibilities at Home

Objective: 

Students will understand the importance of living together as a family and the responsibilities of its members.

Procedure:

The teacher shares a set of questions with the students and discusses them in class. Sample questions are given below: 

1. How will you help when your mother is busy decorating the house during festivals?
2. What will you do when your grandfather is thirsty? 
3. How will you help in keeping the house clean?
4. What will you do when your sibling falls sick?
5. How will you help when your pet is hungry?
6. What will you do when guests come home to visit?

Caring and Sharing

Introduction:

A family is the basic unit of a community. Through interactions with family members and the wider community, children learn values and responsibilities.

Procedure: 

The teacher shows a video and conducts a class discussion, emphasising the importance of living in harmony:

• Drawing Rangoli with rice flour in front of the house.
• Feeding crows in the morning.
• Keeping a tub of water outside the house for animals and birds.
• When neighbours visit for a chit-chat.

Points to discuss:

• Can a group of people living together in a house be called a family? Why or why not?
• In what ways do animals such as cows, bees, birds, and ants help us?
• What do you usually do when friends or relatives visit your home?
• Do you think we have responsibilities towards the neighbourhood and community? Why?

Key knowledge the child will acquire:

• Students will understand, respect and follow family values. 
• They also learn the importance of living in harmony with nature and their surroundings. 

Video: Caring and Sharing

ISL Video: Caring and Sharing

Celebrate Together

The teacher initiates an activity to highlight the importance of families coming together during celebrations.

Aim: To visit a relative and celebrate together.

Materials required: 

• Learning Cards
• Baskets – 2
• Chits (can be written on a piece of paper)

Movement Chits in Basket no. 1:

1. hop to
2. do a frog jump to
3. do a monkey walk to
4. run to
5. drive to
6. go by train to

Destination Chits in Basket no. 2:

• Grandparents’ house
• Uncle’s house
• Mausi’s house
• My house
• Cousin’s house

Procedure:

• The class is divided into groups of four or five children, according to the class strength.
• The teacher spreads the five learning cards (Grandparents’ House, Uncle’s House, Cousin’s House, Mausi’s House, and My House) around the room at a distance. Use regional languages if necessary.
• The teacher can prepare the chits to be placed in the baskets and ensure that each group gets the turn to play:
  Basket 1- Place the movement chits (hop to, frog jump to, etc.)
  Basket 2- Place the destination chits (grandparents’ house, etc.)
• A child from Group 1 can pick one chit each from Basket no.1 and 2. 
• Then, the child can read the combined instruction aloud. (for example: Do a monkey walk to… Mausi’s house)
• The teacher can help the students mimic the specific animal movement:
  • A ‘monkey walk’- swing the arms
  • A ‘frog jump’- squat low before leaping
  • ‘Drive to’- make steering wheel motions
  • ‘Go by train’- make ‘choo-choo’ sounds.
• Once the child reaches the correct destination, the teacher may ask a simple question:
  • Which sweet does Grandma make for Diwali?
  • Which festival is celebrated to show the love shared between siblings?
  • Which festival do they enjoy the most and why?

Note to the teacher: 

Teachers observe the following points:

1. Is the child able to remember how they celebrate festivals with their family and friends?
2. Does the child hesitate before starting the movement, or can they immediately translate the ‘chit’ instruction into action?
3. Can they handle the two-step command (Movement + Destination), or do they only focus on one part of the instruction?
4. Is the child excited to narrate the joy of family bonding?

Key knowledge the child will acquire: Students understand that celebrating together and visiting relatives and friends helps families grow closer and brings people in the community together. 

Learning Cards: Celebrate Together

For inclusive classroom support, the teacher can refer to the ‘Games’ and ‘Safety Manual’ in the Adaptations and Strategies section.

Adaptations and Strategies: Games

Adaptations and Strategies: Safety Manual

Assessment

Worksheet: Practice Worksheet 1

Worksheet: Practice Worksheet 1 (Enlarged)

Audio Worksheet: Practice Worksheet 1

Worksheet: Practice Worksheet 2

Worksheet: Practice Worksheet 2 (Enlarged)

Audio Worksheet: Practice Worksheet 2

Worksheet: Practice Worksheet 3

Worksheet: Practice Worksheet 3 (Enlarged)

Audio Worksheet: Practice Worksheet 3

Worksheet: Assessment Worksheet 1

Worksheet: Assessment Worksheet 1 (Enlarged)

Audio Worksheet: Assessment Worksheet 1

Worksheet: Assessment Worksheet 2

Worksheet: Assessment Worksheet 2 (Enlarged)

Audio Worksheet: Assessment Worksheet 2

Worksheet: Assessment Worksheet 3

Worksheet: Assessment Worksheet 3 (Enlarged)

Audio Worksheet: Assessment Worksheet 3

For inclusive classroom support, the teacher can refer to the ‘Adaptations and Strategies for Worksheets’ in the Adaptations and Strategies section.

Adaptations and Strategies: Suggested Scaffolds for Worksheets

Home Activity: Make Your Own Family Album

Aim: Understand the order of family members and relationships.

Materials required: 

• Chart paper
• A piece of wool to bind the chart papers
• Scissors
• Colour pens
• Photos of family members

Procedure:

1. The students cut the chart paper. (10 inches in length, 7 inches in width)
2. They may take 6 pieces and bind them together with the wool to make an album. (alternatively, they can use a readymade album)
3. The students collect pictures of family members. (parents, siblings, grandparents, uncles, aunts and cousins)
4. They stick the pictures, write the name of the individual and their relationship to the person in the picture.

Additional Instructions:

• For children with significant motor delays, pre-punch the holes for the wool so they only have to ‘lace’ it.
• Provide a ‘Word Bank’ or stickers with labels like ‘Grandpa’, ‘Aunt’, and ‘Cousin’ so they can stick the label. 
• Encourage parents to stick photos where the family member’s face is clear.
• Give clear instructions to safely use items like scissors while doing the activity.

Key knowledge the child will acquire: Students learn specific titles for extended family- distinguish between ‘Uncle’ and ‘Grandpa’. 

Video: Make your own family album

ISL Video: Make your own family album

Teacher Resource Document