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 ‘Animals’ will be reinforced with a few more animals from the wild.

Language games, experiential learning ‘A visit to the zoo’, sight words and colouring 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. The teacher can show the flashcards of the animals as they do the warm up exercises and the children will say the name of the animal aloud. 
Example: As the teacher gives the command ‘Walk like a dog’ he/she can show the flashcard of a dog. The children will walk like a dog and say, ‘dog’ aloud. The teacher can use another flashcard for the next command.

Commands:
1. Walk like a dog 
2. Hop like a rabbit
3. Flap your hands like a bird
4. Stand on one leg like a tree

Refer to the given LTM Video Warm-up exercise given in Week 1, to conduct the above activity.

Refer to the flashcard ‘Animals’ given in Week 1 Day 1.

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

Day 1 and 2

The teacher revises farm animals and shows the flashcards of wild animals one card at a time, and asks children to notice how these animals look- their size, colour, and texture- soft, furry, hairy.

Wild animals:

• The teacher shows the flashcards of wild animals. (one card at a time)
• The teacher shows the flashcard of the lion to the children and says, “This is a lion.”
• Children will repeat, ‘lion’.
• The teacher tells the children that the lion is the king of the jungle/forest.
• The teacher shows a picture of a tiger and says, “This is a tiger.”
• Children will repeat, ‘tiger’.
• The teacher tells the children that it is the national animal of India.
• The teacher explains to the children that animals like tigers and lions are called wild animals.

Traits of the wild animals that can be discussed in the class are listed for reference:

1. The lion is the king of the jungle/forest.
2. Tiger is the national animal of India.
3. Monkeys are intelligent and playful.
4. Deer have a good sense of smell.
5. Foxes make more than 40 different sounds.
6. Elephants are the largest land animal.
7. Bears are good at climbing trees and swimming.

Note to the teacher: 

• Similarly, the teacher will repeat the process with other animals.
• A quick review of what was done on each day can be done through some leading questions. The topic of discussion could be on what these animals like to eat, how they look, how it would feel to touch the animals.

Post teaching activity:

1. What do we call animals living in the jungle?
   Possible Answer: They are called wild animals.
2. Name a few wild animals you know. 
   Possible Answer: Fox, monkey, bear, deer, elephant.
3. Are all the animals of the same size?
   Possible Answer: No, some are big and some are small.
4. What do animals eat?
   Possible Answer: Some eat grass, some eat meat.  

Day 3

Main Concept: Revision and closing session

1. The teacher can explain how the farm and wild animals are useful to humans. 
2. The teacher can close the session by reciting the rhyme on ‘I love animals’ learnt in the earlier class. 
3. The teacher shows the flashcards of animals as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the animals. It  also helps the children to learn some traits of animals on how they look, where they live and what they eat.

Refer to the flashcard ‘Animals’ given in Week 1 Day 1.

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

Day 4

Language Game – Don’t Drop It (to be done in one session)

Aim: Children familiarise themselves with the names of animals.

 Preparation: 

1. The teacher keeps the necessary flashcards (dog, cow, hen, sheep, rabbit, horse, fox, lion, tiger) and a ball ready. 
2. The teacher has a mixed set of flashcards of animals. 
3. This activity is a great practice game for animal vocabulary. 
4. The flashcards of animals are placed on the table.

Procedure:

• Children sit in a circle.
• Use a ball (or even a plastic animal) and toss it to one student. 
• The student who has the ball/toy must say one animal name (eg: lion) before they pass the ball/toy to the next student.
• The next student  throws it to another student and says a different animal word.
• If any student drops the ball or has difficulty with animal names, the teacher can prompt or help by showing a picture of an animal or helping with an animal name.
• The game keeps going until all the students get a chance.

Note to the teacher: 

1. The teacher makes sure that all children get a chance to participate in this game.
2. Ask the children to listen to the instructions carefully.
3. They must play the game only when their name is called.
4. Children should follow the instructions.
5. For those who don’t do it correctly prompts can be given.

Key knowledge the child will acquire: The children in the class are able to identify and name different animals.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Don’t drop it – Coming soon

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

Day 5

Experiential Learning

1. A visit to the zoo

Children are taken on a field trip to the zoo and the teacher makes the children experience and explore nature and wildlife.

2. Role play – Animals in the jungle

The teacher can ask children to wear the masks of animals and enact how they live in the jungle.

Script:
Lion: Hello everyone.
Animals: Good morning King Leo.
Lion: How are you all doing?
Animals: We are fine.
Lion: Where is the monkey?
Deer: It’s jumping from tree to tree.
Lion: Do you know who can smell well?
Deer: Of course, it’s me. I have a good sense of smell.
Lion: Who among us can make different sounds?
Monkey: Who else, but our dear fox.

The role play can continue with different animals.

Materials required: Animal masks, tree cut outs

Refer to the video ‘Making animal mask’ given in Week 2 Day 3 for making the mask.

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

Reading and Writing

Main Concept – Naming words – Wild animals

Content: Wild animal names –  Lion, Monkey, Elephant, Bear, Fox, Deer 

Day 1

Introduce animal names, sound and movement – Lion and Monkey

Procedure:

• The teacher must keep the required flashcards ready.
• The teacher shows the flashcard to the students and says, “Lion.” Students repeat.
• The teacher can ask the students if they know how to walk like a lion. Allow children to imitate the lion walking/prowling. 
• The teacher can ask the students if they know what sound the lion makes? Allow children to mimic the lion roaring.The teacher can also mimic along with the students. 
• Then, the teacher shows the next flashcard and says, “Monkey.” Students will repeat.
• The teacher can ask the students if they know how to walk like a monkey. Allow children to imitate the monkey walking/running.
• The teacher can ask the students if they know what sound the monkey makes? Allow children to mimic the monkey sound. The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of Lion and Monkey. 

Note to the teacher: 

• If the Audio-Visual facility is available the teacher can play the demonstrative video provided.
• If audio visual facility is not available, then the teacher can watch the video and mimic the animal sound and movement with the students.
• Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Learn to identify/read a few wild animal names, their movement and sounds.

Worksheet: Colouring worksheet- Lion and Monkey – Coming soon

Worksheet: Colouring worksheet- Lion and Monkey (Enlarged) – Coming soon

Refer to the video ‘Farm animal and wild animals – Depicting movement and sound’ given in Week 2 Day 1 of the Reading and Writing section.

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

Day 2

Introduce animal name, sound and movement – Elephant and Bear

• The teacher must keep the required flashcards ready.
• The teacher will follow the same process as the previous day and introduce two more wild animals. 
• The teacher shows the flashcard  to the students and says, “Elephant”. Students will repeat.
• The teacher can ask the students if they know how to walk like an elephant. Allow children to imitate the elephant walking.
• The teacher can ask the students if they know what sound the elephant makes. Allow children to mimic the elephant trumpeting. The teacher can also mimic along with the students. 
• Then, the teacher shows the next flashcard and says, “Bear”. Students will repeat.
• The teacher can ask the students if they know how to walk like a bear. Allow children to imitate the bear walking.
• The teacher can ask the students if they know what sound the bear makes. Allow children to mimic the Bear sound. The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of elephant and bear. 

Note to the teacher: 

• If the Audio-Visual facility is available the teacher can play the demonstrative video provided.
• If audio visual facility is not available, then the teacher can watch the video and mimic the animal sound and movement with the students.
• Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Learn to identify/read a few wild animal names, their movement and sounds.

Worksheet: Colouring worksheet – Elephant and Bear – Coming soon

Worksheet: Colouring worksheet – Elephant and Bear (Enlarged) – Coming soon

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

Day 3

Introduce animal name, sound and movement – Fox and Deer

• The teacher must keep the required flashcards ready.
• Following the same process as the previous day, the teacher will introduce two more wild animals.
• The teacher shows the flashcard  to the students and says, “Fox”. Students will repeat.
• The teacher can ask the students if they know how to walk like a fox. Allow children to imitate the fox walking. 
• The teacher can ask the students if they know what sound the fox makes.Allow children to mimic the fox roaring.The teacher can also mimic along with the students. 
• Then, the teacher shows the next flashcard and says, “Deer.” Students will repeat.
• The teacher can ask the students if they know how to walk like a deer. Allow children to imitate the deer walking/running.
• The teacher can ask the students if they know what sound the deer makes. Allow children to mimic the deer sound. The teacher can also mimic along with the students. 
• Distribute the colouring worksheet of Fox and Deer. 

Note to the teacher: 

• If the audio-visual facility is available the teacher can play the demonstrative video provided.
• If audio-visual facilities are not available, then the teacher can watch the video and mimic the animal sound and movement with the students.
• Allow the students to mimic the animals, their walk and sound. Let them move around the classroom and enjoy themselves. 

Key knowledge the child will acquire: Learn to identify/read a few wild animal names, their movement and sounds.

Worksheet: Colouring worksheet – Fox and Deer  – Coming soon

Worksheet: Colouring worksheet – Fox and Deer (Enalrged) – Coming soon

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

Day 4

Game – ‘Who am I?’ 

• Step 1 – Using the flashcards, the teacher will do a quick revision of the animal names (dog, cow, sheep, goat, donkey and horse) and their sounds. 
• Step 2 – The teacher will divide all the children into 6 groups and number them 1 to 6. 
• Step 3 – Each group will sit in its assigned place. The groups should not get mixed up.
• Step 4 – Once the groups are settled, the teacher secretly gives one animal name to each group.
• Step 5 – When the teacher calls out a group number (any number from 1 to 6), all the students belonging to that group must come to the centre of the class and say, ‘Who am I?’ and mimic the animal’s (secretly given to them) sound and movement.
• Step 6 – The other groups must guess which animal it is. 
• Step 7 – Similarly, all the groups will get the opportunity to come forward and mimic the animal given to them. Others will guess.

Key knowledge the child will acquire: Learn to identify a few wild animal names, their movement and sounds.

Refer to the flashcard ‘Animals’ given in Week 1 Day 1 of the Listening and Speaking section.

Refer to the video ‘Game – Who am I?’ given in Week 2 Day 4 of the Reading and Writing section.

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

Day 5

Trace the animal names

Procedure:

• The teacher will revise the wild animal names one more time using the flashcards.
• The teacher will distribute the worksheet and the students will complete the worksheet as shown.

Key knowledge the child will acquire: Students will learn to read and trace a few wild animals’ names.

Worksheet: Trace the animal names – Coming soon

Worksheet: Trace the animal names (Enlarged) – Coming soon

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

Teacher Resource Document – Coming soon

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.