Class 1

Animals

Week 4

Note: Listening and Speaking section will be in Black colour 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, find the house game,reading and comprehension of a passage and filling in blanks with appropriate words from the passage 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 ‘Animals’ if there are any neuro-diverse children in the class.

Day 1

Story

Content: 

  • 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.
    5. The teacher can make the children do role play in this story.

Note to the teacher: 

  • Before starting the story, the teacher may arrange the children 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 ‘The Animal race’ 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- particularly names of the animals. 
  • As the story proceeds, the teacher can encourage the children to give the names of the animals in English. 

Story: The Animal Race

In a forest, there lived a few animals: a cat, a dog, a deer, a pig, a rat, a rabbit, and a baby elephant.
One day, the rabbit said, “Let us have a running race. Let us see who wins.” All the other animals agreed. The race was held, and the rabbit was the winner. It laughed at the other animals and made fun of them. The other animals were quiet.
After a week, the rabbit said, “Let us have another running race today.”
All the other animals looked at each other. The rabbit asked,” Are you all afraid because I will win today, too?”
The deer, who had an injured leg said, “Maybe. But let us have the race.”
The race started. All the animals started running. As usual, the rabbit was leading.
Ouch! The rabbit slipped and broke his leg. All the other animals ran ahead.
Suddenly, the baby elephant stopped and looked back. He saw that the rabbit was hurt and was in pain. It walked back to the rabbit.
The baby elephant gently picked up the rabbit and kept him on his back. He started walking in the race.
One by one, all the other animals joined him. They all walked together towards the winning post.
“We will win the race together as a team,” said the baby elephant.
“Yes, oh, yes,” said all the animals.
The rabbit had tears in his eyes and said, “Thank you, friends.”

Storybook: The animal race – Coming soon

Audio: The animal race – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to children during the class. For the children with low vision the Audio Book can be played. ISL video has been included for the children with hearing impairment.

Video: The animal race – Coming soon

ISL Video: The animal race- Coming soon

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

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

The teacher narrates the story in his/her own voice first in English and then translates it to a regional language (if needed) to catch the children’s attention and interest. The teacher can tell the story with proper intonation and voice modulation. The teacher may use the printed, animated or audio storybook as aid.

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 meaning. Children listen, comprehend and understand the sequence of events in the story.

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

Day 4

Echo questions: 

  1. One day the rabbit said, “Let’s have a running race.” What did the rabbit say? 
    Answer: A Let’s have a running race. 
  2. The rabbit was the winner. Who was the winner?
    Answer: The rabbit was the winner.
  3. The baby elephant stopped. It walked back to the rabbit.
    The baby elephant ………. back to the rabbit. 
    Answer: walked.

Simple questions: 

  1. What happened to the rabbit during the race?
    Possible answer: The rabbit slipped and broke his leg.
  2. How did the baby elephant win the race?
    Possible answer: Baby elephant picked the rabbit and gently put it on his back and walked to the winning post.
  3. What lesson do we learn from this story?
    Possible answer: We should work together.

The teacher can continue to ask simple questions in a similar manner.

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

Follow up Activity:

  • The teachers can have story cards and build the story.
  • The teacher keeps the pictures in a basket. He/she asks the children to pick up any picture card and talk about characteristics of the animal in the picture card.
  • The teacher can divide the class into groups and ask them to do a role play of this same story.
  • The teacher can make the children prepare a story map, by listing out the different characters, problems faced by them and solutions reached and finally getting to understand the moral of the story.

Key knowledge the child will acquire: Children are able to narrate and learn the importance of animals through a story.

Flashcards: Story cards – The animal race – 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.

Reading and Writing

Day 1

Comprehension Passage – Introduce the keywords

Procedure:

  • The teacher will write the ‘Comprehension passage on the blackboard’. (or show the poster)

The Animal Race

Ouch! The rabbit slipped and broke his leg.
The rabbit was not able to walk.
The baby elephant gently carries the rabbit.
He put the rabbit on his back and started to walk.
He put the rabbit on his back and started to walk.
All the animals won the race together. 

  • The teacher reads the comprehension passage pointing to each word. Students will repeat.
  • The teacher will introduce the keywords using flashcards.
  • The teacher underlines the keywords (race, broke, gently, carry, won) on the black board and explains their meaning in the regional language. 
  • After explaining the meaning of the passage in the regional language, the teacher can ask the students to draw something they like from the story. 
  • Give students enough time to engage deeply with their imaginative artistic work. The teacher can walk around the classroom and if some students require help, the teacher can assist. 
  • Those students who can copy-write the story title ‘The Animal Race’ can write it on their drawing paper. Those students who cannot write the title yet, teachers can assist/write the title for these students. 

Key knowledge the child will acquire: Students will be introduced to new vocabulary, their meaning, and their use in the comprehension passage.

Flashcards: Keywords – 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 2

Comprehension Passage – Find the keywords (race, broke, gently, carry, won)

Procedure:

  • The teacher will write the comprehension passage on the board and read it aloud. 
  • The teacher will read the passage pointing word by word. The students will repeat.
  • The teacher will revise the keywords using flashcards.
  • The teacher will keep a basket of chits with these words written on it. (race, broke, gently, carry, won)
  • The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard.
  • This process can be repeated until all the students get a chance to pick a word from the basket.
  • The teacher may assist the students to read the word as and when required. 

Key knowledge the child will acquire: Students will become familiar with new vocabulary, their meaning, and their use in the comprehension passage.

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 3

Dictation – Underline the keywords (race, broke, gently, carry, won)

  • The teacher will write the comprehension passage on the board and read it aloud. (or read from the poster)
  • The teacher will explain the process that when he/she calls out a word, the students must identify the word on their worksheet and underline it. 
  • The teacher demonstrates the process once and distributes this worksheet.
  • The teacher calls out the key words (race, broke, able, gently, carry, won) one by one, and the students will underline the word on their own worksheet.
  • The teacher can move around the class to see if some students need help in finding/underlining the right word.
  • The students will then colour the worksheet beautifully. 

Key knowledge the child will acquire: Students will be able to read/identify new words in the comprehension passage.

Worksheet: Comprehension passage – Coming soon

Worksheet: Comprehension passage (Enlarged) – 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 4

Comprehension Passage – Fill in the blanks

Procedure

  • The teacher writes the comprehension passage on the black board or uses the LTM poster provided.
  • The teacher reads the comprehension passage.
  • The teacher writes some simple sentences on the board. 
    1. Ouch! The rabbit slipped and _______ his leg.
    2. The ________ was not able to walk.
    3. The baby elephant ___________ picked the rabbit up.
    4. Slowly all the _____________ joined the baby elephant.
    5. All the animals won the _________ together. 
  • The teacher will write the answers (broke, rabbit, gently, animals, race) on one side of the blackboard. 
  • The teacher will demonstrate and explain how to fill in the blanks with the correct word from the passage. 
  • The teacher will distribute the worksheet and students will copy the right answer from the black board. The teacher will move around the classroom to help those who may need some help.
    (If scissors are available, when completing this worksheet, the students may also cut the words and paste).

Key knowledge the child will acquire: Students will be familiar with the process filling in the blanks with comprehension passages. 

Worksheet: Fill in the blanks – Coming soon

Worksheet: Fill in the blanks (Enlarged) – Coming soon

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

Day 5

Find the house game with animal names 

Procedure:

  • The teacher must keep all the required materials ready. (coloured chalks, animal flashcards)
  • The teacher will draw six squares or circles on the floor. 
  • Then, the teacher will write in each of these shapes one animal name (with chalk) which will be introduced as houses. 
  • The teacher will call 5-6 students to play the game first. These students will have to stand in an assigned place until the game begins. Other students will wait for their turn while watching their friends play. 
  • When the teacher calls out an animal name, showing the corresponding flashcard, these children have to move about the room trying to locate that animal house. 
  • Then, the teacher will call out another animal name, and all the children have to move to that animal house.
  • Then, the teacher will invite the next group of 5-6 students to play the game. 
  • This process can continue until all the students get the opportunity to play the game. 
  • The animal names can be repeated multiple times to reinforce.

Note to the teacher: 

  • The teacher can play this game separately for farm animals and wild animals.
  • Watch the LTM video prior to the session and learn how to conduct the game.
  • Once the students become familiar with the animal, the teacher may try playing the game only by calling out the animal names (without showing the flashcard for visual cue).
  • Playing this game with 5-6 children at a time will help the teacher observe which children are struggling to identify the animals. 

Key skill/knowledge the child will acquire: Students will identify the animal names easily.

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

Video: Find the house game of animal names – 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.

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.