Friends

Week 1

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 ‘Friends’ will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading alphabets.

Listening and Speaking

Daily: Total physical response/warm-up exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly. 

Action Time (Commands):

  • Stand up.
  • Touch your toes.
  • Tap your knee two times.
  • Snap your fingers three times.
  • Clap your hands four times.
  • Blink your eyes five times.

Procedure:
The activity proceeds as follows: –

Step 1:

  • The teacher first gives the commands (Stand up, touch your toes, tap your knee two times, snap your fingers three times, clap your hands four times, blink your eyes five times) as he/she demonstrates. The children watch and listen. Next, the teacher gives the commands and the children perform the actions.

Step 2:

  • Divide the class into small groups.
  • Choose one child from these volunteers and ask him/her to conduct the activity (select children who are willing to give the commands).
  • This student gives the commands and other children listen and do the actions.
  • This student volunteer returns to his/her position.
  • Conduct the activity with another student volunteer in the same manner.

Step 3:

  • The teacher gives the commands and all the children listen and do the actions.

Note to the teacher: 

  1. The teacher starts the class with general greetings and ensures that the children repeat the greetings and then conducts the given warmup activity. 
  2. The teacher ensures adequate space in the classroom for the children to move to do the activity comfortably. 
  3. Children who are unable to get the snapping fingers action, can be guided with their fingers into position (middle finger and thumb) and gently assist with the motion.
  4. Children can be helped to practice pressing the fingers together without snapping.
  5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands. 

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: Warm up exercise

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

Day 1

Poem

Introduction: The teacher can initiate a discussion on who are our friends and why it is important to have friends and then introduce the following poem:

Content of the poem: The Magic of Friends

A friend can be someone old or new,
There is so much that you both can do.
Play a game, laugh and talk,
Join them to go on a nice, long walk.

Show them that you really care,
Make something nice and share.
When you are feeling very sad,
Being with friends will make it not so bad.

They will cheer you when you are feeling down,
So, you wear a smile, and not a frown.
With friends when you laugh and smile,
Memories will last for a long, long while.

Follow up activity: (Answers may vary)

  1. What do friends do for each other?
    Answer: Friends play together, talk, share and care for each other.
  2. What is a good friend like?
    Answer: A good friend helps us when we are in need. 
  3. What should you do when your friend is sad?
    Answer: When my friend is sad, we can make her/him laugh and be happy.
  4. How do friends show that they love and care for you?
    Answer: Friends can share food, toys and belongings to show that they love and care.
  5. How many friends do you have?
    Answer: I have ______ friends.
  6. Who is your best friend?
    Answer: ______ is my best friend.
  7. How do you feel when your friend helps you?
    Answer: I feel happy.

Note to the teacher:

  1. The teacher shows the poster and recites the poem. 
  2. The teacher will show the poster and explain the meaning of the poem with the help of the images shown in the poster.
  3. The teacher plays the audio of the poem. The children repeat the poem.

Key knowledge the child will acquire: Children learn to recite the poem and understand the meaning of having friends.

Poster: The magic of friends

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Audio: The magic of friends

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

Day 2

The teacher makes the children learn the poem line by line.

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Friends’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the poem confidently.

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Friends’ Week 1 Day 1.

Day 4

Conversation Circle – Good friends

Content: The teacher initiates the following questions and accepts varied answers: 

  1. Where do you meet your friends?
    Answer: We meet our friends at school, home and in the playground.
  2. What can make you a good friend?
    Answer: I can be a good friend by helping my friend in need.
  3. What do you share with your friends?
    Answer:  I share my toys, belongings and food with my friends.
  4. Have you ever helped your friends?
    Answer: Yes, I helped one of my friends in studies. (any suitable answer)
  5. What do you do when you fight with your friend?
    Answer: I say ‘sorry’ when I am wrong.

Note to the teacher:
Students can answer in their local language. But encourage students to answer in English

Step 1: The teacher introduces the first question: Where do you meet your friends?

We meet our friends at school, home and in the playground.

Then, the teacher asks the child sitting next to him/her, “Where do you meet your friends?” 

The child says, “We meet our friends at school, home and in the playground,” and the conversation continues until all the children ask and respond.

Step 2:  The teacher introduces the next question: What can make you a good friend?

I can be a good friend by helping my friend at times when he/she needs.

Then, the teacher asks the child sitting next to him/her, “What can make you a good friend?” 

The child says, “Being loving, caring, honest and understanding can make me a good friend.”  Now, this child asks the child sitting next to him/her “What can make you a good friend?” S/he says, “By sharing my friend’s problems and finding a solution for them, I can be a good friend.” The conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: What do you share with your friends?

I share my toys, belongings and food with my friends.

Then, the teacher asks the child sitting next to him/her, “What do you share with your friends?”

The child says, “I share my tiffin with my friends.” Now, this child asks the child sitting next to him or her, “What do you share with your friends?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: Have you ever helped your friends?

Yes, I helped him/ her in understanding one maths chapter.

Then, the teacher asks the child sitting next to him/her, “Have you ever helped your friends?” 

The child says, “Yes, I helped my friend in looking for his/ her lost pencil box.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Step 5: The teacher introduces the next question: What do you do when you fight with your friend?

I say ‘sorry’ when I am wrong.

Then, the teacher asks the child sitting next to him/her, “What do you do when you fight with your friend?” 

The child says, “I say ‘sorry’ when I am wrong.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Note to the teacher:

  • The circle time continues till all get a chance to ask and respond.     
  • If a student doesn’t know the answer the question passes to the next student.
  • There should be no chorus answers.

Key knowledge the child will acquire: Children learn about friends.

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

Day 5

Main Concept

Content:

Once the children are seated comfortably, the teacher tells them that they are going to learn more about friends and their importance in our life. Children can be divided into groups, and can be given small instances from the above poem and discussions from the conversation circle and asked to come up with short role plays. The teacher divides the class into three small groups.

Some examples of role play topics are given below:

  1. Helping a friend when he/she is sad.
  2. Apologising to your friend after a small fight.
  3. Sharing your belongings with your friend when he/she needs it.

Once the children finish the role plays, they can sing the song. 

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

Reading and Writing

Day 1

Learn the Keywords: (your, friends, old, new, play, game, laugh, talk, join, them, nice, long, walk)

The Magic of Friends

A friend can be someone old or new,
There is so much that you both can do.
Play a game, laugh and talk,
Join them to go on a nice, long walk.

Procedure:

  • The teacher writes the first part of the poem ‘The Magic of Friends’ on the blackboard and reads it pointing word by word. 
  • The teacher shows the first keyword flashcard and reads the word. Students will repeat the word.
  • The teacher underlines this word on the poem written on the blackboard and explains the meaning of the word in English and regional language.
  • Following the same process, all the remaining keywords are introduced.
  • These flashcards can be pinned on the class bulletin boards.
  • Then, the teacher calls one student in front to pick a keyword 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. 
  • This process can be repeated until all the students get a chance to pick a keyword chit from the basket.

Note to the teacher:

  • The teacher must keep the required materials ready. 
    • The keywords flashcards. 
    • A basket with several small handwritten chits with one keyword written in each chit.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Alphabet card: Keywords

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

Day 2

Learn the Keywords (show, them, you, really, care, make, something, share, feeling, sad, bad, friends

The Magic of Friends

Show them that you really care,
Make something nice and share.
When you are feeling very sad,
Being with friends will make it not so bad.

Procedure:

  • The teacher writes the second part of the poem and reads it pointing word by word.
  • Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in Day 1 Week 1 of the topic ‘Friends’ Reading and Writing segment.

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

Day 3

Learn the Keywords: (cheer, down, wear, smile, not, frown, with, laugh, memories, last, while)

The Magic of Friends

They will cheer you when you are feeling down,
So, you wear a smile, and not a frown.
With friends when you laugh and smile
Memories will last for a long, long while!

Procedure:

  • The teacher writes the second part of the poem and reads it pointing word by word.
  • Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in Day 1 Week 1 of the topic ‘Friends’ Reading and Writing segment.

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

Day 4

Spot the Words: (friends, old, new, play, game, laugh, talk, walk, care, share, make, sad, bad, smile, down, frown, memories)

Procedure:

  • The students listen to the audio of the poem ‘The Magic of Friends’.
  • The students recite the poem by looking at the poster.
  • The teacher distributes the worksheet ‘Spot the Words’
  • The teacher calls out a few words from the poem and students must underline these words in the worksheets.
  • The teacher can help the students find these words by pointing at those words on the poster. 

Note to the teacher:

  • The teacher must keep the required materials ready. 
    • The ‘The Magic of Friends’ poem poster and audio.
    • The worksheet ‘Spot the Words’.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills. 

Worksheet: Spot the words

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Worksheet: Spot the words (Enlarged)

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Refer to the ‘The Magic of friends’ rhyme Poster and Audio given in Day 1 Week 1 of the topic ‘Friends’ Listening and Speaking segment.

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

Day 5

Crossword Puzzle – Find the hidden words (friends, play, game, laugh, talk, walk, care, share, smile, frown, memories)

Procedure:

  1. The students listen to the audio of the poem once again.
  2. The students recite the poem by looking at the poster.
  3. The teacher distributes the worksheet ‘Crossword Puzzle’.
  4. Using one of the worksheets, the teacher can demonstrate how to complete the crossword puzzle.
  5. The teacher moves around the classroom to help the students to complete the crossword puzzle. 

Note to the teacher:

  • The teacher must solve the worksheet ‘Crossword Puzzle’ prior to the session.
  • The teacher must keep the required worksheet ready. 
  • The teacher must explain how the crossword puzzle must be solved by demonstrating the process to the students.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Worksheet: Crossword puzzle – Find the hidden words

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Worksheet: Crossword puzzle – Find the hidden words (Enlarged)

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

Teacher Resource Document – Coming soon

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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.