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 and group activities are planned for this 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.

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

Day 1

Story

• 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.

Content: Fun with Friends

Seema is in class two. She has many friends. Seema, Teena, Shruti and Raniya are very good friends. They always share their tiffin. ‘Sharing is caring’!

One day, a new child called Sanju comes to the school. Sanju is a quiet girl. She has no friends. Sanju always sits in a corner in the class, looking very sad. Seeing this, Seema and Raniya invite Sanju to play with them in the playground. All of them play together on the merry-go-round and the slides. Soon, Sanju becomes a good friend with all the children. They have lots of fun, running, playing and laughing together. 

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 ‘Fun with Friends’ 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. 
• As the story proceeds, the teacher can encourage the children to tell the names of their friends.
• The teacher can ask simple questions in English. 
• Students can give the answers in one or two words (accept answers in the regional language). 
• The teacher uses echo questions to check understanding. 
• The teacher uses a rising tone at the end of the question when asking a question.

Procedure:

1. The teacher asks some simple questions orally to check whether the children have understood the story. 
2. Children may respond as a group giving different points from the story.
3. This will help all the children recall the sequence of the story. 
4. After some time, the teacher will say, “Whoever wants to answer will raise his/her hand and I will ask you turn by turn.”

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

Storybook: Fun with Friends

Audio: Fun with Friends

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: Fun with Friends

ISL Video: Fun with Friends

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

Day 2

Procedure:

The teacher narrates the story with the use of poster 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.

Poster: Fun with Friends

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 ’Friends’.
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. Seema is a cheerful girl who loves to spend time with her______.
   Ans: friends
2. Their teacher often reminded them, “___________!”
   Ans: Sharing is caring
3. They would happily share their ________.
   Ans: food
4. ______ was no longer the quiet girl in the corner – she was one of their friends.
   Ans: Sanju
5. Kindness could turn strangers into _______.
   Ans: friends

Simple Questions: 

1. What are the names of Seema’s friends?
   Ans: Teena, Shruti and Raniya are Seema’s friends.
2. What did the teacher tell the children in the class?
   Ans: The teacher said, “Sharing is caring!”.
3. Why was Sanju sad?
   Ans: Sanju was sad because she had no friends.
4. Who took Sanju by hand?
   Ans: Seema and Raniya took Sanju by the hand.
5. Where did they take Sanju?
   Ans: Bilal enjoThey took Sanju by the hand and took her to the school playground.
6. Did Sanju become friends with the children? If yes, what did they do?
   Ans: Yes, Sanju became friends with all the children. They laughed, played, and shared together every day.

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

Activity Time: Story in Steps 

Materials required:

Illustrated story cards for the following scenes:

1. Seema in her class with friends.
2. Sharing food under the tree.
3. The teacher says, “Sharing is caring.”
4. Sanju sitting alone.
5. Seema and Raniya walking to Sanju.
6. Holding hands and walking to the playground.
7. Playing on merry-go-round, swings, slides.
8. All the friends were laughing together.

During:

• Before beginning, the teacher creates a friendly atmosphere so that children feel excited to play.
• The teacher should re-establish and reconnect the children to the story told earlier.
• The teacher explains to the children that the game they are going to play shall bring to life the story heard in the previous day.
• The teacher narrates the story once again.
• The teacher helps the children to recall the key events by asking simple questions. Some sample questions are:
  1. Who were Seema’s friends?
  2. What did they share?
  3. Who joined the class as a new student?
  4. What did the children do to make Sanju feel happy?
• The teacher encourages several students to answer so everyone feels involved.
• The teacher divides the class into two groups.
• Each group plays the game turn by turn.

Procedure:

1. The teacher explains the game to the children by saying, “You have to arrange the cards in sequential order based upon the events depicted in the card, from the beginning to the end. You will work in teams, and you have to think carefully about what happened first, next, and last.”
2. The picture cards are given to the first group.
3. The team members discuss what event in the story is depicted in the scene shown in the story card.
4. After discussion, the members in the group put the cards in sequential order by deciding upon which one comes first, then second and so on till the last scene.
5. Meanwhile, the teacher notes down the time taken by the group.
6. Similarly, after the first group finishes the game, the cards are handed over to the next group.
7. The teacher, again, notes down the time taken by the second group to rearrange the cards in sequential order.
8. The group which takes less time to finish the game is the winning team. 

Outcome of the activity:

1. The activity conducted aids in comprehension of the story.
2. The children are able to match the visuals in the picture cards with the story narrated in the class.
3. It also helps them to recall the events from the story in the correct order.
4. It teaches the children to work cooperatively in groups.
5. It also helps in inculcating team spirit in the children.

Note to the teacher:
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 ‘Friends’.

Story card: Fun with Friends

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

Story Passage: ‘Fun with Friends’

Seema is in class two. She has many friends. Seema, Teena, Shruti and Raniya are very good friends. They always share their tiffin. “Sharing is caring!”

One day, a new child called Sanju comes to the school. Sanju is a quiet girl. She has no friends. Sanju always sits in a corner in the class, looking very sad. Seeing this, Seema and Raniya invite Sanju to play with them in the playground. All of them play together on the merry-go-round and the slides. Soon, Sanju becomes a good friend with all the children. They have lots of fun, running, playing and laughing together. 

Day 1

Vocabulary Building – friends, school, sharing, caring, food, new, child, quiet, corner  

Procedure:

• The teacher writes the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first word flashcard and reads the word (example: friends).
• Students will repeat the word ‘friends’.
• The teacher underlines this word (friends) written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the words are read using flashcards.
• These 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 to the correct word. 
• The teacher may also write this word on a side of the blackboard.
• This process can be repeated until all the students get a chance to pick a chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The word flashcards 
  • A basket with several small chits with one of these words written in each chit.
  • If the poster is not available, the teacher can write the excerpt on a big chart paper prior to the session.

Key knowledge the child will acquire: Students learn new vocabulary related to the story through a story excerpt.

Alphabet card: Story keywords

Refer to the ‘Fun with Friends’ story poster given from Week 4 Day 2 of ‘Friends’ Listening and Reading 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 2

Vocabulary Building – looking, invited, playground, merry-go-round, running, playing, laughing, together

Procedure:

• The teacher writes the short excerpt from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first flashcard and reads the word (example: looking).
• Students will repeat the word ‘looking’.
• The teacher underlines this word (looking) 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 word flashcards 
  • A basket with several small chits with one of these words written in each chit.
  • If the poster is not available, the teacher can write the excerpt on a big chart paper prior to the session.

Key knowledge the child will acquire: Students learn new vocabulary related to the story through a story excerpt.

Refer to the ‘Keywords’ flashcards given from Week 4 Day 1 of ‘Friends’ Reading and Writing segment.

Refer to the ‘Fun with Friends’ story poster given from Week 4 Day 2 of ‘Friends’ Listening and Reading 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 3

Story Excerpt – Spot the Words

Procedure:

• The teacher writes the short excerpt from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• Using the flashcards, the teacher revises all the ‘vocabulary building’ words from previous two days.
• The teacher, then, tells the students that she/he will show a flashcard and students must spot that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they spot 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.
• 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 excerpt 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 identify the new vocabulary words.

Worksheet: Story Excerpt – Spot the words

Worksheet: Story Excerpt – Spot the words (Enlarged)

Refer to the ‘Keywords’ flashcards given from Week 4 Day 1 of ‘Friends’ Reading and Writing segment.

Refer to the ‘Fun with Friends’ story poster given from Week 4 Day 2 of ‘Friends’ Listening and Reading 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 4

Crossword Puzzle – Find the Hidden Action Words – playing, sharing, caring, looking, sitting, laughing

Procedure:

• The teacher revises the ‘Action words’ from the given passage and writes these words on the blackboard.
• The teacher, then, distributes the crossword puzzle worksheet to identify the action words.
• Using one of the worksheets, the teacher can demonstrate how to complete the crossword puzzle.
• The students must refer to the words written on the blackboard and complete the crossword puzzle worksheet.

Note to the teacher:

• The teacher has to keep all the required materials ready.
• The teacher has to ensure she/he solves the crossword puzzle prior to the session.
• 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 learn to read and identify a few more action words.

Worksheet: Story Excerpt – Find the action words

Worksheet: Story Excerpt – Find the action words (Enlarged)

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

Answer the questions

1. In which class is Seema studying?
2. Who are good friends?
3. What do Seema, Teena, Shruti and Raniya always share?
4. Who was looking very sad?
5. Where do the children play?

Procedure:

• The teacher must explain that for this work we have to find the answers from the story excerpt given and write the full sentence.
• 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 learn the skills of copying from the blackboard and answering the questions.

Worksheet: Story Excerpt – Question and answer

Worksheet: Story Excerpt – Question and answer (Enlarged)

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

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.