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 ‘Games’ will be reinforced with some additional information about different indoor and outdoor games.

Experiential Learning of indoor games and outdoor games are planned for the week to make the 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 birds as they do the warm up exercises and the children will say the name of the birds aloud. 

Example: As the teacher gives the command ‘Walk four steps forward’ he/she can show the flashcard of a Carrom board. The children will say, ‘Carrom’ aloud. The teacher can use another flashcard for the next command.

Commands:

• Raise your hands up.
• Sway side to side.
• Walk four steps forward.
• Walk four steps backward.
• Turn around.
• Stand straight.

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

Day 1

Main Concept: Revision and Closing Session

1. The teacher can explain the different indoor and outdoor games one by one.
2. The teacher can close the session by reciting the poem learnt in the earlier class. 
3. The teacher can have flashcards of different games placed upside down on the table. Children are called one by one and are asked to open one flashcard and name the game.

Key knowledge the child will acquire: The children learn about different games and tell whether they are indoor or outdoor games.

Refer to the ‘Games we Play’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Games’.

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

Day 2

Language Game – Gaja says (to be done in one session)

Aim: Children identify the games by their names.

Preparation: 

1. The teacher keeps the necessary flash cards of some of the games ready.
2. The teacher divides the class into two or three groups as per the class size.

Procedure:

• The teacher chooses one person to be ‘Gaja’, who will give the commands. 
• Gaja gives instructions to the other players. 

The ‘Gaja Says’ Rule:

• If a command is preceded by ‘Gaja says’ (‘Gaja says Touch the chess board’) the players must follow the instruction. 
• If a command is given without ‘Gaja says’ (Do skipping) the players should not follow the instruction. 
• Any player who performs an action when ‘Gaja says’ was not used, is eliminated from the round. 
• The game continues with Gaja giving commands until only one player remains. 
• The last player remaining is the winner and becomes the new Gaja for the next round. 

 Example:

• Gaja says – Move a coin in the Chess board.
• Gaja says, Go and pick the Cricket card.
• Gaja shows a card and says – This is Ludo.

Suggested Variation: 
Children with mild vision or hearing issues can be helped by pairing them with a peer.

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 and follow the instructions carefully.
3. Those who don’t do it correctly may observe the other children and will get another chance.

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

Refer to the ‘Gaja says’ video given in Day 5 Week 3 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ Listening and Speaking section of Balvatika class

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

Day 3

Activity – Game of life

The teacher revises the names of indoor and outdoor games done and introduces how these games connect with values in real life. The teacher introduces the game of Chess.  This game takes a long time to finish. Each move should be made thoughtfully. Children learn to think and not hurry in making the moves. This game teaches children to have keen observation and also learn to be patient.

Materials:

• Flashcards of Chess Board
• Flashcards of White pawns
• Flashcards of Black pawns

Procedure:

• The teacher divides the class in four groups wherein two children in each group know how to play the game.
• One chess board and one set of black and white pawns is distributed to each group.
• Two children play the game and others in the group observe.
• The teacher supervises the groups playing the game.
• The time limit is set by the teacher. 
• One by one each group tries to finish the game.

Note to the teacher:
The teacher will keep all the materials required and conduct the activity, making sure all children get a chance to understand the game and know how this game is played.

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

Day 4

Game – Build the tallest tower

Materials:

1. Paper cups
2. Newspaper
3. Books
4. Blocks

Procedure:

1. Divide the class into small teams. (three or five students per team)
2. Give each team identical materials: paper cups, newspaper, books, and blocks.
3. Set a timer of 10 to 15 minutes.
4. Ask the teams to build the tallest tower using the given materials.
5. At the end, measure each tower and appreciate all teams.

Note to the teacher:
The teacher will keep all the materials required and conduct the activity, making sure all children get a chance to participate. The teacher will supervise while the teams are doing the activity.

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

Day 5

Human value song – Playing Games is Fun!

The teacher can make the children learn this human value song by showing the poster and playing the audio file. The teacher may drive home the importance of sharing and caring and learning while playing games.

In the morning, in the sun,
Playing games is so fun.
Play, play, play, play every day,
Games we love, let us all say.

Play with friends, show them you care,
Take a turn, give them a share.
Inside or outside, let’s all play,
Learn and grow in every way.

In the morning, in the sun,
Playing games is so fun.
Play, play, play, play every day,
Games we love, let us all say.

Procedure:

1. The teacher will show the poster and play audio of the value song. The children will repeat the song.
2. The teacher may explain the importance of sharing and caring and learning while playing games.

Poster: Playing games is fun

Audio: Playing games is fun

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

Reading and Writing

Day 1

Introduce the Concept – That and Those

Procedure:

• The teacher asks the students if they remember when to use ‘That’ in a simple sentence.
• The teacher must give some time to the students to discuss, recollect and answer the concept. 
• The teacher then asks, “What do we say when the object is far away?”
• The students may answer ‘that’. 
• The teacher then explains when we are showing only one object, one person or one animal that is far away we say ‘that’, but when we are showing many objects, many people or many animals that are far away from us, we say ‘those’. 
• The teacher may further explain by pointing at the fan saying ‘That is a fan’, and similarly pointing at the trees outside to say ‘Those are trees’. 
• The teacher writes the words ‘That’ and ‘Those’ on the blackboard.
• The teacher may show the flashcards to explain the concept further.

Note to the teacher:

• The teacher must watch the ‘That and Those’ video prior to the session to learn how to introduce the concept. 
• The teacher must give a lot of time to the students to explore the concept with various objects.
• The teacher can show the video to the children to make the concept clear.
• If it is not possible to show the video, the teacher may use flashcards only.

Key knowledge the child will acquire: Students will become familiar with the usage of ‘That’ and ‘Those’.

Vocabulary with Picture card: That and Those

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: That and Those

ISL Video: That and Those

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

Day 2

Revise the Concept – That and Those

Procedure:

• The teacher may show the video to explain the concept further.  
• The teacher distributes the worksheet.

Note to the teacher:
If it is not possible to show the video, the teacher must revise using the real objects found in and around the classroom or by using flashcards. 

Key knowledge the child will acquire: Students will become more familiar with the usage of ‘That’ and ‘Those’.

Worksheet: That and Those

Worksheet: That and Those (Enlarged)

Refer to the ‘That and Those’ flashcards given in Day 1 Week 3 of ‘Games’ Reading and Writing section.

Refer to the ‘That and Those’ video given in Day 1 Week 3 of ‘Games’ Reading and Writing section.

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

Day 3

Reading Comprehension – Spot the word game 

Alex Loves to Read

Hi! My name is Alex. 
I am eight years old.
This is my room.
That is my pet cat Rani.
These are my books.
Those books in the cupboard are my books too.
I have many books. I love to read.

Procedure:

• The teacher reads the passage from the poster pointing word by word.
• The teacher asks the students if they can spot the words ‘This’, ‘That’, ‘These’ and ‘Those’ on the blackboard.
• The teacher has to give students some time to search for the words.
• 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 the words ‘This’, ‘That’, ‘These’ and ‘Those’ on the board.
• The teacher distributes the worksheet to underline the words This, That, These and Those and explains how to complete the worksheet.

Note to the teacher:

• The teacher must move around the classroom to help the students complete the worksheet.

Key knowledge the child will acquire: Students will become more familiar with the usage of ‘This’, ‘That’ ‘These’ and ‘Those’ in simple reading passages.

Poster: Alex loves to read

Worksheet: Spot the word – ‘Alex Loves to Read’

Worksheet: Spot the word – ‘Alex Loves to Read’ (Enlarged)

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

Day 4

Reading Comprehension – Alex Loves to Read.

Procedure:

• Following the same process as the previous day, the teacher revises the passage.
• The teacher then writes the passage on the blackboard or on a chart paper.
• Then the teacher can ask a few students to come forward and identify the words This, That, These and Those on the black board or the chart paper.
• The teacher underlines these words.
• Then the teacher distributes the worksheet ‘Fill in the Blanks’ and explains how to complete the worksheet.

Note to the teacher:

• To save time, the teacher can write the passage in a big and clear handwriting on a chart paper prior to the session. 
• The teacher must move around the class to help the students complete the worksheet.

Key knowledge the child will acquire: Students will become more familiar with the process of ‘fill in the blanks’ based on a simple comprehension passage.

Worksheet: Fill in the blanks

Worksheet: Fill in the blanks (Enlarged)

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

Day 5

Reading Comprehension – Alex Loves to Read

Procedure:

• Following the same process as the previous day, the teacher revises the passage.
• The teacher then asks these questions and encourages the students to answer them correctly. 
• Then the teacher distributes the worksheet ‘Questions and Answers’ and explains how to complete the worksheet.

Note to the teacher:
The teacher must move around the class to help the students complete the worksheet.

Key knowledge the child will acquire: Students will become more familiar with the process of answering simple questions based on a comprehension passage.

Worksheet: Answer the questions

Worksheet: Answer the questions (Enlarged)

Refer to the ‘Alex Loves to Read’ poster given in Day 3 Week 3 of ‘Games’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Games’ 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.