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 /concept will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading alphabets.

Listening and Speaking: My Body (Part 1)

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):

1. Stand up
2. Turn left
3. Turn right
4. Look straight
5. Look up
6. Look down

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Stand up, turn left, turn right, look straight, look up, look down) as he/she demonstrates and the children 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.

Suggested Variation: 
The teacher can do the following for ensuring that the children do the TPR easily:

1. Children can be made to hold onto a stable surface such as a wall, or sturdy piece of furniture for balancing on their heels. 
2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should place their heels while balancing. 
3. If a child is unable to balance on heels even with support, the child may be exempted from doing this step. 

Note to the teacher: 

1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
2. The teacher begins each class with this activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. Ensure adequate space in the classroom for the children to move to do the activity comfortably. 
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 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: Warm up exercise – Coming soon

ISL Video: Warm up exercise – Coming soon

Refer to the ‘TPR/Warm up exercise’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ if there are any neuro-diverse children in the class.

Day 1

The teacher can introduce the topic on ‘My Body’ by emphasising the importance of the different parts of our body. Then the teacher begins the topic with the following rhyme.

Rhyme

Note to the teacher:

The teacher can make the children familiarise with the rhyme by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Introduction:
1. The teacher will sit along with the children in semi-circles.
2. The teacher begins the class by saying, “Let us learn to recite a rhyme – My little body.”

Content of the rhyme: My little body

Eyes, eyes, two little eyes
Ears, ears, two little ears
Nose, nose, one little nose
Mouth, mouth, one little mouth
These make my face so nice.
Head, shoulders, hands and legs
All together make my body whole.

Follow-up activity for the rhyme:
Preparation: The teacher may arrange to have a mirror in the class. 
Procedure: The teacher can ask the children to come forward one by one and look at themselves and point to each part of their body.

Examples:

• Touch your nose
• Pull your ears
• Blink your eyes
• Point to your mouth
• Shake your hands
• Tap your shoulder
• Nod your head

Note to the teacher:

1. The teacher shows the poster and recites the rhyme. The children may recite the rhyme.
2. The teacher keeps flashcards of parts of the body ready.
3. The teacher can make the children sit in three semi-circles.
4. The teacher will show the poster and then show the picture cards of parts of the body.
5. The teacher shows the picture of eyes and says, ‘eyes’.
6. Then, the teacher shows the pictures of ears, nose, mouth and says the names.
7. Children listen keenly and repeat the names after the teacher.
8. The teacher plays the audio of the rhyme. Then, the teacher recites the rhyme a couple of times and encourages the children to recite it along with her/him.

Key knowledge the child will acquire: Children learn to recite the rhyme. 

Poster of the Rhyme: My little body – Coming soon

Audio of the Rhyme: My little body – Coming soon

Refer to the ‘LSRW’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ if there are any neuro-diverse children in the class.

Day 2

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

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets of ‘My Body’ (Part 1) Week 1 Day 1.

Day 3

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

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets of ‘My Body’ (Part 1) Week 1 Day 1.

Day 4

Conversation Circle – ‘Know yourself’

Content: The teacher sits with the students in a circle to conduct the session.

1. How many eyes do we have?
Possible answer – We have two eyes.
2. How many fingers do we have?
Possible answer – We have ten fingers.
3. Where is our nose?
Possible answer – The nose is between our eyes, in the middle of our face.

Note to the teacher:

Step 1:
The teacher introduces the first question: “How many eyes do I have?” She says, “I have two eyes.”
The teacher then asks the child sitting next to him/her, “How many eyes do you have?” The child says, “I have two eyes.”
Now this child asks the child sitting next to him/her, “How many eyes do you have?” and the conversation continues until all the children ask and respond.

Step 2:
The teacher introduces the next question: “How many fingers do we have? ”She says, “We have ten fingers.”
The teacher asks the child sitting next to her/him, “How many fingers do you have?” The child says, “I have ten fingers.” 
The circle time continues until all the children ask and respond.

Step 3:
Teacher introduces the next question: “Where is our nose?” The nose is between our eyes, in the middle of our face.
The teacher asks the child sitting next to her/him, ‘Where is your nose?’ The child says, “The nose is between my eyes, in the middle of our face.”
The circle time continues until all the children ask and respond.

Note to the teacher:

1. The circle time continues till all get a chance to ask and respond.     
2. The video is only for demonstration. The teacher may allow the natural flow of conversation going.
3. If a student doesn’t know the answer the question passes to the next student.
4. There should be no chorus answers.

Key knowledge the child will acquire: Children learn to identify and relate to the different parts of their body.

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: Conversation circle – Know yourself – Coming soon

ISL Video: Conversation circle – Know yourself – Coming soon

Refer to the ‘LSRW’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ if there are any neuro-diverse children in the class.

Day 5

Main Concept – Know the parts of the body

Content: 
The teacher begins the topic ‘My Body’

• The teacher will keep the necessary flashcards of parts of the body ready in a basket.
• The teacher will gently ask the children to form three semicircles.
• The teacher will ask the children to sit down comfortably.

Opening:
Once the children are seated comfortably in three semicircles, the teacher tells them that they are going to learn about the different parts of their body.

Procedure:

•  The teacher will move his/her hand from her/his head to feet and say, “This is my body.”
• The children will imitate the teacher’s action and say, “This is my body”.
• The teacher will say ,Now we will learn the names of the different parts of the body.

During: 
The teacher will discuss the parts of the body one by one using flashcards.

Note to the teacher: 
Teacher will keep all the materials required for the lesson.
If there are children in the class who cannot see, hear, or speak, or if there are children who have a missing body part (such as a leg, a hand, a few fingers or toes, etc), the teacher has to be sensitive and avoid causing embarrassment to the child. In such a situation, it is advisable to mention what is given in the script without stressing too much on it.

Flashcard: Parts of the body – Coming soon

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: Responding to Individual names – Coming soon

ISL Video: Responding to Individual names – Coming soon

Refer to the ‘LSRW’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ if there are any neuro-diverse children in the class.

Reading and Writing: Alphabet group ‘CATPIN’

Content: Letter Ca, Aa, Tt, Pp, Ii

Day 1

Learning the alphabet – the letter ‘C, c’

• The teacher  writes the letters ‘C, c’ on the board (write both capital and small letters). The teacher then says, “This is the letter ‘C’ and its sound is ‘k’”. Repeat twice.
• The teacher shows the students the flashcard of the letter ‘C, c’ and reads the word Cat, “This is a cat”. Repeat twice stressing on the sound ‘C’ (k) in ‘cat’. 
• Now, with an outstretched arm, the teacher traces the letter on the board, following the directionality of the letter, saying ‘C’ says ‘k’.
• Following the teacher’s arm movements, the students imitate tracing the letter in the air. While tracing the letter, the students can repeat- ‘C’ says ‘k’.
• The teacher  repeats the same process with the small letter ‘c’. 
• The teacher sings a simple rhyme to reinforce the sound. Students learn the rhyme by repeating it. 

Note to the teacher: The teacher must listen to the audio file attached and learn the rhyme.
C says ‘k’,
C says ‘k’,
c for cat and
c for cap.

•  The teacher distributes the worksheet – Learning alphabets –  to the students. 
• The teacher completes one worksheet in front of the students and then asks the students to repeat the process. 

Note to the teacher:

• Watch the given video 
• Learn the letter sound
• Learn the letter rhyme by listening to the audio file provided
• Keep the required materials ready. Letter ‘C, c’ flashcard, colouring worksheets, audio file of the letter rhyme.

Key skill/knowledge the child will acquire: Students will become familiar with capital and small letter C, its form and sound.

Flashcard: Learning the alphabet – the letter ‘C, c’ – Coming soon

Worksheet: Learning the alphabet – ‘C, c’ – Coming soon

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

Video: Learning the alphabet ‘C, c’ – Coming soon

Audio: Letter rhyme- ‘C’- Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ if there are any neuro-diverse children in the class.

Day 2

Learning the alphabet – the letter ‘A, a’

Procedure: Follow the same procedure as Day 1 of Week 1.

Flashcard: Learning the alphabet – the letter ‘A, a’ – Coming soon

Worksheet: Learning the alphabet – ‘A, a’ – Coming soon

Video: Learning the alphabet – ‘A, a’ – Coming soon

Audio: Learning the alphabet – ‘A, a’ – Coming soon

Day 3

Learning the alphabet – the letter ‘T, t’

Procedure: Follow the same procedure as Day 1 of Week 1.

Flashcard: Learning the alphabet – the letter ‘T, t’ – Coming soon

Worksheet: Learning the alphabet – ‘T, t’ – Coming soon

Video: Learning the alphabet – ‘T, t’ – Coming soon

Audio: Letter rhyme – ‘T’ – Coming soon

Day 4

Learning the alphabet – the letter ‘P, p’

Procedure: Follow the same procedure as Day 1 of Week 1.

Flashcard: Learning the alphabet – the letter ‘P, p’ – Coming soon

Worksheet: Learning the alphabet – ‘P, p’ – Coming soon

Video: Learning the alphabet – ‘P, p’ – Coming soon

Audio: Letter rhyme – ‘P’ – Coming soon

Day 5

Learning the alphabet – the letter ‘I, i’

Procedure: Follow the same procedure as Day 1 of Week 1.

Flashcard: Learning the alphabet – the letter ‘I, i’ – Coming soon

Worksheet: Learning the alphabet – ‘I, i’ – Coming soon

Video: Learning the alphabet – ‘I, i’ – Coming soon

Audio: Letter rhyme – ‘I’ – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and strategies given in the Main page of ‘My Body (part 1) and Alphabet group ‘CATPIN’ 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.