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 2)

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. Move your head left to right.
2. Roll your shoulders.
3. Move your wrist up and down.
4. Open and close your fingers.
5. Bend your elbow.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (move your head left to right, roll your shoulders, move your wrist up and down, open and close your fingers, bend your elbow) as he/she demonstrates and the children listen.
• Next, the teacher gives the commands and the children perform the actions. (can be done sitting or standing)

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).
• The student gives the commands and other children listen and do the actions.
• The 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 to the whole class 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 warm up activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. The teacher ensures 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. This video is to be viewed by the teachers before the activity to understand how to conduct the same in the class.

Video: Warm up exercise – Move yourself

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘My Body’ (part 2) and Alphabet group ‘SODER’ 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 given rhyme.

Rhyme

Introduction:
1. The teacher will sit along with the children.
2. The teacher begins the class by saying, “Let us learn to recite a rhyme- Two little hands.”

Content of the rhyme: Two Little Hands

Touch your hips and touch your toes,
Touch your eyes and touch your nose,
Hands on shoulders, hands on knees,
Hands behind you, if you please.

Both hands up and high in the air,
Pull them down and touch your hair,
Clap your hands now- one, two, three,
Hands at your sides like a big tree.

Follow-up activity:
Follow the command: Teacher does the action and children imitate:

• Touch your toes.
• Touch your nose.
• Touch your shoulder.
• Place your hands behind you.
• Wave your hands.
• Clap your hands three times.

Answer the questions:

1. What do you do after you put your hands up in the air?
Answer – We pull them down and touch our hair.

2. How many times do you clap your hands as per the rhyme?
Answer – Three times.

Note to the teacher:

1. The teacher shows the poster and reads the rhyme line by line and explains it. The teacher recites the rhyme and the children may repeat 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. Children listen keenly and repeat the names after the teacher.
6. 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 and identify parts of the body.

Rhyme Poster: Two little hands

Rhyme Audio: Two little hands

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ 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 2) 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 2) Week 1 Day 1.

Day 4

Conversation Circle

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

1. What do we use to wash our body?
Answer –  Water and soap.
2. What do we drink when we are thirsty?
Answer – Water.
3. With what do you hold your pencil?
Answer – Fingers/hands.

Step 1:
The teacher introduces the first question: “What do we use to wash our body?” He/she says, “Water and soap.”
The teacher then asks the child sitting next to him/her, “What do we use to wash our body?” The child says, “Water and soap.”
Now, this child asks the child sitting next to him/her, “What do we use to wash our body?” and the conversation continues until all the children ask and respond.

Step 2:
The teacher introduces the next question: “What do we drink when we are thirsty?” He/she says, “Water.”
The teacher asks the child sitting next to her/him, “What do we drink when we are thirsty?” The child says, “Water.” 
The circle time continues until all the children ask and respond.

Step 3:
Teacher introduces the next question: “With what do you hold your pencil?” He/she says, “Fingers/hands.”
The teacher asks the child sitting next to her/him, “With what do you hold your pencil?” The child says, “Fingers/hands.” 
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 understand the functions of different parts of their bodies.

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

ISL Video: Conversation circle

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 5

Main Concept – Know the functions of the body

Content: 
The teacher begins with the topic ‘Know the functions of the body’.

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

Opening:
Once the children are seated comfortably, the teacher will tell them that they are going to learn about the functions of the body.

Procedure:

• The teacher will close and open his/her eyes and say, “We see with our eyes.”
• Children will imitate the action and say, “We see with our eyes.”
• The teacher will then start showing the parts of the body flashcards, one at a time, and explain their functions.

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 and 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.

Refer to the flashcards ‘Parts of the body’ given in Week 1 Day 5, from the topic ‘My Body’ (part 1) and Alphabet group ‘CATPIN’, to conduct the above activity.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Reading and Writing: Alphabet group ‘SODER’

Day 1: Learning Alphabet – Letter ‘S, s’

• The teacher writes the letters ‘S, s’ on the board. (both capital and small letters) 
• Then, the teacher says, “This is the letter ‘S’ and its sound is ‘s’.” (repeat twice)
• The teacher shows the students the flashcard of the letter Ss and reads the word sun, “This is the Sun.” (repeat twice emphasizing the sound ‘s un’)
• Now, the teacher traces only the capital letter on the board, as per the directionality of the letter, saying S says ‘ssss’. (watch the given LTM video)
• The students imitate tracing the capital letter ‘S’ in the air and repeat, “S says ss.”
• The teacher sings the below given simple rhyme to reinforce the sound. Students will learn the rhyme by repeating it. 

S says sss,
S says sss,
S for Sun and…
S for snake

• The teacher distributes the worksheet- ‘Learning alphabet’ to the students. 
• The teacher completes one worksheet in front of the students and then asks the students to complete the worksheet given. 

Note to the teacher:

• Watch the LTM video to learn how to write to the letter ‘S s’ with proper directionality 
• Learn the letter sound
• Learn the letter rhyme by listening to the audio file provided
• Keep the required materials ready. Letter ‘S, s’ 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 S – its form and sound.

Flashcards: Learning the alphabet – letters ‘S, O, D, E, R’ (Coloured)

Flashcards: Learning the alphabet – letters ‘S, O, D, E, R’ (Outline)

Worksheet: Alphabet colouring worksheet – Ss

Worksheet: Alphabet colouring worksheet – Ss (Enlarged)

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 to write capital letter – Ss

Audio: Letter rhyme – S

Refer to the video – Learning alphabet ‘Cc’ – from Week 1 Day 1 of the Alphabet group ‘CATPIN’ (as given for letter ‘C’)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 2: Learning the Alphabet – Letter ‘O, o’

Follow the same procedure as Week 1 Day 1 of the Alphabet group ‘SODER’.

Worksheet: Alphabet colouring worksheet – Oo

Worksheet: Alphabet colouring worksheet – Oo (Enlarged)

Video: Learning to write capital letter – Oo

Audio: Letter rhyme – O

Refer to the flashcard ‘Learning the alphabet – letters ‘S, O, D, E, R’ from Week 1 Day 1 of the Alphabet group ‘SODER’.

Refer to the video – Learning alphabet ‘Cc’ – from Week 1 Day 1 of the Alphabet group ‘CATPIN’. (as given for letter ‘C’)

Day 3: Learning the alphabet – Letter ‘D, d’

Follow the same procedure as Week 1 Day 1 of the Alphabet group ‘SODER’.

Worksheet: Alphabet colouring worksheet – Dd

Worksheet: Alphabet colouring worksheet – Dd (Enlarged)

Video: Learning to write capital letter – Dd

Audio: Letter rhyme – D

Refer to the flashcard ‘Learning the alphabet – letters ‘S, O, D, E, R’ from Week 1 Day 1 of the Alphabet group ‘SODER’.

Refer to the video – Learning alphabet ‘Cc’ – from Week 1 Day 1 of the Alphabet group ‘CATPIN’. (as given for letter ‘C’)

Day 4: Learning the Alphabet – Letter ‘E, e’

Follow the same procedure as Week 1 Day 1 of the Alphabet group ‘SODER’.

Worksheet: Alphabet colouring worksheet – Ee

Worksheet: Alphabet colouring worksheet – Ee (Enlarged)

Video: Learning to write capital letter – Ee

Audio: Letter rhyme – E

Refer to the flashcard ‘Learning the alphabet – letters ‘S, O, D, E, R’ from Week 1 Day 1 of the Alphabet group ‘SODER’.

Refer to the video – Learning alphabet ‘Cc’ – from Week 1 Day 1 of the Alphabet group ‘CATPIN’ (as given for letter ‘C’)

Day 5: Learning the Alphabet – Letter ‘R, r’

Follow the same procedure as Week 1 Day 1 of the Alphabet group ‘SODER’.

Worksheet: Alphabet colouring worksheet – Rr

Worksheet: Alphabet colouring worksheet – Rr (Enlarged)

Video: Learning to write capital letter – Rr

Audio: Letter rhyme – R

Refer to the flashcard ‘Learning the alphabet – letters ‘S, O, D, E, R’ from Week 1 Day 1 of the Alphabet group ‘SODER’.

Refer to the video – Learning alphabet ‘Cc’- from Week 1 Day 1 of the Alphabet group ‘CATPIN’. (as given for letter ‘C’)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ 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.