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 ‘My Body’ will be reinforced with some additional information about functions of parts of the body. This will be done through conversation, questions and answers, fun activities, interesting games and learning alphabets.

Listening and Speaking: My Body (Part 2)

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’ Adaptation 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

Main Concept

Note to the teacher:

Once all the children are quiet and settled, the teacher starts showing the flashcards of different parts of the body, one at a time, and explains its functions.

Parts of the face and its function: 

• The teacher shows the flashcard of the eyes and says, “We see with our eyes.”
• Children will repeat- “We see with our eyes.”
• The teacher shows the flashcard of the nose and says, “We smell with our nose.”
• Children will repeat- “We smell with our nose.”
• The teacher shows the flashcard of the ears and says, “We hear with our ears.”
• Children will repeat- “We hear with our ears.”
• The teacher shows the flashcard of the mouth and says, “We speak with our mouth.”
• Children will repeat- “We speak with our mouth.”

Refer to the ‘Parts of the body’ flashcards given in Week 1 Day 5 of ‘My Body (part 2) and Alphabet group ‘SODER’

Post teaching activity: Matching activity

Procedure –

• The teacher will show the poster of a face and ask children to match, one by one, the parts of the face with their functions.
• The teacher will keep the cut outs of the parts of the face-eyes, nose, mouth, ears and outline of the face ready for this activity.
• The teacher will draw or stick the outline of the face on the board.
• The cut outs of the parts of the face will be placed in a bowl on the table.
• The teacher will call one student at a time.
• The teacher will name the part of the face and tell its function.
• The child will place the cut out of the part of the face in the right place on the outline of the face.
• The teacher says, “We see with our……”
• The child will place the eyes in the correct position.
• The teacher says, “We hear with our ………”
• The child will place the ears in the correct position.
• The teacher says, “We smell with our ………”
• The child will place the nose in the correct position.
• The teacher says, “We speak with ……….”
• The child will place the mouth in the correct position.
• The teacher will repeat the process till all children get their chances.

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: Matching activity – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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 revises the functions of the parts of the body done on Day 1 and introduces the other functions of the parts of the face.

• The teacher shows the flashcard of teeth and says, “These are our teeth. They help us in chewing our food.”
• The teacher asks the children, “With what do we chew our food?” 
• Children will respond- ‘teeth’.
• Then, the teacher explains that we should brush our teeth daily.
• The teacher shows a flashcard of the tongue and says, “You taste with your tongue.”
• The teacher asks the children, “How do you taste ice cream?” 
• Children will respond- ‘with our tongue’.
• The teacher models and also makes the children touch some different things in the classroom – (their uniform, desk, chalk, blackboard, pages of a notebook) and says, “We feel with our skin.”
• The teacher asks, “How can we feel if something is hot or cold?”
• Children will respond- ‘skin’.

Post teaching activity (Identify the parts of the body and give their functions )

Procedure:

• The teacher will have the poster ready and also keep real objects like feathers, bell, a bowl with any food item, rubber, scale, book, etc.
• The teacher will divide the class into two/three groups depending on the strength of the class.
• The teacher will show the poster, point to a part of the body and ask one group to identify it and give its function.

For example:

1. The teacher points to the ear and children will answer- “We hear with our ears.”
   He/she may ring the bell and ask what helps us to hear the sound?
   The children will answer- ‘our ears’.
2. The teacher calls the next group to come forward and taste the food in the bowl and asks, “What helps us to taste?”

The children will answer- ‘our tongue’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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 3

The teacher revises the functions of parts of the body done on Day 1 and 2 and introduces the functions of other parts of the body.

• The teacher shows the flashcard of the neck and says, “This is our neck.”
• The teacher explains, “We use it to look up and down, left and right.”
• The teacher, then, asks the children, “Which part of your body helps you to move your face right to left or up and down?” 
• The children will respond – ‘neck’.
• The teacher shows the flashcard of the shoulder and says, “This is our shoulder.”.
• The teacher points to his/her shoulders and asks, “Name this part of the body.”
• The children will respond- ‘shoulder’.
• The teacher shows the flashcard of the elbow and says, “Our elbow helps us to move our arm.”
• The children will move their arms and repeat- “Our elbow helps us to move our arms.”

Post teaching activity: 

The teacher will show a puppet of a boy or a girl with moving hands and legs and point to the parts of the body and ask children to say/do the function of that particular part of the body.

Examples:

1. Move your arm.
2. Bend your hand at the elbow.
3. Throw the ball.
4. Move your head from right to left.

Day 4

The teacher revises the functions of the parts of the body done on Day 1, 2 and 3 and introduces some more parts of our body and their functions.

• The teacher shows the flashcard of the hand and says, “Hands help us to push and pull a chair.”
• The children will repeat- “Hands help us to push and pull.”
• The teacher shows the flashcard of the fingers and says, “We use our fingers to hold things.”
• The children will repeat the same.

Post teaching activity: 

Teacher will continue the activity done on Day 3 with the other parts of the body.

Refer to Week 2 Day 3 sample activity.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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

Game Time: Blind taste test

This is an interactive activity that will help the children to try new food items and experience it blindfolded. It helps them focus on their sense of taste. 

Note to the teacher:

1. The teacher will keep all the materials ready to do the activity. 
2. The teacher will make sure that all the children get a chance to participate in the activity. 
3. The students should follow instructions and maintain discipline.

Materials:
Lemon juice, pepper powder, pieces of bitter gourd/karela, chocolate, salted chips, plates/bowl, spoons and a scarf.

Procedure:

1. The different food items are placed on the table.
2. Children are divided into two groups.
3. One child from group A will blind fold a child from group B and lead him/her to the table.
4. The child who is blindfolded has to taste an item and tell what it is.

Key knowledge the child will acquire: The game develops the sense of taste, new vocabulary and social skills.

Refer to the ‘Activity’ Adaptation 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: Revision of Alphabets

Day 1: Writing on the sand – letter ‘S’

Procedure:

•  The teacher must keep all the required materials ready
• The teacher writes the letters ‘S, s’ on the board (write both capital and small letters). The teacher, then, says “This is the letter ‘S’ and its sound is ‘s’.” Repeat twice.
• The teacher may also show the alphabet flashcard by holding the flashcard in front of the students, the teacher says, ‘S’ says ‘s’.
• Then, the teacher overwrites the capital letter S using different coloured chalks. This time, the teacher tells the students to watch her arm movements carefully and imitate writing the letter on their desk/floor.
• Then, the teacher shows the worksheet to the students saying, “Children, today we will learn how to write the capital letter S”.
• The teacher must complete one worksheet in front of the students first, then, the teacher distributes the worksheets and crayons to all the students.
• The students will complete the worksheet as shown.
• Then, the teacher calls one student at a time to provide individual assistance in tracing the letter correctly on the sand tray.
• The teacher helps the student write the letter (capital letter) in the sand-tray by gently holding the student’s hand and guiding him/her to write with correct directionality. The teacher may repeat this one more time.
• The teacher repeats sand tracing with all the students.

Note to the teacher:

• Watch the LTM video 
• Revise the letter sound
• Keep the required materials ready (1 sand tray, Alphabet flashcard, worksheets and crayons).

Key skill/knowledge the child will acquire: Students will become familiar with the form of letter ‘S’ by writing in the sand and on the worksheet.

Flashcard: Learning the alphabet – the letter ‘S, s’ – Coming soon

Flashcard: Learning the alphabet – the letter ‘S, s’ (Enlarged)- Coming soon

Worksheet: Tracing letter ‘S’ – Coming soon

Worksheet: Tracing letter ‘S’ (Enlarged) – Coming soon

Refer to the below video link for the procedure of writing on sand as shown in Week 2 Day 2 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ (as given for letter ‘C’).

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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: Writing on the sand – letter ‘O’

Follow the same procedure as Week 2 Day 1 of the Alphabet group ‘SODER’

Flashcard: Learning the alphabet – the letter ‘O, o’ – Coming soon

Flashcard: Learning the alphabet – the letter ‘O, o’ (Enlarged)- Coming soon

Worksheet: Writing on the sand/tracing letter ‘O’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘O’ (Enlarged) – Coming soon

Refer to the video link in Week 2 Day 1 in the Alphabet group ‘SODER’ for the procedure of writing on sand.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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 3: Writing on the sand – letter ‘D’

Follow the same procedure as Week 2 Day 1 of the Alphabet group ‘SODER’

Flashcard: Learning the alphabet – the letter ‘D, d’ – Coming soon

Flashcard: Learning the alphabet – the letter ‘D, d’ (Enlarged)- Coming soon

Worksheet: Tracing letter ‘D’- Coming soon

Worksheet: Tracing letter ‘D’ (Enlarged) – Coming soon

Refer to the video link in Week 2 Day 2 in the Alphabet group ‘SODER’ for the procedure of writing on sand.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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 4: Writing on the sand – letter ‘E’

Follow the same procedure as Week 2 Day 1 of the Alphabet group ‘SODER’

Flashcard: Learning the alphabet – the letter ‘E, e’ – Coming soon

Flashcard: Learning the alphabet – the letter ‘E, e’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘E’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘E’ (Enlarged) – Coming soon

Refer to the video link in Week 2 Day 1 in the Alphabet group ‘SODER’ for the procedure of writing on sand.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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: Writing on the sand – letter ‘R, r’

Follow the same procedure as Week 2 Day 1 of the Alphabet group ‘SODER’

Flashcard: Learning the alphabet – the letter ‘R, r’ – Coming soon

Flashcard: Learning the alphabet – the letter ‘R, r’ (Enlarged) – Coming soon

Worksheet: Writing on the sand/tracing letter ‘R’ – Coming soon

Worksheet: Writing on the sand/tracing letter ‘R’ (Enlarged)- Coming soon

Refer to the video link in Week 2 Day 1 in the Alphabet group ‘SODER’ for the procedure of writing on sand.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation 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.