My Home and Alphabet group ‘GMUBH’
Week 2
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 Home’ will be reinforced with additional information on different rooms in the house. This will be done through conversation, questions and answers, fun activities, interesting games and learning alphabets.
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 My Body 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 Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 1
Main concept – Home and its rooms
Once all the children are quiet and settled, the teacher starts explaining by showing the poster of the different parts of a house.
During:
The teacher shows the poster of a home/house and says, “A home is a place where we live with our family.” The teacher can ask the children, “Where do we live with our family?”
Children may answer, “Home/house.”
The teacher explains that a home protects us from heat, wind and rain and keeps us safe.
The teacher shows the poster of a home and says, “There are different rooms in a home/house.” The teacher can ask the children, “How many rooms are there in a home?”
Children will give varied answers based on the number of rooms in their individual houses.
The teacher says, “Some houses are big and have many rooms. Some are small and have fewer rooms.”
Post teaching activity:
Complete the statements: (children will answer verbally)
- A home is a place where we live with our ………….
Ans: family - A house protects us from ………, ……… and …………….
Ans: heat, rain, wind - Name some of the rooms in a house?
Ans: (answers may vary)
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: Main concept – Home and its rooms (part 1) – Coming soon
Refer to the poster of ‘Different parts of a house’ given in Week 1 Day 5 of ‘My Home’ and Alphabet group ‘GMUBH’ to conduct this activity.
Refer to the poster given in Week 1 Day 5 of ‘My Home’ and Alphabet group ‘GMUBH’ to conduct this activity.
Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of My Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 2
The teacher revises the topic done on Day 1 and introduces the new topic.
The teacher shows a flashcard of the living room and says, “This is the living room or hall.”
Children will repeat, “Living room/hall.”
The teacher says, “There are many things in the living room, like sofa, television, table.”
The teacher shows a flash card of the sofa and says, “This is a sofa.”
Children will repeat, ‘Sofa’.
The teacher says, “We can sit comfortably on a sofa and watch television.”
The teacher shows a flashcard of the bedroom and says, “This is a bedroom.”
Children will repeat, ‘Bedroom.’
The teacher says, “The bedroom is the place where we sleep.”
The teacher shows a flash card of a cot and says, “This is a cot.”
Children will repeat, “Cot.”
The teacher says, “There is a mattress, pillow and blanket on the cot.”
Post teaching activity:
True or False:
- Sofa is in the bedroom.
– False. - Bedroom is where we eat our food
– False. - We watch TV in the living room.
– True. - We have a cot in the bedroom.
– True. - Living room is also called a hall.
– True.
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: Main concept – Home and its rooms (part 2) – Coming soon
Refer to the poster and flashcards given in Week 1 Day 5 of ‘My Home’ and Alphabet group ‘GMUBH’ to conduct this activity.
Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of My Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 3
After revising Day 1 and 2, the teacher introduces some more segments of a home.
The teacher shows a flashcard of the kitchen and says, “This is the kitchen.”
Children will repeat, “Kitchen.”
The teacher says, “There are many things in the kitchen, like stove, cylinder, vessels, jars, bottles, fridge, mixer. We prepare our food here.”
The teacher shows a flash card of the dining room and says, “This is the dining room.”
Children will repeat, “Dining room.’
The teacher says, “There is a dining table. We eat our food here with our family.”
The teacher shows a flashcard of the bathroom and says, “This is the bathroom.”
Children will repeat, “Bathroom.”
The teacher says, “We have our shower/bath here.”
Post teaching activity:
Answer the following:
- Where do we find a stove in the house?
Ans: In the kitchen. - What do we use cot for?
Ans: We sleep on the cot. - Do we use the dining room to take a shower/bath?
Ans: No, we shower in the bathroom. - Where do we eat our meals?
Ans: In the dining room.
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: Main concept – Home and its rooms (part 3) – Coming soon
Refer to the flashcards given in Week 1 Day 5 of ‘My Home’ and Alphabet Group ‘GMUBH’ to conduct this activity.
Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of My Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 4 and 5
Activity Time – Picking the correct picture/object
Materials – Flashcards/toys/real objects (wherever possible)
- Living room – sofa, fan, center table, television
- Bedroom – cots, pillows, blanket, cupboard, mattress
- Kitchen – stove, mixer, vessels, cup, glass, spoon, cylinder
- Bathroom – tap, shampoo, soap, towel, mirror
Procedure –
- The teacher keeps all the materials ready on a table or bench.
- The teacher calls out the name of a thing in the living room- for example sofa.
- A child who is called by the teacher comes forward and picks the correct flashcard or object.
- The process continues until all the children get a chance to identify and pick the correct picture or object.
Note to the teacher:
- Keep the materials ready before the activity.
- Make sure all students get a chance.
- Follow an order to maintain discipline.
- Can take help of a co-teacher for the easy conduct of the activity.
Refer to the flashcards given in Week 1 Day 5 of the topic ‘My Home and the Alphabet Group GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.
Reading and Writing: Revision of Alphabets
Content: Writing on the sand
Day 1: Writing on the sand – Letter ‘Gg’
Procedure:
- The teacher must keep all the required materials ready.
- The teacher will write the letter ‘G’ on the blackboard. The teacher then says, “This is the letter ‘G’, and ‘G’ says ‘g’.”
- The teacher may also show the alphabet flashcard by holding the flashcard in front of the students, the teacher says, ‘G’ says ‘g’.
- Then, the teacher will overwrite the capital letter ‘G’ using different coloured chalks. This time, the teacher will tell the students to watch her arm movements carefully and imitate writing the letter on their desk/floor.
- Then, the teacher will show the worksheet to the students saying, “Children, today we will learn how to write the capital letter ‘G’.”
- The teacher must complete one worksheet in front of the students first, then, the teacher will distribute the worksheets and crayons to all the students, telling them to complete the worksheet as shown.
- Then, the teacher will call one student at a time to provide individual assistance in tracing the letter correctly on the sand tray.
- The teacher will help 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 will repeat sand tracing with all the students by turns.
Note to the teacher:
- Watch the video
- Revise the letter sound
- Keep the required materials ready (1 sand tray, alphabet flashcard, worksheets and coloured chalks).
Key skill/knowledge the child will acquire: Students will become familiar with the form of letter ‘G’ by writing in the sand and on the worksheet.
Worksheet: Tracing letter ‘G’ – Coming soon
Worksheet: Tracing letter ‘G’ (Enlarged) – 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: Writing on sand – letter ‘G’ – Coming soon
Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’’ from Week 1 Day 1 of the Alphabet group ‘GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 2: Writing on the sand – Letter ‘Mm’
Procedure: Follow the same procedure as day 1 of week 2.
Worksheet: Tracing letter ‘M’ – Coming soon
Worksheet: Tracing letter ‘M’ (Enlarged) – Coming soon
Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’’ from Week 1 Day 1 of the Alphabet group ‘GMUBH’.
Refer to the video ‘Writing on the sand- letter G’ from Week 2 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 3: Writing on the sand – Letter ‘Uu’
Procedure: Follow the same procedure as day 1 of week 2.
Worksheet: Tracing letter ‘Uu’ – Coming soon
Worksheet: Tracing letter ‘Uu’ (Enlarged) – Coming soon
Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’’ from Week 1 Day 1 of the Alphabet group ‘GMUBH’.
Refer to the video ‘Writing on the sand- letter G’ from Week 2 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 4: Writing on the sand – Letter ‘Bb’
Procedure: Follow the same procedure as day 1 of week 2.
Worksheet: Tracing letter ‘Bb’ – Coming soon
Worksheet: Tracing letter ‘Bb’ (Enlarged) – Coming soon
Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’’ from Week 1 Day 1 of the Alphabet group ‘GMUBH’.
Refer to the video ‘Writing on the sand- letter G’ from Week 2 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ if there are any neuro-diverse children in the class.
Day 5: Writing on the sand – Letter ‘Hh’
Procedure: Follow the same procedure as day 1 of week 2.
Worksheet: Tracing letter ‘Hh’ – Coming soon
Worksheet: Tracing letter ‘Hh’ (Enlarged) – Coming soon
Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’’ from Week 1 Day 1 of the Alphabet group ‘GMUBH’.
Refer to the video ‘Writing on the sand- letter G’ from Week 2 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.
Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ if there are any neuro-diverse children in the class.
Teacher Resource Document
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