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 revision of the topic.

Language game – to identify household objects, experiential learning to classify household objects as per the rooms, role play, human value song, naming words, sight words are planned for the week to make 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 ‘My Home’ as they do the warm up exercises and the children will say the name of the object /picture aloud.

Example: As the teacher gives the command ‘stand up’ he/she can show the flashcard of the sofa. The children will stand up and say ‘sofa’ aloud. The teacher can use another flashcard for the next command.

Commands:

1. Stand up
2. Touch your toes
3. Tap your knee two times
4. Snap your fingers three times
5. Clap your hands four times
6. Blink your eyes five times 

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: Revision and closing session

• The teacher can discuss with the students about the various details of the topic ‘My Home’.
• The teacher can close the session by reciting the rhyme learnt in the earlier class. 
• The teacher shows the poster and flashcards of ‘My Home’ as a revision of the topic.

Key knowledge the child will acquire: Children recognise the importance and appreciate the facts about ‘My Home’.

Refer to the Poster & Audio of the rhyme from the given Digital Assets of ‘My Home’ Week 1 Day 1.

Refer to the poster of ‘My Home’ and flashcards of ‘Home and its rooms’ given in Week 1 Day 5 and Week 2 Day 1 respectively in the topic ‘My Home’ and Alphabet group ‘GMUBH’ 

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

Language Game: Find me out
(to be done in one session)

Aim: To identify household objects and give their use.

Preparation: Flashcards to be kept ready

Procedure:

• The teacher shows a flashcard and the student identifies the household object and gives the use of the object.

Example –

Stove – We use it for cooking.
Sofa – We sit on it and watch television (TV).
Cot – We sleep on it.
Dining Table – We have our food/meals.
Grinder – We use it to grind.
Fan – It keeps us cool.
Study table – We use it to do our homework.
Tap – We get water from it.
Soap – It is used to remove dirt.
Mirror – We can see ourselves and get ready.

Note to the teacher: 
Teacher to make sure all children get a chance to identify the household items and explain its uses.

Key knowledge the child will acquire: Children learn to name the different objects in a house.

Refer to the flashcards given in Week 2 Day 1 of ‘My Home’ and Alphabet Group ‘GMUBH’ to conduct this activity.

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.

Day 3

Activity – Room Hunt

Aim: To classify household objects as per the rooms in the house.

Preparation:

• Flashcards of different rooms. (living room, kitchen, bedroom, bathroom)
• Matching objects/toys/ real household items that represent each room.
• Corner in the classroom with labels of rooms.

Procedure:

• The teacher divides the class into 5 or 6 groups based on class strength.
• Spread out objects/flashcards on a table/bench or keep them in a basket.
• Each group is allotted a room.
• Students have to pick the correct objects as per the room and place them in the respective corners with the correct labels.
• The teacher can ask the students, “Where does the spoon go?” or “Where does the toothbrush go?”

Key knowledge the child will acquire: Children will recognise different rooms in a home and understand functions of each room.

Refer to the flashcards given in Week 2 Day 1 of ‘My Home’ and Alphabet Group ‘GMUBH’ to conduct this activity.

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.

Day 4 and 5

Experiential Learning – My home is a happy place.

Role play for children to learn about a model house.

Aim:

1. The students learn about the different rooms in a house.
2. The students learn about the different people living in a home.

The students learn their responsibilities and that everyone in the house shares the responsibilities and chores. 

Material required:

• Chalks to mark the rooms
• Two baskets 
• Chits with different roles written on them such as father, mother , brother, sister etc.
• Chits with different chores written on them. 

List of roles:

• Father
• Mother
• Brother
• Sister
• Grandfather
• Grandmother 
• Uncle
• Aunt

Here are few chores that can be made into chits:

• Folding clothes in the bedroom.
• Making tea in the kitchen.
• Watering plants in the hall.
• Having dinner on the dining table in the living room.

Setting:

1. The teacher marks the four corners of the room as kitchen, bedroom, bathroom, living room.
2. The teacher prepares two baskets – one with the chits containing the name of the role and the other basket contains the chores to be done.
3. The class is divided into four groups.
4. Each group will have a group guide to help the members of the group.

Procedure:

1. The teacher stands in the center of the class room with two baskets with the chits on her table.
2. The teacher calls out a student from group 1.
3. The student picks up a card each from basket one. 
4. The student reads the role written on it. eg. father.
5. The student picks a card from the second basket and reads it, e.g. making tea in the kitchen.
6. The students go to the corner marked as ‘Kitchen’ and pretend the action mentioned- making tea in the kitchen.
7. The group guide may say, “The father is making tea in the kitchen.”
8. Next, the teacher may call a student from group two to perform the action.
9. Thus, the game continues till every student gets a chance.

Post activity discussions:

1. The teacher can ask the children which room is their favourite and why?
2. What activity is performed in the different rooms?
3. What makes the home special?

Key skill/knowledge the child will acquire: The students recognise the different rooms in a house, and understand the responsibilities of each member of the family.

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

Video: My home is a happy place – Coming soon

Refer to the ‘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

Day 1:  Introducing sight words

Content – please, look, stop, jump

Procedure:

• The teacher must keep the required materials ready.
  • Sight word flashcards – please, look, stop, jump 
  • One basket 
  • Napkin or handkerchief to cover the basket.
• The teacher must watch the LTM video and learn the process of introducing sight words.
• The teacher will place the ‘sight word cards’ in a basket which will be covered with a handkerchief and students will not see what is inside the basket. 
• The teacher will start the class by saying, “Children, we are going to learn some new words today.”
• The teacher will slide her hand into the basket (basket is covered by a handkerchief) and pull out a flashcard of any one sight word, for example, ‘please’.
• The teacher will say, ‘please’ pointing to the word, and the students will repeat ‘please’. The teacher can repeat this process two more times.
• Following the same process, the three remaining words ‘look’, ‘stop’, ‘jump’ can be introduced.

Note to the teacher:

• Watch the video prior to the session to learn how to introduce sight words.
• Keep the required materials ready.
• Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
• As a follow up activity, the teacher can play ‘find the house game’, using these four sight-words. 

Key skill/knowledge the child will acquire: Students will become familiar with a few sight words.

Flashcards: Sight words – Coming soon

Refer to the video ‘Introducing sight words’ from Week 4 Day 5 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

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: Find the House Game

Procedure:

• The teacher must keep all the required materials ready. (coloured chalks, letter flashcards, worksheets)
• The teacher will draw six squares or circles on the floor.
• Then, the teacher will write (with chalk) one letter pair (Gg, Mm, Uu, Bb, Hh) in each of the squares/circles, which will be introduced as houses. 
• The teacher will call five to six students to play the game first. These students will have to stand in an assigned place until the game begins. Other students will wait for their turn while watching their friends play. 
• When the teacher calls out a letter, showing the corresponding flashcard, these children have to move about the room trying to locate that letter. 
• Then, the teacher will call out another letter, and all the children have to move to that letter.
• Then, the teacher will invite the next group of 5-6 students to play the game. This process can continue until all the students get the opportunity to play the game. The letters can be repeated multiple times to reinforce.
• Then the teacher will distribute the worksheet (Match the letter pair level 1) and help the students to complete the work as shown. 

Note to the teacher:

• Watch the video prior to the session and learn how to conduct the game.
• Keep the required materials ready. (alphabet flashcard, worksheets and crayons) 
• Once the students become familiar with the letter, the teacher may try playing the game only by calling out the letters. (without showing the flashcard for visual cue).
• Playing this game with 5-6 children at a time will help the teacher observe which children are struggling to identify the letters. 

Key skill/knowledge the child will acquire: Students will revise the letters (Gg, Mm, Uu, Bb, Hh).

Worksheet: Match the letter pair level 1 – Coming soon

Worksheet: Match the letter pair level 1 (Enlarged)- Coming soon

Refer to the video ‘Find the house’ game from Week 3 Day 3 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

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: Guess the Letter Game

Procedure:

• The teacher must keep all the required materials ready. (flashcards, worksheets and crayons)
• Then, the teacher will write the letters (Gg, Mm, Uu, Bb, Hh) neatly on the blackboard.
• The teacher can do a quick revision of the letters. (Gg, Mm, Uu, Bb, Hh)
• When the game starts, one student will be invited to come forward and stand next to the teacher.
• This student will have to stand facing the blackboard and turning his back to the rest of the class.
• The teacher will write one letter (any one of ‘GMUBH’ or ‘gmubh’) on this student’s back, making a big arm movement.
• The student will be asked to guess the letter. (the alphabets written on the blackboard may provide visual cue to the student)
• If the student guesses the letter correctly, then another student will be called to the front.
• If the student is not able to guess the letter, then the teacher will write the same letter on the student’s back once again, but this time the teacher will tell the letter name/sound. The student will repeat.
• The teacher will ensure that all the students get a chance to come forward to guess the letter. 
• The teacher will distribute the worksheet (Match the letter pair – level 2) to the students. The students can complete the worksheet as shown.  
• Match the letter pair – level 3 worksheet can be given as homework.  

Note to the teacher:

• Watch the video prior to the session and learn how to conduct the game.
• Keep the required materials ready.
• When writing the letter on students’ backs, the teacher must make firm and clear finger movement with adequate pressure to help the students guess the letter form.
• When any student is not able to guess the letter, give one more chance and help the student guess the letter correctly. 

Key skill/knowledge the child will acquire: Students will revise the letters (Gg, Mm, Uu, Bb, Hh).

Worksheet: Match the letter pair level 2 – Coming soon

Worksheet: Match the letter pair level 2 (Enlarged) – Coming soon

Worksheet: Match the letter pair level 3 – Homework – Coming soon

Worksheet: Match the letter pair level 3 – Homework (Enlarged) – Coming soon

Refer to the video ‘Guess the letter’ game from Week 3 Day 4 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

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: Introducing Sight Words

Content – you, he, she, they

Procedure:

• The teacher must keep the required materials ready.
  • Sight word flashcards you, he, she, they
  • One basket 
  • Napkin or handkerchief to cover the basket.
• The teacher must watch the LTM video and learn the process of introducing sight words.
• The teacher will place the ‘sight word cards’ in a basket which will be covered with a handkerchief and students will not see what is inside the basket. 
• The teacher will start the class by saying, “Children, we are going to learn some new words today.”
• The teacher will slide her hand into the basket (basket is covered by a handkerchief) and pull out a flashcard of any one sight word, for example, ‘you’.
• The teacher will say ‘you’ pointing to the word, and the students will repeat ‘you’. The teacher can repeat this process two more times.
• Following the same process, the three remaining words ‘he, she, they’ can be introduced.

Note to the teacher:

• Watch the video prior to the session to learn how to introduce sight words.
• Keep the required materials ready.
• Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
• As a follow up activity, the teacher can play ‘Find the house game’, using these four sight words. 

Key skill/knowledge the child will acquire: Students will become familiar with a few sight words.

Refer to the ‘Sight words’ flashcards given in Week 3 Day 1 from the topic ‘My Home’ and Alphabet group ‘GMUBH’ 

Refer to the video ‘Introducing sight words’ from Week 4 Day 5 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

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 5: Sight Words – Passing the Parcel Game

Content – you, he, she, they, please, look, stop, jump

Preparation of Activity: The teacher must take 8 medium-sized boxes and stick one sight word on each of the boxes.

Materials Required:

• Eight medium-sized boxes, 
• Paper cards with sight-words written clearly, in bold letters.
• Glue or cello-tape to fix the sight words on the boxes.

Procedure:

• The teacher arranges the students to sit in a circle. The teacher also sits in the circle.
• The teacher picks up the first box and reads aloud the word written on it. The teacher will then pass on the box to the student sitting beside her/him.
• The student also reads the word aloud, then passes on the box to the peer sitting beside him.
• Thus, the game continues till the box reaches back to the teacher.
• The teacher now takes the next box and continues the same process.
• Thus, the game continues until all the boxes with sight-words (please, look, stop, jump, you, he, she, they) are passed around, and the sight words are read aloud by all the students.

Note to the teacher:

• The teacher must read the sight word loudly and clearly at the beginning of each round.
• The teacher must ensure that each student looks at the sight word and reads it aloud before passing on the box.
• The teacher may encourage the students to call out the word only in their own turn.

Suggested Variations:

• The teacher may also pass 2, 3 or 4 boxes gradually in succession to challenge the students.
• Once the students are familiar with the sight words, the teacher may choose not to read the word aloud but encourage the children to read aloud.
• Visually challenged may be given corrugated/textured sight words to read.
• The teacher may inform the peer buddies about their role in helping.
• The teacher will have the demonstration video with ISL ready.

Key skill/knowledge the child will acquire: Students will become familiar with a few sight words.

Refer to the video ‘Passing the parcel’ game from Week 3 Day 5 of the ‘My Body’ (part 2) and Alphabet group ‘SODER’.

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.

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.