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 will be introduced through poem, conversation, questions and answers, fun activities and reading alphabets.

Listening and Speaking

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 with your feet apart.
2. Raise your left leg.
3. Raise your right leg.
4. Raise your right hand up.
5. Raise your left hand up.
6. Raise your right hand and left leg up.
7. Raise your left hand and right leg up.
8. Stand in attention.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Stand with your feet apart, raise your left leg, raise your right leg, raise your right hand up, raise your left hand up, raise your right hand and left leg up, raise your left hand and right leg up, stand in attention) 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).
• 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 while lifting their legs up. 
2. Visual cues can be placed on the floor, such as tape or markers, to indicate when to lift the alternate hands and legs. 
3. If a child is unable to lift the legs 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 video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.  

Video: Warm up exercise

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 1

The teacher can introduce the topic of ‘My Neighbourhood’ with the given poem. The teacher can make the children learn the poem by showing the poster and reading it line by line and explaining the meaning. The teacher also plays the audio and recites the poem.

Introduction:

The teacher begins the class by saying, “Let us learn a poem- In my neighbourhood.”

Poem – In my Neighbourhood

My neighbourhood is all around my home,
It is where I like to walk and roam.
I see other homes, people, flowers and trees,
Birds, dogs, insects and bees.

There is so much else that is all around,
And the people walking throughout the town.
Vehicles fill the roads on each side,
I can catch a bus or auto and go for a ride.

There are offices, schools, hospitals and stores,
Hotels, petrol bunks, street food and so much more.
Whether they are people who work or children who play,
I find them in my neighbourhood, any time of day.

Follow up activity:

A. Find rhyming words:

1. trees-bees
2. side-ride
3. store-more
4. play-day

B. Answer the following:

1. What do we see around in our neighbourhood?
   Answer: We see other homes, children, trees, birds and animals.
2. What do we find on the road?
   Answer: Vehicles like buses or auto.
3. What type of buildings do we find around in our neighbourhood?
   Answer: Offices, schools, hospitals, stores, hotels and petrol bunk.

Note to the teacher:

1. The teacher shows the poster and recites the poem. The children may learn to recite the poem. 
2. The teacher keeps the flashcards of the neighbourhood ready.
3. The teacher will show the poster and then show the flashcards of the neighbourhood.
4. Children listen keenly and repeat the names after the teacher.
5. The teacher plays the audio of the poem. Then, the teacher recites the poem 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 poem.

Poster: In my neighbourhood

Audio: In my neighbourhood

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 2

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

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘My Neighbourhood’ Week 1 Day 1.

Day 3

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

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘My Neighbourhood’ Week 1 Day 1.

Day 4

Conversation Circle

Content: (Answers may vary)

1. What do you see when you step out of your house daily?
   Answer: Neighbours, plants, buildings, etc.
2. Name two favourite things on your street?
   Answer: Swing in the park, ice cream vendor, the birds on the trees etc.
3. Do you have any friends in your neighbourhood?
   Answer: Yes, I do/ No I don’t.
4. What sounds do you hear in your neighbourhood?
   Answer: Children playing, birds chirping, dogs barking, people talking.
5. Can you tell something about your neighbours?
   Answer: They are helpful/they don’t interact with others.

Note to the teacher:
Students can answer in their local language. But encourage students to answer in English.

Step 1: The teacher introduces the first question: What do you see when you step out of your house daily?

Neighbours, plants, buildings, etc. (The teacher encourages children to have varied responses)

Then, the teacher asks the child sitting next to him/her, “What do you see when you step out of your house daily?”

The child says, “Neighbours, plants, buildings, etc.” and the conversation continues until all the children ask and respond.

Step 2: The teacher introduces the next question: Name two favourite things on your street? 

Swing in the park, ice cream vendor, the birds on the trees etc. (The teacher again invites varied answers)

Then, the teacher asks the child sitting next to him/her, “Name two favourite things on your street?”

The child says, “Swing in the park, ice cream vendor, the birds on the trees etc.” Now, this child asks the child sitting next to him/her and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: Do you have any friends in your neighbourhood?

Yes, I do/ No I don’t. (The answer can be a yes or no)

Then, the teacher asks the child sitting next to him/her, “Do you have any friends in your neighbourhood?” The child says, “Yes ……..is my friend.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: What sounds do you hear in your neighbourhood? 

Children playing, birds chirping, dogs barking, people talking.

Then, the teacher asks the child sitting next to him/her, “What sounds do you hear in your neighbourhood?”

The child says, “Children playing, birds chirping, dogs barking, people talking.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Step 5: The teacher introduces the next question: Can you tell something about your neighbours?

They are helpful/they don’t interact with others. Then, the teacher asks the child sitting next to him/her, “Can you tell something about your neighbours?”

The child says, “They are helpful/they don’t interact with others.” 

Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

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

Note to the teacher:

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

Key knowledge the child will acquire: Children learn to identify places in the neighbourhood.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 5

Main Concept – My Neighbourhood

Content:

• The teacher keeps different flashcards and a demonstrative video ready to introduce the topic.

Opening:

• Once all the children are seated comfortably, the teacher explains briefly that they are going to learn what all buildings/things/people we see in our neighbourhood.
• The teacher keeps the necessary flashcards in a basket. (Hospital/ school/ park/ friends/ trees/ birds/ flowers/ shops)
• The teacher starts showing one flashcard at a time. The teacher makes the students watch a demonstrative video on this topic.

Concept Cards: My Neighbourhood

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: My Neighbourhood

ISL Video: My Neighbourhood

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Learn the Keywords (neighbourhood, my, all, around, home, where, like, walk, roam, see, other, flowers, birds, insects, bee)

In my neighbourhood

My neighbourhood is all around my home,
It is where I like to walk and roam.
I see other homes, people, flowers and trees,
Birds, dogs, insects and bees.

Procedure:

• The teacher writes the first part of the poem on the blackboard and reads it pointing word by word. 
• The teacher shows the first keyword flashcard (neighbourhood) and reads the word.
• Students will repeat the word.
• The teacher underlines this word on the poem written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the remaining keywords are introduced.
• These keyword flashcards can be pinned on the class bulletin.
• Then, the teacher calls one student in front to pick a keyword chit from the basket of chits.
• The student must read the word from the chit and then point at that word on the blackboard.
• The teacher may have to help the students read and point at the correct word. 
• This process can be repeated until all the students get a chance to pick a keyword chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The keywords flashcards for the day.
  • A basket with several small chits with one keyword written in each chit.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Alphabet card: Keywords

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 2

Learn the Keywords (there, so, much, else, people, walking, throughout, town, vehicles, fill, road, each, side, ride, catch, auto)

There is so much else that is all around,
And the people walking throughout the town.
Vehicles fill the roads on each side,
I can catch a bus or auto and go for a ride.

Procedure:

• The teacher writes the second part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The keywords flashcards for the day.
  • A basket with several small chits with one keyword written in each chit.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in Day 1 Week 1 of the topic ‘My Neighbourhood’ Reading and Writing segment.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 3

Learn the Keywords (there, are, offices, schools, hospitals, stores, hotels, petrol bunks, more, whether, they, work, children, who, find, any)

There are offices, schools, hospitals and stores,
Hotels, petrol bunks, street food and so much more.
Whether they are people who work or children who play,
I find them in my neighbourhood, any time of day.

Procedure:

• The teacher writes the next part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The keywords flashcards for the day.
  • A basket with several small chits with one keyword written in each chit.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Keywords’ flashcards given in Day 1 Week 1 of the topic ‘My Neighbourhood’ Reading and Writing segment.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 4: Find the Words

Procedure:

• The students listen to the audio of the poem. 
• The students recite the poem by looking at posters.
• The teacher distributes the worksheet ‘Find the words and underline them’.
• The teacher calls out a few words from the poem and students must underline these words in the worksheets.
• The teacher can help the students find these words by pointing at those words on the poster. 

Note to the teacher:
The teacher must keep the materials ready.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills. 

Worksheet: Find the words and underline them

Worksheet: Find the words and underline them (Enlarged)

Refer to the ‘In my Neighbourhood’ audio and poster given in Day 1 Week 1 of the topic ‘My Neighbourhood’ Listening and Speaking segment.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ if there are any neuro-diverse children in the class.

Day 5: Crossword Puzzle

Find the Hidden Words (home, neighbourhood, road, street, school, hospital, petrol bunk, office, roam, play)

Procedure:

• The students listen to the audio of the poem once again.
• The students recite the poem by looking at the poster.
• The teacher distributes the worksheet ‘Crossword Puzzle’
• Using one of the worksheets, the teacher can demonstrate how to complete the crossword puzzle.
• The teacher moves around the classroom to help the students to complete the crossword puzzle. 

Note to the teacher:

• The teacher must solve one crossword puzzle worksheet prior to the session.
• The teacher must keep the required worksheet ready. 
• The teacher must explain how the crossword puzzle must be solved by demonstrating the process to the students.

Key skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Worksheet: Crossword puzzle – Find the hidden words

Worksheet: Crossword puzzle – Find the hidden words (Enlarged)

Refer to the ‘In my Neighbourhood’ audio and poster given in Day 1 Week 1 of the topic ‘My Neighbourhood’ Listening and Speaking segment.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ 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.