My Neighbourhood

Week 3

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 ‘My Neighbourhood’ will be reinforced with some additional information. Activities like language games, experiential learning, craftwork, value songs, are planned for the week to make the 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.

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

Day 1: Revision and Closing Session

The teacher can explain how our neighbourhood provides a platform for residents to interact, and build a sense of community with the people who live in it.
The teacher also explains how the important services and amenities in our neighbourhood make our life peaceful and contribute to our overall convenience.
The teacher repeats and revises the poem in the neighbourhood done earlier.
The teacher shows the flashcards prepared for revision of the topic neighbourhood.

Key knowledge the child will acquire: Children recognise places in the neighbourhood.

Refer to the Poster and Audio of the poem from Week 1 Day 1 of ‘My Neighbourhood’ Listening and Speaking section.

Refer to the ‘Our Neighbourhood’ flashcards given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Neighbourhood Charades (to be done in one session)

Aim: Children familiarise themselves with neighbourhood places/persons/things.

Preparation:

Flashcards of different places like Hospital, Park, School, Fire Station, Post Office, Police Station, Library, Bank, Restaurant, Trees, Plants, Flowers, Dog, Cat are kept ready by the teacher before the class starts.
The students in the class can be grouped into two teams- A and B.
Appropriate distance between the two groups needs to be maintained so that the game can be played well.
A scoreboard is kept ready to write the scores of both the teams.

Procedure:

The teacher keeps all the flashcards in a basket on the table.
The two teams made by the teacher are made to sit apart.
The teacher randomly calls a child from team A and tells her/him to pick up a picture card from the basket. The picture card/ flash card picked up shouldn’t be visible to anyone else except to the child who is picking it up and the teacher.
Another child from team B is called to come forward.
The child from team A after recognising the picture on the card, acts it. The child from team B should guess the answer.
If the team B child correctly guesses the picture represented by the acting done by the team A child, team B gains a point.
In case the child fails to answer correctly the riddle passes to team A.
In case, both the teams fail to guess correctly a particular picture, none of the teams gain a point.
The score can be written on board by the teacher.

Note to the teacher:

The flashcards already prepared can be used for the game.
The score can be written on the class blackboard/ whiteboard.
In case of the correct answer all the children should be made to repeat the word aloud.

Key knowledge the child will acquire: The children in the class are able to identify and name different Neighbourhood related things they observe daily.

Refer to the ‘Our Neighbourhood’ flashcards given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Day 3: Recycling and Clean-Up Day (Cleaning the school playground)

The teacher plans and executes a learning activity for students to help them understand environmental responsibility, community participation, and the importance of keeping their neighbourhood clean. This activity can be done in the school playground or in the classroom.

Objective:

To teach students about keeping the environment clean.
To encourage a sense of responsibility and teamwork in improving the surroundings.

Materials needed:

Trash bags (separate ones for recycling and non-recyclables)
Gloves (for hygiene and safety)

Preparation:

The teacher begins the class with a short lesson about the importance of recycling and keeping the environment clean.

Show examples of different types of materials that can be recycled (paper, plastic, glass) and discuss what cannot be recycled.
Discuss how a clean neighbourhood helps everyone and how littering affects animals, plants, and people.

Procedure:

Divide students into small groups, and give each group gloves, a trash bag for waste, and a trash bag for recyclables.
Teach them how to safely collect litter using gloves and remind them to avoid sharp or pointed items.
Have designated spots with color-coded bags for them to sort recyclables (e.g., paper, plastic, glass) as they collect litter under supervision.

Post- activity discussion: After the clean-up, have students sit in a circle and reflect on the activity. Ask them:

How did it feel to clean up the neighbourhood?
Why is it important to recycle and not litter?
What did they learn about the environment and their community?
Encourage students to share their thoughts and ideas about how they can continue to keep their neighbourhood clean.

Key knowledge the child will acquire: Students will be able to understand the difference between recyclables and non-recyclables and appreciate the importance of keeping their environment clean and free from litter.

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

Day 4: Recycling Craft Activity

Procedure:

As a follow-up of the previous day clean-up activity, the students can use some of the recyclable materials collected (such as clean bottles, cardboard, ice cream sticks, pencil shaving shreds, paper, any plastic waste like- pencil box, buttons, caps of pens etc.) to create a craft project.
For example, students can make bird feeders from plastic bottles or art from scrap paper. The plastic bottles can be cut and used to grow beautiful plants and used in classroom or corridor decoration. Old notebooks or the waste paper can be coloured and used to make paper craft. The ice cream sticks can be used in making pen stands etc.

Note to the teacher:

The teacher should encourage the children to make use of the waste things they happen to find and collect.
This can be made a regular practice and hence a creative corner/ recycling corner can be fixed in class where these handicrafts are made and kept for demonstration and decoration.
The teacher can motivate the students to create a simple recycling plan for their home or a nearby street, a park, our room, our home which shall further highlight the importance of keeping our neighbourhood clean.

Key knowledge the child will acquire: This hands-on activity gives students practical experience and contributes to the well-being of their neighbourhood.

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

Day 5: Learn a New Song – Swing

Children learn a new song ‘Swing’. The teacher can make the children learn this song by showing the video and playing the audio file. The teacher may and then discusses the relevance of the song while revising the topic ‘My Neighbourhood’.

Content:

Swing, swing, swing, swing for fun,
Not so high, not so slow,
Up in the air, then down I go.

Up to the sky, down to the grass,
I watch the birds fly,
And see the worms pass.

Wonderful parks, where children play,
In the pair they do swing,
And sway all through the day.

Audio: Swing

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: Swing

ISL Video: Swing

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: Introduce the Concept – Compound Word

Procedure:

The teacher writes the word ‘butter’ on the board and asks the students if they know what ‘butter’ is. Allow students some time to discuss what they understand by the word.
Then the teacher writes the word ‘fly’ on the board and following the same process as above, encourages the students to discuss what they understand from the word ‘fly’.
Now the teacher will write these two words (Butter + fly) on the board and ask the students to read the full word.
The teacher asks the students if they know what ‘butterfly’ is.
From this activity it becomes quite clear that sometimes, when two unrelated words are joined together, we can make a completely different word that has a very different meaning.
To explain it further, the teacher gives some more examples with the help of flashcards.
- Foot + ball = Football
- Rain + coat = Raincoat
- Tooth + Brush = Toothbrush
- Sun + flower = Sunflower
- Jelly + Fish = Jellyfish
- Rain + bow = Rainbow
- Pan + cake = Pancake
Then, finally the teacher writes the word ‘Compound Word’ on the blackboard.
The teacher then explains that such words, where two unrelated words are joined together, and make a completely new word that has a very different meaning are called compound words.
The teacher asks the students if they know any more compound words.
Allow them some time to discuss and tell a few words.
The teacher then distributes the worksheet, ‘Join two words to make a new word’.

Note to the teacher:

The teacher must watch the video prior to the session to understand how to introduce the topic.
The teacher must explain that the words that may not be related at all, when put together, creates a new word which has more than one word in it, hence they are called compound words.
Give time for students to discuss and try making some compound words of their own. Even if the words are incorrect, the students will become familiar with the process.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of compound words.

Video: Compound words

ISL Video: Compound words

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: Revise the Concept – Compound Word

Procedure:

The teacher writes ‘Compound Word’ on the black board and asks the students if they remember anything about it from the previous day’s lesson.
Allow students some time to discuss what they remember.
Then, the teacher revises the concept once again using the flashcards.
After showing the flashcards, the teacher distributes the cards to some of the students randomly.
Then, the teacher writes one word on the board, (example; lady), and asks the student holding that flashcard to come forward and show the card to the whole class.
Then, the teacher explains that the first word is ‘lady’, which would be the second word to pair with ‘lady’ to make a new compound word.
Students can discuss and tell the answer (Lady + bird) and make a new word ‘Ladybird’.
If needed, the teacher can help in finding the right word.
Similarly, all the flashcard words are paired together to form new compound words.
Then, the teacher distributes the worksheet.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of compound words.

Worksheet: Circle the compound words

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Worksheet: Circle the compound words (Enlarged)

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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.

Day 3: Reinforce the Concept – Compound Word

Procedure:

The teacher writes ‘Compound Word’ on the black board and asks the students if they remember anything about it from the previous day’s lesson.
The teacher then shows the video and allows students to discuss what they see.
If it is not possible for the teacher to show the video, the teacher can do the following activity:
1. The teacher writes many compound words on the blackboard and explains the meaning of these words.
2. Then, she can distribute several chits with just one word written on it.
3. The teacher instructs the students that they must find a partner who has another word which when joined with their own word, makes a ‘Compound Word’.
4. The students must move around the classroom to search for their partner and make a compound word.
5. The students must present their ‘Compound Word’ to the teacher.

Note to the teacher:

The teacher can use some of these compound words for this activity. (football, basketball, raindrop, rainbow, raincoat, ladybug, jellyfish, starfish, pancake, cupcake, sunflower, pineapple, dreamland, butterfly, dragonfly, snowman, toothbrush, toothpaste, earring, motorbike, windmill, goldfish, etc.)
The teacher must keep several chits ready prior to the session.

Key skill/knowledge the child will acquire: Students will practice creating many more compound words.

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

Day 4: Opposites – Revise the concept

Procedure:

The teacher writes the word ‘Opposites’ on the board.
The teacher asks the students if they remember what ‘opposite’ words are.
The teacher can give some time to allow students to explain what they understand and remember.
Then, the teacher can explain once more that things that are totally different from each other are called opposite: for example- big and small, long and short.
To reinforce the concept the teacher shows the video of opposites.
For every pair of opposites shown in the video, the teacher can pause and allow the students to discuss the details.
The teacher can write several words on the board, and divide the class into groups and ask them to give the opposites of the given words.

Note to the teacher:

If it is not possible to show the video, the teacher can use the flashcards.
The teacher must watch the video prior to the session and learn how to present the concept.
The activity can be conducted at a slower pace, and a good amount of time can be given for discussions.

Key knowledge the child will acquire: Students will remember some of the words of opposite pairs.

Refer to the ‘Opposites’ flashcards and video given in ‘Profession’ Day 3 Week 3 Reading and Writing section.

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

Day 5: Position Words – Revise the Concept

Procedure:

The teacher writes ‘Position Words’ on the blackboard and asks the students if they remember any position words they had learned earlier.
The teacher can allow the students to discuss and answer.
The teacher then revises all the position words introduced so far by showing the video or using the flashcards.
Then the teacher can distribute the flashcards to some of the students.
When the teacher calls out any one of the position words, the student holding that flashcard must come in front and show the flashcard to all the other students.
Then the teacher can encourage the student to explain what that position means.
Some position words can be enacted, (example; on, under, in front of, behind, far, near etc)
Then they can also discuss some examples of various position words from the classroom.

Note to the teacher:

The teacher must watch the video prior to the session to refresh his/her memory of the concept presentation.
The teacher must keep the required materials ready.
Students may answer in the regional language, but the teacher can tell the English word and write it on the board.

Key knowledge the child will acquire: Students revise all the position words introduced so far.

Refer to the ‘Position words’ flashcards and video given in ‘Transport’ Week 3 Reading and Writing section.

Refer to the ‘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

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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.