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 covered this week by using these methods – storytelling, comprehension of the story, simple questions and answers and vocabulary building.

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

Story

Content:

• Story session can be done over a period of one week: 
  1. The teacher shows the animated book of the story.
  2. The teacher tells the story in his/her own voice with the use of posters.
  3. The teacher can tell the story with pauses which can be filled with proper words by the children.
  4. The teacher can ask simple questions to check if the children have understood the story.

Procedure:

• Before starting the story, the teacher may arrange the children in such a way that she/he may be able to maintain eye contact with all of them.
• Once the children are settled, they listen to the story being narrated by the teacher.
• As the story proceeds, the teacher can encourage the children to give the names of places in the neighbourhood.
• The teacher can ask simple questions and the students can give the answers in one or two words (accept answers in the regional language).
• The teacher uses echo questions to check understanding.
• The teacher uses a rising tone at the end of the question when asking a question.

After the story telling session:

1. The teacher asks some simple questions orally to check whether the children have understood the story.
2. Children may respond as a group giving different points from the story.
3. This will help all the children recall the sequence of the story.

Story: My Village, My People

I am Mona. I wake up daily to the bell sound of the newspaper delivery person. One day, I was colouring a picture and just then my father called, “Mona, come let us go to the market.”
I live in a village and my father goes to the market to buy our daily needs. I love going with my father. We greet the neighbours on the way and chat with them before reaching the market. Bittu bhaiya, the farmer, grows vegetables and we get fresh vegetables from him. He always greets us with a bright smile. Next, we visit Rahul chacha, the grocer who has a well-maintained grocery shop.

My father said, “Mona, let us pick up the clothes from Vel.” Vel is the person who does laundry and irons our clothes. The clothes feel fresh and neat.
Then, we went to the post office to check our mailbox. The post woman, Naina, addressed my father, “There is a letter for you, Sir.” My father thanked her and we went to our next stop at the village market.

I waited outside the barber shop as my father got his hair trimmed by Chotu bhaiya.
As we were returning back home, we saw Doctor Brinda standing next to my sister Bina. Bina’s beautiful dress which was stitched by the village tailor was torn in places. I asked alarmingly, “What happened to you Bina?”

Bina was crying as she had fallen down and hurt herself. So, Doctor Brinda visited to check on her. The doctor gave us a list of medicines to buy. I went back again to the market with my father to buy the medicines from the pharmacy.

I thought, “Oh! I cannot go to the village park this evening, as Bina cannot come. I will miss seeing the beautiful plants and flowers.”
However, I was happy that Bina was not in pain. I will be at home this evening and play with my sister and other friends. 

Key knowledge the child will acquire: Children learn about people around in the neighbourhood.

Click and watch the animated storybook. This animated storybook is to be shown to children during the class. For the children with low vision the Audio Book can be played.

Storybook: My village, My people

Audio: My village, My people

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 village, My people

ISL Video: My village, My people

The teacher shows the animated book of the story and makes the children familiar with the characters and sequences in the story.

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 narrates the story in his/her own voice, with proper voice modulation.

The teacher may use the animated storybook and audio storybook as aids.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1).

Day 3

The teacher can tell the story line by line in English and explain the importance of people in the neighbourhood.
Children listen with comprehension when the story is told.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1). 

Day 4

Fill in the blanks with words from the story: (The children will answer orally)

1. The park has _______________ plants and flowers.
   Ans: beautiful
2. Bittu, the ________________ grows crops for the villagers.
   Ans: farmer
3. ____________ has a well maintained grocery shop.
   Ans: Rahul
4. Chotu bhaiya is a ____________ .
   Ans: barber

Simple Questions:

1. Why does Mona accompany her father to the market?
   Ans: Mona accompanies her father to the market to buy their daily needs.
2. Who goes to the park every evening?
   Ans: Mona and Bina go to the park to play with their friends.
3. What does the laundry man do?
   Ans: He washes and irons the dresses. It feels neat and fresh.
4. Where do we buy our medicines?
   Ans: We buy our medicines from the pharmacy.

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

Activity time – Build a story

• The teacher can have story cards of the given story and make the children build the story.
• The teacher can have the picture cards and ask the children to arrange the picture cards in sequence according to the story.

Story card: My village, My people

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.

Reading and Writing

Reading Comprehension – Story Passage

My Village, My People

I love going to the market with my father. On the way to the market, we always meet and greet our neighbours. The market is a very busy place, but we know everyone in the market. Rahul chacha has a grocery shop which is well-maintained and has everything we need for our house. Bittu bhaiya, the farmer, grows vegetables. We buy fresh vegetables from him. He always greets us with a bright smile. Vel, the laundry man washes and irons our clothes. The clothes feel fresh and neat. The post woman Naina always brings letters for my father. When necessary, we go to Chotu bhaiya’s barber shop to trim hair. The tailor stitches beautiful dresses for me and my sister Bina. When we are sick, we visit Doctor Brinda in the village hospital and buy the medicine from the nearby pharmacy. There is a beautiful park in my village where Bina and I go in the evening to play with our friends. I love my village and the people in my village. 

Day 1, 2 and 3: Vocabulary Building

(my, village, people, busy, market, meet, greet, neighbours, know, everyone, grocery, shop, well-maintained, everything, need, house, farmer, grows, fresh, vegetables, bright, smile, laundry, iron, clothes, neat, brings, post, barber, trim, hair, tailor, stitches, beautiful, dresses, sick, doctor, hospital, medicine, pharmacy, park, evening, friends) 

Procedure:

• The teacher writes the short passage from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first set of keyword flashcards and reads the word – example: village.
• Students will repeat the word ‘village’.
• The teacher underlines this word (village) written on the blackboard and explains the meaning of the word.
• Following the same process, all the words are introduced using keyword flashcards.
• These word flashcards can be pinned on the class bulletin board.
• Then, the teacher calls one student in front to pick a 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. 
• The teacher may also write this word on the side of the blackboard.
• This process can be repeated until all the students get a chance to read and identify the words.

Note to the teacher:

• The teacher must keep the required materials ready.
  • The keyword flashcards 
  • A basket with several small chits with one of these words written in each chit.
  • If the poster is not available, the teacher can write the story passage on a big chart paper prior to the session.

Key knowledge the child will acquire: Students learn new vocabulary related to the story and their meaning and will be able to better comprehend the story. 

Poster: Story passage – My village, My people

Alphabet Card: Story passage – Keywords

Refer to the ‘My Village My People’ story poster given from Week 4 Day 2 of ‘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.

Day 4: Story Passage – Find the Words

Procedure:

• The teacher writes the short passage from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher then asks the students to review the story. This will help the teacher understand if the students have understood the story properly or not. 
• The teacher, then, tells the students that she/he will show keyword flashcards and students must find that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they find these words.
• The teacher can call a few students to come forward and point to the words.
• Then, the teacher underlines these words on the board.
• The teacher distributes the worksheet.
• Students must underline these words on their worksheet by looking at the blackboard.

Note to the teacher:

• If it is not possible to write the short story passage on the board during the class, the teacher can write it on a big chart paper prior to the session.
• The teacher must move around the classroom to help the students complete the worksheet.

Key knowledge the child will acquire: Students will be able to understand the story and identify the new vocabulary words.

Worksheet: Find the words and underline them

Worksheet: Find the words and underline them (Enlarged)

Refer to the ‘Keywords’ flashcards given from Week 4 Day 1 of ‘My Neighbourhood’ Reading and Writing segment.

Refer to the ‘My Village My People’ story poster given from Week 4 Day 2 of ‘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: Answer the questions

1. Which is a busy place?
   Answer: The market.
2. Who has a grocery store in the market?
   Answer: Rahul chacha
3. Who sells fresh vegetables?
   Answer: Bittu bhaiya
4. What does Vel, the laundry man do?
   Answer: He irons the clothes.
5. What do people buy from the pharmacy?
   Answer: Medicines.

Procedure:

• The teacher must explain that for this work we have to find the correct answers from the story.
• The teacher distributes the worksheets.
• The teacher writes the first question on the blackboard. 
• The teacher reads the question and asks the students to answer the question orally. 
• The teacher writes the answer right below the question.
• The students will copy the answer from the blackboard.
• Then the teacher writes the second question.
• The procedure is followed until all the questions are answered on the blackboard. 
• The students complete the worksheet as shown.

Note to the teacher:

• The teacher may ask the students to answer the questions individually or as a group.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key knowledge the child will acquire: Students will have a better understanding of the story and learn the skills of copying from the blackboard and answering the questions.

Worksheet: Answer the questions

Worksheet: Answer the questions (Enlarged)

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.

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.