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, colouring 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):

• Hands on your waist.
• Jump with legs out.
• Jump with legs in. 
• Stand straight.
• Arms up.
• Arms down.
• Sit down on the chair. 

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (hands on your waist, jump with legs out, jump with legs in, stand straight, arms up, arms down, sit down on the chair) as he/she demonstrates. The children watch and 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)
• This student gives the commands and other children listen and do the actions.
• This 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 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 for jumping. 
2. If a child is unable to jump even with support, the child may be exempted from doing this step. 

Note to the teacher: 

1. The teacher starts the class by saying ‘hello friends’ and ensures that they repeat the greetings.
2. The teacher begins each class with this activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. Ensure 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 ‘Profession’ if there are any neuro-diverse children in the class.

Day 1

The teacher can introduce the topic of ‘Profession’. Then the teacher begins the topic with the following poem:

Content: When you grow up

Profession! It is what you would do,
When you grow big and choose a job to do.
So, whatever it is, that you want to do,
Choose a profession that makes you happy too.

You can be a doctor, a lawyer or a teacher, 
A nurse, a pilot or an engineer.
You can be an artist, a director or a designer,
Or a chef, accountant or a banker.

If you are very brave and strong,
You may choose to be a policeman, 
A firefighter or an army man,
And look very smart in your uniform.

Now, you study hard and do well in school, 
Never miss a chance to learn and improve,
When you grow big and you must choose,
Remember to choose a profession that suits you.

Follow up activity for the poem: (The teacher can show the poster of the poem and ask some questions like the ones given below)

1. Who is brave and strong?
   Answer: Policeman.
2. Who looks smart in a uniform?
   Answer: Army man, firefighter.
3. What would you like to be when you grow up?
   Answer: Children can give any answer

Note to the teacher:

1. The teacher shows the poster and recites the poem. The children may recite the poem.
2. The teacher keeps the poster of the poem ‘When you grow up’ ready.
3. 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: ChilChildren learn to recite the poem and get introduced to different professions.

Poster: When you grow up

Audio: When you grow up

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ 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 ‘Profession’ 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 ‘Profession’ Week 1 Day 1.

Day 4

Conversation Circle

Content: The teacher sits along with the students to conduct the session. (Answers may vary)

1. What job do your parents do?
2. How does a teacher help us?
3. If you were a chef today, what would you cook?
4. If you could try any job for one day, which one would you choose?

Step 1: The teacher intrThe teacher introduces the first question: What job do your parents do?

The teacher asks the child sitting next to him/her, “What job do your parents do?”

The child responds with a relevant answer and the conversation continues until all the children ask and respond.

Step 2: The teacher introduces the next question: How does a teacher help us?

The teacher asks the child sitting next to him/her, “How does a teacher help us?”

The child responds with a relevant answer and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: If you were a chef today, what would you cook?

The teacher asks the child sitting next to him/her, “If you were a chef today, what would you cook?”

The child responds with a relevant answer and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: If you could try any job for one day, which one would you choose?

The teacher asks the child sitting next to him/her, “If you could try any job for one day, which one would you choose?”

The child responds with a relevant answer and the conversation continues until all the children ask and respond.

Note to the teacher:

• The circle time continues till all get a chance to ask and respond.     
• 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 about different professions.

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

Day 5

Main Concept – Introduction

The teacher begins the topic ‘Profession’

• The teacher will keep the necessary flashcards ready in a basket.
• The teacher will ask the children to sit down comfortably and start the session about the different professions.
• The teacher will keep all the materials required for the lesson.
• The teacher will introduce the different professions that are commonly found, by making the students watch a demonstrative video. The teacher will then start showing flashcards, one at a time, and explain the different profession people take up.

Concept card: Different types of profession

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: Profession

ISL Video: Profession

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

Reading and Writing

Day 1

Learn the Keywords (profession, would, grow, choose, job, what, when, happy, you, to, do, too)

When you grow up

Profession! It is what you would do,
When you grow big and choose a job to do.
So, whatever it is, that you want to do,
Choose a profession that makes you happy too.

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 (profession) 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.
• 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’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 2

Learn the Keywords (doctor, lawyer, teacher, nurse, pilot, engineer, artist, director, designer, chef, accountant, banker)

You can be a doctor, a lawyer or a teacher, 
A nurse, a pilot or an engineer.
You can be an artist, a director or a designer,
Or a chef, accountant or a banker.

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 the Day 1 Week 1 of ‘Profession’ Reading and Writing section.

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

Day 3

Learn the Keywords (brave, strong, policeman, army man, firefighter, look, smart, uniform, you)

If you are very brave and strong,
You may choose to be a policeman, 
A firefighter or an army man,
And look very smart in your uniform.

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 the Day 1 Week 1 of ‘Profession’ Reading and Writing section.

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

Day 4

Learn the Keywords (now, study, hard, school, never, miss, chance, learn, improve, remember, suits)

Now, you study hard and do well in school, 
Never miss a chance to learn and improve,
When you grow big and you must choose,
Remember to choose a profession that suits you.

Procedure:

• The teacher writes the third 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 the Day 1 Week 1 of ‘Profession’ Reading and Writing section.

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

Day 5

Find the Words

Procedure:

• The students listen to the audio of the poem. 
• The students recite the poem by looking at the poster.
• 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. 
• The teacher must keep the required 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 poster and audio of the poem ‘When you grow up’ from Week 1 Day 1 of the Listening and Speaking section of the topic ‘Profession’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ 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.