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 ‘Safety’ will be reinforced with some additional information through language games, experiential learning, role play, and reading stories 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.

Example: As the teacher gives the command ‘Walk two steps forward on your heels’, he/she can ask, “What should we do at the traffic signal?”. The children may say, “We should always stop at the traffic signal.” The teacher can ask another question for the next command. 

Commands:

• Stand up
• Walk two steps forward on your heels
• Stop
• Stand on your toes
• Walk two steps backward
• Stamp your feet on the ground
• Touch the ground
• Stand straight 

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 ‘Safety’ 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 what they have learnt in the topic ‘Safety’.
• The teacher can close the session by reciting the poem learnt in the earlier class. 
• The teacher shows the poster ‘Be Careful’ as a revision of the topic.

Key knowledge the child will acquire: Children recognise the importance of safety in daily life.

Refer to the ‘Be Careful’ poster given in the Week 1 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

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

Day 2 and 3

Game ‘Pick and Speak’ (to be done in two sessions)

Aim:

• The children pick up a picture card from the basket and make a sentence based on the action shown in the picture. 
• Sentences shall be formed based upon various safety themes like: at home, school, playground, on the road and during festivals.
• This shall encourage the children to express themselves, build up their self-confidence in public speaking, reinforce their vocabulary and promote positive behaviour and rules to be followed for safety.

Materials required:

• Small basket containing the picture cards.
• Picture cards showing various actions/activities involving ‘Safe Action’.
• The picture cards can be repeated for all the children to come forward to make a sentence. 

Procedure:

• The teacher keeps the basket containing the picture cards on her/his table.
• The teacher calls the children one by one and asks them to make a sentence after looking at the picture.
• The teacher can help the child by prompting him/her with short sentence starters and tell the child to complete the rest of the sentence.
• A few sentence starters can be like:
  • This picture shows….
  • I am careful in ….
  • We should look to the left ….

Note to the teacher:
The teacher should make sure all children get a chance to participate in the game.

Key knowledge the child will acquire: Children learn the safety rules to be followed in their daily life.

Refer to the ‘Safety Rules’ video given in the Week 1 Day 5 and ‘Safe/Unsafe Actions’ flashcards given in Week 2 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

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

Day 4: Safety Circle

Objective: To teach children the importance of being cautious with strangers and getting aware about danger.

Part no. 1: Game Time

• Draw a big circle on the floor using a rope or draw with chalk. 
• Ask children to stand in the middle and say, “This is my safety circle.” 
• Only people we trust are allowed inside. 
• The teacher may ask, “Who can be here?”
• Children name people like parents, grandparents, or close friends. 
• This helps children identify who they feel safe with. 

Part no. 2: Role Play

• The teacher encourages children to do role play.
• In this scenario someone (a stranger/a person who the child doesn’t know) outside that circle tries to enter.
• The teacher teaches them how to say ‘No’ firmly or seek help.

Note to the teacher:

• The teacher can explain who are called ‘strangers’ and why it’s important to be cautious.
• Conduct a role-play activity where students act out different scenarios involving strangers.
• Children are encouraged to discuss safe practices, such as not accepting gifts or rides from strangers and the importance of seeking help from trusted adults.
• The teacher can reinforce what is personal space and why it is important to have safety awareness to the children.
• The teacher ensures that all children participate in both the segments of the activity.

Key knowledge the child will acquire: This activity gives a visual and emotional understanding of personal space and safe relationships.

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

Day 5: Value Song – Be Safe

The teacher may discuss the meaning of this song and drive home the importance of staying safe. Children can learn and sing the song ‘Be Safe’ with the help of the given audio file. The video of the song can be played for the children to learn the song easily with understanding.

Content:

Hold you mama’s hand or hold your papa’s hand,
When you are walking across the road,
Hold their hand.

Hold you mama’s hand or hold your papa’s hand,
When you are walking in a mall,
Hold their hand.

Hold you mama’s hand or hold your papa’s hand,
When you are walking in a crowd,
Hold their hand.

Hold you mama’s hand or hold your papa’s hand,
When you are walking across the road,
Hold their hand.

Hold you mama’s hand or hold your papa’s hand,
When you are walking in a mall,
Hold their hand.

Hold you mama’s hand or hold your papa’s hand,
When you are walking in a crowd,
Hold their hand.

Audio: Be safe

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: Be safe

ISL Video: Be safe

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

Reading and Writing

Day 1 and 2: Revise the Concept – This, These, That and Those

Procedure:

Step 1 –

• The teacher reinforces the concept by showing the video or the flashcards.
• The teacher then asks, “Which word should be used to show (one) object which is nearby?”
• The teacher then asks, “Which word should be used to show (many) objects which are nearby?”
• The teacher then asks, “Which word should be used to show (one) object which is far away?”
• The teacher then asks, “Which word should be used to show (many) objects which are far away?”
• Encourage the students to give correct answers.

Step 2 –

• The teacher writes the words (this, that, these and those) on the blackboard and asks the students to read the words.
• The teacher then asks if they remember learning about these words earlier and when we need to use the words ‘this’, ‘that’, ‘these’ and ‘those’ in a simple sentence.
• The teacher must give some time to the students to discuss, recollect and answer.
• The teacher then explains when we are showing only one object, one person or one animal which is nearby or far away we say ‘this’ or ‘that’, but when we are showing many objects, many people or many animals that are near or far away from us, we say ‘these’ or ‘those’.
• The teacher may help students practice the concept by pointing and things around the class/school.
  • This is a book.
  • That is a fan.
  • That is a door.
  • These are chalk pieces.
  • Those are the bags.
• The teacher distributes the worksheet to complete as classwork.

Note to the teacher:

• The teacher must watch the video, (This/These and That/Those) prior to the session to learn how to revise the concept.
• The teacher must give a lot of examples from around the classroom to reinforce the concept.

Key knowledge the child will acquire: Students will revise the accurate usage of the words ‘This’, ‘These’, ‘That’ and ‘Those’ in sentences.

Worksheet: Complete the sentences with ‘This, That, These, Those’

Worksheet: Complete the sentences with ‘This, That, These, Those’ (Enlarged)

Refer to the videos and flashcards of ‘This/These and That/Those’ given in Week 2 Day 3/4 and Week 3 Day 1 of the topic Games in the Reading and Writing section.

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

Day 3 and 4: Introduce the Concept – Gender (Male and Female)

Procedure:

• The teacher writes the word ‘Gender’ on the blackboard and asks the students to read the word.
• The teacher then explains that the word ‘gender’ is used to tell if the person is male or female.
• The teacher makes two columns on the blackboard and writes ‘male’ on one side and ‘female’ on the other side.
• Then, the teacher explains that the word ‘male’ is used for boys and men. The word ‘female’ is used for girls and women.
• The teacher will ask one boy to come in front of the class and ask the students to tell whether he is male or female?
  • The teacher will allow some time to let children discuss and answer.
  • The teacher then explains that the ‘boy’ is the ‘male’ gender.
  • The teacher will ask one girl to come in front of the class and ask the students to tell whether she is male or female?
  • The teacher will allow some time to let children discuss and answer.
  • The teacher then explains that the ‘girl’ is the ‘female’ gender.
  • The teacher will then ask the students to name their family members.
  • The students may respond- father, mother, brother, sister, grandfather, grandmother, uncle, aunt etc.
• The students may name the family members in regional language (example: Chacha, Chachi, mama, mami etc).
• The teacher can allow the students to use the words in regional language. The teacher can help translate them into English.
• The teacher will write the list of these words on one side of the blackboard.
• Then, the teacher reads one word (example: father) from the list and asks the students to tell if ‘father’ is a male gender or a female gender.
• Then the teacher writes ‘father’ in the ‘male’ column.
• Following the same process, the teacher will ask about each family member, if they are male or female.
• Then, the teacher will list all of them in the right column of ‘male’ and ‘female’.
• The teacher will finally explain that when we talk about a ‘male’ we use the word ‘He’ and when we talk about ‘female’ we use the word ‘she’.
• The teacher will write the word ‘He’ in the ‘male’ column, ‘she’ in the female column.
• The teacher tells the students to copy the list of words from the blackboard into their notebook.
• The teacher needs to explain that they have to make two columns for two genders and write the list of words as shown on the blackboard.
•  The teacher distributes the worksheet.

Note to the teacher:

• The teacher must watch the video (gender) prior to the session to learn how to introduce the topic of gender.
• The teacher can encourage a lot of discussion on the topic in regional language if needed.

Key knowledge the child will acquire: Students will become familiar with the ‘term’ gender and learn to use the terms ‘male’ and ‘female’.

Vocabulary with Picture Card: Gender (Male/Female)

Worksheet: Choose the correct word and complete the sentence

Worksheet: Choose the correct word and complete the sentence (Enlarged)

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: Gender

ISL Video: Gender

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

Day 5: Reinforce the Concept – Gender (He/She and His/Her)

Procedure:

• The teacher writes the word ‘Gender’ on the blackboard and asks the students to read the word.
• The teacher asks the students to recap what they learned about ‘gender’ on the previous two days?
• The teacher must allow enough time to the students to recap what they learned the previous day.
• The teacher then writes ‘He’ and ‘His’ on the blackboard and asks students to read it.
• The teacher asks, “Do you all know for which gender we can use the words ‘He’ and ‘His’?”
• The teacher explains that we can use the word ‘He’ and ‘His’ when we are talking about any person who is a male.
• Similarly, the teacher writes ‘She’ and ‘Her’ on the blackboard and asks for which gender we can use the words ‘She’ and ‘Her’?
• The teacher explains that we can use the words ‘She’ and ‘Her’ when we are talking about any person who is a female.
• The teacher then writes a few sentences on the blackboard and encourages the students to answer using the words ‘he’, ‘she, ‘his’ and ‘her’ accurately.
• The teacher writes few sentences on the blackboard as an example and can asks the students to stand up and give the answer:
  What gender is your mother?
  She is a female.
  What is her name?
  Her name is Shanti.
  What is her age?
  Her age is 35 years.
  What is her profession?
  She is a police woman.
• The teacher then distributes the worksheet ‘Choose the correct word (He, She, His, Her) and complete the sentences’.

Key knowledge the child will acquire: The students will understand the correct use of gender pronouns ‘he/she/his/her’.

Worksheet: Gender – Choose the correct word

Worksheet: Gender – Choose the correct word (Enlarged)

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