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.

Storytelling, comprehension of the story, conversation and simple questions and answers, introduction of new sight words, vocabulary building, passing the parcel and colouring activity are planned for this week.

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 ‘Time and Days’ 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.

Note to the teacher:

• 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 ‘My Favourite Day’ being narrated by the teacher.
• The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words. 
• As the story proceeds, the teacher can encourage the children to give the names of the parts of the body.
• The teacher can ask simple questions in English. 
• 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.

Procedure:

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. 
4. The teacher shows the animated book of the story and makes the children familiar with the characters in the story.
5. After some time, the teacher will say, “Whoever wants to answer will raise his/her hand and I will ask you turn by turn.”

Story: My Favourite Day

Kabir’s father does not go to work on Sundays. So, Sunday is Kabir’s favourite day of the week. Kabir cooks with his elder brother and father on Sundays. Kabir’s mother supervises while they all cook. Kabir loves to eat Rajma with rice and kheer. 

On Monday, Kabir meets his friends in school. Oh, what fun…Monday is a fun day as he gets to meet his friends after two days! Kabir loves going to school!

Kabir waits for Tuesday evening as he goes to the park with his family every week on that day. But he gets a little sad on Wednesday as it is the middle day of the week.

Thursdays are always wonderful, as Kabir’s aunt cooks and sends him some sweet dish definitely. On Friday, Kabir’s teacher gives home-work to do on the weekend. He finishes all his homework on Saturday and plays on Sunday. 

Days and nights are magical, as they keep coming and going. When one comes, the other goes away.

Kabir’s aunt asked him one day, “What comes at the end of every day?” Kabir said, “Night comes at the end of every day.” Auntie laughed and said, “Ha-ha! Look at the spellings of all the days. ‘DAY’ day, comes at the end of every day!”

Key knowledge the child will acquire: Students are able to narrate and learn the importance of the activities performed during the different parts of the day and time through this story. 

Storybook: My Favourite Day

Audio: My Favourite Day

Click and watch the animated storybook. This animated storybook is to be shown to the children in the class. For the children with low vision the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL)

Video: My Favourite Day

ISL Video: My Favourite Day

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

Day 2

Procedure:

The teacher narrates the story with the use of posters in his/her own voice in English.

Then, he/she translates it to a regional language, to catch the attention and interest of the children. The teacher can narrate the story 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 time and days.
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. Kabir’s _______________ doesn’t go to work on Sunday.
   Ans: father
2. _______________  is Kabir’s favourite day of the week.
   Ans: Sunday
3. Monday is a _________ day at school.
   Ans: fun
4. Thursdays are wonderful as __________ prepares a sweet dish.
   Ans: aunt

Simple Questions: 

1. Why is Sunday Kabir’s favourite day?
   Ans. It is Kabir’s favourite day because his dad doesn’t go to work.
2. What do Kabir’s dad and brother do with Kabir?
   Ans. They cook food under the supervision of their mother.
3. What is Kabir’s favourite food?
   Ans. Rajma, rice and kheer.
4. Why does Kabir wait for Tuesday evening?
   Ans. He goes to the park with his family.
5. What does the teacher do on Friday?
   Ans. She gives homework to do on the weekend.
6. Why are days magical?
   Ans. They keep coming and going.

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

Day 5

Activity time: Build a Story

• The teacher can have story cards ready and make the children build the story.
• The teacher keeps the pictures in a basket. He/ she asks the children to pick up any picture card and talk a few sentences.

Story card: My Favourite Day

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

Reading and Writing

Day 1

Vocabulary Building – (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday)

Passage from the story – Kabir’s Favourite Day

Monday is a fun day. Kabir can meet his friends in school. 
Kabir waits for Tuesdays to go to the park with his family in the evening.
Kabir is a bit sad on Wednesday as it is the middle of the week.
Kabir’s aunt sends some sweets for him every Thursday. It is wonderful.
On Fridays, Kabir’s teacher gives homework for the weekend. 
Kabir likes to finish his homework on Saturday afternoon to play with his friends in the evening.
Sunday is Kabir’s favourite day. He wakes up very early in the morning. 
Do you know why?

Procedure:

• The teacher writes the short excerpt from the story (given above in Day 1) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first word flashcard and reads the word. (example: Monday)
• Students will repeat the word ‘Monday’.
• The teacher underlines this word (Monday) written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the words (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) are read using flashcards.
• These 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 pick a chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The word flashcards of Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
  • A basket with several small chits with the name of each day (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday) written in each chit.

Key knowledge the child will acquire: Students learn new vocabulary (Days of the week) through a comprehension passage.

Poster: Kabir’s Favourite Day

Refer to the ‘Days of the Week’ flashcards given in the Day 5 Week 3 of ‘Time and Days’ Reading and Writing section.

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

Day 2

Vocabulary Building (day, week, weekend, morning, afternoon, evening)

Procedure:

• The teacher writes the short excerpt from the story (given above in Day 1) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first flashcard and reads the word. (example: day)
• Students will repeat the word ‘day’.
• The teacher underlines this word (day) written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the words (week, weekend, morning, afternoon, evening) are introduced using 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 word flashcards (day, week, weekend, morning, afternoon, evening)
  • A basket with several small chits with one word written in each chit
  • The teacher may revise the meaning of these words in regional language as required. 

Key knowledge the child will acquire: Students learn new vocabulary through a comprehension passage.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 1 of ‘Time and Days’ Reading and Writing section.

Refer to the ‘Kabir’s Favourite Day’ poster given in the Day 1 Week 4 of ‘Time and Days’ Reading and Writing section.

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

Day 3

Crossword Puzzle – Identify the new words (weekend, morning, afternoon, evening, day)

Procedure:

• The teacher reads the story (given above in Day 1) from the poster pointing word by word. 
• The teacher revises a selected few words (weekend, morning, afternoon, evening, day) by writing them on the blackboard.
• The teacher can then distribute the ‘Crossword puzzle’ worksheet.
• The students must refer to the words written on the blackboard and complete the crossword puzzle worksheet.

Note to the teacher:

• The teacher must solve a ‘crossword puzzle’ worksheet prior to the session.
• The teacher must keep the crossword puzzle worksheets ready.
• The teacher must explain how the crossword puzzle has to be solved.
• 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 learn the skill of doing a crossword puzzle. 

Worksheet: Word puzzle

Worksheet: Word puzzle (Enlarged)

Refer to the ‘Kabir’s Favourite Day’ poster given in the Day 1 Week 4 of ‘Time and Days’ Reading and Writing section.

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

Day 4

Story Quiz – Passing the Parcel Game 

Procedure:

• The teacher makes all the students hold hands and make a big circle.
• The teacher explains the rules of the game.
  • A box will be passed around the circle while the teacher rings the bell.
  • When the bell stops, the students must stop passing the box.
  • The teacher then asks a question from the story.
  • The student who is holding the box must answer the question. 
  • Once the question is answered, the teacher starts to ring the bell again.
  • The box must be passed around the circle until the bell stops ringing once again.
  • Thus, the game continues until all the questions are asked.
  • The teacher starts the game and asks the questions.
  • If any student is unable to answer the question, other students can help.

Note to the teacher:

• The teacher must keep the required materials ready (a box, a bell, and a list of questions with answers)
  • The list of questions are as follows: (The teacher can add more questions)
  • Which day is a fun day? Monday
  • On which day Kabir goes to the park with his family? Tuesday
  • On which day Kabir is a bit sad? Wednesday
  • On which day Kabir gets sweets from his aunt? Thursday
  • On which day Kabir gets homework? Friday
  • On which day Kabir finishes his homework? Saturday
  • Which is Kabir’s favourite day? Sunday

Key knowledge the child will acquire: Students learn the skill of answering the questions.

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

Day 5

Story – Question and Answer 

Procedure:

• The teacher writes the first question on the blackboard. 
• The teacher reads the question and asks the students to orally answer the question. 
• The teacher writes the answer right below the question.
• Then the teacher writes the second question.
• The procedure is followed until all the questions are orally answered, and written on the blackboard. 
• The teacher distributes the worksheets.
• The students complete the worksheet as explained by the teacher.

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 learn the skill of answering the questions.

Worksheet: Question and Answer

Worksheet: Question and Answer (Enlarged)

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