Note: Listening and Speaking section will be in Black colour and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.
Story telling, comprehension of the story, conversation and simple questions and answers are planned for this week.
The students learn step by step procedure to make vegetable salad (sequencing skill), concept of  ‘one and many’,  reading and comprehension of a passage and filling in blanks with appropriate words from the passage.

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. The teacher can show the flashcard of the vegetables as they do the warm up exercises and the children will say the name of the vegetable aloud.
Example: As the teacher gives the command ‘Lift your right leg’ he/she can show the flashcard of a carrot. The children will lift the right leg and say ‘Carrot’ aloud. The teacher can use another flashcard for the next command.

Commands:
1. Lift your right leg 
2. Lift your left leg
3. Lift your right arm
4. Lift your left arm
5. Walk two steps forward
6. Walk two steps backward
7. Stand straight

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

Refer to the flashcard ‘Vegetable names’ given in Week 1 Day 1.

Refer to the ‘TPR/Warm up exercise’ Adaptation & strategies given in the Main page of ‘Vegetables’ 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.
  5. The teacher can make the children do role play in this 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 ‘I love vegetables’ 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- particularly names of the vegetables. 
• As the story proceeds, the teacher can encourage the children to give the names of the vegetables in English. 

Story: I Love Vegetables

There was a little kitchen garden in Rohini’s house. Her father grew many vegetables in it. He worked in the kitchen garden for an hour every morning. He took good care of all the plants.
One day, he showed Rohini a little cucumber in one of the little plants. Every day, it grew a little bigger. When it was fully grown, father carefully plucked it and brought it to the kitchen.
He washed and cut it and gave it to Rohini to eat. He said, “Eat this green cucumber. It is fresh from the garden. Cucumbers are very good for your health.”
Rohini enjoyed the fresh cucumber. She asked her father, “Papa, can we grow any other vegetable in our garden?”
Her father smiled and said, “Of course, Rohini. We can. Soon, we shall grow some more vegetables like tomato and brinjal too.”
Rohini clapped her hands happily.

Key knowledge the child will acquire: Children learn to narrate the story and understand the importance of eating vegetables. 

Storybook: I Love Vegetables – Coming soon

Audio: Storybook – I Love Vegetables – Coming soon

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.

Video: Animated Storybook – I Love Vegetables – Coming soon

ISL Video: Animated Storybook – I Love Vegetables – Coming soon

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

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 2

The teacher narrates the story in his/her own voice first in English and then translates it to a regional language (if needed) to catch the children’s attention and interest. The teacher can tell the story with proper intonation and voice modulation. The teacher may use the printed, animated or audio storybook as aid.

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 meaning and discuss the benefits of eating vegetables. Children listen, comprehend and understand the sequence of events in the story.

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

Day 4

Note to the teacher: 

• 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 the 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. After some time, the teacher will say, “Whoever wants to answer will raise the hand and I will ask you turn by turn”.

Echo Questions: 

1. There was a little kitchen garden in Rohini’s home. What was there in Rohini’s home?
   Answer: A little kitchen garden.
2. Rohini’s father grew cucumbers in the kitchen garden. Name the vegetable grown by Rohini’s father in their garden.
   Answer: Cucumbers.
3. Father said, “Soon we shall grow some more vegetables like tomato and brinjal”. Which vegetables Rohini’s father said he will be growing next?
   Answer: Tomato and brinjal.

Simple Questions: 

1. The teacher shows a picture of a cabbage and asks, “What is this?”
   Answer: This is a cabbage.
2. The teacher, then, shows the picture of a brinjal and asks, “What is this?”
   Answer: This is a brinjal.
3. She/he, then, shows the picture of a cucumber and asks, “What is this?”
   Answer: This is a cucumber.
4. What is the colour of tomato?
   Answer: It is red.

Day 5

Follow up Activity:

Materials required:
1. Storybook
2. Picture cards of the story

• Teachers can have story cards for the ‘I love vegetables’ story to build the story.
• Story cards can be prepared using the pictures given in the storybook.
• The teacher keeps the pictures in a basket. He/ she asks the children to pick up any picture card and talk about the vegetables in the picture card.
• The teacher can divide the class into groups and ask them to arrange the story cards in a proper sequence and narrate the story.

Flashcards: Story cards of ‘I love vegetables’ story – Coming soon

Refer to the storybook given in the Week 4 Day 1

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Reading Comprehension Passage – I Love Vegetables

Rohini has a kitchen garden in her house.
Her father grows many vegetables.
One day, her father gave Rohini a fresh cucumber.
Rohini ate the cucumber happily.
Fresh vegetables are good for health.

Introduce the Keywords (house, kitchen, garden, fresh, vegetables)

Procedure:

• The teacher writes the comprehension passage on the black board. (or uses the poster provided)
• The teacher reads the comprehension passage pointing to each word. Students will repeat.
• The teacher underlines the keywords (house, kitchen, garden, fresh, vegetables) on the black board and explains their meaning in the regional language.
• After explaining the passage in the regional language, the teacher can ask the students some questions related to the passage to assess the understanding of the students.
• If some students require help, the teacher can assist.
• The teacher can ask the students to draw any picture related to the story. 

Key knowledge the child will acquire: Students will learn new words and use them in the comprehension passage appropriately.

Poster: Reading Comprehension Passage – I Love Vegetables – Coming soon

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.

Video: Reading Comprehension Passage and learning the Keywords – Coming soon

Refer to the ‘LSRW’ & ‘Activity’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 2

Comprehension Passage – Find the Keywords (kitchen, garden, fresh, vegetables, health)

Procedure:

• The teacher will write the comprehension passage on the board and read it aloud. (or read from the poster)
• The teacher will read the passage pointing to each word.
• The students will repeat.
• The teacher will keep a basket of chits with these words written on it (house, kitchen, garden, fresh, vegetables).
• The teacher will call any one student to come forward, pick up a chit, read the word, and point to that word on the blackboard.
• This process can be repeated until all the students get a chance to pick a word from the basket.
• The teacher may assist the students to read the word as and when required.

Key knowledge the child will acquire: Students will become familiar with new words and their meaning and usage.

Refer to Reading Comprehension Passage- ‘I Love Vegetables’ poster  (RW Week 4 Day 1)

Refer to ‘Vegetable song’ and ‘Find the keyword’ videos (RW Week 1 Day 2)

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 3

Comprehension Passage – Fill in the blanks

Procedure:

• The teacher writes four simple sentences on the board from the comprehension passage.
  1. Rohini has a kitchen __________ in her house.
  2. Her father grows many _____________.
  3. Father gave Rohini a _____________ cucumber.
  4. Fresh vegetables are good for _____________.
• The teacher will write the answers (garden, vegetables, fresh, health) on one side of the blackboard.
• The teacher will distribute the worksheet.
• The teacher will demonstrate how to fill in the blanks with the correct word from the passage. 
• Students can choose the correct answer from the list of words given at the bottom of the worksheet and fill in the blanks.
• Children who have issues with holding a pencil/writing, can use scissors to cut and paste the words given in the worksheet to complete the worksheet.

Key knowledge the child will acquire: Students will be familiar with the process of filling in the blanks with the correct words from the comprehension passages.   

Worksheets: Reading Comprehension Passage – Fill in the blanks – Coming soon

Refer to Reading Comprehension Passage – I Love Vegetables Poster (RW Week 4 Day 1)

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.

Video: Fill in the Blanks – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 4

Making Vegetable Salad – Demonstration session

Materials required: Some fresh vegetables (cucumber, carrot, tomato), a big bowl, salt, pepper, lemon, knife, spoon and chopping board.

Procedure

• The teacher will tell the students that they will learn how to make fresh vegetable salad.
• The teacher will write ‘Vegetable Salad’ on the blackboard.
• The teacher will demonstrate the process of making the vegetable salad:
  • Cut the cucumber, carrot and tomato and put them in a bowl.
  • Squeeze the lemon.
  • Add pepper and salt.
  • Mix them well with a spoon.
• The teacher writes the key words on the black board. (cut, lemon, squeeze, pepper, salt, mix)
• If possible, the teacher can give the vegetable salad to the students to taste.

Follow up activity:
1. The steps to prepare the vegetable salad can be put in a jumbled way.
2. The students may be encouraged to arrange these steps in a proper sequence.

Home assignment:
The children can be encouraged to prepare vegetable salad at home.

Key knowledge the child will acquire: Students will have an experiential learning of preparing vegetable salad.

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: Making Vegetable Salad – Coming soon

ISL Video: Making Vegetable Salad – Coming soon

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Vegetables’ if there are any neuro-diverse children in the class.

Day 5

Revision – One and Many

Procedure:

• The teacher asks the students, “Children, do you remember what we did yesterday?”
• Students may reply, “We made the vegetable salad”.
• Teacher: “Children, do you remember how many vegetables we used to make the salad?”
• The students may answer, “Many vegetables”.
• The teacher will make a table on the blackboard with two columns and write ‘One’ and ‘Many’ in each column.
• The teacher will show the flashcard of ‘one carrot’, read it, and stick it under the ‘One’ column.
• The teacher will show the flash card of ‘many carrots’, read it, and stick it under the ‘Many’ columns.
• The teacher can continue this activity with a few other vegetable flashcards of ‘One’ and ‘Many’.
• Then the teacher may call the students individually to pick one flashcard each, identify if it is one or many, and stick the flashcard in the correct column.
• Then the teacher can distribute the “One and Many’ colouring worksheet.

Key knowledge the child will acquire: Students will revise the concept of ‘One and Many’ using the suffix ‘s’.

Worksheets: ‘One and Many’ colouring worksheet – Coming soon

Refer to ‘One and Many’ video from the Topic ‘Fruit’ (RW Week 4 Day 2)

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Vegetables’ 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.