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 /concept will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading key words.

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):

1. Walk two steps forward
2. Tap your feet on the ground
3. Stand on your heels
4. Stand straight
5. Touch the ground
6. Stand straight
7. Raise your hand above your head
8. Put your hands down

Procedure:

The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Walk two steps forward, tap your feet on the ground, stand on your heels, stand straight, touch the ground, stand straight, raise your hand above your head, and put your hands down) as he/she demonstrates and the children 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 balancing on their heels. 
2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should place their heels while balancing. 
3. If a child is unable to balance on heels even with support, the child may be exempted from doing this step. 

Note to the teacher: 

1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ 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 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: Warm up Exercise

ISL Video: Warm up Exercise (Coming soon)

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 1

Note to the teacher:

The teacher can introduce the topic on ‘Fruits’ by emphasising the importance of staying healthy and fit, so that they can attend school regularly. They can also actively participate in all the activities in the school, if they eat fruits every day. Then the teacher begins the topic with the following rhyme.

Rhyme

Note to the teacher:

The teacher can introduce the rhyme to the children by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Introduction:

• The teacher will sit along with the children in semicircles.
• The teacher begins the class by saying, “Let us learn to recite the rhyme – Fruits have Magic.”

Content of the Rhyme:

Fruits have Magic
Mangoes are yellow,
Bananas are yellow too,
Oranges are orange,
Papayas are orange too.
Apples are red,
Pomegranates are red too.
Guavas are green, 
Grapes are green too.
There is magic in these fruits.
And we get strong eating these fruits.

Follow up activity for the rhyme:

1. Are mangoes always yellow?
Possible answer: Yes/No (The teacher may explain that raw mangoes are green and when they become a fruit it turns yellow. Similarly, the teacher can discuss how some fruits are green).

2. Do you like grapes with seeds or without seeds?
Possible answer: Without seeds. (Answers may vary)
(The teacher may explain that there are different varieties of grapes, some black some green, some with seeds and some without).

3. Are apples always red? Have you seen any other coloured apples?
Possible answer: Yes/No. Green and yellow. (Answers may vary)

4. Can you name a fruit that is red?
Possible answer: Apple, Pomegranate

5. Name the fruit which is yellow outside and white inside.
Possible answer: Banana

Note to the teacher:

1. The teacher will show the poster and recite the rhyme. The children may recite the rhyme.
2. The teacher will keep flash cards of fruits ready.
3. The teacher can make the children sit in three semi-circles.
4. The teacher will show the poster and then show the picture cards of fruits.
5. The teacher shows the picture of an apple and says ‘apple’.
6. Then, the teacher shows the pictures of mango, orange, banana, papaya, grapes and says the names.
7. Children listen keenly and repeat the names after the teacher.
8. The teacher plays the audio of the rhyme. Then, the teacher recites the rhyme a couple of times and encourages the children to recite it along with her/him.

Key knowledge the child will acquire: Children learn to recite the rhyme

Poster of the Rhyme: Fruits have Magic

Poster of the Rhyme: Fruits have Magic (Enlarged)

Audio of the Rhyme: Fruits have Magic

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ If there are any neuro-diverse children in the class

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets in ‘Fruits’ Week 1 Day 1

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Note to the teacher:
Refer to the Poster & Audio of the rhyme from the given Digital Assets in ‘Fruits’ Week 1 Day 1

Day 4

Conversation Circle – Know your Fruits
(to be done in one/two sessions depending on number of children in the class)

Content: The teacher sits along with the students in a circle to conduct the session. 

1. What is kept in the basket?
Fruits.

2. Name any two fruits you like to eat.
Mango, Apple, Grapes, Banana (Answers may vary)

3. Which is your favourite fruit?
Mango (Answers may vary)

4. What can we make from mango fruit?
We can make jam, juice and ice cream. (Answers may vary)

Note to the teacher:

Students can answer the names of fruits in their local language.
Example – Mango is also known as Aam in Hindi. (But encourage students to learn the names in English)

Step 1. The teacher introduces the first question by showing a picture of a basket with different fruits. What are these in the picture?
Fruits.       
Then, the teacher asks the child sitting next to him/her” What are these in the picture?’ The child says, “Fruits” and the conversation continues until all the children ask and respond. 

Step 2. The teacher introduces the next question: Name any two fruits you like to eat.
Mango, Apple, Grapes, Banana.
Then, the teacher asks the child sitting next to him/her “Name any two fruits you like to eat.” The child says, ‘Mango and……… (students can give the name of any two fruits they like). This child asks the child sitting next to him or her, “Name any two fruits you like to eat.” The conversation continues until all the children ask and respond.

 Step 3.  The teacher introduces the next question: Which is your favourite fruit?
Mango
Then, the teacher asks the child sitting next to him/her, “Which is your favourite fruit?” The child says, “Mango ………” (students can give the name of any fruit they like).  Now, this child asks the child sitting next to him or her, “Which is your favourite fruit?’ and the conversation continues until all the children ask and respond.

Step 4. Teacher introduces the next question: What can we make from mango fruit?
We can make juice, jam and ice cream.
Then, the teacher asks the child sitting next to him/her “What can we make from mango fruit?” The child says, “We can make jam, juice……”  Now, this child asks the child sitting next to him or her 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.     
• The video is only for demonstration. The teacher may allow the natural flow of conversation going.
• 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 the name of fruits, their colour and the things made from fruits.

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: Conversation Circle ‘Know your Fruits’

ISL Video: Conversation Circle ‘Know your Fruits’ (Coming soon)

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ If there are any neuro-diverse children in the class.

Day 5

Main Concept

Content:

• The teacher keeps the necessary flash cards (apple, mango, banana, orange, grapes, guava, papaya and pomegranate) ready in a basket.   
• The teacher may begin the class by asking some inquisitive questions as to what they will do to be strong to run and play in school? After receiving some answers, the teacher may tell them that they should keep their body healthy and strong by eating fruits.

Opening:

• The teacher will make the children sit comfortably in three semicircles.   
• The teacher explains briefly that they are going to learn the names of common fruits they eat.
• The teacher keeps the necessary flashcards of different fruits (apple, mango, banana, orange, grapes, guava, papaya and pomegranate).

During:
The teacher can discuss the colour, size, shape of the fruits by showing the flashcards and real fruits. 

Note to the teacher: 

The teacher may ask the children to come near the table to see the fruits. The teacher may encourage the children to hold the fruits in their hands and tell the colours of the fruits.

Materials required:
1. Real Fruits

Flashcards: Fruit Names

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ If there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Fruit Song – Introduce the Keywords (Red, Yellow, Orange, Green)

Mangoes are yellow,
Oranges are orange,
Apples are red, 
and the grapes are green.
All Fruits are healthy,
All fruits make us strong. 

Procedure:

• The teacher will write the song on the blackboard or (show the fruit song poster). 
• The teacher will sing the Fruit song (or play the audio of the Fruit song). The children will repeat the song.
• The teacher will read the Fruit song, pointing word by word. Students will repeat.
• The teacher shows the first flashcard (keyword), and says the word loudly and clearly (example: yellow).
• Students will repeat the word.
• The teacher explains the meaning of the word (yellow) in regional language.
• Following the same process, all the keywords (red, orange, green) are introduced. 
• These flashcards can be pinned on the class bulletin.

Flashcards: Keywords

Flashcards: Keywords (Enlarged)

Poster: Fruit Song

Audio: Fruit Song

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: Fruit Song – Introduce the Keywords

ISL Video: Fruit Song – Introduce the Keywords (Coming soon)

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

Day 2

Fruit Song – Find the Keywords (Yellow, Red, Orange, Green)

Mangoes are yellow,
Oranges are orange,
Apples are red, 
and the grapes are green.
All Fruits are healthy,
All fruits make us strong. 

• Following the same procedure as day 1, the teacher will first sing the Fruit song (or play the audio of the Fruit song). 
• Then the teacher will read the Fruit song, pointing word by word. The students will repeat. 
• The teacher will show the flashcards once again and read the keywords.
• Thereafter, the teacher can call a few students individually to come near the blackboard and point to the word ‘yellow’ on the blackboard. The word will be underlined.
• Similarly, other keywords will be underlined.
• The teacher will distribute the ‘Fruit basket colouring worksheet’.
• The students will colour the fruit basket and underline these keywords on their worksheets.

Follow Up Activity:
Colouring worksheet: Fruit basket with apple, banana, grapes, mango, orange in it. The Fruit song will be printed below the fruit basket.

Note to the teacher: 
The teacher must collect the worksheet back. The same worksheet will be used again on Day 4.

Worksheets: Colour the Fruit Basket

Worksheets: Colour the Fruit Basket (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: Fruit Song – Find the Keywords

ISL Video: Fruit Song – Find the Keywords (Coming soon)

Refer to the ‘Colouring within the boundaries’ and ‘See and colour’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 3

Fruit Song – Introduce the Keywords (are, all, healthy, strong)

• Repeating the same process as Day 1, the next set of keywords (are, all, healthy, strong) will be introduced, with the help of flashcards
• The keyword flashcards can be pinned on the class bulletin board.
• After introducing the word, ‘Find the House’ game may be played in the same session’.

Refer to the LTM Video Fruit Song- Introduce Keywords- Week 1 Day 1 for the procedure on how to conduct the activity during the class.

Day 4

Fruit Song – Find the Keywords (are, all, healthy, strong)

• Repeating the same process as Day 2, the teacher will first sing the Fruit song. Then the teacher will read the Fruit song word by word. The students will repeat.
• The teacher will read the keywords (are, all, healthy, strong) and underline them on the blackboard.
• Thereafter, the teacher can call a few students individually to come near the blackboard and point to the word ‘are’ on the blackboard. The word will be underlined.
• Similarly, other keywords will be underlined.
• The teacher will distribute the ‘Fruit basket colouring worksheet’.
• The students will colour the fruit basket and underline these keywords on their worksheets.

Key skill the child will acquire:  New vocabulary. Enhanced reading skill.

Refer to the Worksheet- Colour the Fruit Basket and LTM Video Fruit Song- Find the Keywords- Week 1 Day 2, for the procedure on how to conduct the activity during the class.

Day 5

Word Family – Revision
Word Family ‘ed’

Procedure:

• The teacher will show the flashcard of a red apple and ask the students, “What is the colour of this apple?”
• The students may say ‘red’.
• The teacher will write ‘r_ed’ on the blackboard, and read ‘r_ed – red’ aloud.
• The students will repeat reading the word ‘r_ed – red’.
• The teacher will then ask, “Children, do you know any other words that sound like red?”
• Give some time for the students to recall and respond.
• Then the teacher writes ‘r_ed – red’, ‘b_ed – bed’, ‘f_ed – fed’, ‘w_ed – wed’, ‘l_ed – led’
• The teacher will distribute the ‘word family’ worksheet for rhyming words. 

Note to the teacher:
The teacher may explain the meaning of the word bed. But for fed, wed and led, the teacher may say, “children we will learn these words later again, when you are bigger’.

Worksheet: Word Family ‘ed’

Worksheet: Word Family ‘ed’ (Enlarged)

Refer to the ‘apple flashcard’ from the Fruits flashcard set (refer to LS Week 1 Day 5).

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: Word Family Revision

ISL Video: Word Family Revision (Coming soon)

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ 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.