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 are planned for this week.

The students learn step by step procedure to make orange juice (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 (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 fruits as they do the warm up exercises and the children will say the name of the fruit aloud.
Example: As the teacher gives the command ‘Walk two steps forward’ he/she can show the flashcard of a mango. The children will lift the right leg and say ‘Mango’ aloud. The teacher can use another flashcard for the next command.

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

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

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

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

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 ‘Fruits are good for health’ 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 fruits.
• As the story proceeds, the teacher can encourage the children to give the names of the fruits in English.

Story: Fruits are good for health

Anuj was a weak boy. He used to fall sick very often.

One day, as Anuj was getting ready to go to bed his mother said, “Anuj, do you know why you fall sick often? It is because you don’t like apples or any other fruit and so you don’t eat them.”

“I do not like to eat fruits, ma. I like chips and cakes” said Anuj.

Mother smiled and said, “If you stop eating these unhealthy foods and eat one apple every day, it will keep you healthy and make you strong. And if you are strong, you will not fall sick and you don’t have to go to the doctor. Simple!”

 “Oh! Really?” asked Anuj.

Mother said, “Let us try from tomorrow.” 

The next day Anuj was getting ready for school. Mother called out, “Anuj, come here, breakfast is ready. I have cut an apple. Come on, eat the apple pieces.” Anuj looked at her and said, “Ok ma, I will eat these apple pieces.” He took the plate of apple pieces and ate them, making a face because he didn’t like the taste.

It continued for a week. Slowly, Anuj felt he was becoming stronger.

One day, he came back from school and told his mother, “Amma, do you know? I could run fast in school today. Even faster than Mahesh who is a good runner. You are right. I feel stronger now. I think it is because I eat an apple every day.”

Mother gave him a pat on his back and said “You are a good boy. Just as you eat apples every day, you should eat bananas, oranges and other fruits too. All fruits are good for health. They will keep you healthy and make you strong. Then, you don’t have to go to the doctor.”

Anuj said, “Yes ma. I’ll eat all the fruits from today.”

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

Story: Storybook ‘Fruits are good for Health’

Audio: Storybook ‘Fruits are good for Health’

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. ISL video has been included for the children with hearing impairment.

Video: Animated Storybook ‘Fruits are good for Health’

ISL Video: Animated Storybook ‘Fruits are good for Health’ (Coming soon)

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

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 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 fruits. 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

Echo Questions

1. Eat one apple a day to keep you healthy. Eat one apple a day to keep you __________ (healthy)
2. Apple will make you strong. Apple will make you ________ (strong)
3. We should eat fruits to be healthy. We should eat __________ to be healthy. (fruits)
4. Fruits are tasty, fruits are juicy. Fruits are tasty, fruits are _________ (juicy)

Simple Questions

1. What did the mother tell Anuj?
   Answer: You should eat one apple a day to keep you healthy.
2. Name the fruit that mother cut for breakfast.
   Answer: Apple.
3. Why should we eat fruits?
   Answer: We should eat fruits to keep us healthy and strong.

The teacher can continue to ask such simple questions. 

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

The teacher can make the children do a role play of the above story and discuss the sequence.

Note to the teacher: The teacher can conclude the session by talking about the importance of fruits in their daily life.

Refer to the ‘Activity’ 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

Demonstration: Making Orange Juice

Procedure
In continuation of the conversation circle during the LS session, the teacher tells the students that they will learn how to make orange juice.

• The teacher writes ‘Orange Juice’ on the blackboard.
• The teacher also writes the key words- cut, squeeze, mix, sugar- on the blackboard.
• As the teacher demonstrates the process of juice making, she/he draws the attention of the students to the key words (cut, squeeze, mix, sugar) written on the blackboard.
• The teacher counts the number of oranges they will be using to make the juice.
• The teacher will say, “We are using ___ number of oranges to make the juice.”
• The teacher will cut the oranges, saying, ‘cut the oranges.’
• The teacher will ‘squeeze the oranges’, saying, ‘squeeze the oranges.’
• The teacher will mix sugar, saying, ‘mix the sugar.’
• Orange Juice is ready.
• If possible, the teacher can give all the children some orange juice to taste.

Key knowledge the child will acquire: Students will learn the process of making orange juice. They will learn keywords – juice, cut, squeeze, mix, sugar.

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 of Orange Juice

ISL Video: Making of Orange Juice

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

Day 2

Introducing New Concept: One and Many 

• The teacher asks the students, “Children, do you remember what we did yesterday?”
• Students may reply, “We made orange juice”. 
• Teacher: “Children, do you remember how many oranges we used to make the juice?”
• The students may answer, many oranges.
• The teacher will make a table on the blackboard with two columns and write ‘One’ and ‘Many’ in each column.
• The teacher will stick the ‘Many Oranges’ flashcards, under the ‘Many’ column.
• Then, the teacher will show the flash card of ‘One Orange’ and read ‘One Orange’, and stick it under the ‘One’ column.
• Then, the teacher may repeat the process with other fruits. (banana/bananas, guava/guavas, apple/apples, grape/grapes, pomegranate/pomegranates).
• After showing one or two demonstrations, the teacher may call students individually to pick the flashcards of one and many and stick the flashcards in the correct column.

Follow up Activity: Worksheet – One and Many 

Flashcard: One and Many Fruits

Flashcard: One and Many Fruits (Enlarged)

Worksheet: One and Many

Worksheet: One and Many (Enlarged)

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: Introducing New Concept – One and Many

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

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

Introducing New Concept

Game – House of One and Many

• The teacher must introduce the plural form with the suffix ‘s’ only. 
• The teacher will draw two big circles on the floor. One of these circles will be named, ‘House of One’ and the other circle will be named ‘House of Many’. 
• All the students will be seated on one side of the classroom.
• The teacher will call 4 – 5 students to come forward.
• If the teacher shows the flashcard of ‘one fruit’ example ‘one apple’, the students must go to the ‘House of One’.
• If the teacher shows the flashcard of ‘many fruits’, for example ‘many apples’, the students will go to the ‘House of Many’.
• Similarly, all the other children can get their turn to play the game.
• The teacher must ensure that when showing the flashcards, all the students must be able to see. Repetition will help reinforce the concept.
• Many fruits can be included depending on the number of the children in the class.

Key knowledge the child will acquire: Students will learn the concept of one and many.

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: Game – House of One and House of Many

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

Day 4

Reading Comprehension Passage – Fruits are Good for health.

• The teacher writes the comprehension passage on the blackboard and uses the poster.
  Anuj is a small boy. He is six years old.
  Anuj is not a strong boy. He falls ill very often.
  He likes to eat chips and cakes.
  Mother tells Anuj he must eat fruits every day to be strong. 
  Anuj starts to eat one apple every day. 
  Anuj wants to be strong and healthy. 
• The teacher reads the passage line by line. She/he may explain the passage and ask some leading questions to check their understanding of the passage.
• Reading can be repeated once or twice.
• Encourage imagination! Creative Drawing. Students would have just listened to the story ‘Fruits are good for Health’ during the LS session.
• During the RW time, the teacher can distribute the drawing notebook and ask the students to draw anything they like to draw from the story. 
• Give students enough time to engage deeply with their imaginative artistic work. The teacher can walk around the classroom and if some students require help, the teacher can assist. 
• Those students who can copy-write the story title ‘Fruits are good for health’ can write it on their drawing paper. Those students who cannot write the title yet, teachers can assist/write the title for these students. 

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

Comprehension Passage
Read the Passage and Fill in the Blanks

• The teacher writes the comprehension passage on the blackboard (or uses the poster provided).
  Anuj is a small boy. He is six years old.
  Anuj is not a strong boy. He falls ill very often.
  He likes to eat chips and cakes.
  Mother tells Anuj he must eat fruits every day to be strong. 
  Anuj starts to eat one apple every day. 
  Anuj wants to be strong and healthy. 

Procedure:

• The teacher reads the comprehension passage loudly, pointing word by word.
• Then the teacher writes four simple sentences on the blackboard: 
  1. Anuj is ______ years old.
  2. Anuj likes to eat _______ and cakes. 
  3. Eat fruits every day to be  _________. 
  4. ________ wants to be strong and healthy. 
• The teacher will demonstrate and explain how to fill in the blanks- choosing the correct words from the given passage. 
• The teacher will distribute the worksheet, and students will copy the right answer from the blackboard.

Note to the teacher:
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.

Worksheet: Comprehension Passage – Fill in the Blanks

Worksheet: Comprehension Passage – Fill in the Blanks (Enlarged)

Poster: Comprehension Passage

Poster: Comprehension Passage (Enlarged)

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.