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 ‘My Body’ will be reinforced with some additional information about different functions of the body.

Experiential Learning of senses of touch, taste, smell, sight, games, activities and identifying new sight words are planned for the week to make the learning enjoyable.

Listening and Speaking: My Body (part 2)

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 alphabets learnt as they do the warm up exercises and the children will say the name of the letter aloud.

Example: As the teacher gives the command ‘Turn right’ he/she can show the flashcard of the letter ‘R’. The children will walk two steps forward and say ‘R’ aloud. The teacher can use another flashcard for the next command.

Action Time (Commands):

1. Move your head left to right.
2. Roll your shoulders.
3. Move your wrist up and down.
4. Open and close your fingers.
5. Bend your elbow.

Refer to the video of ‘Warm-up exercise’ given in Week 1 of ‘My Body (part 2) and Alphabet group ‘SODER’, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘My Body’ (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 1

The teacher revises the functions of parts of the body done during the previous week and introduces the other functions of the parts of the body.

• The teacher shows the flashcard of the legs and says, “Legs help us to walk and jump.”
• He/she asks the children, “What are the legs used for?” 
• The children will answer, “Legs help us to walk and jump.”
• The teacher points to the knee and says, “Knee helps us to bend the leg.”
• He/she asks the children, “How does the knee help us?”
• The children will answer, “The knee helps us to bend the leg.”
• The teacher shows the flashcard of toes and says, “Toes help us to balance and to stand.”
• The children will repeat, “Toes help us to balance and to stand.”

Post teaching activity:

The teacher will give the commands and children will do the same:

• Walk on the spot for ten counts
• Jump five times
• Touch your toes
• Bend your knee
• Stand on your toes
• The teacher will repeat the process till all children get their chances.

Refer to the ‘TPR/Warm up exercise’, ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 2

Activity: Movement challenge

Materials:
Basket with chits on which different parts of the body and its functions are written.

Procedure:

1. The teacher keeps the basket with chits on his/her table. 
2. The teacher calls each child to come forward and pick up a chit. 
3. The teacher reads what is written on the chit, and each child will perform the action written on the chit.

Example:

• If the chit says- ‘Blink eyes’, the child who gets that chit will blink his/her eyes.
  (elbow – bend, toes – stand, legs – walk/jump, hands – wave/clap, head – nod)
• The teacher will repeat the process till all the children get their chances.

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

Video: Movement challenge

Refer to the ‘TPR/Warm up exercise’, ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 3

Human value song – ‘I am the way I am’

The teacher can make the children learn this human value song by showing the video and playing the audio file. 

Lyrics

I am the way I am and I am very happy with that.
I may be short or I may be tall, my body may be thin or fat.
But it really doesn’t matter at all, 
Because I am the way I am and I am very happy with that.

Procedure:

1. The teacher will show the video of the song. 
2. The teacher will play audio of the value song. The children will repeat the song.
3. The teacher can explain how each child is unique and there should be no distinction made on the outward appearances.  

Key knowledge the child will acquire: The children learn to sing the song and understand its value.

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).

Audio: I am the way I am

Video: Human value song – I am the way I am

ISL Video: Human value song – I am the way I am

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 4

Experiential Learning (touch and taste)

Note to the teacher:

1. The teacher will keep all the materials required and conduct the activity, making sure all children get a chance to experience the senses of taste and touch.
2. To check with the children/parents for any kind of allergy before conducting this activity.

Materials:

• Two desks/benches
• Stones, soft toys, ice cubes, warm water 
• Chocolates, sugar, chips, pickles 
• Cotton/wool-soft
• Stones-hard
• Teddy bear-soft
• Ice cubes-cold
• Warm water-warm
• Chocolates and sugar-sweet
• Chips -salty
• Pickle-spicy

Procedure:

• Items are kept on the table for the children to feel, touch and taste.
• Children move from one table to another to experience different senses. (touch and taste)
• Then, they say aloud the object and how it feels or tastes.

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

Video: Experiential learning (touch and taste)

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 5

Experiential Learning (hear and smell)

Note to the teacher:

1. The teacher will keep all the materials required and conduct the activity, making sure all children get a chance to experience the senses of sound and smell.
2. To check with the children/parents for any kind of allergy before conducting this activity.

Materials: 

• Two desks/benches
• Whistle, bells, recorded music
• Perfumes, rose water, different flowers, fruit/vegetable

Procedure:

• Items are kept on the table for the children to hear and smell.
• The children move from one table to another to experience senses of sound and smell.
• Children will move to the table which displays the items of sound.
  1. Sound of a whistle
  2. Sound of a bell
  3. Sound of recorded music
• Children will move to the next table that displays items to identify smell.
  1. Perfume
  2. Rose water
  3.  Garlic
  4. Fruit/vegetable
  5. Jasmine/any other fragrant flower

Refer to the video ‘Experiential Learning (touch and taste)’ given in Week 3 Day 4 of ‘My Body (part 2) and Alphabet group ‘SODER’ to conduct the activity.

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Reading and Writing: Revision of alphabets

Day 1: Find the house game

Procedure:

• The teacher must keep all the required materials ready. (Coloured chalks, letter flashcards, worksheets)
• The teacher draws six squares or circles on the floor.
• Then, the teacher writes (with chalk) one letter pair (Ss, Oo, Dd, Ee, Rr) in each of the squares/circles, which will be introduced as houses. (House of Ss, House of Oo….)
• The teacher calls 5-6 students to play the game first. These students stand in an assigned place until the game begins. Other students wait for their turn while watching their friends play. 
• When the teacher calls out a letter, showing the corresponding flashcard, these children have to move around the room trying to locate that letter. 
• Then, the teacher calls out another letter, and all the children have to move to that letter.
• Then, the teacher invites the next group of 5-6 students to play the game. This process can continue until all the students get the opportunity to play the game. The letters can be repeated multiple times to reinforce.
• Then, the teacher distributes the worksheet and helps the students to complete the work as shown. 

Note to the teacher:

• Watch the LTM video prior to the session and learn how to conduct the game.
• Keep the required materials ready (Alphabet flashcard, worksheets and coloured chalks). 
• Once the students become familiar with the letter, the teacher may try playing the game only by calling out the letters (without showing the flashcard for visual cue).
• Playing this game with 5-6 children at a time will help the teacher observe which children are struggling to identify the letters. 

Key skill/knowledge the child will acquire: Students will revise the letters (Ss, Oo, Dd, Ee, Rr).

Worksheet: Match the letter pair – level 1

Worksheet: Match the letter pair – level 1 (Enlarged)

Refer to the video ‘Find the house’ game from Week 3 Day 3 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 2: Guess the letter game

Procedure:

• The teacher must keep all the required materials ready (flashcards, worksheets and crayons). 
• Then the teacher writes the letters (Ss, Oo, Dd, Ee, Rr) neatly on the blackboard.
• The teacher can do a quick revision of the letters (Ss, Oo, Dd, Ee, Rr).
• When the game starts, one student will be invited to come forward and stand next to the teacher.
• This student will have to stand facing the blackboard and turning his back to the rest of the class.
• The teacher writes one letter (any one of SODER or soder) on this student’s back, applying enough pressure for the students to feel the letter being traced.
• The student will be asked to guess the letter. 
• If the student guesses the letter correctly, then, another student will be called to do the same.
• If the student is not able to guess the letter, then, the teacher will write the same letter on the student’s back once again, but this time the teacher will tell the letter name/sound. The student will repeat.
• The teacher ensures that all the students get a chance to guess the letter. 
• The teacher distributes the worksheet to the students. 
• The teacher demonstrates how to fill in the worksheet.
• The students can complete the worksheet accordingly.  

Note to the teacher:

• Watch the LTM video prior to the session and learn how to conduct the game.
• Keep the required materials ready.
• When writing the letter on students’ backs, the teacher must make firm and clear finger movement with adequate pressure to help the students guess the letter form.
• When any student is not able to guess the letter, give one more chance and help the student guess the letter correctly. 

Key skill/knowledge the child will acquire: Students will revise the letters (Ss, Oo, Dd, Ee, Rr).

Worksheet: Match the letter pair – level 2

Worksheet: Match the letter pair – level 2 (Enlarged)

Refer to the video ‘Guess the letter’ game from Week 3 Day 4 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 3: Match the letter pairs

Procedure:

• The teacher keeps all the required materials ready. (worksheets, audio for letter rhymes)
• The teacher writes all the letters on the black board and revises the letter name and sounds.
• The teacher can play the audio of all the letter rhymes (Ss, Oo, Dd, Ee, Rr).
• Then, the teacher will distribute the worksheet to the students.
• The teacher demonstrates how to fill in the worksheet.
• The students can complete the worksheet accordingly.  

Note to the teacher:

• Watch the LTM video prior.
• Keep the required materials ready.
• When singing the rhyme, ensure that children are saying the accurate sound for the letters.

Key skill/knowledge the child will acquire: Students will revise the letters (Ss, Oo, Dd, Ee, Rr).

Worksheet: Match the letter pair – level 3

Worksheet: Match the letter pair – level 3 (Enlarged)

Refer to the audio of ‘Letter rhyme for Ss, Oo, Dd, Ee, Rr’ from Week 1 Day 1 to 5 of the ‘My Body’ (part 2) and  Alphabet group ‘SODER’.

Refer to the video ‘Match the letter pairs’ game from Week 3 Day 5 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 4: Introduction of sight words

Content – that, in, on, the

Procedure:

• The teacher must keep the required materials ready.
  • Sight word flashcards- that, in, on, the 
  • One basket 
  • Napkin or handkerchief to cover the basket.
• The teacher must watch the LTM video and learn the process of introducing sight words.
• The teacher places the ‘sight-word cards’ in a basket which is covered with a handkerchief and students do not see what is inside the basket. 
• The teacher starts the class by saying, “Children, we are going to learn some new words today.”
• The teacher slides her hand into the basket and pulls out a flashcard of any one sight-word.
  (example: ‘that’).
• The teacher says “that” pointing to the word, and the students repeat- ‘that’. The teacher can repeat this process two more times.
• Following the same process, the three remaining words ‘in’, ‘on’, ‘the’ can be introduced.

Note to the teacher:

• Watch the LTM video prior to the session to learn how to introduce sight words.
• Keep the required materials ready.
• Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
• As a follow up activity, the teacher can play “find the house game”, using these four sight-words. 

Key skill/knowledge the child will acquire: Students will become familiar with a few sight words.

Flashcards: Sight Words

Refer to the video ‘Introducing sight words’ from Week 4 Day 5 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 5: Passing the parcel game (sight words)

Preparation of activity: The teacher must take 4 medium-sized boxes and stick one sight-word on each of the boxes.

Materials Required: 

• 4 medium-sized boxes. 
• Pieces of paper with sight-words written clearly, in bold letters.
• Glue or cello-tape to fix the sight words on the boxes.

Procedure: (Please watch the LTM video)

• The teacher arranges the students to sit in a circle. The teacher also sits in the circle.
• The teacher picks up the first box and reads aloud the word written on it. The teacher, then, passes on the box to the student sitting beside her/him.
• The student also reads the word aloud, then passes on the box to the peer sitting beside him.
• Thus, the game continues till the box reaches back to the teacher.
• The teacher takes the next box and continues the same process.
• Thus, the game continues until all the boxes with sight-words (that, in, on, the) are passed around and the sight-words are read aloud by all the students.

Note to the teacher:

• The teacher must read the sight-word loudly and clearly at the beginning of each round.
• The teacher must ensure that each student looks at the sight-word and reads it aloud before passing on the box.
• The teacher must instruct the students that they must call out the word only when the box is in their hand.

Suggested Variations: 

• The teacher may also pass 2, 3 or 4 boxes gradually in succession to challenge the students.
• Once the students are familiar with the sight words, the teacher may choose not to read the word aloud but encourage the children to read aloud.
• Visually challenged may be given corrugated/textured sight words to read.
• The teacher will show the demonstration video with ISL if necessary.

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: Passing the parcel game

ISL Video: Passing the parcel game

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ 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.