181420005-Dolphin-UKG-Teacher Companion Book-Integrated-Part1

TeacherBCoookmpanion UKG Part 1 1A 2B 3C



Table of Contents Part Section Section Name Page Number IMAX Program Number 1 Overview and Book Teacher Manual Features and Usage Tips 5 level Features 1 Top Teaching Strategies for the Subject (Referenced in 2 11Annual Plan and Exam the Lesson Plan) Patterns 3 Customizable Teaching Aids 13 Annual Plan Summary, Detailed Plan & Assessment 21 Lesson Plan 4 22 Calendar 23 Answer Keys 5 Annual Planning Tool 24 Reflection Sheet 6 IMAX Suggested Timetable 25 Additional Info 7 Stories and Rhymes Connect 26 8 Stories and Rhymes Assessment Rubric 33 IMAX Stickers 9 107 10 FA and SA Patterns 176 11a Imaximizers-Icebreaker Activities 260 11b 265 11c Day-wise LessonPlan(English) 266 12 Day-wise LessonPlan(Math) 267 13 Day-wise Lesson Plan(EVS) 14 Answer Keys for Workbook 15 End of Sem Reflection Sheet 16 Appendix A: Article on \"How People Learn?\" Appendix B: Article on \"Future of School Education\" Encouragement Stickers for Classroom Activities

Teacher Manual Features & Usage Tips (For Lesson Plan Section) Indicates the days allocated to For the teacher to indicate the cover the lesson number of days needed to speed up or slow down the plan, if required.Sections covered on Space for the teacher to List of teaching each day. write notes on lesson resources provided by For the teacher to understand the preparation. ‘why’ behind the lesson. This IMAX. outlines the overall objective of the lesson. For the teacher to understand the associated learning domain or a specific skill developed through the lesson. For the teacher to understand the objective of the lesson in the textbook. For the teacher to understand the specific objective of the activity sheet in order to make activities more fun, age appropriate and engaging. For the teacher to understand the objective of the worksheet in order to provide adequate support to all learners . List of teaching resources that the teacher needs to procure/arrange for before the class. Page 1

Indicates the current day out This icon is used to indicate the progress of the particularof the total days allotted for day/period. More details about this icon (or set of icons)the lesson. are given on a later page. The class level outcomes or enabling objectives for the day are outlined here. Any new words covered in the day are also listed. Teaching tips for teaching the content provided on the given page. Detailed explanation and examples of teaching strategies are provided in the Teaching Strategy space. Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds.Page from the textbook Details of the suggested CW/HW for the day. Page 2

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward). The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson Number of teaching days, day progress icons and Annual day slots have been intentionally left blank across all Stories and Rhymes. The time for this has not been accounted for in the annual calendar, however, it has been mapped with the IMAX suggested Time table. Annual Day indicates which day/period you are currently at against the overall days allocated for this semester. Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 1. TB: Textbook 2. WB: Work Book 3. AB: Activity Book Page 3

Space for the teacher to share her Progress Passbook for the teacher. Thisthoughts on the teaching methodology helps in tracking and planning theused for the lesson. remaining syllabus. Number of planned days. Actual number of days used by the teacher to complete the lesson. This is for the teacher to enter the number of days by which she/he needs to slow down or speed up for the next lesson. This is to match the annual academic plan. This icon is used to indicate the pages of the book where you can spend more time than suggested when needed.Names of learners who Names of learners who need This icon is used to indicate the pages ofneed handholding for this additional challenges for this the book that you can speed up whenlesson. lesson. needed. Page 4

Page 5 BestPractices ‡ Makesureyouspend10minutesgoingthroughthequestions yougaveasŚŽŵĞǁŽƌŬthepreviousday. ‡ OntheĨŝƌƐƚĚĂLJŽĨƐĐŚŽŽů,encourageparents/guardiansto sendatoyorobjectthatthechildrenareusedtoandare comfortablewith.Thishelpsthemcopewiththeirnew surroundings. ‡ UsetheĞŶĐŽƵƌĂŐĞŵĞŶƚƐƚŝĐŬĞƌƐgivenattheendofthis manualtomotivatekidstolearnandparticipateinclass.You canalsohaveactivitieswhereyouaskthechildtopicka stickerforhimself/herself,orevenhaveaclassmateawarda stickertoanother. ‡ AlwaysencouragechildrentoƐƵƉƉŽƌƚĂŶĚŚĞůƉoneanother duringgamesandquizzes. TeachingStrategies ϭ͘ YĂŶĚ ĞƐĐƌŝƉƚŝŽŶ Questionsthatwillpromptstudentstoshare responsesandopinions ‡ Promptstudentswithhints. ,ŽǁƚŽhƐĞ/ƚ ‡ Answerthequestionyourselftogivean exampleoftheanswer.

Page 6 TeachingStrategies,Contd. Ϯ͘ ZĞĂĚůŽƵĚ;dĞĂĐŚĞƌͿ Theteacherreadsthelessonoutloudforthe ĞƐĐƌŝƉƚŝŽŶ studentswithappropriatevoicemodulationand pace ‡ Teachertoreadcontentaloud,with accuratepronunciation ,ŽǁƚŽhƐĞ/ƚ ‡ Makesuretopauseandaskquestionsin between ‡ Trytoemotethewords ϯ͘ ZĞĂůͲ>ŝĨĞŽŶŶĞĐƚ ĞƐĐƌŝƉƚŝŽŶ Askquestions/shareanexamplewhichrelatesto students’livesandexperiences.Reiterateconcept learntinclasswhiledoingeverydaythings. ,ŽǁƚŽhƐĞ/ƚ ‡ Chooseexamplesfromstudents’lives,which canbeusedtodrivehometheconcept,or aspectsofit ‡ Usewordstaughtinclasseveryday ‡ Askchildrenquestionsthatwillpromptthem tousethewords/conceptstaught

TeachingStrategies,Contd. ϰ͘ 'ĂŵĞͬĐƚŝǀŝƚLJ ĞƐĐƌŝƉƚŝŽŶ Simplegameswhichengagechildreninlearning ‡ Dividetheclassroomintogroupsorpairs ‡ Usetheclassroomandtheobjectsinthe ,ŽǁƚŽhƐĞ/ƚ classroomaspropstocompletetheactivity ‡ Useappropriateteachingaidstomakethe activityinterestingPage 7 ϱ͘ ĞŵŽŶƐƚƌĂƚŝŽŶ ĞƐĐƌŝƉƚŝŽŶ Demonstratehowtoperformanactionoratask ‡ Showchildrentheactionsforarhyme ‡ Showchildrenhowtoholdapenciloracrayon orabook ,ŽǁƚŽhƐĞ/ƚ ‡ Askchildrentopayattentionandtoimitate you

TeachingStrategies,Contd. ϲ͘ WŚŽŶŝĐƐŽŶŶĞĐƚ ĞƐĐƌŝƉƚŝŽŶ Conceptsthatcanbetaughtusingphonicsin PhonicsReader ‡ Usesongs/ pronunciationusedinthe Phonics Readerbookstoteachsounds ,ŽǁƚŽhƐĞ/ƚ andshowlettersoundconnect ‡ Useactivitiesspecifiedinthebooksto reinforcethesoundandthepronunciation ofaletteroraword.Page 8 ϳ͘ &ƵŶdŝŵĞ ĞƐĐƌŝƉƚŝŽŶ Groupactivitiesthatfacilitateinteractioninclass andmotivatechildrentoexpressthemselves creatively ,ŽǁƚŽhƐĞ/ƚ Usethistimetoconnectwithstudents Givethemfreedomtoexpressthemselves Activitiescouldbecircletimeactivities,cartoon timeorstoryͲtellingtime

TeachingStrategies,Contd. ϴ͘ ƵĚŝŽͲsŝƐƵĂůWƌĞƐĞŶƚĂƚŝŽŶ ĞƐĐƌŝƉƚŝŽŶ Useofaudioorvisualaidsinclasstopresent content ‡ Makesuretheaudioisclearandthevolumeis highenoughforthechildrentohear ‡ Pausetheaudioorvideoifyoufeelthe ,ŽǁƚŽhƐĞ/ƚ ‡ childrenaredistracted Ifyou’reunabletoshowavideo,usepictures, printͲoutsordrawingsofthesamePage 9 ‡ Ifyou’reunabletoplaytheaudio,read/sing thecontentgiven. ϵ͘ ZŚLJŵĞƐĂŶĚƐƚŽƌŝĞƐ ĞƐĐƌŝƉƚŝŽŶ Rhymesandstoriesareonlytoteachcontent andhaveaninteractionintheclass;theyare notforrotelearning ,ŽǁƚŽhƐĞ/ƚ ‡ Makesureyoushowappropriateactions for therhymes ‡ Makechildrenstandupandrepeattherhyme aswellastheactions ‡ Concentrateontherhythmofthewords ‡ Donotusethisasanaidtoaskstudentsto rotelearn

TeachingStrategies,Contd. ϭϬ͘ ZĞƐŽƵƌĐĞƐ<ŝƚ ĞƐĐƌŝƉƚŝŽŶ Usetemplatesorimagesgivenintheresourcekit forclassroomactivities ‡ Bestpracticeistomakecopiesofthetemplate giveninthekit.Youmaywanttoreuseitfor ,ŽǁƚŽhƐĞ/ƚ someotheractivity ‡ UsethetemplatestocreatesimpleandfunPage 10 teachingaidsfortheclass ϭϭ͘ /ŶĚŝǀŝĚƵĂůĐƚŝǀŝƚLJ ĞƐĐƌŝƉƚŝŽŶ Individualactivitiesthatensureseach studentinclassparticipatesandlearns somethinguniqueorspecific totheirliking ,ŽǁƚŽhƐĞ/ƚ ‡ Askchildrentocomeandcompletethe activityinanalphabeticalorder ‡ Alloweachchildadequatetimetofinishthe activity ‡ Avoidgivingastandardformatforthisactivity Givefreedomandflexibilitytoeachchildtobe uniqueintheirpresentation

Customizable Teaching Aids tĞŚĂǀĞŐŝǀĞŶĂĨĞǁƚĞĂĐŚŝŶŐĂŝĚƐƚŚĂƚĐĂŶďĞ ĐƵƐƚŽŵŝnjĞĚƚŽƚŚĞŶĞĞĚƐŽĨƚŚĞƚĞĂĐŚĞƌ͘dŚĞƐĞĂŝĚƐĐĂŶ ďĞƵƐĞĚŝŶĚŝĨĨĞƌĞŶƚǁĂLJƐĨŽƌĐŽŶĚƵĐƚŝŶŐĂǀĂƌŝĞƚLJŽĨ ĐůĂƐƐƌŽŽŵĂĐƚŝǀŝƚŝĞƐ͘Page 11 1. Jigsaw Puzzle2 picture and 2 plain 4- • tƌŝƚĞĚŝĨĨĞƌĞŶƚŐƌŽƵƉƐŽĨǁŽƌĚƐŽŶpiece colour jigsawpuzzles with slots to insert ƉĂƉĞƌĂŶĚŝŶƐĞƌƚŝƚŝŶƐůŽƚƐ͘paper with custom • ^ĞƉĂƌĂƚĞƚŚĞƉƵnjnjůĞƉŝĞĐĞƐĂŶĚcontent ŵŝdžĂůůƚŚĞƉŝĞĐĞƐƚŽŐĞƚŚĞƌ͘ • dŚĞƉƵnjnjůĞƉŝĞĐĞƐĂƌĞƚŚĞƐĂŵĞ͕ƐŽ ƚŚĞĐŚŝůĚƌĞŶŶĞĞĚƚŽŬŶŽǁǁŚŝĐŚ ŐƌŽƵƉƚŚĞǁŽƌĚďĞůŽŶŐƐƚŽƉƵƚƚŚĞ ƉƵnjnjůĞƚŽŐĞƚŚĞƌĐŽƌƌĞĐƚůLJ͘ • džĂŵƉůĞ͗tƌŝƚĞŶĂŵĞƐŽĨŚĞĂůƚŚLJ ĨŽŽĚŝŶŽŶĞũŝŐƐĂǁĂŶĚƵŶŚĞĂůƚŚLJ ĨŽŽĚŽŶƚŚĞŽƚŚĞƌ͘

Customizable Teaching AidsPage 12 3 boards with cutouts 2. Shapes Flashboards of big and small differently-coloured • dŚĞƐŚĂƉĞƐƉŽƉŽƵƚŽĨƚŚĞ shapes. Shapes are ďŽĂƌĚƐ͕ĂŶĚĐĂŶďĞƵƐĞĚĂƐ circle, triangle and ƐĞƉĂƌĂƚĞƉŝĞĐĞƐ͘ squĂre • džĂŵƉůĞ͗hƐĞĨŽƌƐŚĂƉĞ ŝĚĞŶƚŝĨŝĐĂƚŝŽŶ͕ĐŽůŽƵƌ ĂŶĚ ƐŚĂƉĞŵĂƚĐŚŝŶŐ͕ƉĂƚƚĞƌŶƐ͕ďŝŐ ĂŶĚƐŵĂůůĂŶĚƚĂŶŐŝďůĞ ĂĚĚŝƚŝŽŶ͘zŽƵĐĂŶĂůƐŽƵƐĞŝƚĂƐ ƉŽŝŶƚƐĂǁĂƌĚĞĚƚŽĂƚĞĂŵďLJ ŐŝǀŝŶŐŽƵƚĂƉŝĞĐĞƚŽĂƚĞĂŵŝĨ ƚŚĞLJŐĞƚƚŚĞĂŶƐǁĞƌƌŝŐŚƚ͘ ϭϯ 3. Spin the Wheel Ϯ • hƐĞĂƚĞŵƉŽƌĂƌLJŵĂƌŬĞƌƚŽ ǁƌŝƚĞĐƵƐƚŽŵĐŽŶƚĞŶƚŝŶƚŚĞ A coloured wheel which ƐƉĂĐĞƐŽŶƚŚĞĐŽůŽƵƌǁŚĞĞů͘ can spin. 3 arrows to denote the position when • /ƚĂůƐŽŚĂƐϰĂĐƚŝŽŶƐƚŚĂƚĐŚŝůĚƌĞŶ the wheel stops. It has ĐĂŶĚŽƚŽŵĂŬĞĂĐƚŝǀŝƚLJĨƵŶ͘ numbers 0 to 9 as well as the primary and • džĂŵƉůĞ͗hƐĞƚŽƚĞĂĐŚĐŽŵƉŽƵŶĚ secondary colours. ŶƵŵďĞƌ͘ϭƐƚ ĂƌƌŽǁǁŝůůďĞϭϬƐ ƉůĂĐĞĂŶĚϮŶĚ ĂƌƌŽǁƚŚĞƵŶŝƚƐ ƉůĂĐĞ͘tƌŝƚĞŶĂŵĞƐŽĨ ĨƌƵŝƚƐͬǀĞŐĞƚĂďůĞƐĂŶĚĂƐŬƐƚƵĚĞŶƚ ƚŽŶĂŵĞƚŚĞĐĂƚĞŐŽƌLJ͘

UKG ANNUAL PLAN ‐ ENGLISH (2 Semester Calendar)Annual Plan Summary: Annual Assessment Calendar: Sem 1 Annual Plan 50 Exam Approximate After Cumulative Tentative Dates Sem 2 Teaching Days 50 Teaching Days Teaching Days (To be Filled by Teacher) Teaching Days 100 FA1 FA2 15 15 Total SA1 15 30 FA3 20 50 FA4 15 65 SA2 15 80 20 100Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 1 1 Letters of the Alphabet 7 FA1 SA1 4 FA1 SA1 2 Gestures and Greetings 3 FA1 SA1 9 FA2 SA1 3 Expressions on My Face 12 FA2 (a and e) SA1 12 SA1 4 Vowels and Consonants 3 SA1 5 Rhyming Words ( a, e and i) Rhyming Words (o and u) 6 Picture Story Rhymes - 1. Good Morning Song 2. Good Bye Song 7 3. Humpty Dumpty Integrated with the Lessons SA1 4. Are you Sleeping? Stories - 1. The Fox and the Grapes 8 2. A Dog and a Bug Integrated with the Lessons SA1 50 Total Page 13

Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 2 1 Words with Consonant Blends 16 FA3 SA2 2 Word Building 5 FA4 SA2 3 Naming Words 4 FA4 SA2 4 Action Words 5 FA4 SA2 5 Describing Words 4 SA2 6 Singular and Plural 3 SA2 7 Sentence Making 5 SA2 8 Comprehension 4 SA2 9 Sentences 4 SA2 Rhymes - 1. Morning Song 2. Wind the Bobbin Up 10 3. If You are Happy and You Know it Integrated with the Lessons SA2 4. Opposites Song 11 Stories - 1. Jim and Jill Integrated with the Lessons SA2 50 Total Page 14

UKG ANNUAL PLAN ‐ MATH (2 Semester Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 1 Comparing Qualities 9 SA1 1 2 FA1 SA1 3 Numbers (101-150) 10 FA1 (up to 120) SA1 2 4 FA2 (101 to 150) SA1 5 Comparing Quantities 9 SA1 6 Number Names (1 to 50) 7 FA2 SA1 7 Shapes 7 SA1 Sorting and Grouping 5 8 Pairing of Objects 3 SA1 Rhymes- 1. One, Two, Three, Four, 1 Five Integrated with the Lessons SA2 2 Rhymes- 2. One For the Sun That SA2 3 Shone in the Sky 50 FA3 SA2 4 5 FA3 SA2 5 Total 9 FA4 SA2 6 Comparing Positions 5 FA4 SA2 7 Numbers (151-200) 7 SA2 8 Patterns 8 SA2 9 Number Names (50 to 100) 4 SA2 Addition 6 Counting in Tens and Ones 6 Skip Counting Integrated with the Lessons Subtraction Rhymes- 1. Fruit Salad 50 Total Page 15

UKG ANNUAL PLAN ‐ EVS (2 Semester Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 1 4 FA1 SA1 1 2 Myself 4 FA1 SA1 3 My Family 6 FA1 SA1 2 4 My Body 4 FA2 SA1 5 My School 4 FA2 SA1 6 Neighbourhood 4 FA2 SA1 7 My Country 3 FA2 SA1 8 Festivals 3 SA1 9 Cleanliness 4 FA3 SA1 10 Healthy Food 3 FA3 SA1 11 Well Being 4 FA3 SA1 12 Day and Night 4 FA4 SA1 13 Calendar 3 FA4 SA1 14 Water FA4 SA1 Integrated with the Lessons 1 Stories - 1. Honest Woodcutter SA2 2 50 SA2 3 Total SA2 4 5 SA2 5 Transportation 6 SA2 6 Colours Around Us 7 SA2 7 Plants 5 SA2 8 Animals 4 SA2 9 Birds 4 SA2 Reptiles and Insects 7 10 Professions 6 SA2 Good Manners 6 Save Our Earth Stories - 1. Ramu and the Wolf Integrated with the Lessons 2. The Lion and the Mouse 50 Total Page 16

UKG ANNUAL PLAN ‐ ENGLISH (3 Term Calendar)Annual Plan Summary: Annual Assessment Calendar: Term 1 Annual Plan 35 Exam Approximate After Cumulative Tentative Dates Term 2 Teaching Days 30 Teaching Days Teaching Days (To be Filled by Teacher) Term 3 Teaching Days 35 FA1 Teaching Days 100 FA2 15 15 SA1 10 25 Total FA3 10 35 SA2 15 50 FA4 15 65 20 85 SA3 15 100Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 7 FA1 SA1 1 1 Letters of the Alphabet 4 FA1 SA1 3 FA1 SA1 2 2 Gestures and Greetings 9 FA2 SA1 12 SA1 3 Expressions on My Face 35 FA3 12 FA3 SA2 4 Vowels and Consonants 3 SA2 FA3 5 Rhyming Words (a, e and i) Integrated with the Lessons SA2 Total 5 Rhyming Words (o and u) 6 Picture Story Rhymes - 1. Good Morning Song 2. Good Bye Song 7 3. Humpty Dumpty 4. Are you Sleeping? Stories - 1. The Fox and the Grapes 8 2. A Dog and a Bug Integrated with the Lessons FA3 SA2 SA2 1 Words with Consonant Blends 16 31 Total Page 17

Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 5 3 2 Word Building 4 FA4 SA3 3 Naming Words 5 FA4 SA3 4 Action Words 4 FA4 SA3 5 Describing Words 3 FA4 SA3 6 Singular and Plural 5 FA4 SA3 7 Sentence Making 4 SA3 8 Comprehension 4 SA3 9 Sentences SA3 34 Rhymes - 1. Morning Song 2. Wind the Bobbin Up 10 3. If You are Happy and You Know it Integrated with the Lessons SA3 4. Opposites Song 11 Stories - 1. Jim and Jill Integrated with the Lessons SA3 Total Page 18

UKG ANNUAL PLAN ‐ MATH (3 Term Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 1 Comparing Qualities 9 FA1 SA1 1 2 SA1 3 Numbers (101-150) 10 FA1 (101 to 140) SA1 2 4 FA2 (141 to 150) SA1 8 Comparing Quantities 9 SA1 3 Number Names (1 to 50) 7 FA2 5 Rhymes- 1. One, Two, Three, Four, SA2 6 Five Integrated with the Lessons FA3 SA2 7 FA3 SA2 8 Total 35 FA3 SA2 1 Shapes 7 SA2 2 Sorting and Grouping 5 FA4 SA2 Pairing of Objects 3 FA4 3 Rhymes- 2. One for the Sun That Integrated with the Lessons FA4 SA3 4 Shone in the Sky SA3 5 Comparing Positions 5 SA3 6 9 SA3 7 Numbers (151-200) 29 SA3 8 5 SA3 9 Total 7 SA3 8 Patterns 4 6 Number Names (50 to 100) 6 Addition Integrated with the Lessons Counting in Tens and Ones 36 Skip Counting Subtraction Rhymes- 1. Fruit Salad Total Page 19

UKG ANNUAL PLAN ‐ EVS (3 Term Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage FA1 1 1 Myself 4 FA1 SA1 2 My Family 4 FA1 SA1 2 3 My Body 6 FA2 SA1 3 4 My School 4 FA2 SA1 5 Neighbourhood 4 FA2 SA1 6 My Country 4 FA2 SA1 7 Festivals 3 SA1 8 Cleanliness 3 FA3 SA1 9 Healthy Food 4 FA3 SA1 14 Stories - 1. Honest Woodcutter Integrated with the Lessons FA3 SA2 36 FA3 10 Total SA2 11 3 FA4 SA2 12 Well Being FA4 SA2 13 4 FA4 SA2 1 Day and Night FA4 SA2 2 4 SA2 3 Calendar SA2 10 3 SA2 Water 4 5 SA3 5 Transportation SA3 6 6 SA3 7 Colours Around Us SA3 8 7 SA3 9 Plants SA3 10 Integrated with the Lessons SA3 Stories- 1. Ramu and the Wolf 32 Total 5 Animals 4 Birds 4 Reptiles and Insects 7 Professions 6 Good Manners 6 Save Our Earth Integrated with the Lessons Stories - 2. The Lion and the Mouse 32 Total Page 20

Annual Planning Tool for Teachers No. of ‘TeachingMonth No. of Assessments Other Non‐ No. of Periods’ based on Lesson/Concept IMAX Buffer Sign. Working Days (if any) Teaching Teaching the Subject Time‐ List to be Teaching DaysSample Events (if Days in Table (referred to as Covered Days TotalMonth in School any) School ‘Teaching Days’ 7Apr‐18 19 going forward) 20 None Opening PTM 23 1, 2, 3 16 (1 day)May‐18Jun‐18Jul‐18Aug‐18Sep‐18Oct‐18Nov‐18Dec‐18Jan‐19Feb‐19Mar‐19 Page 21

IMAX Suggested dŝŵĞƚĂďůĞ9-9:30 Period 1 Assembly, Warm- Assembly, Warm- Assembly, Warm- Assembly, Warm- Assembly, Warm- Up excercises/PT Up excercises/PT Up excercises/PT Up excercises/PT Up excercises/PT9:30- Period 2 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB10:0510:05- Period 3 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB10:4010:40- Period 4 Break11:0011:00- Period 5 ĐƟǀŝƚLJͬWŚŽŶŝĐƐ Maths -TB/WB ĐƟǀŝƚLJͬKƵƚĚŽŽƌ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ11:35 Reader/ AV / AV / AV / AV11:35- Period 6 ĐƟǀŝƚLJŬͲ Maths -TB/WB ĐƟǀŝƚLJŬͲ ĐƟǀŝƚLJŬͲ ĐƟǀŝƚLJͬWŚŽŶŝĐƐ12:10 EVS Maths English Reader /AV12:10- Period 7 Break12:3012:30- Period 8 ^ƚŽƌLJͬZŚLJŵĞƐ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ sĞƌŶĂĐƵůĂƌ ^ƚŽƌLJͬZŚLJŵĞƐ sĞƌŶĂĐƵůĂƌ 1:00 / AV1:00- Period 9 (op- Maths - PN English - PL Maths - PN English - PL &ƌĞĞWĞƌŝŽĚ1:30 ƟŽŶĂůͬŚǁͿ Page 22

   Stories and Rhymes Connect With Textbook Lessons     Lesson Names Stories and Rhymes connected  to the lessonL2. Gestures and Greetings UKG English Part L7. Good Morning SongL2. Gestures and Greetings L7. Good Bye SongL8. Expressions on my Face  L7. Are You Sleeping?L5. Rhyming Words L7. Humpty DumptyL5. Rhyming Words L8. A Fox and the GrapesL5. Rhyming Words L8. A Dog and a BugL2. Numbers UKG Maths Part 1 L8. One, Two, Three, Four, FiveL4. Number Names L8. One for the Sun That Shone in the SkyL13. Water UKG EVS Part 1 L14. Honest Woodcutter Page 23

Stories and Rhymes – Assessment Rubric Focus Area Beginner Developing WƌŽĮĐŝĞnt Advanced (Marks : 0-2) (Marks : 3-5) (Marks : 6-8) (Marks : 9-10)Comprehension The learner: x has not comprehended The learner: The learner: The learner: Sequencing any part of the story orŽŶĮĚĞŶĐĞĂŶĚ rhyme x ,ĂƐƉĂƌƟĂůůLJ x has mostly x has completely comprehended the story comprehended the comprehended the story Fluency x unable to sequence at all or rhyme story or rhyme or rhyme x mixes up eventsBody Language x unable to recall the story x ŝƐĂďůĞƚŽƌĞĐĂůůƐĞƫŶŐͬ x is able to recall most x ŝƐĂďůĞƚŽƌĞĐĂůůƚŚĞĞŶƟƌĞ plot or characters of the events, plot, ƌĂŶŐĞŽĨĞǀĞŶƚƐĂůŽŶŐ or rhyme or characters with plot, characters and x ƉĂƌƟĂůůLJĂďůĞŶĂƌƌĂƚĞƚŚĞ ƚŚĞŵĞƐƐĂŐĞƚŚĞƐƚŽƌLJͬ x is mostly incoherent ƐƚŽƌLJͬƌŚLJŵĞ x mostly able to rhyme has to convey x disconnected and ŶĂƌƌĂƚĞƐƚŽƌLJͬƌŚLJŵĞ x completely able to unrelated words used to ŶĂƌƌĂƚĞƐƚŽƌLJͬƌŚLJŵĞ ĂŶƐǁĞƌĂƋƵĞƐƟŽŶ x ŵĂĚĞůŝƩůĞŽƌŶŽĞLJĞ x can put one to two events x can put more than x can put all the parts of contact ƚŚĞƐƚŽƌLJͬƌŚLJŵĞŝŶĂ x ƐŚƵŋĞĚĂŶĚƐĞĞŵĞĚ ŽĨĂƐƚŽƌLJͬƌŚLJŵĞŝŶ two events in a sequence very uncomfortable x refused to answerw sequence ƐƚŽƌLJͬƌŚLJŵĞŝŶ sequence x ŝƐƉĂƌƟĂůůLJĐŽŚĞƌĞŶƚďƵƚ x is mostly coherent x is completely coherent spoke feebly x ƐƉŽŬĞĐŽŶĮĚĞŶƚůLJ x ƐƉŽŬĞĐŽŶĮĚĞŶƚůLJĂŶĚ x answered clearly with few and answered clearly answered clearly and but related words and accurately accurately x ŵĂĚĞůŝƩůĞĞLJĞĐŽŶƚĂĐƚ x made eye contact x ŚĂĚĂĐŽŶĮĚĞŶƚƉŽƐƚƵƌĞ x seemed uncomfortable x answered reluctantly with the listeners x made eye contact with ŵŽƐƚŽĨƚŚĞƟŵĞ listeners x seemed comfortable x answered without any x answered properly ƐŝŐŶŽĨĚŝƐĐŽŵĨŽƌƚ but appeared uncomfortable at ƟŵĞƐ Page 24

EXAM PATTERN FOR FORMATIVE AND SUMMATIVE ASSESSMENTSFormative Assessment (FA)Source of Question Marks per Total Marks Question 5MConceptual Understanding 5Mx1 6M 4MConceptual Understanding 3Mx2 5M 20MConceptual Understanding 2Mx2Activity Sheet 5Mx1Sum TotalSummative Assessment (SA)Source of Question Marks per Total Marks Question 12MConceptual Understanding 6Mx2 10M 8MConceptual Understanding 5Mx2 3M 2MConceptual Understanding 4Mx2 10M 5MConceptual Understanding 3Mx1 50MConceptual Understanding 1Mx2Suggested Oral Activity 5Mx2Activity 5Mx1Sum Total Page 25

Allocated Teaching Days 4 Speed up/Slow down PlanImaximizers‐ Ice breaking Activities Why are we teaching this lesson:  To help learners get back to the classroom environment and people around. Day No. Planned Summary of Day’s Plan  Introduce themselves to the classmates and teacher and basic rules Date to be followed in class.Day 1 Experience the fun to be back in school. DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonnDay 2 Participate in the circle time and share their  Skill/Domain TBDay 3 experience.Day 4  • Social skills Listen to the story and recall the events in a  • Listening skill sequence. Answer questions related to the  • Communication skill story. • Gross motor skill .Play a memory game. WB ABLesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Soft ball/toy 2) IMAX Workbook Page 26

Day 1 / 4 Day  Annual Day:           Actual Date: Progress Class Outcome(s)  Experience the fun to be back in school. New Words: Imitate, Follow Teaching Tip(s) Teaching Strategy:  Fun time, Audio visual  presentation SHOW: http://imax.pro/tooty‐ta‐song TELL: Watch the video carefully and try to follow the words as  well as the actions. DO : Ask the learners to stand and face the screen. Tell them that  they have to watch the video. Try to listen to the words carefully  and follow the words as well as the actions. Video courtesy : www.eflashapps.com Class Pulse Check                Give them any tongue twister and ask them to imitate it. E.g. She sells sea shells on the sea shore. CW HW Page 27

Day 2 / 4 Day  Annual Day:           Actual Date: Progress Class Outcome(s)  Participate in the circle time and share their experience. New Words: Hike, Camp, Discuss Teaching Tip(s) Teaching Strategy:  Real life connect, Q & A, Game/  Activity SHOW : http://imax.pro/summer-song TELL:  Share what did you do in the summer vacation. DO: Make the students sit in a circle. Have a soft ball/toy.  Explain the learners that they have to pass the ball as the music  is played. As the music stops, one who is holding the ball has to  introduce self and  share what he/she did in the summer  vacation. Note : Focus on the words like play, read, dance. The video ca be  used as a recap of action words. Video courtesy : https://sellfy.com/thesingingwalrus Class Pulse Check                How else you would like to spend your summer vacation? Is there anything that you would have liked to do? CW HW Page 28

Day 3 / 4 Day  Annual Day:           Actual Date: Progress Class Outcome(s)  Listen to the story and recall the events in a sequence.  Answer questions related to the story. New Words: Annual, Sequence, Events Teaching Tip(s) Teaching Strategy:  Q & A, audio visual presentation SHOW: http://imax.pro/annual‐haircut‐day DO : After playing the video, ask the learner what did they  understand. Ask questions. 1. Can you recall all the characters from the story 2. To whom did Sringeri Srinivas go for haircut first? Later who  all did he go to?  Note: If learners are unable to answer any questions, provide  few hints to help them reach to the answer. Video courtesy : www.bookbox.com Class Pulse Check                                    Why do we need a haircut? How often do you go for a  haircut? CW HW Page 29

Day 4 / 4 Day  Annual Day:           Actual Date: Progress Class Outcome(s)  Play the memory game. New Words: Memory Teaching Tip(s) Teaching Strategy:  Fun time, Game/Activity SHOW: Different objects like chalk, duster, pencil, water bottle,  slate, book, glass, eraser, crayon box, glue, colour paper, bag etc. TELL : Arrange the objects on a table. Ask the students to take a  look at the objects placed. Call out the names of all the objects  while pointing at each object. Repeat it twice. Cover the objects  with a sheet of cloth.  DO : Ask the students to recall the name of the objects kept on  the table while its covered. The one who recalls maximum  number of objects will win. Note : While going through the objects and naming them, you  can describe the objects more with colour and nature to help the  learners register it better. Class Pulse Check                                    Ask learners what toys do they have at home. CW HW Page 30

My Reflections Progress PassbookWhat went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row)What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lessonNames of learners who need individual attention: Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any)Handhold these learners: Challenge these learners: For the Next Lesson  Speed up by  ___ days (OR) Slow down by  ___ days   Academic Coordinator’s Signature: Page 31

LESSON PLAN ENGLISHDay-Wise Lesson Plan with Page-wise Teaching Tips and Strategies Page 32

Lesson 1: Letters of the Alphabet Allocated Teaching Days 7 Speed up/Slow down PlanDay No. Planned Summary of Day’s Plan Why are we teaching this lesson: Date Day 1 Recognise the letters from A‐L and read   To enable the learners recall the letters of the alphabet in words that start with the same set of letters. upper and lower case.  To enable the learners identify the letters and read words starting with each letter. DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonnDay 2 Recognise the letters from A‐L and read  Skill/Domain TB words that start with the same set of letters. • Language/Literacy • Recall and identify upper • Cognitive and lower case letters with  corresponding picturesDay 3 Recognise the upper case and lower case Day 4  letters. WB ABDay 5Day 6 Identify the beginning letter of the object  • Writes upper/lower case • Draw and colour an objectDay 7 and recall the corresponding capital/small  letters for the  for the specific letter letter. corresponding pictures To be able to identify the beginning letter for  IMAX Resources Other Resources words. 1) IMAX Textbook To be able to recalI and identify the upper  2) IMAX Workbook case and corresponding lower case letter  3) A to Z letter and picture and recall objects beginning with that letter. Flash cards Draw and colour an object for the specific  4) A to z letter cards letter. Recall objects beginning with that  letter.Lesson Preparation Notes Page 33

Day 1 / 7 Day  Annual Day:     1  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise the letters from A‐L and read words that start  with the same set of letters New Words: Ink, Kite Teaching Tip(s)       Teaching Strategy: Read Aloud Sing the Alphabet Song to initiate the class. SHOW:  Show a few letter cards from A to L .Let learners  identify the letters and give a word starting with the letter. DO: Ask learners to open TB page 4. Look at the pictures and  words shown. Read the letters, their corresponding words and identify the  pictures. TELL:  Teacher and learners will read the page once more. Class Pulse Check                                    Give another word for letters A to L. 1) TB page 4 CW 1) Read TB page 4 HW Page 34

Day 2 / 7 Day  Annual Day:     2  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise the letters and read words that start with the  letters. New Words: Vase, Yak Teaching Tip(s)       Teaching Strategy: Read Aloud Recap of the letters A to L from TB page 4. SHOW: Show a few letter cards from M to Z. Let learners  identify the letters and give a word starting with the letter. DO:  Ask learners to open TB page 5. Look at the pictures and  words shown. Read the letters, their corresponding words and  identify the pictures. TELL: Teacher will place cards from A to Z with a few cards  missing and ask learners to identify the missing cards and  place them correctly.  Learners will complete the exercise in WB page 4. Class Pulse Check                                    Ask the learners to recall the letters A to Z in sequence. 1) TB page 4,5 CW 1) Read TB page 4,5  HW 2) WB page 4 2) PL page 4 Page 35

Day 3 / 7 Day  Annual Day:     3  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise the upper case and lower case letters New Words: Yak, Aeroplane Teaching Tip(s)       Teaching Strategy: Activity Recap of the letters A to Z from TB page 4 and 5. SHOW: A few lower case letter cards from A to Z. Let learners  identify the letters and  give a word starting with the letter. DO: Give learners lower case letter cards. Ask them to place  letters in order. Recite the letters in order. TELL: Discuss WB page 7 and get answers from the learners.  They will then complete the exercise. Suggested Activity: Learners will place cards in order of  a to z. Class Pulse Check                                    Ask the learners to recall the letters A to Z in sequence. 1) TB page 4,5 CW 1) Read TB page 4,5  HW 2) WB page 7 2) PL page 5 Page 36

Day 4 / 7 Day  Annual Day:     4  /  5  0 Actual Date: Progress ClaToss b Oe uatbcleo mtoe id(se)ntify the beginning letter of the object and  recall the corresponding capital/small letter (Upper  case/Lower case) New Words: X‐ray, Zebra Teaching Tip(s)       Teaching Strategy: Activity Recap of the letters A to Z from TB page 4 and 5. SHOW: A few picture cards to the learners and make them identify  the picture and  give the starting/beginning letter for that picture. DO: Give learners picture cards and corresponding lower case  letter cards. Ask them to match the correct letter with the picture. TELL: Discuss WB page 5 and help learners complete the exercise. Suggested Activity: Instruct the learners to place accurate letter cards for the picture  cards.  Class Pulse Check                                    Name the beginning letter of the word yak. 1) TB page 4,5 CW 1) Read TB page 4,5  HW 2) WB page 5 Page 37

Day 5 / 7 Day  Annual Day:     5  /  5  0 Actual Date: Progress Class Outcome(s)  To be able to identify the beginning letter for words New Words: Beginning (Repeated for reinforcement) Teaching Tip(s)       Teaching Strategy: Activity Recap of the letters A to Z from TB page 4 and 5. SHOW: A few picture cards. Learners will identify the picture,  think of the word that describes the picture and give the  starting/beginning letter for that word. Give every learner a  chance to answer. DO: Give learners picture cards and corresponding lower case  letter cards. Ask them to match the correct letter with the picture. TELL: Discuss WB page 6 and assist learners to complete the  exercise. Suggested Activity: Learners will place letter cards for the picture cards.  Class Pulse Check                                    Identify the beginning letter of the following words a) Icecream b) Pumpkin 1) TB page 4,5 CW 1) Read TB page 4,5  HW 2) WB page 6 Page 38

Day 6 / 7 Day  Annual Day:     6  /  5  0 Actual Date: Progress Class Outcome(s)  To be able to recalI and identify the upper case and  corresponding lower case letter. New Words: Upper case (Capital), Lower case (Small) Teaching Tip(s)       Teaching Strategy: Activity SHOW: Show a few lower case letter cards from A to Z. Let  learners identify the letters and give a word starting with the  letter. DO: Teacher will write a specific letter on the board and the  learners will have to recognise the name of the letter and  draw a picture that starts with the letter. TELL: Discuss AB page 3 and help learners understand what  needs to be done and oversees the learners  complete  exercise Suggested Activity: Learners will place picture cards for the correct letter cards. Class Pulse Check                                    Give a word for a specific lower case letter. 1) AB page 3 CW 1) Read TB page 4,5  HW Page 39

Day 7 / 7 Day  Annual Day:     7  /  5  0 Actual Date: Progress Class Outcome(s)  Draw and colour an object for the specific letter New Words: Upper case (Capital), Lower case (Small) (Repeated for reinforcement) Teaching Tip(s)       Teaching Strategy: Fun activity SHOW: Show a few lower case letter cards from A to Z. Let  learners identify the letters and  give a word starting with the  letter. DO: Divide the class into two groups. Give one group of  learners upper case letter cards and the other group lower  case letter cards. Ask them to match the upper case letters  with the lower case letters. Discuss WB page 8  and help learners complete exercise Suggested Activity: Learners will place cards in order of  Aa to Zz. Class Pulse Check                                    Identify the specific lower case letter. 1) WB page 8 CW 1) Read TB page 4,5  HW Page 40

My Reflections Progress Passbook 7What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row)What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any)Names of learners who need individual attention: For the Next LessonHandhold these learners: Challenge these learners:  Speed up by  ___ days (OR) Slow down by  ___ days      Academic Coordinator’s Signature: Page 41

Lesson 2: Gestures and Greetings Allocated Teaching Days 4 Speed up/Slow down PlanDay No. Planned  Summary of Day’s Plan Why are we teaching this lesson: Date Day 1  Enable learners to use appropriate gestures to communicate  Day 2 in a given situation. Day 3 Day 4   Build vocabulary in order to strengthen language  and build  social. Recognise the need to use actions or  DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonn gestures to talk without using any words. Identify the appropriate gesture for a  Skill/Domain TB specific situation. • Social  • Recognise the need to use  Recognise that some gestures that can be  • Vocabulary/Literacy/ gestures to talk without  used as greetings. any words Language • Identifies gestures as  greetings Identify gestures/greetings for specific  situations. WB AB • Identifies the appropriate  • Matches the appropriate  way of greeting in different gesture in a given situation situationsLesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Cards with different  2) IMAX Workbook situations 3) IMAX Activity Book 4) Gestures Chart Page 42

Day 1 / 4 Day  Annual Day:     8  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise the need to use actions or gestures to talk  without using any words. New Words: Silence, Quiet Teaching Tip(s)       Teaching Strategy: Real Life Connect, Dramatization   Play game ‘Simon says’‐ use the gestures for silence, to wish  someone, appreciation as part of the activity. TELL: Explain to the class about how gestures are a form of  communication that takes place without words but by using  actions. SHOW: Teacher will demonstrate different kinds of gestures and  ask learners to guess the gesture. Teacher can also name each  gesture while demonstrating the action again. Discuss the different situations on TB page 6 and talk about the   related gestures. DO: Different groups of learners will enact the different  situations as given on TB page 6, using gestures . Class Pulse Check                                    How do you appreciate a person for good work/good  performance? 1) TB page 6 CW 1) Read TB page 6 HW Page 43

Day 2 / 4 Day  Annual Day:     9  /  5  0 Actual Date: Progress Class Outcome(s)  Enable learners to identify the appropriate gesture for a  specific situation. New Words: Silence, Quiet (Repeated for reinforcement) Teaching Tip(s)       Teaching Strategy: Activity Revise the gestures explained the previous day. Read TB page 6 SHOW: Teacher demonstrates different gestures in the form  of greetings and ask learners to guess the action.  DO: Discuss the activity on AB page 5 and talk about the  situation and what the gesture would be. Help the learners complete the activity. Class Pulse Check                                    Identify different gestures. 1) Read TB page 6 CW 1) Read TB page 6 HW 2) AB page 5 Page 44

Day 3 / 4 Day  Annual Day:     1  0  /   50 Actual Date: Progress Class Outcome(s)  Enable learners to recognise that some gestures that can  be used as greetings New Words: Salute, Greet Teaching Tip(s)       Teaching Strategy: Demonstration/Real Life Connect  Sing the rhyme ‘Good Morning Song’ and ‘Good Bye Song’ from TB  page 18 as an introduction to the topic of greetings. Revise the gestures explained the previous day on TB page 6.             TELL: The teacher explains gestures also convey greeting.            SHOW: Teacher demonstrates different gestures in the form of  greetings and ask learners to guess the action.                            Discuss situations on TB page 7 and the different related greetings.  She names each greeting while demonstrating the action again.  DO: Discuss WB  page 9 and help learners complete the exercise in  the workbook. These rhymes can used as a resource while introducing TB page 7  of Gestures and Greetings.                                                                      NOTE‐These rhymes can be sung every morning and in the evening  during dispersal. Class Pulse Check                                    How do you wish elders? 1) TB page 7 CW 1) Read TB page 7 HW 2) WB page 9 Page 45

Day 4 / 4 Day  Annual Day:     1  1  /  50 Actual Date: Progress Class Outcome(s)  Enable learners to identify gestures/greetings for specific  situations. New Words: Salute, Greet (Repeated for reinforcement) Teaching Tip(s)       Teaching Strategy: Game Revise the gestures and greetings on TB page 6 and 7.  SHOW: Using different situation cards, the learners will enact  the gestures/greetings for the specific situations.  TELL: Discuss situations on TB page 7 again and the different  related greetings. DO: Discuss WB page 10 and help learners understand  what  needs to be done to complete the exercise in the workbook. Class Pulse Check                                    How do you show respect to our national flag? 1) TB page 6,7  CW 1) Read TB page 6, 7  HW 2) WB page 10 Page 46

My Reflections Progress Passbook 4What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row)What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any)Names of learners who need individual attention: For the Next LessonHandhold these learners: Challenge these learners:  Speed up by  ___ days (OR) Slow down by  ___ days      Academic Coordinator’s Signature: Page 47