1420005-Dolphin-UKG-Teacher Companion Book-Integrated-Part1

Teacher Companion Book UKG Part 1

Revolutionizing education for each student IMAX is India’s only customized content and educational assessment company 350 Published Books Team of IITians & PhDs IMAX has authored about 350 publications Content development and automation are which are used by more than 3,00,000 led by a team of IITians, data scientists and students. education experts. Workshops 16 Lakh Assessments IMAX has conducted teacher training IMAX has conducted more than 16,00,000 workshops for more than 8,000 teachers. assessments across 11 states in the last 7 years. Copyright © 2017 BGM Policy Innovations Pvt Ltd Published by BGM Policy Innovations Pvt Ltd This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out or circulated in any form, without the publisher’s prior, written consent. All rights reserved. No part of this publication, including but not limited to, the content, the presentation layout, session plans, themes, key type of sums, mind maps and illustrations, may be reproduced, stored in a retrieval system or transmitted, in any form or by any means(electronic, mechanical, photocopying, recording or otherwise), without the prior, written permission of the copyright owner of this book. This book is meant for educational and learning purposes. The author(s) of the book has/have taken all reasonable care to ensure that the contents of the book do not violate any copyright or other intellectual property rights of any person in any manner whatsoever. In the event the author(s) has/have been unable to track any source and if any copyright has been inadvertently infringed, please notify the publisher in writing for any corrective action. Some of the images used in the books have been taken from the following sources www.freepik.com, www.vecteezy.com, www.clipartpanda.com Creative Commons Attribution This book is part of a package of books and is not meant to be sold separately. For MRP, please refer to the package price.

t��U {��U��D {��U��D b��� t��� b[���� b[���� La!․ t������ 1 Teacher Manual Features and Usage Tips 1 h*��*��� �D� .��A 2 Top Teaching Strategies for the Subject 4 C�*�C C��U[��Q (Referenced in the Lesson Plan) 3 Customizable Teaching Aids Explained 10 !DD[�C tC�D �D� 4 Annual Plan Summary, Detailed Plan & Assessment 12 9��� t�UU��DQ Calendar 5 SA and FA Patterns 20 6 Imaximizers-Icebreaker Activities 22 [�QQ�D tC�D 7a Day-wise Lesson Plan(English) 27 7b Day-wise Lesson Plan(Math) 95 7c Day-wise Lesson Plan(EVS) 162 !DQ��� Y�ÆQ 8 Answer Keys for Learnmax 244 w��C��U��D {���U 9 End of Sem Reflection Sheet 248 !���U��D�C LD�� 10a Appendix A: Article on “How People Learn?” 249 10b Appendix B: Article on “Future of School 250 Education” La!․ {U��A��Q 11 Encouragement Stickers for Classroom Activities

£������ a�D[�C C��U[��Q �D� %Q��� £��Q YC�� [�QQ�D tC�D {��U��D[ Gives the knowledge, skill or attitude the lesson aims to develop in a student Questions that can be asked to get students thinking about the lesson Notes to be filled by the teacher Days allotted for the chapter and while preparing for class the objective for the day Suggested teaching IMAX teaching aids teacher can aids used in use to teach the the lesson lesson Page 1

Page from the textbook, FunMax/ relevant Current day/ total days allotted for picture for icebreaker activities the chapter The actual teaching day to be filled by the teacher Current day / total planned teaching days Hints for classroom activity, suggested teaching method Chosen teaching strategy from the ones defined at book level Quick questions to check class understanding Indication of pages which can be taken quickly and pages which you need to spend time on. Snail – slow down; rocket – speed up Classwork and Homework – Page numbers of LearnMax given Page 2

Opinions and thoughts of the Detailed count of days to help in teacher about the topic tracking and planning Indicates availability of less time, so need to catch-up to the academic calendar. Indicates availability of more time, so can slow down. Students who are Students who doing well in class need more and need more attention in class challenges Page 3

Best Practices • Make sure you spend 10 minutes going through the questions you gave as �������A the previous day. • On the ���QU ��Æ �� Q����C, encourage parents/guardians to send a toy or object the children are used to and comfortable with. This helps them cope with new surroundings. • Use the �D��[������DU QU��A��Q given at the end of this manual to motivate kids to learn and participate in class. You can also have activities where you ask the child to pick a sticker for himself/herself, or even have a classmate award a sticker to another. • Always encourage children to Q[����U �D� ��C� one another during games and quizzes. Teaching Strategies pO v �D� ! 5�Q����U��D Questions that will prompt students to share responses and opinions • Prompt students will hints. I�� U� %Q� LU • Answer the question yourself to give an example of the answer. Page 4

Teaching Strategies, Contd. ¬O w��� !C�[� Y£������[ The teacher reads the lesson out loud for the 5�Q����U��D students with appropriate voice modulation and pace. • Teacher to read content aloud, with proper pronunciation I�� U� %Q� LU • Make sure you pause and ask questions in between • Try to emote the words �Ow��C$[��� /�DD��U 5�Q����U��D Ask questions/share an example which relates to students’ lives and experiences. Reiterate concept learnt in class while doing everyday things. I�� U� %Q� LU • Choose examples from students’ lives, which can be used to drive home the concept, or aspects of it. • Use words taught in class everyday • Ask children questions that will prompt them to use the words/concepts taught. Page 5

Teaching Strategies, Contd. qOD���ß!�U�*�UÆ 5�Q����U��D Simple games which engage children in learning • Divide the classroom into groups or pairs • Use the classroom and the objects in the I�� U� %Q� LU classroom as props to complete the activity • Use appropriate teaching aids to make the activity interesting ˜O 5���DQU��U��D 5�Q����U��D Show children how to perform an action or task • Show children the actions for a rhyme • Show children how to hold a pencil or a crayon I�� U� %Q� LU or a book • Ask children to pay attention and to imitate you Page 6

Teaching Strategies, Contd. ¥O t��D��Q /�DD��U 5�Q����U��D Concepts that can be taught using phonics in LearnMax Plus • Use songs/ pronunciation used in the LearnMax Plus books to teach sounds I�� U� %Q� LU • Use activities specified in the books to reinforce the sound and pronunciation of a letter or a word. 9O C[D £��� 5�Q����U��D Group activities that facilitate interaction in class and motivate children express themselves creatively I�� U� %Q� LU Use this time to connect with students Give them freedom to express themselves Activities could be circle time activities, cartoon time or story-telling time Page 7

Teaching Strategies, Contd. 5O ![���$´�Q[�C t��Q�DU�U��D 5�Q����U��D Use of audio or visual aids in class to present content • Make sure the audio is clear and the volume is high enough for the children to hear • Pause the audio or video if you feel the I�� U� %Q� LU children are distracted • If you’re unable to show a video, use pictures, print-outs or drawings of the same. • If you’re unable to play the audio, read/sing the content given. 4O w�Æ��Q �D� QU����Q 5�Q����U��D Rhymes and stories only to teach content and have interaction in class; they are not for rote learning I�� U� %Q� LU • Make sure you show appropriate actions for the rhymes. • Make children stand up and repeat the rhyme as well as the actions. • Concentrate on the rhythm of the of words. • Do not use this as an aid to ask students to rote learn Page 8

Teaching Strategies, Contd. p%O w�Q�[���Q Y�U 5�Q����U��D Use templates or images given in the resource kit for classroom activities • Best practice is to make copies of the template given in the kit. You may want to reuse it for I�� U� %Q� LU some other activity • Use the templates to create simple and fun teaching aids in class. ppO LD��*��[�C !�U�*�UÆ 5�Q����U��D Individual activities that ensures each student in class participates and learns something unique or specific to them I�� U� %Q� LU • Ask children to come and complete the activity in the alphabetical order • Allow each child time to finish the activity • Do not give a standard format for this activity. Give freedom for each child to be unique in their presentation. Page 9

Customizable Teaching Aids We have given some teaching aids that can be customized to the needs of the teacher. These aids can be used in different ways for conducting a variety of classroom activity. Some ways to use it are mentioned in the day-wise plan but it is not limited to these instances. pO W��Q�� t[ccC� • Write different groups of words on paper and insert it in slots. • Separate the puzzle pieces and mix all the pieces together. • The puzzle pieces are the same, so the children need to know which group the word belongs to put the ¬ ���U[�� �D� ¬ �C��D q$ puzzle together correctly. ����� ��C�[� ���Q�� • Example: Write names of healthy �[ccC�Q ��U� QC�UQ U� �DQ��U food in one jigsaw and unhealthy ����� ��U� �[QU�� food on the other. ��DU�DU Page 10

Customizable Teaching Aids ¬O {����Q CC�Q������Q • The shapes pop out of the boards, and can be used as separate pieces. • Example: Use for shape � �����Q ��U� �[U-�[UQ identification, colour and �� ��� �D� Q��CC shape matching, patterns, big �������DUCÆ$��C�[��� and small and tangible Q����QO {����Q ��� addition. You can also use it as ����C�Ö U���D�C� �D� points awarded to a team by Qç[a�� giving out a piece to a team if they get the answer right. �O {��D U�� †���C 1 3 • Use the temporary marker to write custom content in the spaces on the colour wheel. 2 • It also has 4 actions that children ! ��C�[��� ����C ����� can do to make activity fun. ��D Q��DO � �����Q U� • Example: Use to teach compound ��D�U� U�� ��Q�U��D ���D number. 1 arrow will be 10s st U�� ����C QU��QO LU ��Q place and 2 arrow the units nd D[����Q % U� 4 �Q ��CC �Q place. Write names of U�� ������Æ �D� fruits/vegetables and ask student Q���D���Æ ��C�[�QO to name the category. Page 11

%YD !bb%![ t[!b $ 9bD[L{I (2 Semester Calendar) !DD[�C tC�D {[����ÆN !DD[�C !QQ�QQ��DU /�C�D���N Annual Plan £�DU�U�*� 5�U�Q Y£� !�U�� £�����D� !�U�� /[�[C�U�*� Sem 1 Teaching Days 50 9��� �� C�CC�� �Æ £������[ 5�ÆQ £�����D� 5�ÆQ Sem 2 Teaching Days 50 FA1 15 15 Total 100 FA2 15 30 SA1 20 50 FA3 15 65 FA4 15 80 SA2 20 100 !DD[�C £�����D� /�C�D���N {�� [�QQ�D b�O [�QQ�D b��� 5�ÆQ !CC���U�� C! /�*����� {! /�*����� 1 Letters of the Alphabet 6 FA1 SA1 2 Gestures and Greetings 3 FA1 SA1 p 3 Expressions on My Face 2 FA1 SA1 4 Vowels and Consonants 7 FA2 SA1 5 Rhyming Words 25 FA 2(letter family 'a' &'e' ) SA1 6 Picture Story 1 SA1 7 Rhymes- 1. Good Morning Song, 2. Good Bye Song, 3. Humpty Dumpty 2 SA1 4.. re you Sleeping? 8 Stories-1. The Fox and the Grapes & 2. A Dog and a Bug 4 SA1 £�U�C 5�ÆQ ˜% Page 12

UKG ANNUAL PLAN - ENGLISH (2 Semester Calendar) {�� [�QQ�D b�O [�QQ�D b��� 5�ÆQ !CC���U�� C! /�*����� {! /�*����� 1 Words with Consonant Blends 15 FA3 SA2 2 Word Building 4 FA4 SA2 3 Naming Words 3 FA4 SA2 4 Action Words 3 FA4 SA2 ¬ 5 Describing Words 4 FA4 SA2 6 Singular and Plural 2 SA2 7 Sentence Making 5 SA2 8 Comprehension 4 SA2 9 Sentences 4 SA2 10 Rhymes -1. Morning Song, 2. Wind the Bobbin Up, 3. If You are Happy and You 4 SA2 Know it & 4. Opposites Song 11 Stories-1. Jim and Jill 2 SA2 £�U�C 5�ÆQ ˜% Page 13

%YD !bb%![ t[!b - a!£H (2 Semester Calendar) !DD[�C £�����D� /�C�D���N [�QQ�D 5�ÆQ C! {! £��� [�QQ�D b��� b�O !CC���U�� /�*����� /�*����� 1 1 Comparing Qualities 10 FA1 SA1 FA1(upto 120) 2 Numbers(101-150) 9 FA2(101-150) SA1 3 Comparing Quantities 10 FA2 SA1 4 Number Names 7 SA1 5 Shapes 6 SA1 6 Sorting and Grouping 4 SA1 7 Pairing of Objects 2 SA1 Rhymes- 1. One, Two, Three, Four, Five 2.. ne For the Sun That Shone 8 in the Sky 2 SA1 £�U�C ��ÆQ ˜% 1 Comparing Positions 5 FA3 SA2 2 Numbers(151-200) 8 FA3 SA2 2 3 Patterns 5 FA4 SA2 4 Number Names 8 FA4 SA2 5 Addition 5 SA2 6 Counting in Tens and Ones 4 SA2 7 Skip Counting 6 SA2 8 Subtraction 6 SA2 9 Rhymes- 1. Fruit Salad 2 SA2 £�U�C ��ÆQ ˜% Page 14

%YD !bb%![ t[!b - EVS (2 Semester Calendar) !DD[�C £�����D� /�C�D���N [�QQ�D 5�ÆQ C! {! {�� [�QQ�D b��� b�O !CC���U�� /�*����� /�*����� 1 Myself 4 FA1 SA1 2 My Family 3 FA1 SA1 3 My Body 7 FA1 SA1 4 My School 3 FA2 SA1 5 Neighbourhood 4 FA2 SA1 1 6 My Country 4 FA2 SA1 7 Festivals 3 FA2 SA1 8 Cleanliness 4 SA1 9 Healthy Food 3 SA1 10 Well Being 2 SA1 11 Day and Night 3 SA1 12 Calendar 5 SA1 13 Water 3 SA1 14 Stories-1. Honest Woodcutter 2 SA1 £�U�C 5�ÆQ ˜% 1 Transportation 5 FA3 SA2 2 Colours Around Us 5 FA3 SA2 3 Plants 5 FA3 SA2 2 4 Animals 8 FA4 SA2 Birds 2 5 Reptiles &Insects 3 FA4 SA2 3 SA2 6 FA4 7 Professions 7 SA2 8 Good Manners 6 SA2 9 Save Our Earth 4 SA2 Stories-1. Ramu and the Wolf 10 2.. he Lion and the Mouse 4 SA2 £�U�C 5�ÆQ ˜% Page 15

%YD !bb%![ t[!b$ 9bD[L{I Y� £��� /�C�D���[ !DD[�C tC�D {[����ÆN !DD[�C !QQ�QQ��DU /�C�D���N 9��� !�U�� £�����D� !�U�� /[�[C�U�*� £�DU�U�*� 5�U�Q Y£� Annual Plan 5�ÆQ £�����D� 5�ÆQ �� C�CC�� �Æ £������[ Term1 1 Teaching Days 35 FA1 15 15 FA2 10 25 Term2 Teaching Days 30 SA1 35 35 Term3 Teaching Days 35 FA3 15 50 Total 100 SA2 15 65 FA4 20 85 !DD[�C £�����D� /�C�D���N SA2 15 100 £��� 5�ÆQ [�QQ�D b� [�QQ�D b��� !CC���U�� C! /�*����� {! /�*����� 1 Letters of the Alphabet 6 FA1 SA1 2 Gestures and Greetings 3 FA1 SA1 p 3 Expressions on My Face 2 FA1 SA1 4 Vowels and Consonants 7 FA2 SA1 5 Rhyming Words(letter family 'a' , 'e' & 'i' ) 17 FA 2(letter family 'a' &'e' ) SA1 £�U�C 5�ÆQ �˜ 5 Rhyming Words(letter family 'o' & 'u' ) 8 FA3 SA2 ¬ 6 Picture Story 1 FA3 SA2 Rhymes- 1. Good Morning Song 2.. od Bye Song 3.. umpty Dumpty 7 4.. re you Sleeping? 2 FA3 SA2 Stories-1. The Fox and the Grapes 8 2.. Dog and a Bug 4 FA3 SA2 1 Words with Consonant Blends 15 SA2 £�U�C 5�ÆQ �% Page 16

%YD !bb%![ t[!b$ 9bD[L{I Y� £��� /�C�D���[ £��� 5�ÆQ [�QQ�D b� [�QQ�D b��� !CC���U�� C! /�*����� {! /�*����� 2 Word Building 4 FA4 SA3 3 Naming Words 3 FA4 SA3 4 Action Words 3 FA4 SA3 5 Describing Words 4 FA4 SA3 � 6 Singular and Plural 2 FA4 SA3 7 Sentence Making 5 SA3 8 Comprehension 4 SA3 9 Sentences 4 SA3 Rhymes -1. Morning Song 2.. ind the Bobbin Up 3.. You are Happy and You Know it 10 4.. pposites Song 4 SA3 11 Stories-1. Jim and Jill 2 SA3 £�U�C 5�ÆQ �˜ Page 17

%YD !bb%![ t[!b \ a!£I Y� £��� /�C�D���[ !DD[�C £�����D� /�C�D���N [�QQ�D 5�ÆQ C! {! [�QQ�D b��� b�O !CC���U�� /�*����� /�*����� 1 1 Comparing Qualities 10 FA1 SA1 FA1(upto 120) 2 Numbers(101-150) 9 FA2(101-150) SA1 3 Comparing Quantities 10 FA2(More and Less) SA1 4 Number Names 6 SA1 £�U�C ��ÆQ �˜ 4 Number Names-Recap 1 NA NA 5 Shapes 6 FA2 SA2 2 6 Sorting and Grouping 4 FA2 SA2 7 Pairing of Objects 2 FA2 SA2 Rhymes- 1. One, Two, Three, Four, Five 2.. ne For the Sun That Shone 8 in the Sky 2 FA2 SA2 1 Comparing Positions 6 SA2 2 Numbers(151-200) 8 SA2 3 Patterns 1 NA £�U�C ��ÆQ �% 3 Patterns 4 FA3 SA3 4 Number Names 8 FA3 SA3 3 5 Addition 5 FA3 SA3 6 Counting in Tens and Ones 4 SA3 7 Skip Counting 6 SA3 8 Subtraction 6 SA3 9 Rhymes- 1. Fruit Salad 2 SA3 £�U�C ��ÆQ �˜ Page 18

%YD !bb%![ t[!b \ 9´{ Y� £��� /�C�D���[ !DD[�C £�����D� /�C�D���N [�QQ�D 5�ÆQ C! {! £��� [�QQ�D b��� b�O !CC���U�� /�*����� /�*����� 1 Myself 4 FA1 SA1 2 My Family 3 FA1 SA1 3 My Body 7 FA1 SA1 My School 1 4 Neighbourhood 3 FA2 SA1 FA2 5 SA1 4 6 My Country 4 FA2 SA1 7 Festivals 3 SA1 8 Cleanliness 4 SA1 9 Healthy Food 3 SA1 £�U�C 5�ÆQ �˜ 10 Well Being 2 FA3 SA2 11 Day and Night 3 FA3 SA2 2 12 Calendar 5 FA3 SA2 13 Water 3 FA3 SA2 14 Stories- 1. Honest Woodcutter 2 FA3 SA2 2 1 Colours Around Us 5 SA2 Transportation SA2 5 2 3 Plants 5 SA2 £�U�C 5�ÆQ �% 4 Animals 8 FA4 SA3 5 Birds 3 FA4 SA3 3 6 Reptiles &Insects 3 FA4 SA3 7 Professions 7 SA3 8 Good Manners 6 SA3 9 Save Our Earth 4 SA3 Stories-1. Ramu and the Wolf 10 2.. he Lion and the Mouse 4 SA3 £�U�C 5�ÆQ �˜ Page 19

FA PATTERN Source of Question Marks per question Total Marks Work Sheet 5M X 1 5 Work Sheet 3M X 2 6 Work Sheet 2M X 2 4 Activity Sheet 5M X 1 5 Total Number of Questions: 6 Total marks: 20 Page 20

SA PATTERN Source of Question Marks per question Total Marks Work Sheet 8M X 1 8 Work Sheet 6M X 1 6 Work Sheet 5M X 1 5 Work Sheet 4M X 2 8 Work Sheet 3M X 2 6 Work Sheet 1M X 2 2 Suggested Oral Activity/ 5M X 2 10 Worksheet Activity Sheet 5M X 1 5 Total Number of Questions: 12 Total marks: 50 List of Abbreviations used in the Teacher Manual FM - FunMax LM - LearnMax PM - PlayMax PN - Practise Numbers PL - Practise Letters Pg - Page Page 21

L������c��Q \ L������A�� !�U�*�U��Q †�Æ ��� �� U�����D� U��Q C�QQ�DL To get students used to the classroom atmosphere and introduce them to the classmates and teacher, and to introduce some basic rules to be followed in class. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� [�QQ�D t������U��D b�U�QN Day 1 Explore new environment. Day 2 Say name aloud. Day 3 Listen to the story ‘The Kissing Hand’ Day 4 Do the kissing hand project. La!․ w�Q�[���QN hU��� w�Q�[���QN Paints Soft ball Music Page 22

L������c��Q \ L������A�� !�U�*�U��Q 5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N 1. Let children explore the environment. 2. Do not force children to do anything they do not want to do. 3. Lay out some crayons and paint in case they want to use it. 4. Play some cartoons to make children feel comfortable in the new place. 5. Play an educational video: http://imax.pro/FirstDayofSchoolUKG £�����D� {U��U��ÆN Fun Time Audio Visual Presentation Page 23

L������c��Q \ L������A�� !�U�*�U��Q 5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] 1. Make students sit in a circle. 2. Play some music if you can. 3. Have a softball. 4. Stand in the middle and throw the softball to different students. 5. The one who catches it should share their name with everyone. £�����D� {U��U��ÆN Game/Activity Page 24

L������c��Q \ L������A�� !�U�*�U��Q 5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Play the video sourced from �UU�Nßß���OQU��ÆC�D��DC�D�OD�UßA�QQ�D�$��D�ß �5h¤ After playing the video, ask children what they understood. Explain the story in the native tongue to help students understand what the story says. Play the video for the students again. £�����D� {U��U��ÆN Audio-visual Presentation Page 25

L������c��Q \ L������A�� !�U�*�U��Q 5�Æ 4 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] The kissing hand project. 1. Make children watch the video again 2. Give two papers to each student. 3. Ask them to dip their hand in paint and make a hand print on each paper. 4. Let the paint dry. 5. Ask children to paint a heart on one paper in the middle of the handprint. They can gift it to elders when they come to school. 6. Ask children to take the other handprint back home and have one of the elders paint a heart in the palm. 7. Ask children to bring this back to school. 8. Display all the prints to remind children their elders are now with them. £�����D� {U��U��ÆN Game/Activity Page 26

[9{{hb t[!b 9bD[L{I 5�Æ$†�Q� [�QQ�D tC�D ��U� t���$��Q� £�����D� £��Q �D� {U��U����Q Page 27

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D pN [�UU��Q �� U�� !C�����U To recall the letters of the alphabet in upper and lower case. To identify and read words starting with each letter. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise the letters and read words that Day 1 start with the letters. Sing the Alphabet Song. Recognise the letters and read words that Day 2 start with the letters. Day 3 Sequence the lower case letters. Day 4 . [�QQ�D t������U��D b�U�QN Identify the beginning letter of words. Day 5 Recall the upper case and corresponding lower case letter. Recall the upper case and corresponding Day 6 lower case letter. La!․ w�Q�[���QN hU��� w�Q�[���QN A to Z letter and picture Flash cards Page 28

5�Æ 1 / 6 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 1/50 £�����D� £��YQ[N [SHOW]- Show a few letter cards from A to L .Let children identify the letters and give a word starting with the letter. [DO]- Ask children to open text book to FM page 4. Read the letters, their corresponding words and identify the pictures. [SAY]-Teacher and children will read the page once more. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give another word for letters A to L. /† I† PM pg 5 Read FM page 4 Page 29

5�Æ 2 / 6 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 2/50 £�����D� £��YQ[N Recap of the letters A to L from page 4. [SHOW]- Show a few letter cards from M to Z .Let children identify the letters and give a word starting with the letter. [DO]- Ask children to open text book to FM page 5. Read the letters, their corresponding words and identify the pictures. [SAY]-Teacher and children will read the pages 4 and 5 once more. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Recall the letters A to Z in sequence. /† I† LM pg 4 Re ad FM page 4 and 5 PL page 4 Page 30

5�Æ 3 / 6 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 3/50 £�����D� £��YQ[N Recap of the letters A to Z from page 4 and 5. [SHOW]- Show a few lower case letter cards from A to Z. Let children identify the letters and give a word starting with the letter. [DO]- Give children lower case letter cards. Ask them to place letters in order. Recite the letters in order. Suggested Activity- Children will place cards in order of a to z. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Say letters from A to Z. /† I† PL pg 5 Read F M page 4 and 5 Page 31

5�Æ 4 / 6 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 4/50 £�����D� £��YQ[N Recap of the letters A to Z from page 4 and 5. [SHOW]- Show a few picture cards Children identify the picture and give the starting/beginning letter for that picture. [DO]- Give children picture cards and corresponding lower case letter cards. Ask them to place the correct letter with the picture. Help children complete exercise in LM -5. Suggested Activity- Children will place letter cards for the picture cards. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN The word YAK starts with which letter? /† I† LM pg 5 Read F M page 4 and 5 LM 6 Page 32

5�Æ 5 / 6 5/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Recap of the letters A to Z from page 4 and 5. [SHOW]- Show a few lower case letter cards from A to Z .Let children identify the letters and give a word starting with the letter. [DO]- Give children upper case letter cards and others lower case letter cards. Ask them to match the upper with the lower. Help children complete exercise in LM -7 Suggested Activity- Children will place cards in order of Aa to Zz. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Say letters from A to Z. /† I† LM page 7 Read F M page 4 and 5 Page 33

5�Æ 6 / 6 6/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Recap of the letters A to Z from page 4 and 5. [SHOW]- Show a few lower case letter cards from A to Z. Let children identify the letters and give a word starting with the letter. [DO]- Give other children upper case letter cards and others lower case letter cards. Ask them to match the upper with the lower. Help children complete exercise in LM -8. Suggested Activity- Children will place cards in order of Aa to Zz. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Say letters from A to Z. /† I† LM page 8 Read F M page 4 and 5 Page 34

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 6 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 35

[�QQ�D ¬N D�QU[��Q �D� D���U�D�Q †�Æ ��� �� U�����D� U��Q C�QQ�DL Understand the importance of non verbal communication and body language tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise the need to use actions to talk Day 1 without any words Play ‘Simon says’- use the gestures for silence, to wish someone, appreciation as part of the activity Recognise that some gestures that can be Day 2 used as greetings Identify the correct gesture / greeting for a Day 3 situation [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Gestures Chart Cards with different situations. Page 36

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 7/50 £�����D� £��YQ[N [SHOW]-Teacher demonstrates different gestures and ask children to guess the gesture. [SAY]- She explains gestures really are a form of communication without words but actions. Discuss situations on FM page 6 and the different related gestures. [DO]- Different groups of children will enact the different situations as given on page 6, using gestures . LM page 9 will be discussed and children will complete the exercise. £�����D� {U��U��ÆN Demonstration; Dramatisation /C�QQ t[CQ� /���AN How do you appreciate a person for good work/ good performance? /† I† LM page 9 Read FM page 6 Page 37

5�Æ 2 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 8/50 £�����D� £��YQ[N Revise the gestures explained the previous day. [SHOW]-Teacher demonstrates different gestures in the form of greetings and ask children to guess the action. [SAY]- She explains gestures also convey greeting. Discuss situations on FM page 7 and the different related greetings. [DO]- Discuss LM page 10 and help children complete the exercise in the workbook. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN How do you wish elders? /† I† LM page 10 Read FM page 7 Page 38

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 9/50 £�����D� £��YQ[N Revise the gestures and greetings in FM page 6 and 7. [SHOW]-Using situation cards the children enact the gestures/ greeting for the particular situation. Discuss situations on FM page 7 and the different related greetings. [DO]- Discuss PM page 7 and help children complete the exercise in the workbook. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN How do you show respect to the national flag? /† I† PM page 7 Read FM page 6 and 7 Page 39

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 3 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 40

[�QQ�D �N 9����QQ��DQ �D aÆ C��� †�Æ ��� �� U�����D� U��Q C�QQ�DL To get students to get acquainted with non verbal communications. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Recognise the different expressions How are you all feeling today? What do you do when you are happy? (try to get the answer SMILE) Understand that one’s own expression Day 2 shows how a person feels. Day 3 [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Chart on Expressions Teacher’s Own Story using the different expressions as on FM page 8 Page 41

5�Æ 1 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 10/50 £�����D� £��YQ[N Revise the previous topic on gestures and greetings. [SAY]- Teacher will make up her own story to get children to understand the different expressions the teacher makes. [SHOW]- FM page 8 will be discussed and teacher will explain the different expressions. [DO]- Children will make the expression as the teacher calls out the name of an expression. Discuss LM page 11 and children will complete the exercise. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN How would you feel if your friend is unwell? /† I† LM page 11 Read understand FM page 8 Page 42

5�Æ 2 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 11/50 £�����D� £��YQ[N Revise the previous topic on expressions as done on page 8. [SAY]- Explain that one’s own expression shows how a person feels. [DO] Discuss about different moods and enact the expressions denoting different moods. Discuss PM page 9 and children will complete the exercise. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Those who are happy give a thumbs up. Those who are sad, change the droop to a smile and wave. /† I† PM page 9 Read and understand FM page 8 Page 43

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 2 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 44

[�QQ�D qN ´���CQ �D� /�DQ�D�DUQ †�Æ ��� �� U�����D� U��Q C�QQ�DL To understand that the 26 letters of the alphabet is made up of vowels and consonants. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Recognise the vowels and consonants. The ABC song. Day 2 Identify and name words with vowels. Day 3 Identify consonants and pick them out. Day4 Identify consonants and pick them out. [�QQ�D t������U��D b�U�QN Day5 Identify and name words with vowels . Day6 Identify and name words with consonants . Day 7 Find vowels and consonants in your name. La!․ w�Q�[���QN hU��� w�Q�[���QN Letter cards A to Z Page 45

5�Æ 1 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 12/50 £�����D� £��YQ[N Recall the alphabet song. [SHOW]- Teacher writes the letters on the board. Circles the vowels. [SAY]- Teacher will explain these letters a, e, i, o and u are vowels and the other letters are consonants. [DO]- Children will pick the letter cards and recognise the letter as a vowel or consonant and give a word starting with that letter. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Apple starts with a vowel or consonant? /† I† Page 46

5�Æ 2 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 13/50 £�����D� £��YQ[N Sing the alphabet song and recall the five vowels. [SHOW]- Teacher will ask children to read FM page 9. [SAY]- Teacher will explain the vowels a, e, i, o and help to build words as most of the letters need vowels. [DO]- Children will pick the letter cards a, e, i, o, u and give a new word starting with that letter. Teacher will write those words on the board. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give two words starting with vowel ‘I’ /† I† Read FM page 9 Page 47