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

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D ¥N {��U�D� �D� D��[��D� Understand the concept of sorting and grouping objects according to their size, shape or colour. This will improve visual discrimination. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Understand the concept of sorting and Day 1 grouping by colour. What are the different colours, shapes and sizes of objects that you see in the class room ? Understand the concept of sorting and Day 2 grouping by shapes. Understand the concept of sorting and Day 3 grouping by size. Day 4 Revise the concept of sorting and grouping [�QQ�D t������U��D b�U�QN of colour, shape and size. La!․ w�Q�[���QN hU��� w�Q�[���QN Real objects Flashboards of different shapes and colour for sorting. Page 148

5�Æ 1 / 4 !DD[�C 5�Æ: 43/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show the children FM page 49 and explain the concept of sorting objects by colour. [DO] Divide the students in 2 or 3 groups. Place a basket full of colourful toys/blocks/beads for each group. Ask the children to sort and group them on the basis of colours. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the kids while doing the activity. /† I† LM:56 LM:55 PM:39 Page 149

5�Æ 2 / 4 !DD[�C 5�Æ: 44/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show the children FM page 50 and explain the concept of sorting objects by shape. [DO] Take some hard board shape cut-outs. Take a box and make Triangle, Circle, Rectangle, and Square holes in the base of the box. Mark each hole with an indicator for the children. Ask the children to segregate the shape cards and put it in the correct hole. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Give some colour crayons and ask the kids to segregate by colours. /† I† LM:57 Page 150

5�Æ 3 / 4 !DD[�C 5�Æ: 45/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show the children FM page 51 and explain the concept of sorting objects by size. [DO] Take 10 numbers of 3 different size bottles. Shuffle all the bottles in a basket. Ask the children to segregate the bottles by their size. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† LM:58 Ask to come dressed in colour dresses. Page 151

5�Æ 4 / 4 !DD[�C 5�Æ: 46/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Draw circles on the floor with chalk and put a colour card or cloth to denote a colour. Ask the children to go stand in the circles according to the colour of their dress. Repeat the activity with shapes and objects and sizes and stuffed toys etc. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† Page 152

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 4 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 153

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 9Nt���D� �� h����UQ Children will understand the concept of pairing certain objects that go to together most of the time. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand the concept of pairing objects. What do you wear with your shoes? Day 2 Revise the concept of pairing. Day 3 [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Real objects Page 154

5�Æ 1 / 2 !DD[�C 5�Æ: 47/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 52 and explain that some objects go together. We need a plate with spoon and a pair of socks with shoes. Give various examples such as bat and ball, book and pencil, chair and table, pants and shirt, tooth brush and paste, bread and butter/jam. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Name one pair of objects that go together. /† I† LM:59 PM:41 Page 155

5�Æ 2 / 2 !DD[�C 5�Æ: 48/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Take real objects of plate, spoon, socks, shoes, bat, ball, book, pencil, pants, and shirt. Keep all the objects in a basket and ask the children to pair the objects that go together. £�����D� {U��U��ÆN Demonstration /C�QQ t[CQ� /���AN Name two pairs of objects that go together. /† I† Page 156

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 157

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 5N w�Æ��Q Rhymes are important to learn new vocabulary. Good warm up for muscles and fun. It will help kids to develop listening and language skills, follow instructions. They will learn rhythm and coordination too. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Learn the rhyme “One, Two, Three, Four, Day 1 Five”. Learn the rhyme “One for the Sun That Day 2 Shone in the sky “. Day 3 [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Page 158

5�Æ 1 / 2 !DD[�C 5�Æ: 49/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Make your voice interesting and interactive. Sing the rhyme with action and repeat it. Use paper cut-outs of numbers while doing the action. £�����D� {U��U��ÆN Rhymes /C�QQ t[CQ� /���AN Sing the rhyme. /† I† Page 159

5�Æ 2 / 2 !DD[�C 5�Æ: 50/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [DO] Make your voice interesting and interactive Sing the rhyme with action and repeat it. Use paper cut-outs of numbers while doing the action. £�����D� {U��U��ÆN Rhymes /C�QQ t[CQ� /���AN Write the names of the two rhymes in separate papers and keep it in a bowl. Ask to pick up one paper and see which rhyme has been written and sing it. /† I† Page 160

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 161

[9{{hb t[!b 9´{ 5�Æ$†�Q� [�QQ�D tC�D ��U� t���$��Q� £�����D� £��Q �D� {U��U����Q Page 162

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D pN aÆQ�C� To make the students understand the concept of self. Help students develop a healthy sense of self. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Pay attention to their classmates. Every child is unique and different. Pass a mirror around for all children to see their image. Day 2 Talk about themselves. Day 3 Identify different rooms in a house. Day 4 Understand why and how we celebrate [�QQ�D t������U��D b�U�QN birthdays. La!․ w�Q�[���QN hU��� w�Q�[���QN Action flash cards Mirror Things we use for a birthday party. A ball Page 163

5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 1/50 £�����D� £��YQ[N [SAY]- Explain that today, students will be getting to know more about their classmates. [DO]-Have all students sit in a circle. Hold a ball and tell the students they will be introducing themselves to their classmates by saying their name and stating their favourite thing to do. Start the exercise by introducing yourself and stating your favourite thing to do. Pass the ball to the next person, encouraging them to do the same. . £�����D� {U��U��ÆN Game/ Activity- Tell me about yourself /C�QQ t[CQ� /���AN How old are you? /† I† Read page 56 Page 164

5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 2/50 £�����D� £��YQ[N Recapitulate- We all are special unique and different with different likes and favourites.. [DO]-Read FM page 56 along with the teacher. [SAY]- Explain the content. Complete the exercise LM page 62 £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN How do you introduce yourself to some one? /† I† LM page 62 Read FM page 56 PM page 45 Page 165

5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 3/50 £�����D� £��YQ[N [SAY]- A house is a place that protects us from thieves, cold ,rain and sun. What are the different things we do when we are at home? [SHOW]- Cards of different activities that are done at home. Children can guess the activity. [DO]- Discuss FM page 57 and talk about the different rooms. Complete the exercise in the workbook £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Which room do you sleep in? Where do you entertain guests who come to your house? /† I† LM page 63 Read page 57 PM page 47 Page 166

5�Æ 4 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 4/50 £�����D� £��YQ[N [SAY]- Birthdays are special for everyone. If there is a birthday child keep the child as the main character. What do you do on your birthday? [DO]- Write the words children use to describe their birthdays. Discuss FM page 58. Read along with the teacher. {[���QU�� ��U�*�UÆ$ Have a quiz of items used and seen during a birthday. Complete LM page 65. £�����D� {U��U��ÆN Q and A. Give clues to get answers /C�QQ t[CQ� /���AN How do your friends wish you on your birthday? /† I† LM page 65 LM page 64 PM page 49 Page 167

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 4 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 168

[�QQ�D ¬N aÆ C���CÆ †�Æ ��� �� U�����D� U��Q C�QQ�DL To understand the importance of family and family members. To understand the concept of extended family tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Identify the different members of a family. Who all live in your house with you? Day 2 Recognise a nuclear family. Understand the concept of an extended Day 3 family. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Page 169

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 5/50 £�����D� £��YQ[N [SAY]- Who are the different people who live with you in your house? (Recap from younger classes.) They are called family members. [SHOW]- Ask children to look at page 59. [SAY]- Discuss the different family members and say their names for children to repeat. [DO]- Match the picture cards to the cards with the name of the member. £�����D� {U��U��ÆN Real Life connect- Connect with children’s family members /C�QQ t[CQ� /���AN How many family members are there in your home? List them. /† I† LM page 67 Page 170

5�Æ 2 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 6/50 £�����D� £��YQ[N Name the family members in your family. [SAY]- Ask children to read page 59. [DO]- Match the picture cards to the cards with the name of the member. Complete the exercise on LM page 66. £�����D� {U��U��ÆN Real Life connect- Connect with children’s family members /C�QQ t[CQ� /���AN Do your grandparents live with you? /† I† LM page 66 Read FM page 59 Page 171

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 7/50 £�����D� £��YQ[N [SAY]- There are other members of a family who are uncles and aunts and cousins. [SHOW]- Discuss page 60 by looking into the book. [DO]- help children read the page and spell out the names of the extended family. {[���QU�� ��U�*�UÆ$ Match pictures to members of the family. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN How many cousins do you have? (ask individually) /† I† PM page 51 Read FM page 59, 60 Page 172

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 173

[�QQ�D qN aÆ .��Æ †�Æ ��� �� U�����D� U��Q C�QQ�DL To make children understand the importance of the different parts of the body. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Recognise and identify the three main Day 1 parts of the body. Fun Exercises- moving all parts of the body to music Day 2 Identify the parts of a face. Day 3 Identify the parts of the trunk. [�QQ�D t������U��D b�U�QN Day4 Identify the parts of the arm. Day5 Identify the parts of the leg. Day 6 Identify the purpose of each body part. Day7 Identify the importance of each body part. La!․ w�Q�[���QN hU��� w�Q�[���QN Chart on parts of the Audio music tape body Picture cards of the different body parts. Page 174

5�Æ 1 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 8/50 £�����D� £��YQ[N Have the children standing in a circle after the warm up. [SAY]- Point to your own body and say the names. This is my head. Show me yours. Move your head from left to right This is my trunk. Show me yours. Twist your trunk from side to side. These are my legs. Show me yours. Jump up using your legs. Discuss each part shown on page 61. £�����D� {U��U��ÆN Q and A and ask questions about each part. /C�QQ t[CQ� /���AN What else do you use your legs for? /† I† LM page 68 Read FM page 61 Page 175

5�Æ 2 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 9/50 £�����D� £��YQ[N Revise the main body parts . [SAY]- Point to your own face and say the names. This is my hair. Show me yours. This is my forehead, my eyes, eyebrows, ears, nose, cheeks, mouth, tongue and chin. Show me yours. Discuss each part on page 62. The need to take care of it, importance and why to keep it clean. £�����D� {U��U��ÆN Q and A and ask questions about each part. /C�QQ t[CQ� /���AN Say each part together /† I† LM page 69 Read FM page 62. PM page53 Page 176

5�Æ 3 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 10/50 £�����D� £��YQ[N Revise the main parts and parts of the face. [SHOW]- Page 63 and discuss the parts of the trunk. [DO]- Teacher will call out the body parts and children will point out to the part in their books and say the name out loud. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Point to the parts on your body as the teacher calls out the name. /† I† Page 177

5�Æ 4 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 11/50 £�����D� £��YQ[N Revise the previous pages on parts of the body. [SAY]- Point to your own arm and say the names. This is my arm. Show me yours. This is my elbow, my hand, wrist, fingers, thumb and palm. Show me yours. Discuss each part on page 64 and the need to take care of it and keep it clean. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN How many fingers and thumbs do you have? /† I† LM page 70 Read FMpage 64. Page 178

5�Æ 5 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 12/50 £�����D� £��YQ[N Revise the previous pages on parts of the body. [SHOW]- Page 65 and discuss the parts of the leg. Talk about keeping it clean. [DO]- Teacher will call out the body parts and children will point out to the part in their books and say the part out loud. Sing rhyme ‘Head shoulders knees and toes’ from page 66. Complete exercise on LM page 71 with the teacher’s help. . £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN What all can you do with your legs? /† I† LM page 71 Page 179

5�Æ 5 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 12/50 £�����D� £��YQ[N After discussing the parts of the leg . [SAY]-The teacher does a recap of the different parts of the body emphasising on head, shoulders, knees and toes, eyes ears mouth and nose. [DO]- Sing the rhyme with actions and fun. £�����D� {U��U��ÆN Rhyme /C�QQ t[CQ� /���AN Observe the students as they point out to their –head, shoulder, knees and toes. /† I† Page 180

5�Æ 6 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 13/50 £�����D� £��YQ[N Review the different parts of the body. [SAY]-What can we do with the different parts of the body? [DO]- Ask children to pick up any picture card of the parts of the body and act out an action that can be done with that body part. Sing the rhyme Head shoulders with actions and fun. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Point out to your shoulders and toes. /† I† Page 181

5�Æ 7 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 14/50 £�����D� £��YQ[N Review the parts of the body. [SAY]- Different parts help us in different ways. [SHOW]- Ask children to open page 67 and discuss the page by explaining how the tongue, eyes, ears, nose skin and legs help us. [DO]- Read the sentences on page 67 and understand how the parts do different things. Complete exercise LM page 72 £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Can you eat an apple with your eyes? /† I† LM page 72 Page 182

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 7 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 183

[�QQ�D qN aÆ {����C †�Æ ��� �� U�����D� U��Q C�QQ�DL To make the children familiar with their school, classroom and surroundings. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Name their school, teacher and classroom. Do you like to come to school? How do you come to school? Recognise the different places in your Day 2 school List the different events celebrated in Day 3 school. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Cards with the names of the different things in a classroom like board, charts ,tables chairs duster etc. Glue/ cellotape Page 184

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 15/50 £�����D� £��YQ[N [SAY]- Ask the name of your school, class and teacher. Write the names on the board and read them out loud. [DO]-Discuss page 68. Point out to the various things in the classroom and call out their names out loud. Paste the card with the name of that object on it so that children can refer to it all the time. Plan the treasure hunt as in PM page 55. Sing rhyme – I like to go to school. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Where do we keep your school books in your classroom? /† I† PM page 55 Page 185

5�Æ 1 / 3 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ 15 /5 £�����D� £��YQ[N [DO]- Sing rhyme – I like to go to school with actions and expression. £�����D� {U��U��ÆN Rhyme /C�QQ t[CQ� /���AN What is the colour of your school bus? /† I† Page 186

5�Æ 2 / 3 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ 16/ 5 £�����D� £��YQ[N [DO]- Take the children for a walk around the school. Introduce the children to the office, Principal’s room, Staff room, each room and swing area. Discuss the FM page 70. Teacher will read sentences and children will repeat. Complete exercise in workbook. £�����D� {U��U��ÆN Real Life connect /C�QQ t[CQ� /���AN Name some of the places you saw during the walk around school. /† I† LM page 73, 74 Read FM page 70 PM page 57 Page 187

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 17 / 50 £�����D� £��YQ[N [SAY]- Every school has various events and functions. [SHOW]- LM page 71. Talk about each school event. Connect it to your school functions. [DO]- Read the sentences and children will repeat. Discuss exercise LM 75 and help children complete the exercise. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Name any one event held in school. /† I† LM page 75 Read FM page 71 PM page 59 Page 188

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 189

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D ˜N b������[����� To understand the concept of neighbourhood and importance of the various buildings in the neighbourhood. Recognize different people connected with each place. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Identify the different places in the Day 1 neighbourhood and the related people. What buildings have you seen in the area you live? Identify different places in the Day 2 neighbourhood . Recognise and identify people and places Day 3 in your neighbourhood. [�QQ�D t������U��D b�U�QN Day 4 Dramatisation for better understanding. La!․ w�Q�[���QN hU��� w�Q�[���QN Set up a market in class for dramatization. Page 190

5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 18/50 £�����D� £��YQ[N [SAY]- Explain the concept of neighbourhood in context - neighbouring class, building, person sitting next to you. [SHOW]- Refer to images on FM page 72. Explain the importance of the place and people connected with each place. [DO]- Children look into their books page 72 and along with the teacher read the sentences and understand. Sing rhyme from page 74 with actions and fun. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Where do you go when you are hurt? Where do you do to give a complaint of theft? /† I† Re ad FM page 72 Page 191

5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 19/50 £�����D� £��YQ[N Revise the places and people on page 72. [SHOW]- Refer to images on FM page 73. Explain the importance of the place and people connected with each place [DO]- Children look into their books page 73 and along with the teacher read the sentences and understand. Teacher will discuss LM page 76 and 77 and help children complete the exercise. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Where do your parents go when they need money? /† I† LM page 76, 77 PM page 61 Page 192

5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 20/50 £�����D� £��YQ[N Revise the places and people on page 72 and 73. Sing the rhyme from page 74. Charts of each place in the neighbourhood. Ask children to identify and say one thing about the place and people connected with the place. Teacher will discuss LM page 78 and help children complete the exercise. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Where do you go when you fall sick? /† I† LM page 78 Read page 72, 73. Ask to bring a fruit or veg next day. Page 193

5�Æ 4 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 21/50 £�����D� £��YQ[N Revise the places and people on page 72 and 73 through charts shown to them. Sing the rhyme from page 74. Set up the class for a dramatisation on market. Children will be dressed as vendors, buyers to act out a market scene. Teacher will discuss LM page 79 and help children complete the exercise. £�����D� {U��U��ÆN Real life connect /C�QQ t[CQ� /���AN Where do you go to buy vegetables? /† I† LM page 79 Page 194

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 4 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 195

[�QQ�D ¥N aÆ /�[DU�Æ †�Æ ��� �� U�����D� U��Q C�QQ�DL To develop knowledge about our country India. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Recognise the national symbols. Do you know which city / state you live in? Understand the importance of the national Day 2 Connect this to India. symbols. Understand that India is made up of Day 3 different cultures and languages. [�QQ�D t������U��D b�U�QN Day 4 The importance of being an Indian. La!․ w�Q�[���QN hU��� w�Q�[���QN Chart on ‘My County’ Globe Poster paint- green, blue, purple, orange Page 196

5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 22/50 £�����D� £��YQ[N [SAY]- Discuss the city/state you live in India. [SHOW]- Use the globe to show where India is located in the world. Let children in turns point out to the map of India. [SAY]- There are things that represent our country India called symbols. [DO]- Look into the book page 75 and point out to the national symbols. Call out the names of each. £�����D� {U��U��ÆN Interactive /C�QQ t[CQ� /���AN What is the name of our country? /† I† LM page 81 Page 197