| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
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1 | Week 1 | ||||||||||||||||||||||||||
2 | Theme: Self Introduction | ||||||||||||||||||||||||||
3 | Objective : SWBAT tell their name, class, school, likes and dislikes of self. Performance task : SWBAT present this to a larger group in the form of a name plate. | Objective: SWBAT describe their self. Performance Task: SWBAT create a profile of themselves for the class wall. | Objective: SWBAT create a story board about their self as a protagonist Performance task: SWBAT create a story of board of beginning, middle end. | ||||||||||||||||||||||||
4 | Day 1 | Playing music and passing the ball to music and to whom the ball stops, the person tells his/her name- My name is............. | संगीत वाजवणे आणि संगीताकडे चेंडू पास करणे आणि ज्याच्याकडे चेंडू थांबतो, ती व्यक्ती त्याचे/तिचे नाव सांगते- माझे नाव............. | The teacher starts the class with a memory game. In the memory game, the students answer the following questions: 1. What is my name? 2. What is my favourite colour? 3. What is my favourite food? The teacher answers the question and the tags the next person and he tells the answers of this previous person and then tells answers for themselves. | शिक्षक वर्गाची सुरुवात एका आठवणींच्या खेळाने करतात. स्मृतींच्या खेळात, विद्यार्थी खालील प्रश्नांची उत्तरे देतात: १. माझे नाव काय आहे? २. माझा आवडता रंग कोणता आहे? ३. माझा आवडता पदार्थ कोणता आहे? शिक्षक प्रश्नाचे उत्तर देतात आणि पुढच्या व्यक्तीला टॅग्ज लावतात आणि तो मागील व्यक्तीची उत्तरे सांगतो आणि नंतर स्वतः उत्तरे सांगतो. | The teacher starts with a poem_I am me! The class recites this poem together. The teacher then initiates a discussion about the poem. The class answers these questions to discuss: ( The teacher can model it out for students. ) 1. What was said in the poem? 2. What are the different ways we are same to each other? 3. what are the different way we are different to each other? | शिक्षक एका कवितेने सुरुवात करतात_मी मी आहे! वर्ग एकत्र ही कविता वाचतो. शिक्षक नंतर कवितेबद्दल चर्चा सुरू करतात. वर्ग चर्चा करण्यासाठी खालील प्रश्नांची उत्तरे देतो: ( शिक्षक विद्यार्थ्यांसाठी ते मॉडेल करू शकतात.) १. कवितेत काय म्हटले आहे? २. आपण एकमेकांशी समान असण्याचे वेगवेगळे मार्ग कोणते आहेत? ३. आपण एकमेकांशी वेगळे असण्याचे वेगवेगळे मार्ग कोणते आहेत? | ||||||||||||||||||||
5 | Day 2 | Passing the ball to music and when the ball stops, the person tells his/her name, class and school, My name is............ I am in class/ grade .........., My school name is .................. | The students continue to play the memory game, this time answering more three questions. 1. Which is my favourite cartoon? 2. Which is my favouite mode of transport? 3. Which is my favourite place to visit? The teacher can share/ explain the meaning of questions and can give examples to help students. The teacher starts the game and the students follow. The game remains the same. | विद्यार्थी आठवणींचा खेळ खेळत राहतात, यावेळी आणखी तीन प्रश्नांची उत्तरे देतात. १. माझे आवडते कार्टून कोणते आहे? २. माझे आवडते वाहतुकीचे साधन कोणते आहे? ३. भेट देण्यासाठी माझे आवडते ठिकाण कोणते आहे? शिक्षक प्रश्नांचा अर्थ सांगू शकतात/स्पष्ट करू शकतात आणि विद्यार्थ्यांना मदत करण्यासाठी उदाहरणे देऊ शकतात. शिक्षक खेळ सुरू करतात आणि विद्यार्थी त्याचे अनुसरण करतात. खेळ तोच राहतो. | Now, the teacher tells her own story which makes her different. She tells, she is the hero/heroine of her story, she is the protagonist of her story. The story can be as simple as: Hello! I am me. I learn how to make new friends. I am friendly, I love me. I am me! The teacher can give different examples of how this could be done. She can also provide a list of qualities/ stories that they can share in their story boards. The story can be drawn into four parts- Story board 1- An illustration of self Story board 2- An illustration of what they do diffrently Story board 3- An illustration of the quality/ unique trait and some unique shape/symbol Story board 4- An illustration of self and a smile. The students sit in groups of 4 and start creating their individual story boards and discussing what would be their unique ability/ trait/ quality . | आता, शिक्षिका तिची स्वतःची गोष्ट सांगते जी तिला वेगळी बनवते. ती सांगते, ती तिच्या कथेची नायिका/नायिका आहे, ती तिच्या कथेची नायिका आहे. कथा इतकी सोपी असू शकते: नमस्कार! मी मी आहे. मी नवीन मित्र कसे बनवायचे ते शिकते. मी मैत्रीपूर्ण आहे, मी माझ्यावर प्रेम करते. मी मी आहे! हे कसे करता येईल याची शिक्षिका वेगवेगळी उदाहरणे देऊ शकते. ती त्यांच्या स्टोरी बोर्डमध्ये सामायिक करू शकणाऱ्या गुणांची/कथांची यादी देखील देऊ शकते. कथा चार भागांमध्ये काढता येते- कथा बोर्ड १- स्वतःचे चित्रण कथा बोर्ड २- ते वेगवेगळ्या प्रकारे काय करतात याचे चित्रण कथा बोर्ड ३- गुणवत्ता/अद्वितीय गुण आणि काही अद्वितीय आकार/प्रतीक यांचे चित्रण कथा बोर्ड ४- स्वतःचे आणि हास्याचे चित्रण. विद्यार्थी ४ जणांच्या गटात बसतात आणि त्यांचे वैयक्तिक स्टोरी बोर्ड तयार करण्यास आणि त्यांची अद्वितीय क्षमता/गुणधर्म/गुणवत्ता काय असेल यावर चर्चा करण्यास सुरुवात करतात. | |||||||||||||||||||||
6 | Day 3 | Read aloud of the story- related to self and what I like about myself, and then asking the children to tell what they like about themselves. Read aloud Story- I like me! Post that, students say, I like me. | The teacher demonstrates how to make a profile with all these questions but does not write the names to identify with. The matter could look like this: 1. My favourite colour is _______ 2. My favorite food is _______ 3. My favourite cartoon is ________ 4. My favourite mode of transport is_______ 5. My favourite place to visit is ________ The students create the profiles of themselves.(You can go creative, you could use the shape of the studenst favourite food or cartoon in the favourite colour. | शिक्षक या सर्व प्रश्नांसह प्रोफाइल कसे बनवायचे ते दाखवतात परंतु ओळखण्यासाठी नावे लिहित नाहीत. घटक असे दिसू शकते: १. माझा आवडता रंग _______ आहे २. माझा आवडता पदार्थ _______ आहे ३. माझा आवडता कार्टून ________ आहे ४. माझा आवडता वाहतुकीचा मार्ग _______ आहे ५. भेट देण्यासाठी माझे आवडते ठिकाण ________ आहे विद्यार्थी स्वतःचे प्रोफाइल तयार करतात. (तुम्ही सर्जनशील होऊ शकता, तुम्ही विद्यार्थ्यांच्या आवडत्या अन्नाचा आकार किंवा आवडत्या रंगातील कार्टून वापरू शकता. | The teacher can support the teams one by one and everybody collectively create their story boards. | ||||||||||||||||||||||
7 | Day 4 | Teacher reads the story again and now asks the students to repeat it with actions with her. Then they talk about why they like themselves just like in the story. The teacher can demonstrate it for the students. | The students continue to create their profiles. | विद्यार्थी त्यांचे प्रोफाइल तयार करत राहतात. | The teacher and the students collectively complete the story boards and clarify confusions if any. The students can begin presenting their stories of their story Boards one by one. The teacher can demonstrate the presentation if need be. | ||||||||||||||||||||||
8 | Day 5 | The Students make a name plate of themselves and then form a circle and present their name, class, school name and what they like about themselves and why. | The teacher collects the profiles of all the students and randomly distributes these profiles for students. Then all sit in a semi circle and reads the profiles which are given to them. The students then identify the person whose profile that is together and then it is stuck on the display wall/ bulletin board. | शिक्षक सर्व विद्यार्थ्यांचे प्रोफाइल गोळा करतात आणि यादृच्छिकपणे विद्यार्थ्यांना हे प्रोफाइल वाटून देतात. मग सर्वजण अर्धवर्तुळात बसतात आणि त्यांना दिलेले प्रोफाइल वाचतात. त्यानंतर विद्यार्थी त्या व्यक्तीची ओळख पटवतात ज्याचे प्रोफाइल एकत्र आहे आणि नंतर ते डिस्प्ले वॉल/बुलेटिन बोर्डवर चिकटवले जाते. | The students showcase their story boards and paste it in their class bulltein boards/ walls. | ||||||||||||||||||||||
9 | Week 2 | ||||||||||||||||||||||||||
10 | Objective : SWBAT identify parts of physical body Assessment/Performance task : SWBAT draw and present their phsyical body. | Objective: SWBAT identify and diffrentiate between different positive and negative feelings and emotions Performance task: SWBAT dramatise different feelings and actions. | उद्दिष्ट: SWBAT वेगवेगळ्या सकारात्मक आणि नकारात्मक भावना आणि भावना ओळखते आणि त्यामधील फरक ओळखते कामगिरीचे कार्य: SWBAT वेगवेगळ्या भावना आणि कृतींचे नाट्यमयीकरण करते. | Objective: SWBAT describe their actions as helpful and unhelpful. Performance task: SWBAT paste helpful and unhelpful actions in their 'What did I do today chart'. | |||||||||||||||||||||||
11 | Day 1 | Students sing a song- This is me! and teacher recreates it with the names of body parts she wants students to be acquainted with. They sing it together and then in groups. | The teacher starts with a read aloud _My No No No day The students repeat the story, and the teacher explains/ helps to translate in native langauge if need be. The teacher reads it and then the students answer the following questions: 1. What happened in the story? 2. How was the character feeling? At this point, the teacher discusses the words and word meanings of words such as restless, annoyed, irritated, angry, anxious etc. (The teacher can translate a few words of the students do not know the correct word in english. 3. Have you felt like this before? The teacher then discusses what feelings mean. She then expresses how she feels and asks students how they feel. | शिक्षिका मोठ्याने वाचून सुरुवात करतात _माझा नाही नाही नाही दिवस विद्यार्थी कथा पुन्हा सांगतात आणि गरज पडल्यास शिक्षिका स्थानिक भाषेत भाषांतर करण्यास मदत करतात / समजावून सांगतात. शिक्षिका ती वाचते आणि नंतर विद्यार्थी खालील प्रश्नांची उत्तरे देतात: १. कथेत काय घडले? २. पात्र कसे वाटत होते? या टप्प्यावर, शिक्षिका अस्वस्थ, चिडचिडे, चिडचिडे, रागावलेले, चिंताग्रस्त इत्यादी शब्दांचे शब्द आणि अर्थ यावर चर्चा करतात. (शिक्षिका विद्यार्थ्यांना इंग्रजीत योग्य शब्द माहित नसलेल्या काही शब्दांचे भाषांतर करू शकते. ३. तुम्हाला यापूर्वी असे वाटले आहे का? शिक्षिका नंतर भावनांचा अर्थ काय आहे यावर चर्चा करते. त्यानंतर ती तिला कसे वाटते ते व्यक्त करते आणि विद्यार्थ्यांना कसे वाटते ते विचारते. | The teacher starts with her daily routine. She starts with what all did she do all throughout the previous day and asks students to tell what did they do. She records their responses on the blackboard or a chart paper. Most of the things would be common and they try to give English names to all what they have done. Then, the students create a pictograph or a story board to depict the same Example here The students can create their own daily routines chart | ||||||||||||||||||||||
12 | Day 2 | Students begin with the song and practice it. The teacher divides the class into groups and they sing the song together. | The students and the teacher discuss how they feel that day. The teacher demonstrates a chart of feelings to help students verbalise their feelings in English. The teacher can enact a few feelings, and share stories/incidences whihc make them feel that way, which will help them understand the feelings better. The teacher can use any of the charts below: ( This one is an example given) Feelings zone | विद्यार्थी आणि शिक्षक त्या दिवशी त्यांना कसे वाटते यावर चर्चा करतात. विद्यार्थ्यांना त्यांच्या भावना इंग्रजीत शब्दबद्ध करण्यास मदत करण्यासाठी शिक्षक भावनांचा एक तक्ता दाखवतात. शिक्षक काही भावना प्रत्यक्षात आणू शकतात आणि त्यांना अशा भावना निर्माण करणाऱ्या कथा/घटना शेअर करू शकतात, ज्यामुळे त्यांना भावना चांगल्या प्रकारे समजण्यास मदत होईल. शिक्षक खालीलपैकी कोणताही तक्ता वापरू शकतात: (हे एक उदाहरण दिले आहे) भावना क्षेत्र | The teacher and the students show their charts and tell what all they do on a every day basis. The teacher can divide the students into groups to present this. ( Preferably a group of not more than 5 students) The students practice this in English in their teams and the teacher goes around to help the groups who would need her attention. | ||||||||||||||||||||||
13 | Day 3 | The students and teacher listen to the song practice it, then students come in their groups and present it without the song being played in the background on the device. | The students and the teacher discuss how they feel that day. The teacher demonstrates a chart of feelings to help students verbalise their feelings in English using the chart they have used the last day. The students share enacting their feelings to the whole class that day. The students can use the chart to discuss and then share. The teacher can help if required. | विद्यार्थी आणि शिक्षक त्या दिवशी त्यांना कसे वाटले याबद्दल चर्चा करतात. गेल्या दिवशी वापरलेल्या चार्टचा वापर करून विद्यार्थ्यांना त्यांच्या भावना इंग्रजीत शब्दबद्ध करण्यास मदत करण्यासाठी शिक्षक भावनांचा एक चार्ट दाखवतात. विद्यार्थी त्या दिवशी संपूर्ण वर्गासमोर त्यांच्या भावना प्रत्यक्षात आणून शेअर करतात. विद्यार्थी चर्चा करण्यासाठी आणि नंतर शेअर करण्यासाठी चार्ट वापरू शकतात. गरज पडल्यास शिक्षक मदत करू शकतात. | The teacher starts with her daily routine of that day. She then highlights/ chooses any five activities and shares a story about how helpful/ unhelpful they were. ( Helpful- that helped them positively, unhelpful- that cuase For example, she brushed her teeth in the morning, that has helped her teeth to be healthy, then she checked and played with her phone that was unhelpful because she then had to rush to school without her breakfast. Then one/ two students teacher asks about their activities and which one was helpful/ unhelpful. The teacher can help students think about if their activities/ actions were helpful or unhelpful. All the students are asked to think about any one action and then they think if that action was helpful or unhelpful. The sentences could be given to help the students: I did ___ and it was helpful / unhelpful because it ______ The students can share one by one with the actvities they have done and which ones were unhelpful/ helpful. | ||||||||||||||||||||||
14 | Day 4 | Students begin with the song of different body parts and come in their groups to present. (Continue with the same as the previous day) The teacher can ask individual students to come a present the song to show different body parts. | The teacher starts with a song about various emotions, the teacher can share about the positive and negative emotions to children. The Colour Monster The teacher can explain various emotions like that in the book and ask students if they feel emotions mixed up at times and holds conversations with them. | शिक्षक विविध भावनांबद्दल गाण्याने सुरुवात करतात, शिक्षक मुलांना सकारात्मक आणि नकारात्मक भावनांबद्दल सांगू शकतात. द कलर मॉन्स्टर शिक्षक पुस्तकातील अशा विविध भावना समजावून सांगू शकतात आणि विद्यार्थ्यांना कधीकधी भावनांमध्ये गोंधळ जाणवतो का ते विचारू शकतात आणि त्यांच्याशी संवाद साधू शकतात. | The teacher starts with a chart of ' What did I do chart' on the blackboard. She then lists down 5 actions she did that day and shows it to the students. Following the demonstration of the teacher the students also form their what I did I do today chart. They list down 5 actions that they did that day and present it to their classmates. | ||||||||||||||||||||||
15 | Day 5 | The students first sing the song in small groups get ready for today's quiz. The teacher does a pop corn quiz for the same. The teacher can design different rounds for the same. The quiz could be to the different groups that have been made already and have practiced their songs. Round 1: Teacher says the name of the body part and the students show that body part. The teacher can choose the sequence. Round 2: The teacher tells the function of the part in the native language and then in english and ask which body part is that. Round 3: The teacher asks any group to present the parts of the body song. | The students share their feelings and emotions everyday if that needs to be shared with everyone, or they can choose some friend/ teacher to share. The students now play dumb charade to identify the different feelings and emotions. | जर गरज असेल तर विद्यार्थी दररोज त्यांच्या भावना आणि भावना सर्वांसोबत शेअर करतात किंवा ते शेअर करण्यासाठी एखादा मित्र/शिक्षक निवडू शकतात. विद्यार्थी आता वेगवेगळ्या भावना आणि भावना ओळखण्यासाठी मूर्ख नाटक करतात. | The teacher can add another 5 actions to the chart that she did today and tells the students if the action was helpful/unhelpful. The students prepare their / add to their ' What did I do today' Chart, The teacher can now divide the groups in five for the presentation, each group gets 2 minutes/3 minutes to present and each member of the group shares one action and tell if it was helpful/ unhelpful and why. The teacher can choose to do it in teams/ or do a gallery walk for students. | ||||||||||||||||||||||
16 | Week 3 | ||||||||||||||||||||||||||
17 | Family | ||||||||||||||||||||||||||
18 | Objective : SWBAT identify different relationships in their family. Performance task : SWBAT present a family tree/ any other presentation of a family. " | Objective: SWBAT describe their relationships with their family members and state with whom they play the most. Performance task: SWBAT present a story of a play time that they have had with one of the family member that they remember. | उद्दिष्ट: SWBAT त्यांच्या कुटुंबातील सदस्यांशी असलेल्या त्यांच्या नातेसंबंधांचे वर्णन करते आणि ते कोणासोबत सर्वात जास्त खेळतात ते सांगते. कामगिरीचे कार्य: SWBAT त्यांच्या कुटुंबातील एखाद्या सदस्यासोबत घालवलेल्या खेळाच्या वेळेची कहाणी सादर करते जो त्यांना आठवतो. | Objective: SWBAT identify distant family relationships and describe one of the event they find the most memorable one. Performace task: SWBAT describe an event they have been a part of their distant family. | |||||||||||||||||||||||
19 | Day 1 | Teacher and students sing the baby shark song together to identify the immediate family that they have. | The teacher and the students sit in a circle and the teacher starts with a chinese whisper, the teacher whispers a short sentence( In English) about her family ( With which family member they like to spend time the most and why) in the ear of the student sitting right beside her and that student in turn has to whisper in the ear of the next student of what the teacher said. After a round, the last student has to repeat what the teacher said and see the fun. The teacher can tell how similar/ different was what she told in the beginning. The teacher can introduce the theme of the week and remind of the family tree they had made and this week it is going to be about with whom they love to spend their time most and why. | शिक्षिका आणि विद्यार्थी एका वर्तुळात बसतात आणि शिक्षिका चिनी कुजबुजने सुरुवात करते, शिक्षिका तिच्या शेजारी बसलेल्या विद्यार्थ्याच्या कानात तिच्या कुटुंबाबद्दल (कुटुंबातील कोणत्या सदस्यासोबत त्यांना सर्वात जास्त वेळ घालवायला आवडतो आणि का) एक छोटेसे वाक्य (इंग्रजीमध्ये) कुजबुजते आणि त्या विद्यार्थ्याने पुढच्या विद्यार्थ्याच्या कानात शिक्षकाने काय म्हटले ते कुजबुजावे. एका फेरीनंतर, शेवटच्या विद्यार्थ्याने शिक्षकाने सांगितलेल्या गोष्टी पुन्हा सांगाव्या लागतात आणि मजा पहावी लागते. सुरुवातीला तिने जे सांगितले होते ते किती साम्य/भिन्न होते हे शिक्षिका सांगू शकते. शिक्षिका आठवड्याचा विषय ओळखू शकते आणि त्यांनी बनवलेल्या कुटुंबवृक्षाची आठवण करून देऊ शकते आणि या आठवड्यात ते कोणासोबत आणि का जास्त वेळ घालवायला आवडते याबद्दल असणार आहे. | The teacher starts with story telling. Here is a read aloud she can use The scarecrows wedding. (Or narrate any other story) The teacher asks students: 1. What happened in the story? 2. What they enjoyed the most about the story? 3. Have you experienced/ been part of something like this? The teacher can answer these questions for the students, translate the questions in the native langauge.. The class will discuss and remember any such event they have experienced. The teacher asks students to think of any of such an event they have celebrated with their family. | ||||||||||||||||||||||
20 | Day 2 | Teacher and students sing the action song again and then the students present the song in groups of three. | The teacher divides the class into groups of five and they all play chinese whisper in those groups and they now share about their family and with whom they like to play the most and play till each one of the tem get a chance to share their sentence with the group. Example of the sentence could be: I have mother, father, grandfather and grandmother in my family and I love to play with my grandfather the most because he plays for a long time with me. The teacher can support with sentence starters, like I have_______________________ in my family and I love to play with __________ because _________________ . The teacher can go around to different groups and support. | शिक्षक वर्गाला पाच जणांच्या गटात विभागतात आणि ते सर्व त्या गटांमध्ये चिनी कुजबुज खेळतात आणि आता ते त्यांच्या कुटुंबाबद्दल आणि त्यांना कोणासोबत सर्वात जास्त खेळायला आवडते याबद्दल शेअर करतात आणि खेळतात जोपर्यंत प्रत्येकाला गटासोबत त्यांचे वाक्य शेअर करण्याची संधी मिळत नाही. वाक्याचे उदाहरण असे असू शकते: माझ्या कुटुंबात आई, वडील, आजोबा आणि आजी आहेत आणि मला माझ्या आजोबांसोबत खेळायला सर्वात जास्त आवडते कारण ते माझ्यासोबत बराच वेळ खेळतात. शिक्षक वाक्याच्या सुरुवातीच्या गोष्टींसह समर्थन करू शकतात, जसे माझ्या कुटुंबात ______________________ आहे आणि मला _______________ सोबत खेळायला आवडते कारण _________________ . शिक्षक वेगवेगळ्या गटांमध्ये जाऊन समर्थन करू शकतात. | The teacher starts telling about her experience of being a part of a family event. The teacher can show any photograph she has of that event or draw a celebration that she remembers in her own way to show and tell the story of that event. While the tells the story, she could keep in mind a few guiding questions in order to describe the event : 1. What was the event? 2. When was it? 3. Who all were a part of the event? 4. Who all were very close to you throughout the event? 5. What did you do in the event? 6. Why did you enjoy it? The teacher demonstrates of how students have to prepare for this presentation. | ||||||||||||||||||||||
21 | Day 3 | Teacher draws the family tree of baby shark on the board. She can use this read aloud here- My Family TreeThe teacher then draws her own family tree, writes down- Mother, father, grandmother, grandmother and grandfather, a sibling/ brother or sister she wants to present, she writes/ says out the native language equivalent. The students repeat. | The teacher starts with her story of family, and draws the most memorable play time she has had with her family member she loves playing the most. She draws and labels that drawing, and shares her experience, support students with native language translation if need be . The students the create their illustartion of the most memorable play time with their family member. They can be divided in their groups to make their drawings/ stories. The teacher encourages them label their drawing and then helps them for the presentation the next day. | शिक्षिका तिच्या कुटुंबाच्या कथेपासून सुरुवात करते आणि तिच्या कुटुंबातील सदस्यासोबत घालवलेला सर्वात संस्मरणीय खेळण्याचा वेळ रेखाटते ज्याला तिला सर्वात जास्त खेळायला आवडते. ती त्या रेखाचित्रावर लेबल लावते आणि तिचा अनुभव शेअर करते, गरज पडल्यास विद्यार्थ्यांना स्थानिक भाषेतील भाषांतरात मदत करते. विद्यार्थी त्यांच्या कुटुंबातील सदस्यासोबत घालवलेल्या सर्वात संस्मरणीय खेळण्याच्या वेळेचे चित्रण तयार करतात. त्यांना त्यांच्या गटांमध्ये विभागून त्यांची रेखाचित्रे/कथा बनवता येतात. शिक्षिका त्यांना त्यांचे रेखाचित्र लेबल लावण्यास प्रोत्साहित करतात आणि नंतर दुसऱ्या दिवशी सादरीकरणासाठी त्यांना मदत करतात. | The students prepare for their story, answering the guiding questions. Th students can be divided into groups of 5 to discuss. The teacher can help them with specific vocabulary if need be, otherwise the students can help each other to come up with the stories. The students can choose to make story boards/ or bring a picture they clicked of that event while presenting. | ||||||||||||||||||||||
22 | Day 4 | Teacher asks the students to draw their family with their names and relationships- For example- Baby- me Aishwarya, Mother- Mumma- Asmita Father-Pappa- Atul and so on. They can use their own ways to draw it. | The students present their stories/ drawings and tell about the most memorable play time they have had so far. | विद्यार्थी त्यांच्या कथा/चित्रे सादर करतात आणि आतापर्यंत घालवलेल्या सर्वात संस्मरणीय खेळाच्या वेळेबद्दल सांगतात. | The teacher can overview the presentations of the students. help wherever required and ask students present in their groups, although one by one. The teacher cna help students if some expressions need translations. | ||||||||||||||||||||||
23 | Day 5 | All the students sit in a group of three and present their Family tree to each other, the teacher takes rounds to see how the presentation. Some of the students come and present whole class. | The presentation continues, students can give feedback and reflect on how the experience has been. | सादरीकरण सुरूच आहे, विद्यार्थी अभिप्राय देऊ शकतात आणि अनुभव कसा होता यावर विचार करू शकतात. | The students share their presentations. The teacher and the students then can reflect on their experience. | ||||||||||||||||||||||
24 | Week 4 | ||||||||||||||||||||||||||
25 | Objective : SWBAT desribe the their family qualitatively. Performance task :SWBAT create a Know my family story board together. | Objective: SWBAT describe any one of their family members by interviewing them. Performance: SWBAT present a character sketch of the family member. | उद्देश: SWBAT त्यांच्या कुटुंबातील कोणत्याही सदस्याची मुलाखत घेऊन त्यांचे वर्णन करते. सादरीकरण: SWBAT कुटुंबातील सदस्याचे चरित्र रेखाटन सादर करते. | Objective: SWBAT collect different summer vacation stories spent with family members and present it. Performace task: SWBAT create a summer vacation story board together. | |||||||||||||||||||||||
26 | Day 1 | Teacher starts the week with a read aloud for based on description of my family.My Family and your family. Then the teacher asks the students: Q1. Do you have a family? Q2. Who are there in your family? Q3. How is your family? The teacher will translate these questions for the students to understand and answer in case it would be difficult for them to understand. | The teacher sets up two chairs in front of each other and puts interviewer cap on and asks one student to volunteer for this activity. She can have a notebook in front of her and have questions written down. She can make pretend Microphone for this as well. The teacher interacts with the student asks the following questions: 1. What is your name? 2. When is your birthday? 3. What is the level of education you have completed? 4. What is the most memorable prize you have got? The teacher notes down the answers of the questions given by the student. The teacher then can give time for students to note down the questions and groups them in pairs, for their practice of inteviewing the next day. | Teacher starts with describing a summer vacation she remembers when she was young and how she spent a great time with her family and friends. The students can think of their stories taking cue of the story narrated by the teacher. The teacher can ask 2-3 students to share their stories. The class listens to the different stories and thinks of their unique story. | |||||||||||||||||||||||
27 | Day 2 | Teacher helps students describe their by teaching them specific vocabulary to describe their family in English, and asks them to observe how their families are at home. Certain adjectives could be- Big/ small, messy/clean etc( Can be taken from the read aloud, teacher can invent a few things herself here) | The student A interviews student B untill they get the answers of all the four questions and answers. The teacher can look around for students who need help and provide it as and when required. ( What could be helpful here is teacher helping out to answer the questions along with studenst of need be and practice the answers, writing the answers could also be a challenge, so the teacher can help students note it down. ) | The teacher divides the class in groups of 5 and they share their stories with each other. The teacher can listen and move around, here the students might need help in specific vocabulary in order to describe their experience and she can provide them with that. The students can help each other to translate the description from their native language to English. The stories can be shared and then the students can feedback to each other on story using the following questions: 1. How was the story? 2. Have I experienced this before? 3. How is the experience the same or different? | |||||||||||||||||||||||
28 | Day 3 | Teacher today asks students to draw their family and all the members in their own way and label them. | When the class is confident that now they can flip and practice the roles vice-versa, the student A can now answer the questions and B can ask questions. When all the students are confident of the process of the interview, they would be ready to seek answers for their questions from one of their family member. The student are to be given home work to interview one of their family member. | The teacher and the students can share the previous day's experience and then the students can fall into their groups. The teacher gives directions to the groups to create a story board with five different experiences of summer vacaction, they can choose to draw and label their story boards in a group or individually, but they need to have 5 experiences at the end of their creation. The story board format could be: 5 Thumbnails- 1. Specfic event in the story of student 1- 2 Specfic event in the story of student 2- 3 Specfic event in the story of student 3- 4. Specfic event in the story of student 4- 5. Specfic event in the story of student 5- In the thumbnail, they can draw and label the following elements in the story: 1. Who all are in the story? 2. Where are they? 3. What are they doing? | |||||||||||||||||||||||
29 | Day 4 | Teacher today revises the various descriptions they learnt on tuesday and asks students to use one for their family. They colour and get their story board illustrations ready and write how their families are. They can add two descriptions, one which is about physical and personality traits. For Example: My father is tall and funny. | The students have answers to the questions for one of their family member and the teacher demonstrates with her example of the interview that she took how to form a character sketch. The students can be given guiding blanks like this- My mother/ any family member was born on ____________, He/she has completed ___________ grade of education.The one prize they remember the most is ________. The students can fill the blanks with the answers they have got in their interview. | The students can continue creating these story boards. | |||||||||||||||||||||||
30 | Day 5 | The students give a final touch to their illustrations of my family and have labelled it, and answered the question- All about my family The story board will have a picture drawn of the family and then if they are Mother/father etc labelled and then on sentence of ' My family is.........' I love my family'. | The students present the character sketch either in small groups/ or whole class as the teacher deems fit. Reflections and feedback | The teacher can step a gallery walk around the class or can present their boards. The students can then fall into reflection circles and share about their experiences. | |||||||||||||||||||||||
31 | My Friends | ||||||||||||||||||||||||||
32 | Week 5 | Week 5 | |||||||||||||||||||||||||
33 | Week/days | Objective: SWBAT tell who their friends are. Performance task: Students draw their friends and write a quality they have | Objective : SWBAT describe their friends. Performance Task: Students draw a story board of how they and their friends became friends | Objective: SWBAT Infer the qualities of their friends Performance task: Students fill in the GO- I see, I think and I wonder to infer qualities of their friends | |||||||||||||||||||||||
34 | 1-Day1 | Teacher and the students sit in a circle and teacher tells about her friends. She tells the names of her friends in the form of story. She narrates the story in English and then in native language, so that Students are engaged and they can think about their friends and the stories. | Teacher and the students sit in a circle and teacher tells about her friends. She tells the names of her friends in the form of story. She then describes one of her friends in answering these questions: 1. Who is that friend? 2. When did they meet him/her? 3. What are they like? ( The teacher can use a wide variety of adjectives here) She narrates the story in English and then in native language, so that Students are engaged and they can think about their friends and the stories. | The teacher and the students play chinese whisper. The teacher starts the story themed around a friend (she specifies who it is, an event and an quality) And students follow. They all create a story and the teacher seeks a student volunteer to narrate the whole story. (Here the teacher can translate into english if Students have issues of expression in English. )The teacher makes notes of the story on a chart paper so the story is more visual to all the students and can be used the next day for further activities. | |||||||||||||||||||||||
35 | 1-Day2 | The students are divided in groups of five and the teacher encourages the students to tell their names and tell the names of their friends to each other | The students are divided in groups of five and the teacher encourages the students to tell their names and tell the names of their friends to each other. While talking in that group, the answer the questions which help them describe their friends. 1. Who is that friend(S)? 2. When did they meet him/her? 3. How are they? ( The students can use a variety of adjectives here taught to them previously) | The teacher now uses the the (chart paper) story and takes an imporatant event in the story to demonstrate the quality of the character( here friend) in the format of the GO, the teacher fills in her observations in the segment of I see, and she tries to think about and it and thinks aloud for the students, of how the event helps her to imagine what it tells her about the character( for example, the character helps his/her friend in something- I am thinking if he helped, he is helpful and can think about others, he is friendly and empathetic.) The teacher can use a list of adjectives to infer the quality of the friend in that manner. Then, in part 3, she wonders if the friend is doing something, thinks it fits the description of some adjective and then wonders if the friend is like that or not. The teacher discusses this with students in Pop Corn method to ask questions. | |||||||||||||||||||||||
36 | 1-Day3 | The teacher does word work with students today and reminds them of the describing words they used for family last week and revises the words and their meanings with the students. They play word games like Hangman. (How to play Hangman?) | The teacher demonstrates how to create a story board, she divides the paper into four parts and answers the 3 questions and draws herself and her friend in the last board/ square. The students make a rough draft in their notebook for the same. The teacher guides the students for this and goes around explaining it to them. | The students are divided in groups of 5 and are asked to tell one story of them and their friend. All the five students tell the story to each other in the group and they choose one story to prepare the GO together. The teacher walks around to help the teams needing help. | |||||||||||||||||||||||
37 | 1-Day4 | The teacher now draws all her friends on a sheet of paper/ on the blacboard, writes their names and shows it to her students. The students now are set to draw all their friends and write their names, they ask for the spellings of the names and teacher can help here. Once 50% of the class has completed the teacher asks students to use atleast one descriptive word for their friends from the ones they learnt yesterday. | The students make the necessary corrections and the teacher now encourages them to create their final drafts of the story boards, individually. | The GO that the teams have created together can presented to the whole class, one by one. The students are encouraged to ask questions and give feedback to each other.( For example- How did you think here that this friend is helpful, is that event enough for you to infer that etc., the teacher can demonstrate how to ask these questions and then tecaher can help students give feedback to each other. What did I like in the thought process in the GO, what could be improved?) | |||||||||||||||||||||||
38 | 1-Day5 | The teacher and the students sit in a circle and students present their drawing one by one and say:Hi, My name is____, My friends are( Pointing to the various drawings in the picture) | The story boards are displayed for reading and the other classes are invited to come and join the exhibition organised. | The students have use the acquired skill to think about one of their friend and think through the GO relating to one of the event that happened and how reflecting upon what quality their friend would have exhibited in that particular event individually. The teacher uses this time to talk to different students if they are struggling with the thought process. The teacher asks any five students to present it whole class, and encourages bench partners to share the GOs with each other. | |||||||||||||||||||||||
39 | Theme- Locating familial places- Home and school | ||||||||||||||||||||||||||
40 | Week 6 | ||||||||||||||||||||||||||
41 | Week/days | Objective: Students will be able to tell the address of their home and school when asked in English. Performance task: Students prepare an invitation card for a function/their birthday party. | Objective: Students will be able to identify different sections of their homes. Performance Task: Students will create a route map from school to home and present it | Objective: Students will be able to describe familial place that they like the most using the five senses. Performance task: The students will create this space, with the help of clay modelling or any other modelling that the students and teachers can think of/ are available | |||||||||||||||||||||||
42 | Day 1 | The teacher starts with a photo of her home. She shows the photo of her home, either on her phone/ laptop/projector smart class and asks what is it? Students respond and the teacher asks them to draw their own homes the way they want to. The teacher then tells them, my home is at ................( A brief address; here the teacher can call out for familiar places for students to identfy with) and then she asks students if they know where their home is, the one which they have drawn. Some of them would know, the others would fumble. The teacher asks the students to ask their parents for the the address if they are not sure. | The teacher draws/ shows an upward map of a home.( Could be as simple as squares in which kitchen, bedroom, sitting area etc.)The teacher can use the textbook pictures to show different areas at home. She can use any other resource also. Then, the teacher encourages children their to draw a map of their own homes. | The teacher reads aloud the following story_My Special Place Following the read aloud the teacher engages children in the following discussion asking these questions: 1. Which was the narrators favourite place? 2. Which was his mother's favourite place? 3. Do you have a special place? ( The teacher can ask students to write or draw about that place. | |||||||||||||||||||||||
43 | Day 2 | The teacher and the students sit in a circle. The teacher shares the follwoing scenarios: Scenario 1:You are at school and the teacher has to drop you home. What is your home address? Tell me. The teacher asks 4-5 students where they live and their address. The students tell their addresses, the teacher helps if needed. Scenario 2: You have your birthday coming up in the next few days. You have to invite your friends. Can you tell your address to the friend just at the right hand side of you? The teacher demonstrates the partner sharing with the student on her right side. The students start sharing with their partners, the teacher guides the ones who are struggling with the activity. | The teacher creates circles of 4 students per circle and asks them to share their homes and their particulars. The students share in their small group circles of how their own homes looks like and give directions using left side, right side. The teacher can help them if they have any confusions. | The teacher and the students share about their special place with each each other. The teacher can choose to divide them in groups to frame their presentations and present, or can choose to do it large group. The students can say: 1. Which is this place? 2. Why is it their special place? ( The teacher can help students formulate sentences and have specific vocabulary related to places) | |||||||||||||||||||||||
44 | Day 3 | The teacher brings different invitation cards to class for students to see. The teacher lets students go through the invitation cards. Then all of them together design a card for their birthday party( The teacher can make a uniform design for all to follow, since a lot of them might not be able to design one, they can just reproduce the one; teacher howver can encourage different designs for students) Let the students make a rough design in their note books first. Then the teacher can give them different coloured papers to make it on those. The teacher can then help students to write the different things in the invitation card. Some things could be: 1. My name is________ My birthday is on _________ I invite you for my birthday. Date: ___________ My Home address: __________ The teacher should translate all of these in the native language and help students fill it. | The teacher now introduces the idea of a route. The teacher takes a chart/ coloured paper to draw the route from school to her home. She can explain the directions assigning left and right. While drawing the route map, she can draw various buildings and roads that children might be familiar with. The teacher asks the students to now prepare the route from the school to their home. (If students cannot exactly remember the route to their home, the students can draw different things that they see around when they home from school, the teacher and their other friends can help them identify and label these) | The teacher narrates her story of her special place and answers these questions while narrating her story/ narrative of her special place- 1. What they see in the place? 2. How it looks? 3.What it smells like? 4.What it tastes like? 5.How it feels like to be there? 6.What we can hear there? 7.What are the activities done there? The teacher can choose which questions could be answered through her narrative. The students experience the demonstration and the teacher prepares the students to form their narrative. | |||||||||||||||||||||||
45 | Day 4 | The teacher ensures all the students have their cards ready and the ones who are ready can practice for their demonstration/ presentatio for the next day. The students can sit in groups of four and practice for the presentation. They have to say, Hello! I am _____ This is my invitation card. Please come to my birthday party on___ My address is ______ | The teacher asks the students today to form a group based on whose route map is similar ( the ones who have homes nearby; if more than one group the teacher can divide accordingly) The students sit together and verify each other's map. They are now supposed to prepare their own routes together and learn to tell directions to reach their homes in English ( the teacher can help them think about it) | The teacher now tries to show her special place by drawing it/ making it/ clay modelled. The teacher and the students plan and think of how they would like to create this special space. The teacher helps the students to create their special place using the previous days prompts and questions. The students can form groups and create it if that is feasible in class, or they can individually create it. | |||||||||||||||||||||||
46 | Day 5 | All the students sit in a circle and show their invitation cards to their classmates and invite them giving them that address. (The teachers can involve and share this as a note the previous day for the parents to practice the address with the students if that would be helpful) | Everyone sits in a circle and shows their route map that they have prepared, help everyone understand the route from school to home. | The students prepare to narrate and present the special place that they have created. | |||||||||||||||||||||||
47 | Week 7 | ||||||||||||||||||||||||||
48 | Week/days | Objective: Students will be able to tell the address of their school when asked in English. Performance task: Students prepare an invitation card for an inter school competition. | Objective: Students will be able to identify different sections of their school Performance Task: Students will create a route map from their home to school and present it | Objective: Students will be able to describe a dream school that they would want to be a part of. Performance task: The students will create this space, with the help of clay modelling or any other modelling that the students and teachers can think of/ are available | |||||||||||||||||||||||
49 | Day 1 | The teacher and the students draw their school and colour it. They can also specify their classroom and practise presenting like this: ' Hello, my name is _________ This is my school. Its name is ___________ Here is my class- _______ The address of my school is ___________( The teacher can help saying the address out loud ) ( The students can come and share this in small groups or in large groups. ) | The teacher presents a picture of the school, which she could capture this on the phone or can show it on the projector of the school. The teacher shows the picture and children answer the following questions: 1. What is this? 2. What are the different parts of this place? 3. Which is your favourite place in this place? The students create their pictures of this place in groups of 4/5. | The teacher starts with a read aloud My dream playground The teacher asks follow up questions after the read aloud- 1. What was the story about? 2. Who were the characters? 3. Do you like the playground yourself? 4. What is your dream? The teacher can initiate a discussion in class about their dreams and what they mean. The teacher can explain in the native language if need be, and continue asking students about their dreams about different places. | |||||||||||||||||||||||
50 | Day 2 | Continue with the presentations until the teacher is confident that 75% of the class is well acquainted with the address of their school. | The teacher presents details of this place in an upward view of the school, showing each floor and the classrooms and staffrooms of the space. The teacher can simply make an upward view of squares and label them according to the spaces that they are, like classrooms staffroom, principal's office, office, playground etc. The students can create their own maps/upward views of how they see the school. They can choose to draw and present in the way they see it. The teacher can help the students to make it. The teacher can divide the students on the basis of how many of them can independently work and the ones who would need help and support. The students create their own picture/ map of the school. It is critical that students label their map and different sections of their school. | The teacher starts the class with the discussion on dreams and what is her dream of a school. (The teacher can share her dream school when she would imagine in her childhood) The teacher can give various examples of a dream school could look like. The students can answer the following questions in order to think about it: 1. What does the school look like? ( Tall, big, multistoreyed, with so many floors etc, colours etc) 2. What are the different components? ( Rooms/ plagrounds/ art classes/ spaces to eat/ spaces to just talk etc) 3. How are the people? ( Friendly, ( the students can use the different describing words to describe people in that space) 4. What are the different tools available to them? ( The stationery, playing tools etc.) | |||||||||||||||||||||||
51 | Day 3 | The teacher shares that they are going to call another school to their school to participate in a running race. The teacher reminds the children of the invitation cards they made last week and asks the children to make invitation cards for this race for their new friends of the other school. The teacher can show the cards they made last week and encourage students to think of diiferent designs they can use to make these cards. | The students are encouraged to share their upward maps of the school, the teacher can choose a large group sharing or small group sharing. The class then is asked to bring out/ or can distirbuted the route map they have created last week from home to school. Now the teacher shows her route map and now shares how she can route home from the school. She can try sharing a different route, which would lead home, and the students are asked to enquire about different routes from school to home to their parents or caregivers. | The students can draw this space they have discussed about and share it with their friends. It is important to label different components of it. The teacher can divide the students in groups and support whereever needed. | |||||||||||||||||||||||
52 | Day 4 | The students and the teacher prepare these cards and write a small message for this other school students to read. Once the students are ready with their cards, the teacher can record the videos of the students on her/ his phone and ask students to present it, saying/ reading the small message of invitation and the address of the school, which students are already aware of owing to their practice of earlier this week. | The teacher presents her route map identfying landmarks and how from school to home. The students are divided into groups of 5, along the lines of their nearness of their homes form school, just like they did in the previous week. The students practice how to reach home from school now maybe using a different route. The students practice telling the directions in English. The teacher can help wherever needed. | The teacher can then choose any medium to represent that idea with the students. The students can prepare 4-5 models by voting the ideas they have drawn. The teacher can divide the class into groups and they can start creating their models. The teacher can choose a material and then they all create and label the different components. They prepare their presentations with the help of teacher. | |||||||||||||||||||||||
53 | Day 5 | The recording continues, the presentation continues. The reflections and feedback will follow. | The students present and share. Feedback and reflections. | The students preapre and present their models to the class and describe the place/ dream school. Feedback and reflections | |||||||||||||||||||||||
54 | Week 8 - My Community | ||||||||||||||||||||||||||
55 | weeks/ Days | Objective: SWBAT identify their neighbours and name them Performance task: Create a community tree and present it. | Objective: SWBAT- describe their neighbours- physical and personality traits Performance task: The students engage in partner sharing. | Objective:SWBAT Collect information about what all things they do together in the neighbourhood Performance task: Collect pictures of the various activities the community has enagaged in together and create a collage. | |||||||||||||||||||||||
56 | 1 | The teacher starts with a story/ or tells about how her neighbours have helped her, or she enjoys/ talks to them. The teacher can share a story on the above lines and ask students if they have had similar experiences. The teacher can ask the following questions to acquaint them with the theme: 1.Who lives beside you? 2. What all you do together? The students can be given a chance to share this and if anything more they would like to share. The teacher can give around 3-5 students to share about their neighbours and stories, if they would like to. The teacher can help them translate it into English, if they are finding it difficult. | The teacher does a read aloud with this story_Who is my Neighbour? The teacher reads it for the students and asks the following questions: 1. Which two families were there in the towns in the story? 2. How were the blues? 3. How were the yellows? 4. What did they think about each other? 5. How were they together? The teacher can take a few responses and ask the following questions to the students: 1. Do you have neighbours? 2. Do you know their names? 3. What do you do together with your neighbours? 4. How are your neighbours? 5. Has there been any incidence wherein you saw people fighting with their neighbours? | The teacher shows different pictures of community events like- Temple festival Ganesh Utsav Durga festival Diwali Christmas etc. The teacher can add different pictures on her own relevant to the context. The teacher can ask the following questions: 1. What all do you do with your neighbours? 2. Is there any event that you come together to celebrate? 3. If yes, what is it? 4. How do you celebrate it? | |||||||||||||||||||||||
57 | 2 | The teacher demonstrates her neighbours in the form of a drawing. And labels them with their names. She can also draw adjacent houses to show they like beside each other. The teacher can then tell about them to the students. The students are asked to make their neighbours in a form of a drawing they wish to and the teacher asks them to label them. The teacher can ask studnets to bring in the names of their neighbours the following day if they are unsure about it, but she can encourage them to draw them. | The teacher starts with talking about her neighbours. She draws three different enighbours and describes them: This is my neighbour Mr. ____ He is tall and very friendly. This is my neighbour Chitra. She is short, has a curly hair and very talkative. The students then start illustarting their neighours in their own ways, atleast three of them and label them. | The teacher and the students discuss the various things they do in their neighbourhood. The teacher divides the students in groups of 5 each and they discuss what they do in the neighborhood and then the students come back as a large group to share which activities they would like to take to their neighbourhood. The teacher can help students to use specific vocabulary to express their activities if need be. | |||||||||||||||||||||||
58 | 3 | The teacher can ask students to continue completing their drawings and sharing about their neighbours. The students can share their drawings in groups of 5, they can share following the script: Hello I am _________ These are my neighbours. This is _____, This is _______, this is ________, this is________( Pointing to the different figures in their drawings.) The students can share in their groups and create their drawings, colour appropriately. | kind, gentle, strong, resilient, caring, assertive, hard-working, reliable, honest, practical, responsible, loyal, mature, creative, consistent, appreciative, capable, quick, sensitive, perceptive, patient, thoughtful, fit, trustworthy, shows initiative, motivated, versatile, educated, willing, experienced, efficient, open-minded, logical, serious, supportive, resourceful, realistic, funny, punctual, friendly. The teacher can choose any five- six traits to explain students and they can choose one-one for their neighbours. | The students collect different pictures from the set of magazines/ newspapers and students search for different events in those that they relate to and create a collage of the different cut outs of those materials to show their different engagements. The teacher can give time for this collage creation, and help the students to think or draw a few events if they haven't been able to search for different activities in the materials given. | |||||||||||||||||||||||
59 | 4 | The teacher starts with a short story about about one of the nieghbour. The teacher can share something very simple, like , I play with my neighbours, we share food. The students can choose any two things they do with their neighbours. The teacher can give a few options, like eating together, going for trips together, or play etc. | The students share about their neighbours in groups or in a large group depending on the preferences of the class. Post this, the students can identify their neighbours on their desk and engage in the same activity for them. | The students present their collage and talk about how they have experienced these activities in their neighborhood. The teacher can then initiate discussions about which activities most of the students were involved in their neighbourhood and which ones were unique and new to the class. The class compares the different ways neighbours interact with each other. | |||||||||||||||||||||||
60 | 5 | The students can all share about all the neighbours they have drawn and what all they do together. Reflections and feedback. | The students share about their neighbours at their bench and share about their experiences. Reflections and feedback | The students discuss the importance of neighbourhood beyond the celebrations/ activities. The teacher also highlights that fact that they are the ones who help them in need most immediately. Reflections an feedback session follows. | |||||||||||||||||||||||
61 | Objective: SWBAT find out about community facilities- roads, garbage bins/ garbage trucks,parks in their area. Perfromance task: Prepare a community map and label the drawing | Week 9 Objective: SWBAT describe their community facilities- roads, garbage bins/ trucks, parks in their area. Performance task: Prepare a speech to deliver describing the facilities of their community. | Objective: SWBAT identify and tell their community leaders. Performance Task: Prepare a collage of pictures of the leaders of their community and present them. | ||||||||||||||||||||||||
62 | 1 | The teacher asks children about what do see when they walk around in their community. The teacher can indulge in a visualisation activity where in they close their eyes and imagine they are walking in their community. 1. What do you see around? (ESR- Homes, buildings etc) 2. You were eating some chips, where will you throw the packet when you have finished all the chips? 3. How many roads/streets you are walking and crossing until you reach the main road? 4. Is there any park you can go to play? The teacher can translate the questions in their native language and the students can practice the vocabulary to name different facilities they receive. | The teacher starts with a drawing of a community and starts narrating the descriptions of the different facilities that she is using along with her community. ' This is my community. These are the roads we us to go from my home to other places. The roads are wide and cemented. If I am bored anw would like to play/ walk outside, I go to the park nearby and it is full of greenery, trees and grass. It also has swings, slides and seesaw. We throw all the garabage which we have into these bins here and there is also a garbage truck that comes to collect the waste of our homes. It smells really bad when it is around.' ( The teacher can use a lot of actions while describing this. So that the students can relate more, she can translate the describing words so that students can use them correctly.) The teacher divides the students into groups according to their area of residence, similar area of residence students forming similar groups. The students can assigned to draw and colour the different facilities provided to them in their community. For example, they draw a par they have in their community and what they see in their. One of the group can draw different raods and footpaths. | The teacher tells the students that in their locality, there are people who take care of the maintenance of the different facilities of the community. They are called community leaders/ corporators/ panchs etc. ( The teacher can help students relate by telling them where they will find the names. ) The teacher can also talk about others who help in the community, other leaders, like the garbage collector, sweepers, etc. The students imagine all these helpers/ leaders and draw them. The teacher then asks the students to answer these questions: 1. Who are these leaders? 2. What are the facilities they helpyou with? 3. What do they do to help you? | |||||||||||||||||||||||
63 | 2 | The teacher can show different pictures of the community. The teacher can show different pictures and ask the students to think about how they would like to create theirs. There are a few ideas here The teacher can divide the students in different groups and show these different pictures and ask them label it with the help of words they have learnt the previous day. | The students continue drawing the different facilities they share with their neighbours and the teacher helps them to label them. The teacher helps students to think to describe that facility. Which facility it is? How it is? The teacher help students label and answer these questions, and while the second question is answered by enlisting a different describing words to tell how that facility is. For example: Road- narrow, wide, many, few, clean, messy, heavy trafficked, Park- greenery, or having playing ground, swings, slides, seesaws | The students draw atleast 5 more than the leaders they drew yesterday. The students are divided in gorups of 5 and they share their drawing and the various community helpers and their tasks. With two days in hand, the teacher gives them an assignment to find their pictures and present it in the class the next day, if they got one, with the photo they will bring this information- 1. Who are they? 2. How do they lead/ help the community? | |||||||||||||||||||||||
64 | 3 | The teacher now asks students to create their own community drawing and label it. The students can think about differnet ways to present it like they have seen in the pictures shown to them. | The groups come and present their drawings and describe. Every individual child answers those two questions about thier drawing. The teacher helps them to prepare the format of their speech- Hello,' My name is______ I am a part of the group ______ I have drawn parks/roads of the community They are _______ | The students continue with their discussions in their groups and discuss about more community leaders. The teacher can do a read aloud or think together about how their community helpers help them! The teacher can do an activity wherein they imagine what would happen if one of the community leader/helper did'nt perform their task. The teacher can draw circles and in that the name of the community helper/ leader cross it to show that they are'nt there. They discuss about what are the different possibilities . For example, if the sweeper helper does not come, the community will be messy/ dirty. | |||||||||||||||||||||||
65 | 4 | The students continue with the same activity. | The students continue presenting. | The students present their findings of their area/ community leaders. | |||||||||||||||||||||||
66 | 5 | The students curate their drawings on their notice board and have a gallery walk. The students reflect and give feedback. | The teacher and the students revise the list of vocabulary. Reflections and feedback. | The presentation continues, in groups or individual or as a gallery walk. Reflections and feedback. | |||||||||||||||||||||||
67 | Week 10- My Toys | ||||||||||||||||||||||||||
68 | Objective: SWBAT state which and why of their favourite toys Performance task : Show and tell- everyday of the week | Objective: SWBAT desribe their favourite toy Performance Task: SWBAT play dumb charades to desrcibe the toys. | Objective:SWBAT analyse and share why they prefer one toy over another Performance task: Write a story associated with their toys. | ||||||||||||||||||||||||
69 | 1 | The teacher does a read aloud_ the teacher asks the students if they have something very close just like in the story. The students are given a chance to think about their favourite toys. The students talk about which is their favourite toy. The students are then told to bring four of their favourite toys to school from the next day. | The teacher asks the students to draw their favorite toy. She picks one of the drawing and starts describing it and all the othersdraw it. It is a toy, brown in colour, really big and it is a bear. Draw this. The one who has the closest drawing, he wins/ she wins. These are the guiding questions: 1. What is the shape of the toy? 2. What is the size? 3. What is the colour? 4. What is the toy? Then the students come with their drawing and describe it, the teacher helps the student to describe it and then the others draw it in the next one minute or even lesser. The closest drawing wins. | The teacher starts with a read aloud Too many toys The teacher asks: 1. How many toys do you have? 2. Which is your favourite toy? 3. Why is it your favorite toy? The students share about their favorite toy one by one by coming in front of the class. | |||||||||||||||||||||||
70 | 2 | The students show their favourite to their assigned partners for the day and they tell about 1. What is the shape of the toy? 2. Which is the colour? 3. Why is it their favourite? The teacher goes around and helps students for English words, the students can use the word wall they have made in previous classes for the same. | The game continues. | The teacher starts the class with a story about one of her toy, how she bought it. For example: I was outside of a shop. I saw a shining monkey, who was talking. I wanted to play with it. I asked my mother to buy that toy The teacher draws small boxes for each senetnce and draws what was happening in very box pertainig to every sentence. The students also make a story about a toy and how they got it. | |||||||||||||||||||||||
71 | 3 | The Teacher starts the conversation of the other new toy they are going to show and play with their partners, which are reshuffled. The teacher can then add other question about if the toy is big/ small, heavy/ light to build the vocabulary of the students. The teacher then starts another round of show and tell for the students. | The game continues. | The students watch a movie- Toy Story The teacher starts with part 1 and then continue with every part as to what happens. She stops to explain what happens in the story. She helps the students understand the story. At the end of that days time, (if the story/ movie is incomplete) the teacher can check for understanding and ask students: Who are the characters in the story? What are they doing? Where are they? What do they want to do in future? What will happen next? | |||||||||||||||||||||||
72 | 4 | On the third day of show and tell, the students are quite acquainted with the activity. They will now choose from any other toy from their peers and share the information about the same. | The teacher can give students clay/ any other medium to use the descriptions to create. | The class completes watching all the parts of the movie. The teacher asks the students to make a story board/ comic strip of the movie. | |||||||||||||||||||||||
73 | 5 | The students share about their favourite of the toy now in their class now, their choices could have changed and expanded. The teacher also picks a favourite toy but also shares that every toy is her favourite in it's own way. | The students get a chance with a partner which toy of all the desriptions is their favourite. The students describe their favorite drawing so far of the toys they made. Reflections and feedback. | The students are asked to write a script about their own toy story in whichever they want. Reflections and back. | |||||||||||||||||||||||
74 | Week 11 | ||||||||||||||||||||||||||
75 | Objective: SWBAT tell the different games that play with the different toys/ without toys Performance task: Students play games and tell how to play the game. | Objective: SWBAT describe games they play outside. Performance task: Students play the games and desribe them. | Objective: SWBAT create a new game of all the games they have played. Performance task:Create/ invent a new game to play with the toys | ||||||||||||||||||||||||
76 | 1 | The teacher brings various board games to the class and starts telling and asking about those. The students are asked which one is their favourite game amongst the games here and which ones do they otherwise play. The teacher can give away these games to play and the game to get this game for their group is to tell how to play it in English. For example, they have to play snake and ladder. Before the teacher gives that game to them, they need to tell her how they will play the game. The teacher can instruct the same, but the students have to know, so they tell the teacher back, you will place button/ colour coin on 0 and then roll the dice. You have to move forward as the dice says, 4, you move 4. ( It is alright if the students do not speak in full sentences. They can just use verbs if that's how they say it.) | The teacher gets all the children in a circle and they start playing ring a ring a roses. The class can play 2-3 rounds of this game. The teacher asks the following questions: 1. Which games do you play other than the board games? 2. Which is your favourite game? 3. How many players play that game? 4. What are the rules of that game? The teacher can help them to describe it with the vocabulary that is needed. | The teacher shares about a game she used to play as a child and asks students if they know about it. The teacher asks which is the newest game they have played and asks 5-6 children to share their experience. The teacher helps with the specific vocabulary if students need help. The teacher helps the students to share their experience with the help of the following guiding questions: 1. What is the game called? 2. How many people can play this game? 3. Who wins and how? 4. What are the general rules of the game? | |||||||||||||||||||||||
77 | 2 | The teacher continues with the game. The students are asked to share how to play the game and the teacher helps when the students have problems to narrate the directions well. The students learn new words, verbs and how to give directions. The students come in particular number of groups as required by the game and then start with the same cycle. | The teacher divides the class into groups, in every group 6 students. All of them get to play one game of their choice. Post the game, they share the following details of the game with the class: 1. Which game did they play? 2. Who all did what? 3. What were the rules of the game? 4. What happened in the game; anything specific to share? | The teacher asks the students to make their own new game. They will decide the rules, the winner, the name. 1. What is the game called? 2. How many people can play this game? 3. Who wins and how? 4. What are the general rules of the game? The students can create games individually or in groups and they present the ideas one by one. | |||||||||||||||||||||||
78 | 3 | The students continue with the same and teacher helps whenever required. | The students play a different game with a different group and the same follows. | The students present and the teacher lists down the names of the games. | |||||||||||||||||||||||
79 | 4 | The students continue to play and share how to play with their teacher | The students play a different game with a different group and the same follows. | The students choose any three games out of the games presented and the students togther play one round of thise games. | |||||||||||||||||||||||
80 | 5 | The students share the following things: 1. Which game did they like playing the most? 2. How did they play the game? The teacher can ask it in groups/ individuals as the time permits. Reflections and Feedback. | The students vote and choose which game they loved the best and describe that game, following the questions of the first day. Reflections and feedback. | The students choose one game that they like the most and that becomes their class game. Reflections and feedback. | |||||||||||||||||||||||
81 | Week 12- Cartoon Characters | ||||||||||||||||||||||||||
82 | Objective: SWBAT tell their favourite cartoon and draw it Performance task: Draw and present their favourite cartoon character. | Objective: SWBAT describe their favourite cartoon character Performance Task: SWBAT deliver a story to answer 5 ws of their favourite character. | Objective: SWBAT create a cartoon character and describe it. Performance Task: SWBAT become cartonists and make their cartoon series. | ||||||||||||||||||||||||
83 | 1 | The teacher plays a cartoon she used to watch as a child and Students watch it together. Then the teacher asks the following questions: 1. What did you watch? 2. Who all were there in the cartoon? 3. Which cartoons do they see? The teacher tells that the next day, we are going to draw and write about our favourite cartoon characters. | The teacher asks students about their favourite cartoon character. The students answer the following questions in 10 seconds about their character. 1. Who is the character? 2. Where is the character( Where does he live) 3. Who is the villain/ anti hero( who is the bad man in that cartoon? 4. What is the | The teacher starts with a cartoon episode. Make way for Noddy The teacher asks the students the following questions: 1. Who was the main character of the story? 2. Who are the other chaarcters? 3. What are they doing in this epiosde? 4. Do you like the cartoon? 5. Why did you like it? The teacher can randomly ask anyone, but includes as many people as possible | |||||||||||||||||||||||
84 | 2 | The teacher plays a cartoon students have suggested. They discuss about what they say and draw the happenings of the cartoon, label it with the help of the teacher. | Th students who could not play the previous day can play now. The other students draw and illustrate the favourite episode of the series. The teacher can demonstrate the making, for her favoruite cartoon. The students can use their own ways to describe the cartoon | The teacher divides the class in groups of 5 and they get to watch different cartoon episodes. The teacher can choose any 5 cartoon characters for this and shows them to the class. The students present in their groups at the end of the class: 1. Which cartoon episode did they see? 2. Who were the characters? 3. Where are they? 4. What were they doing? 5. What happens in the episode? 6. What was the problem they solved? 7. How did they solve it? 8. Who came out as the main character? 9. Who was the villain? | |||||||||||||||||||||||
85 | 3 | The students watch yet another favourite cartoon, discuss about what they saw and draw the happenings of the cartoon, label it with the help of the teacher. | The students are divided in groups of 5 and they create a demonstration of a cartoon they all like and share for the whole class, once done. (The process is similar to that of the previous day, the work is not individual but group.) The teacher helps students with specific vocabulary needed to desrcibe the episode and label it appropriately. | The teacher asks the students to create in groups of 5, a cartoon character of their own. The students create a cartoon character. While creating that, they think about 1. a name 2. the way he/looks 3. the special feature/ unique element 4. the other characters After they have created and discussed with the teacher, they can draw and and present their characters with the class. | |||||||||||||||||||||||
86 | 4 | The students present the different drawings they have drawn and tell what is happening in the story with different groups/ Teacher can choose to show a different show. | The students now have a lot of different stories of their favourite cartoons. Now, the teacher announces and plays passing the parcel with students. The one whol gets the parcel narrates the story of their favourite episode of their favourite cartoon. | The students are asked to create an episode of this cartoon series follwoing the guiding questions: 1. Who are the characters? 2. What are they doing in the beginning? 3. What is the problem they will solve? 4. How does the main character solve it? The teacher confers and helps students if they need any support to answer these questions and create their episodes. The teacher instructs the students then to present it in the form of drama and enact. THe students are asked to make their props if they would need any for the enactment. | |||||||||||||||||||||||
87 | 5 | The students vote for their favourite series so far and a few of them can share what made them choose that particular over the others. Reflections and feedback | The students continue playing untill everyone has shared. The teacher then initiates the reflections and feedback circle. | The students prepare to enact their episode, get hold of props and get ready. One by one, the students share and present their enactments with their classmates. Reflections and feedback | |||||||||||||||||||||||
88 | Week 13 | ||||||||||||||||||||||||||
89 | Objective:SWBAT watch and retell about a new english cartoon series they watch Performance task: Retell the story of the cartoon | Objective and Performance task : SWBAT describe an unfamiliar cartoon series in a comic strip | Objective and performance task: Choose between the different cartoon characters and shoot a story/ epidode/ enact | ||||||||||||||||||||||||
90 | 1 | The teacher shows a cartoon episode every day, and the students draw and label, and retell the stories to their partners. ( One series is given as an example for every day, the teacher can choose to show that series or take choose one on her preference.) Popeye_The Sailor Man | The students watch the cartoons and categorise them into what happened into Beginning Middle End The cartoons can be their favorite ones or others. Few are given for the teacher reference. Popeye the sailor man The teacher watches the cartoon with the students and they make a comic strip of what they have watched. The teacher can demonstrate by dividing the blackboard into three equal parts- Beginning- what happens-(Draws and labels) Middle- what happens-(Draws and Labels), End- What happens-( Draws and labels) | The teacher asks the students about their favorite cartoon character and asks them to enact like it. The teacher can choose 4-5 students to enact and express it in English. The teacher can begin by demonstrating her favourite character. The teacher then instructs the students that they have to shoot an episode of their favourite cartoon this week. The students are divided in groups of 5/6 to enact that episode. The students are given time to plan for the enactment. | t | ||||||||||||||||||||||
91 | 2 | Richie Rich | The students and the teacher watch a cartoon and draw a comic strip of what they saw. | The teacher asks the students to think about who will they be in the cartoon series and the teams discuss about their roles in the play. The students can begin enacting and practising if they are ready with which story and which character they are playing. | |||||||||||||||||||||||
92 | 3 | Casper the friendly ghost | The students and the teacher watch a cartoon and draw a comic strip of what they saw. | The teacher can help and guide students to refine their stories and acting skills. The students can rehearse their episode with their teacher and get feedback about their performance and then improvise. The teacher helps the groups and tells them they will shoot the videos of their episode. | |||||||||||||||||||||||
93 | 4 | Courage- The cowardly dog | The students share their comic strips with their peers- in either groups of 5 or individually. | The teacher shoots the episode for each group and their peers become their audience and to give feedback. | |||||||||||||||||||||||
94 | 5 | The students share about the different cartoons they watched and which ones were their favourite. Reflections and feedback. | The students continue sharing. Reflections and feedback. | The teacher continues with shooting and others give feedback to the other teams. Reflections and feedback. | |||||||||||||||||||||||
95 | Week 14 and 15 - Favourite story- Drop everything and read marathon | ||||||||||||||||||||||||||
96 | In the coming two weeks, the teacher does a read aloud every day and facilitates a space for students to read everyday and share. ( The school library which has levelled books is highly recommeded, or Pratham's library offering could be taken. link to Pratham's offering _ Store_ Pratham Books There are three ways to read a book:( The teacher can choose any of the ways, which suits the needs of her class. ) 1. Read the pictures ( Beginning readers, struggle to read words) 2. Read the words ( can read words with the help of picture cues) 3. Retell the story (Read the story, read the picture and tell it to their partner. ) Guiding questions to sharing circle at the end of the reading time: Who all are in the story? Where are they? What happens in the story? The teacher does a read aloud and then demonstrates how to answer the questions. The studenst follow. Every day, the teacher does a read aloud, answers those questions and then each child gets a book to read. | ||||||||||||||||||||||||||
97 | Week 16- Drop everything and write | ||||||||||||||||||||||||||
98 | In this week, the teacher gives a chance for the students to write about any topic they want. The teacher and the students will continue following a writing routine to acquaint students with the writing process. The students and the teacher follow the below habits of a writer: 1.Chat: The teacher tells an experience in the form of a story. It could be any story, a story about her favorite trip, a story of what happened yesterday, a story about her favourite movie etc. 2. Write and confer :The students are to write a story about any event/ any happening in their life. Once, one story is complete the teacher encourages them to write another and so on. The teacher helps them to think and helps them to write. . 3. Share: Students share their stories: ( The teacher can choose any one way for the students to share) - By partner sharing - In groups of 5 - Whole class | ||||||||||||||||||||||||||
99 | Week 17 Festivals | ||||||||||||||||||||||||||
100 | Objective: SWBAT identfiy different festivals and name two other than those they celebrate. Performance task: SW enact and celebrate in groups festivals as make believe play. Resource that could be used: Indian Festivals- Jalebi Street- Videos The teacher can use any other resource of she wishes to. | Objective: SWBAT describe festivals celebrated across different parts of India. Performance Task: SW point to different regions and state which festivals are celebrated. | Objective: SWBAT classify festivals according to region, seasons and various religions. Performance task: SWBAT fill in a GO | ||||||||||||||||||||||||